MYRA E. BUERE July 17, 2015MTENGBE -11491159 ENX621M –Dr. Arias

LESSON PLAN in LITERATURE

TITLE: The Story of an Hour By: Kate Chopin

MATERIALS/SOURCES: Copy of a story, Power Point Presentation, Activity Sheet http://www . colorincolorado.org/common-core/classroom/lessons/grades

GRADE LEVEL: Grade 10

ACTIVITIES: Interactive Reading, Filling in the chart, Summarizing, Character sketch, writing an Argument

OBJECTIVES: Give the meaning of the underlined words used in the text Read and understand the story by answering the questions during the interactive

reading Identify the characters in the story through a character sketch Extract the theme of the story during the discussion Summarize the story using “Somebody, Wanted, But, So, Then,” Chart Realize the importance of women’s right in our society today

PROCEDURE:

A. PRE-READING ACTIVITY

Present to the students the role of women in 19th Century America. Using the chart or activity sheets given to them, the students work with a partner to answer the questions.

Student Chart 1: The Role of Women in 19th-Century AmericaFollow along as your teacher reads this text out loud. Then work with a partner to answer the questions.Guiding Question: In what ways were women limited in 19th century America?

Women living in the United States in the 19th century, or the 1800s, had few rights. Women were not allowed to vote. Very few women went to college. Education was considered only important for men. Women were expected to marry a man and bear his children. If women worked, they had to give their wages to a man. Women could not get divorced, even if their husbands abused them.However, many women worked very hard to gain equal rights. By the late 1800s, women had formed a movement to gain the right to vote. In 1920, women in the United States were allowed to vote for the first time.

1. Why didn’t women vote in the 1800s?

Women were not ___________ to vote in the 1880s.

2. Who was expected to go to college in the 1880s?

Only _________ were expected to go to college.

3. If a woman worked, what was she supposed to do with her money?

Women were expected to give their wages to ________________.

4. If a man hurt his wife, could she divorce him?

A woman _____________ divorce her husband, even if he hurt her.

5. In what year were women finally allowed to vote?

Women were allowed to vote in _____________.

6. Why were women finally allowed to vote?

Many women worked hard for ___________ rights.

7. Name four ways that women were limited in the 1880s.

• Women could not _________________.

• Women could not attend __________________.

• Women could not keep their _______________.

Women could not ______________ their husbands

Introduce the story title and Author by showing to them the image from the cover of the story. Ask them to look at the image and think about what might make this story interesting or challenging. Call some students to share.

Discuss the background of the author. Using the chart or activity sheets given to them, the students work with a partner to answer the questions.

Student Chart 2. Who is Kate Chopin?

Guiding Questions: what is Kate Chopin best known for?

Kate Chopin was born in St. Louis, Missouri in 1850. She married when she was 20 years old. In the next eight years, she had six children. Chopin’s husband died in 1882, and her mother died the following year. Chopin was very depressed, so her doctor suggested that she should start writing. Starting in the 1890’s, she wrote two novels and about a hundred short stories. Her writing often had feminist themes. She is well-known as one of the first American authors to write true depictions of women’s lives and feelings. Kate Chopin died in 1904 at the age of 53.

1. When was Kate Chopin born?

Kate Chopin was born in ___________.

2. Why was Chopin depressed?

Chopin was depressed because her ____________ and her ____________ were dead.

3. What did Chopin do to feel better?

Chopin started _______________ to feel better.

4. When did Chopin start writing?

Chopin started writing in the ____________. How old was Chopin when she started writing?

Chopin was ___________ years old when she started writing.

5. What does “feminist themes” mean?

Feminist themes means main _____________ that are in favor of ____________ rights for _____________.

6. Think about the role of women in the 19th century. Why was it important that Chopin’s writing had feminist themes?

It was important that Chopin’s writing had feminist themes because ____________________________________________________________________.

7. Chopin was the first American to write about what topic?

Chopin was one of the first American authors to write about the _____________ lives of _____________________________________________.

8. What is Kate Chopin best known for?

Kate Chopin is best known for being one of the first

________________________ to write ______________ depictions of women’s_________________ and _________________.

Discuss the vocabulary words taken from the story using the glossary of words. Have the students give the meaning or definition and use it in the sentence correctly.

Student Chart 3. Glossary of Words. Fill in the chart with the meaning or definition of the underlined word and give your own sample sentence using the given word.

Word Example from the text Meaning/Definition Personal Example1. Abandonment

She wept at once, with sudden, wild abandonment

Taken over with a great emotion

At the concert, we dance around with abandonment

2. Persistence

There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature.

3. Reveal It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing.

4. Perception

A clear and exalted perception enabled her to dismiss the suggestion as trivial

5. Impose Men and women believe they have a right to impose a private will upon a fellow-creature

6. Aquiver The tops of the trees were all aquiver with the new spring life

B. READING ACTIVITY

Students are given a copy of the story.

The teacher reads the story by paragraph or section. As the teacher reads, the students follow and answer the questions with a partner. This will continue until the story ends. The teacher may call a volunteer student to read the story.

Questions thrown on the students will depend on what paragraph or section is being read that will lead to the understanding of the story.

Example:

First line from Paragraph 1: Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death.Questions:What news did they bring to Mrs. Mallard? What did they take great care to tell her

C. POST-READING ACTIVITY

The following Comprehension Questions will be asked to the students after the reading activity to check their understanding about the story.

1. Give the setting of the story. The setting of the story is very limited. How does this limitation help express the themes of the story?2. Identify and briefly describe the characters in the story.3. What does Josephine represent in the story? What does Richard represent in the story?4. What did Mrs. Mallard die of?5. Does Mrs. Mallard love her husband? Give textual references to prove your answer.6. How does Mrs. Mallard’s new beginning become her ending?7. How does the author use description and foreshadowing to “set you up” for the ending? Cite the lines from the text.8. Pick out at least two symbols from the story and their deeper meaning.9. What view of marriage does the story represent? The story published in 1894; does it only represent attitudes towards marriage in the nineteenth century, or could it equally apply to attitudes about marriage today?10. If this is, in some sense, a story about symbolic journey, where does Mrs. Mallard “travel”?

D. TASKS

1. Character Sketch A. (Pair Work)

Think about how these characters in the story related to each other. Then work with a partner and fill in the chart below with their names. Ask them to explain their work.

2. Character Sketch B. (Pair Work)Think about the words that have been used to describe Mr. Mallard and Mrs.

Mallard. Work with a partner to write these words in the chart below. You will need to go back to the text to complete the chart. Ask them to share their work in the class.

Mrs. Mallard Mr. Mallard

3. Summary of “The Story of an Hour” (Group Work)

Fill out the following “Somebody, Wanted, But, So, Then” chart for The Story of an Hour.

ProtagonistWho is the main character?

“Somebody” The main character is ____________________________________.

What does the main character want?

MotivationThe main character wants __________________________________

“Wanted”

_________________________________________________________.

What is the problem?

ConflictBut the problem is _________________________________________

“But...”

_________________________________________________________.

What does the main character do?

Rising Action So _______________________________________________________“So”

_________________________________________________________.

What happens in the end?

ConclusionThen in the end ____________________________________________

“Then”

__________________________________________________________.

E. EXTENSIONWrite an essay that argues for or against the claim that the ending of the “Story

of an Hour” is ironic. Be sure to use evidences from the text to support your thoughts.