StudySync Lesson Plan

The Story of an Hour

Objectives
1. Engage students in the plot, characters, themes, setting, and language of Kate Chopins
The Story of an Hour so that they are prepared to discuss and write about the excerpt.
2. Practice and reinforce the following Grade 9-10 ELA Common Core Standards for reading
literature, writing, and speaking/listening:

READING: LITERATURE RL.9-10.1-5, 10

WRITING W.9-10.1-2, 4-10
SPEAKING/LISTENING SL.9-10.1-3

Time

165 minutes (with up to an additional 105 minutes of extension possibilities)

Materials
SyncTV Premium Lesson of Kate Chopin's The Story of an Hour

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 20th-century 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 husbands unexpected death. Close examination of this text will prepare
students to develop thoughtful responses to higher-level literary texts, and to write thoughtful,
informed, and textually-rooted responses, consistent with the ELA Common Core Standards for
the high school grades.

studysync.com Lesson Plan: The Story of an Hour
Page 1
Background (15 minutes)
1. Watch the Preview (SL.9-10.1-2). As a group, watch the video preview of the premium
lesson. Use the following questions to spur discussion following the preview:

a. Kate Chopins portrayals of women are now recognized as ahead of their time.
Think about the discussion of the storys plot in the preview, especially the other
unexpected emotions [Louise experiences]. Why do you think this story might
have been controversial?

b. Discuss the images shown in the preview. What do they tell you about what this
story will be about? In what time period do you think this story takes place?

c. The preview states that surprising news remains to be delivered. What does this
suggest about the structure of the story? What do you think this surprising news
might be?

Engaging the Text (150 minutes)

2. Read the Text (45 minutes)

a. Read. Have students read The Story of an Hour. Dont have them worry about
annotating or writing responses while theyre readingsimply have them read it
once to enjoy the story.

b. Re-read and Annotate (RL.9-10.15). Now have students re-read the text and
annotate using the annotation tool. Have them pick five sentences that, in their
opinion, are especially important to what this story is about, and have them write
brief explanations as to why they chose each. Finally, have each student write a
one-sentence summary of the story, doing their best to encapsulate what this
story is truly about on a deeper thematic levelnot just a plot summary. These
comments and annotations are visible to the teacher after the students submit
their writing assignments or beforehand if using the Mimic function to access the
students accounts.

c. Think Critically (RL.9-10.15; SL.9-10.12). What is this story about? As a class,

have students share and discuss their one-sentence summaries. Encourage
summaries that attempt to analyze the storys deeper purpose or meaning. Ask
students to 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?

Extension (additional 30 minutes)

d. Listen and Discuss (SL.9-10.12). As a class, listen to the audio reading of the text.
How is reading the text silently different from hearing it read aloud? What words
does the author use to develop the characters and setting?

e. Comprehend (RL.9-10.14). Have students complete the multiple-choice

questions. Collect papers or discuss answers as a class.

3. Watch SyncTV (45 minutes)

a. Watch. Either watch the SyncTV discussion associated with The Story of an
Hour as a class or ask students to watch it on their individual computers.

studysync.com Lesson Plan: The Story of an Hour
Page 2
 b. Focus (RL.9-10.4; SL.9-10.1, 3) From 1:10-1:30 the students discuss their various
interpretation of the storys final line: When the doctors came they said she had
died of heart diseaseof the joy that kills. Have students listen to the SyncTV
students interpretation of this line and then offer their own opinions.

c. Focus (RL.9-10.5; SL.9-10.1, 3) 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 storys point of view? Ask
students to describe how Chopin constructs meaning with the storys shifting
point of view.

d. Focus (RL.9-10.2; SL.9-10.1, 3). 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. Have students consider both viewpoints and think about their
own personal responses to Chopins ambiguous narrative.

e. Discuss (RL.9-10.1-5; SL.9-10.12). After watching the model discussion, have a

conversation with the class about the ideas discussed in the SyncTV episode that
stood out the most. What new thoughts do they have after hearing the students
discussion? Next, divide students into small groups (3-4 students). Move around
the room monitoring the groups as students follow the SyncTV episode as a
model to discuss some of the following questions:

i. The Story of an Hour is ambiguous: Is it, as the girls attest, a proto-

feminist 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?

ii. The story is narrated from a close-third-person perspective, but that close-
third-person shifts in focus among the storys characters. What is close-
third-person perspective? How does it shift? How does Chopin use this
formal shift to create meaning?

iii. What does the room symbolize? The view out the window? How does
Chopin use external setting as a metaphor for Louise Mallards inner state?

iv. 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?

v. What do you make of the storys final line? Is Chopin being ironic, or
insincere? What is her tone in this final piece of narration?

vi. Is Chopins 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?

Extension (additional 45 minutes)

f. Write (W.9-10.1, 45). 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.

studysync.com Lesson Plan: The Story of an Hour
Page 3

4. Think (10 minutes)

a. Respond (W.9-10.1, 4, 9). Ask students to read the Think questions, watch the
corresponding video clips, and respond to the questions, either in class or for
homework.

5. Write (50 minutes)

a. Discuss (SL.9-10.1). Read the prompt you have chosen for students, and then
solicit questions regarding the prompt or the assignment expectations. Whichever
prompt you have chosen, make sure you are clear about the assignment
expectations and the rubric by which you and the other students will be evaluating
them.

b. Organize (RL.9-10.1-5, 10; W.9-10.12, 5). Ask students to go back and annotate the
text with the prompt in mind. They should be organizing their thoughts and the
points theyll address in their writing as they make annotations. If youve worked
on outlining or other organizational tools for writing, this is a good place to apply
them.

c. Write (W.9-10.12, 46, 910). Have students go through the writing process of
planning, revising, editing, and publishing their writing responses.

d. Review (W.9-10.46). Use the StudySync Review feature to have students

complete one to two evaluations of their peers work based on your chosen
review rubric. Have the students look at and reflect upon the peer evaluations of
their own writing. What might you do differently in a revision? How might you
strengthen the writing and the ideas?

Extension (additional 45 minutes)

e. Write (W.9-10.12, 46, 910). For homework, have students write an essay using
one of the prompts you did not chose to do in class. Students should publish their
responses online.

f. Write (W.9-10.1, 46 and RL.9-10.15). In a short essay response, agree or disagree

with the following statement by scholar Emily Toth in Unveiling Kate Chopin:

In The Story of an Hour, Chopins heroine had to die in order for the story
to be published.

studysync.com Lesson Plan: The Story of an Hour
Page 4
SUPPLEMENTARY MATERIALS


Key Vocabulary

1. afflicted (adj.) - Suffering or experiencing pain as a result of something

2. elusive (adj.) - Difficult to find or capture

3. importunities (n.) - Repeated and/or bothersome requests or demands

4. veil (n.) - A piece of cloth worn by women over the face; (v.) To hide or cover up
something

5. hasten (v.) - To act or move quickly, or to cause something to happen faster

6. implore (v.) - To beg or to make a serious request for something

7. elixir (n.) - A liquid with magical powers that can cure or extend life

8. fancy (n.) - imagination

9. exalted (adj.) - Highly praised or revered

10. cry (v.) (old-fashioned) - To demand or call attention to something

Reading Comprehension Questions

1. Mrs. Mallard learned of her husbands death from _______________.

a. her friend, Richards
b. her sister, Josephine
c. Brently Mallard
d. a newspaper office

2. How does Mrs. Mallard react to the news at first?

a. Shes relieved because she didnt love him.
b. She is unable to believe the news.
c. She weeps uncontrollably as soon as she finds out.
d. Shes enthralled by the sudden promise of freedom.

3. The Story of an Hour takes place in _______________.

a. spring
b. summer
c. fall
d. winter

4. She was beginning to recognize this thing that was approaching to possess her, and she
was striving to beat it back with her will...

The thing to which this passage refers is ________________.

a. severe depression
b. onset of a heart attack
c. her love for her husband
d. the thrill of freedom

studysync.com Lesson Plan: The Story of an Hour
Page 5
 5. Louise Mallard _______________.
a. was probably in an abusive relationship
b. never knew how much she longed to be independent
c. was probably overjoyed to find her husband was still alive
d. was really in love with her husbands friend, Richards

6. Her fancy was running riot along those days ahead of her.

This probably means that _________________.

a. she was imagining all the good things to come

b. she wanted to be a more fancy, sophisticated woman
c. she was so upset over her husbands death she wanted to riot
d. she could not imagine how she was going to live the rest of her life

7. Chopins tone in the final passage of The Story of an Hour is best described as
_________________.
a. sincere
b. scornful
c. dramatic
d. ironic

8. Why does Josephine implore Louise to open the door?

a. She wants to deliver the good news that Mr. Mallard is still alive.
b. She thinks Louise is being rude to their guests.
c. She is worried that Louise is in despair and wants to console her.
d. She doesnt trust her sister.

9. Her husbands friend, Richards, __________________.

a. works for a newspaper
b. cares deeply for Mrs. Mallard
c. may have some romantic feelings for Mrs. Mallard
d. all of the above

10. The line: they said she had died of heart disease--of joy that kills is an example of
a. sentimentality
b. comedy
c. irony
d. realism

Answer Key

1. B
2. C
3. A
4. D
5. B
6. A
7. D
8. C
9. D
10. C

studysync.com Lesson Plan: The Story of an Hour
Page 6
Further Assignments

1. For a longer assignment, have students read the excerpt from The Awakening (see
StudySync premium lesson) and complete the lesson assignments. (RL.9-10.15; W.9-10.1,
46)
2. Have students do some outside research on Kate Chopins life and writing. Ask them to
describe, in an essay of at least 300 words, some events and experiences that may have
had a thematic influence on her work. (RL.9-10.12, 5; W.9-10.2, 45, 78)

3. Ask students to agree or disagree with the following statement in a written essay
response. (W.9-10.1, 46)

Chopin asserts that marriage is an outdated social institution that limits womens
rights and freedoms.
4. Paraphrase the following passage from The Story of an Hour:

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. A kind intention or a cruel intention made the act seem no less a
crime as she looked upon it in that brief moment of illumination. (RL.9-10.2, 45)

5. What is symbolism? Why do writers use symbolism in texts? Analyze Mrs. Mallards heart,
her room, and the spring season outside her bedroom window as symbols in this text.
(RL.9-10.12, 45)
6. Ask students to go back through this excerpt from the novel and identify the different
target vocabulary words used throughout. Have them replace these words with synonyms
or synonym phrases that they are familiar with. Make sure they underline or highlight any
other words they are unfamiliar with. (ELL)

studysync.com Lesson Plan: The Story of an Hour
Page 7