Hook, Housekeeping
& Homework
Monday
Have out your novel (fictional text) to read 
Quietly read for approx. 5-10 minutes
PERIOD 3 MAKE-UP NOTES FROM FRIDAY!
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
Monday
• Period 3: Federal Impact Survey?!
• Marxist Theory
• PPT & Reading – Take notes
• “Girls” & Model Essay using Marxist approach
• SS #3 – “The Necklace”
• Apply Marxist Theory to “The Necklace”
• Discussion/debate
• Make sure you have read at least one novel by the end of the week;
we’ll be starting the summative project soon
Short Stories Through a Critical
Lens
Monday
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 practice active reading skills for short story #3 “The
Necklace.”
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?
Activity: Pre-Reading
You Do
Monday
List 5 to 10 items that you own that you value highly.
Order them from most to least important.
1.
2.
3.
4.
5.
Indicate on the list above the items that you value because
other people might notice the item, or even be impressed that
you have it, and/or you felt like you would “fit in” better if you
had it, and/or someone you like/admire has it so you wanted it,
too.
Be honest with yourself!
Activity: Develop
Monday
Sometimes the plot is made up of several separate, but related, problems.
In this story, the main characters, Monsieur and Madame Loisel,
encounter three main problems.
Purpose: to identify the progression of problems & solutions within the
story.
Tasks: As you read, complete a Problem/Solution chart like the one below.
Problem
Solution
1.
2.
3.
What’s the twist at the end?!
Short Stories Through a Critical
Lens
Monday
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 practice active reading skills for short story #3 “The
Necklace.”
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
Tuesday
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!
Past, Present, Future
• Period 3: Federal Impact Survey?!
• SS #3 – “The Necklace”
• Read & Discuss
• Apply Marxist Theory to “The Necklace”
• 3 Small Group Discussions
• Apply Marxist Theory to “The Necklace”
• Debate
Tuesday
Activity: Apply
We Do
Tuesday
Purpose: to actively review character and plot elements of the story
“The Necklace” by discussing literal details as well as drawing
inferences
Tasks:
1. In your small groups, spend 10 minutes discussing the given
questions (see next slides, 9 questions)
• You may go in any order and spend as much time or as little time on
each one as your group wants, but you must discuss the story for 10
minutes
• Feel free to jot notes down in your composition notebook as you
discuss
2.
Switch to new groups and a new discussion sheet (see slide, 23
questions)
• Apply the same guidelines as the last task
Outcome: Final rotation to analyze the story from a Marxist
perspective
Activity: Develop We Do
Tuesday
Purpose: to actively review character and plot elements of the story by identifying
literal details as well as drawing inferences
Tasks: Read “The Necklace” and respond to the questions below (and on the next slide)
1, The first six paragraphs of the story tell about the life Madame Loisel wishes to lead
and the life she really leads. What details bring out this contrast?
2. Madam Loisel wishes to have an expensive dress for the reception. How does her
husband react to her wish?
What does this incident reveal about the values of Madam Loisel and of her husband?
3. What reason does Madam Loisel give for needing a jewel to go with her dress?
Do you think her concern is reasonable or foolish?
Why does she choose the necklace rather than any of the other pieces of jewelry?
4. At the reception, what incident shows the contrast between Madam Loisel’s
apparent situation in life and her true situation?
What incident contrasts her values with her husband’s values?
After the Loisels leave to go home, what incident suggests a return to her true life?
5. What actions do the Loisels take to replace the necklace?
What qualities of character are revealed by these actions?
Why do you think they do not tell Madame Forestier that they have lost the necklace?
Activity: Develop
We Do
Tuesday
Purpose: to actively review character and plot elements of the story through
identify literal details as well as drawing inferences
6. How does Madam Loisel’s character change as a result of the hardships she has
to endure?
Do you think her values change? Give reasons for your answer.
7. “The Necklace” is famous for its surprise ending. How does the surprise drive
home the story’s theme – the underlying idea about true and false values.
8. What is the author’s attitude toward Mathilde Loisel?
Does his attitude toward her change by the end of the story? Give reasons for your
answer.
9. Remember the three main problems and solutions that you identified. Decide
how wisely the Loisels solved each problem.
What other solutions might they have found?
Literary Circle Questions on “The Necklace”
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Is Mathilde a sympathetic character? Can you identify with her? Do you care about her at the beginning, or
at the end? Why or why not?
What do you think Maupassant/the narrator feels about his characters? Is he sympathetic? Distant?
Judgmental?
How does Mathilde strike you as a woman? Does she capture some important part of what it means to be a
woman now? Or is she just an old, bad stereotype?
Is there anything Mathilde could have done to make herself happy in her initial situation? Could her
husband have done anything more?
Is "The Necklace" a cynical story – does it reflect a really bleak and jaded view of life? Does it have some
other attitude towards life?
Does "The Necklace" have a moral? What is it, if it does?
What's your verdict on the story's ending? Does it affect you emotionally?
If the story hadn't ended with a twist, how do you think it would have ended? Could it have ended in any
other way and been as effective (and short) a story?
Is Mathilde a greedy character? What signs can you find that she is or is not?
Why does Mathilde want to live the life of the rich so much? Are her dreams understandable, or do they
seem silly and exaggerated?
What difference does money make in the lives of the story's characters?
Does the story itself have a message about whether wealth is a "good thing"? Is it shown to be worth
pursuing, or not worth pursuing? Or is the story's own attitude towards wealth neutral?
In what ways is Mathilde a typical woman according to the story? How are Mathilde's desires feminine
desires?
How might Mathilde's being a woman be a cause of her unhappiness? Do you think it is the primary cause
of her unhappiness? Why or why not?
How are wealth and femininity connected in "The Necklace"? Where in the story do you see a connection?
Does "The Necklace" paint a bad picture of women?
What signs are there at the beginning of the story that Mathilde is a proud woman? In what way is she
proud? Of what is she proud?
Is it pride which prevents the Loisels from telling Mme. Forestier they've lost her necklace? If so, whose
pride is it? Or is it something else?
Does Mathilde's experience of poverty humble her? Does it make her proud in a different way?
Why is Mathilde so unhappy at the beginning of the story?
What is responsible for Mathilde's unhappiness? Is it her own fault, or is it the fault of her circumstances?
Is Mathilde's suffering worse when she's a poor woman? In what ways might it be, and in what ways might
it not be?
With all the suffering in "The Necklace," would you say the story takes a bleak view of life?
Definition of Theme
Definition of Universal Theme
• The theme of a piece of fiction is its controlling idea or its
central insight. In order to figure out theme, a reader must
ask what view of life a work supports or what insight into life
in the real world it reveals.
• Frequently, a work of fiction implies a few ideas about the
nature of all men and women or about the relationship of
human beings to each other or to the universe. These are
called universal themes.
Activity: Apply
We Do
Tuesday
Purpose: to read critically by applying a Marxist lens to “The Necklace”
Task: Rotating Stations to Re-Read for Marxist Theory Essential
Questions
• Rotate to each of the stations (3 minutes per station)
• Read the question(s) and discuss as a group
Outcome: Turn this in!
Consider…
1. If you were writing an essay, how would you apply Marxist lens*
to this story?
2. What is a universal theme** for this story?
WRITE YOUR IDEA IN ONE, COMPLETE SENTENCE!
*What is this story saying about money and/or power? Social class?
Class struggle?
**Central message – What is this author saying about human beings
and the world in which we live?
Short Stories Through a Critical
Lens
Tuesday
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 apply a Marxist lens to “The Necklace”
• 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
Wednesday
PERIOD 3 FEDERAL IMPACT FORMS!
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!
Past, Present, Future
• Apply Marxist Theory to “The Necklace”
• 3 Small Group Discussions
• Apply Marxist Theory to “The Necklace”
• Debate Preparations
• Apply Marxist Theory to “The Necklace”
• Debate
Wednesday
Short Stories Through a Critical
Lens
Wednesday
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
Objective: you will be able to demonstrate your understanding of the short story “The Necklace” &
a Marxist approach to literature by formulating a specific argument.
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?
Activity: Obtain
We Do
Wednesday
Purpose: to improve your analytical skills, the final assessment on this
story is going to be a debate about how to interpret the story. Today
your purpose is to prepare for the debate!
Tasks:
1. you will be divided into groups. (per. 6 Andrea #3 Affirmative)
2. your group will be assigned an assertion and your opinion on that
(positive or negative).
3. you will have today to work on developing an opening statement
and supporting evidence.
4. you should also prepare questions that you will ask the other side
that you can use to weaken their argument.
5. work time-- use the hand outs to get a better idea of how this
debate will go – see next slide for time guidelines
Outcome: Debate! Your debate will be assessed by me and two other
groups
Each group member must
participate in the debate
Note, your group needs to prepare approx. 6-10 minutes of speaking time.
Opening Argument - Approximately 6 minutes total– max. 10 minutes total
• Opening Argument – Affirmative - 3 minutes, 5 max
• Opening Argument – Negative - 3 minutes, 5 max
2 Questions then Defense Approximately 4 minutes– max. 6 minutes total
• 2 Questions by Affirmative with Defense from Negative -2 minutes, 3 max
• 2 Questions by Negative with Defense from Affirmative -2 minutes, 3 max
Closing Statements - Approximately 2 minutes total – max. 4 minutes total
• Closing Statements – Affirmative - 1 minute, 2 max
• Closing Statements - Negative - 1 minute, 2 max
Debates are tomorrow and Friday!
You ned to be here to earn the grade!
Short Stories Through a Critical
Lens
Wednesday
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
Objective: you will be able to demonstrate your understanding of the short story “The Necklace” &
a Marxist approach to literature by formulating a specific argument.
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
Thursday
PERIOD 3 FEDERAL IMPACT FORMS!
Have out your novel (fictional text) to read 
Quietly read for approx. 3-5 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!
Past, Present, Future
• Period 3: Federal Impact Survey?!
• Marxist Theory - SS#3 – “The Necklace”
• Debate Preparation time!
• “The Necklace” Debates – Round 1
• “The Necklace” Debates – Round 2
• Summative Writing Assessment
• Choice Reading Final Project & Presentation
Thursday
Short Stories Through a Critical
Lens
Thursday
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
Objective: you will be able to demonstrate your understanding of the short story
“The Necklace”, & a Marxist approach to literature, by defending a specific
argument.
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?
Observe & Give Feedback to
the group in the opposite column
• Group 1 Affirmative
• Group 3 Affirmative
• Group 1 Negative
• Group 3 Negative
• Group 4 Affirmative
• Group 2 Affirmative
• Group 4 Negative
• Group 2 Negative
Notes
• Period 3 - Group 4 Thursday because of a pre-arranged
absence
• Per 6 – Andrea
• Per 7 – Group 4 Thursday because of a pre-arranged absence
Activity: Apply
We Do
Thursday
Debate
Opening Statements - Approximately 6 minutes total– max. 10 minutes total
• Opening Statement – Affirmative - 3 minutes, 5 max
• Opening Statement – Negative - 3 minutes, 5 max
2 Questions then Defense Approximately 4 minutes– max. 6 minutes total
• 2 Questions by Affirmative with Defense from Negative -2 minutes, 3 max
• 2 Questions by Negative with Defense from Affirmative -2 minutes, 3 max
Closing Statements - Approximately 2 minutes total – max. 4 minutes total
• Closing Statements – Affirmative - 1 minute, 2 max
• Closing Statements - Negative - 1 minute, 2 max
Peer Assessment ½ sheet
• For each member of your
debate group (starting with
yourself), write his/her
name.
• Using the scale below, give
him/her a score for each
questions, AND
• write a corresponding,
specific comment with
each score.
4 – excellent
3 – good, satisfactory
2 – okay
1 – not good, unsatisfactory
Name
1. How well did he/she
participate in the
planning stage?
2. How well did he/her
perform during the
debate?
3. Overall, how would you
rate his/her overall
participation and
performance in your
group?
See model next slide
Turn this in.
Model
• For each member of your
debate group (starting with
yourself), write his/her
name.
• Using the scale below, give
him/her a score for each
questions, AND
• write a corresponding,
specific comment with
each score.
4 – excellent
3 – good, satisfactory
2 – okay
1 – not good, unsatisfactory
• Tania Terror
1. 1 - She had her head
down most of the
planning time & did not
interact with us much.
2. 3 – We told her to do
the closing statement,
and she actually did a
good job summarizing
our points
3. 2 – I decided to average
the two scores because
she was not good at first
but came through okay
at the end
Hook, Housekeeping
& Homework
Friday
PERIOD 3 FEDERAL IMPACT FORMS!
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
• “The Necklace” Debates – Round 1
• “The Necklace” Debates – Round 2
• Summative Writing Assessment
• Choice Reading Final Project & Presentation
Friday
Short Stories Through a Critical
Lens
Friday
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
Objective: you will be able to demonstrate your understanding of the short story
“The Necklace”, & a Marxist approach to literature, by defending a specific
argument.
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?
Observe & Give Feedback to
the group in the opposite column
• Group 1 Affirmative
• Group 3 Affirmative
• Group 1 Negative
• Group 3 Negative
• Group 2 Affirmative
• Group 4 Affirmative
• Group 2 Negative
• Group 4 Negative
Activity: Apply
We Do
Friday
Debate
Opening Statements - Approximately 6 minutes total– max. 10 minutes total
• Opening Statement – Affirmative - 3 minutes, 5 max
• Opening Statement – Negative - 3 minutes, 5 max
2 Questions then Defense Approximately 4 minutes– max. 6 minutes total
• 2 Questions by Affirmative with Defense from Negative -2 minutes, 3 max
• 2 Questions by Negative with Defense from Affirmative -2 minutes, 3 max
Closing Statements - Approximately 2 minutes total – max. 4 minutes total
• Closing Statements – Affirmative - 1 minute, 2 max
• Closing Statements - Negative - 1 minute, 2 max
Short Stories Through a Critical
Lens
Friday
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
Objective: you will be able to demonstrate your understanding of the short story
“The Necklace”, & a Marxist approach to literature, by defending a specific
argument.
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
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
Coming Soon….
Today you will start doing some research on one of the choice
novels that you have read this semester!
Please take a graphic organizer off the front table.
• Period 3: Federal Impact Survey?!
• Marxist Theory - SS#3 – “The Necklace”
• Choice Reading Final Project
• Summative Writing Assessment
• Choice Reading Final Project & Presentation