Monday
• Work time on Chart Archetypes in SS #1 - “Young Goodman
Brown”
• Due no later than Wednesday!
Hook, Housekeeping
& Homework
Wednesday
Have out your novel (fictional text) to read 
Quietly read for approx. 10 minutes
Remember…
• no electronics out/on during reading time
• you are receiving credit for being on time,
• ready to read with your choice, independent reading novel,
• and actively reading during the given time.
• If you do not have your book with you, must read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½
sheet review and post it in the room!
Homework: Spend 10 – 30 minutes reading from your choice,
independent novel tonight!
Past, Present, Future
Wednesday
• Archetypes in literature = Chart SS #1 - “Young Goodman
Brown” – TURN IN NOW!
• SS #2 – “The Story of an Hour”
• CMAS Testing
• Feminist Theory
Short Stories Through a Critical
Lens
Wednesday
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and
evaluative strategies
Objective: you will be able to determine plot and character for the short story “The Story
of an Hour” by Kate Chopin
Relevance:
• By interpreting complex texts, providing evidence, and communicating ideas, we are
not only practicing the skills need in any workplace or postsecondary setting, but also
we are examining aspects of ourselves and others and how these as well as social and
historical events impact the way in which we communicate.
• Examining and practicing writer’s craft allows us to better represent our own thoughts
in any workplace or personal situation.
Inquiry Question(s)
What strategies are most useful when reading, understanding, making personal
connections to, and analyzing texts ?
How does one’s perspective influence the reading of a text?
How is literature a voice of social commentary?
Instruction: Obtain
I Do
Wednesday
Purpose: to determine
Tasks:
1. Review vocabulary (see next slide)
2. Preview
https://app.studysync.com/admin/library/index.cfm#preview
3. Overview
Kate Chopin (1850-1904) wrote stories and novels about women with
wants and needs beyond just marriage and child-rearing, which cast
her as one of the boldest and most controversial authors of her time.
Her works, never widely read or critically lauded during her lifetime,
have since been reappraised and canonized as precursors of 20thcentury feminist literature and ideology. The Story of an Hour, tells
the tale of a woman who finds liberation when she receives the news
of her husband's unexpected death.
Outcome: Ready to read the story!
Vocabulary
Afflicted
af•flict•ed \ə ˈflik təd\ adjective
To cause pain or suffering to
We provided water to the runners who were afflicted by the extreme heat.
Intelligence
in•tel•li•gence \in ˈtel ə jən(t)s\ noun
Information that is delivered, news
The spies brought us intelligence about the enemy’s battle plans.
Abandonment
aban•don•ment \ə ˈban dən mənt\ noun
The state of acting freely or in an unrestrained manner
We danced with abandonment on hearing that we had won the lottery.
Elusive
elu•sive \ē ˈlü səv\ adjective
Difficult to hold onto or understand
She read the sentence several times to try to grasp its elusive meaning.
Illumination
il•lu•mi•na•tion \ə lü mə ˈnā shən\ noun
Clarity or understanding, enlightenment
Discovering new connections between the facts led to a feeling of illumination for the
scholar.
Imploring
im•plor•ing \im ˈplō(ə)r ing\ verb (participle)
Begging or requesting in an urgent, passionate manner
The homeless man was imploring people for spare change.
Elixir
elix•ir \ə ˈlik sə(r)\ noun
A liquid or other substance thought to have special, often magical powers
The aging explorer searched far and wide for an elixir of youth.
Importunities
im•por•tu•ni•ties \im pər ˈtü nə tēz\ noun
Repeated and annoying requests or demands
We grew so tired of our neighbor’s constant importunities that we make no noise when he
was home.
Instruction: Obtain
We Do
Wednesday
Read the Text
• Read The Story of an Hour.
• Don’t worry about annotating or writing responses while reading-simply read it once to enjoy the story.
• vocabulary – previous slide
Activities: Develop
You Do - We Do
Wednesday
Tasks:
1. Re-read and Note
2. Pick five sentences that, in your opinion, are especially important
to what this story is about, and write brief explanations as to why
you chose each.
3. Next write a one-sentence summary of the story, do your best to
encapsulate what this story is truly "about" on a deeper thematic
level-not just a plot summary.
Short Stories Through a Critical
Lens
Wednesday
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and
evaluative strategies
Objective: you will be able to determine plot and character for the short story “The Story
of an Hour” by Kate Chopin
Relevance:
• By interpreting complex texts, providing evidence, and communicating ideas, we are
not only practicing the skills need in any workplace or postsecondary setting, but also
we are examining aspects of ourselves and others and how these as well as social and
historical events impact the way in which we communicate.
• Examining and practicing writer’s craft allows us to better represent our own thoughts
in any workplace or personal situation.
Inquiry Question(s)
What strategies are most useful when reading, understanding, making personal
connections to, and analyzing texts ?
How does one’s perspective influence the reading of a text?
How is literature a voice of social commentary?
Hook, Housekeeping
& Homework
Friday
Have out your novel (fictional text) to read 
Quietly read for approx. 5 minutes
Remember…
• no electronics out/on during reading time
• you are receiving credit for being on time,
• ready to read with your choice, independent reading novel,
• and actively reading during the given time.
• If you do not have your book with you, must read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½
sheet review and post it in the room!
Homework: Spend 10 – 30 minutes reading from your choice,
independent novel tonight!
Short Stories Through a Critical
Lens
Friday
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative
strategies
Standard 1. Oral Expression and Listening
2. Effective collaborative groups accomplish goals
Objective: you will be able to identify detail and the deeper meaning to “The Story of an Hour.”
Relevance:
• By interpreting complex texts, providing evidence, and communicating ideas, we are not only
practicing the skills need in any workplace or postsecondary setting, but also we are examining
aspects of ourselves and others and how these as well as social and historical events impact the
way in which we communicate.
• Examining and practicing writer’s craft allows us to better represent our own thoughts in any
workplace or personal situation.
Inquiry Question(s)
What strategies are most useful when reading, understanding, making personal connections to, and
analyzing texts ?
How does one’s perspective influence the reading of a text?
How is literature a voice of social commentary?
Past, Present, Future
Friday
• Archetypes in literature = Chart SS #1 - “Young Goodman
Brown” – TURNED IN!
• CMAS Testing
• SS #2 – “The Story of an Hour”
• Feminist Theory
• SS #2 – “The Story of an Hour” – Apply Feminist Theory
Activities: Develop
We Do
Friday
Tasks:
1. Comprehend - Review (groups of 2)
1.
Complete the multiple-choice questions
2. Discuss: What is this story about? Share and discuss their
one-sentence summaries. (groups of 4)
1.
Analyze the story's deeper purpose or meaning.
• Question the many ambiguities within the two-page story:
• Is Louise Mallard a sympathetic character?
• Was hers a loveless, unhappy marriage?
• Why does she react the way she does to her husband's surprise return?
2.
Share these - one sentence, deeper meaning (theme)
statements - on the board
• Kate Chopin is a female author writing over 100 years ago.
What might she be saying about women? Their needs, beliefs,
roles, etc.?
Activities: Develop
We Do
Friday
Purpose: to identify the components of another critical lens =
Feminist Perspective
Tasks:
• Read the Literary Tool Kit on Feminist/Gender Perspective
• Respond, in writing, to the questions at the end
Outcome:
Consider the Essential Questions How do these apply to “The Story of an Hour”?
If Time Allows…
Activities: Develop We Do
Watch SyncTV
• Focus From 1:10-1:30 the students discuss their various interpretation
of the story's final line: "When the doctors came they said she had died
of heart disease-of the joy that kills." What is your opinion?
• Focus In the portion of the episode from 1:35-2:30, the SyncTV
students discuss the point of view employed in this story, and how it
changes over the course of the narrative. What is the story's point of
view? How does Chopin construct meaning with the story's shifting
point of view?
• Focus The SyncTV students' interpretations of the story are divided into
two distinct camps: at 0:10-0:50 we are introduced to both sides of the
argument. Consider both viewpoints and think about your own
personal responses to Chopin's ambiguous narrative.
Discuss
What new thoughts do you have after hearing the students'
discussion?
If Time Allows… Activities: Develop - We Do
Discuss - Small groups (3-4 students) - Discuss some of the following questions:
1. "The Story of an Hour" is ambiguous: Is it, as the girls attest, a protofeminist text about a woman yearning for freedom, or is it, as Troy argues,
the chronicle of an emotionally disturbed female protagonist? Does Chopin
leave her intentions uncertain? What does this ambiguity add to the story?
2. The story is narrated from a close-third-person perspective, but that closethird-person shifts in focus among the story's characters. What is closethird-person perspective? How does it shift? How does Chopin use this
formal shift to create meaning?
3. What does the room symbolize? The view out the window? How does
Chopin use external setting as a metaphor for Louise Mallard's inner state?
4. Is Louise Mallard a protagonist? Is she sympathetic, or is she cold? What
constitutes a protagonist in a story? Must all protagonists be of heroic moral
fiber, or are they allowed to have thoughts and desires that are
objectionable or uncouth? Do these thoughts make her an antagonist?
5. What do you make of the story's final line? Is Chopin being ironic, or
insincere? What is her tone in this final piece of narration?
6. Is Chopin's story about the individual, or society? Is this simply a story of an
hour, or are her characters vessels for larger social issues and concerns?
What might these issues and concerns be?
If Time Allows…
Activities: Develop
We Do
Write
Think about the SyncTV students' overarching argument in the
episode. In a persuasive essay response, argue whether this is a
story about a cold, emotionally disturbed woman, or a paean to
the secret, repressed desires of women for individuality and
freedom. Provide at least two supporting examples, using
quotes and passages from the text.
Think & Respond
Read the "Think" questions, watch the corresponding video
clips, and respond to the questions
https://app.studysync.com/admin/library/index.cfm#library_thi
nk
Short Stories Through a Critical
Lens
Friday
Standard 1. Oral Expression and Listening
2. Effective collaborative groups accomplish goals
Objective: you will be able to compare/contrast top grossing movies in order to
determine common plot patterns and character types.
Relevance:
• By interpreting complex texts, providing evidence, and communicating ideas, we are
not only practicing the skills need in any workplace or postsecondary setting, but also
we are examining aspects of ourselves and others and how these as well as social and
historical events impact the way in which we communicate.
• Examining and practicing writer’s craft allows us to better represent our own thoughts
in any workplace or personal situation.
Inquiry Question(s)
What strategies are most useful when reading, understanding, making personal
connections to, and analyzing texts ?
How does one’s perspective influence the reading of a text?
How is literature a voice of social commentary?
Academic Standards
1. Oral Expression and Listening
1. Effective speaking in formal and informal settings requires appropriate use of methods and
audience awareness
2. Effective collaborative groups accomplish goals
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative
strategies
2. Interpreting and evaluating complex informational texts require the understanding of rhetoric,
critical reading, and analysis skills
3. Writing and Composition
1. Style, detail, expressive language, and genre create a well-crafted statement directed at an
intended audience and purpose
2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular
audiences and specific purposes
3. Standard English conventions effectively communicate to targeted audiences and purposes
4. Research and Reasoning
1. Independent research designs articulate and defend information, conclusions, and solutions that
address specific contexts and purposes
2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment
Coming Soon….
Review & Returns
Friday
Outcome: Write a short constructed response that…
• identifies one movie title and general topic/subject of the movie.
• gives two examples from the movie.
• explains how each example fits a particular archetypal situation, character,
setting, or symbol*
* look at the explanation/definition of the archetype and incorporate the definitions of the
archetypes into your analysis
The movie Shrek is an animated movie about a green ogre, by the
name of Shrek, whose wood-land home becomes a refugee camp of
displaced fairy-tale beings and is a prime example of a quest journey.
During a quest, the hero is looking for something or someone that, when
brought back, will restore order or well-being. In order to regain his
swamp, Shrek travels along with an annoying donkey in order to bring
Princess Fiona to a scheming lord, who wishes himself King. This task will
restore his life, his wood-land home, to its previous tranquility. Another
archetype found in Shrek is symbolic color. For example, Fiona is often
shown wearing green and sometimes blue. The color green typically
symbolizes “fertility, renewal and wealth” and blue is “nobility” and/or
“tranquility.” These archetypes represent Fiona as a princess but also as
a source that can restore order (renewal) to Shrek and the fairy-beings.