Monday- Friday Chopin essay

LEARNING TARGETS
11-12W1: I can write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
11-12W1a: I can introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from counterclaim(s), and create an organization that logically sequences claims, counterclaims, reasons, and evidence.
11-12W1b: I can develop claim(s) and counterclaim(s) thoroughly and in a balanced manner, supplying the most relevant evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level, concerns, values, and possible biases.
 11-12W1c: I can use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of the topic.
11-12W1d: I can use appropriate and varied transitions, as well as varied syntax, to make critical connections, create cohesion, and clarify the relationships among complex ideas and concepts.
 11-12W1e: I can provide a concluding statement or section that explains the significance of the argument presented.
11-12W1f: I can maintain a style and tone appropriate to the writing task.

Of note: all grades are up-to-date, including the bonus work from last Tuesday. 
Coming Up: new vocabulary, Romanticism (class handout/ copy below) QUIZ on MONDAY, DECEMBER 2

Classwork for the next five days. Note that this is same material reviewed last Tuesday. Many of you took the handout home over the break.  The essay is due by 3:00 this Friday. Please share with 2006630.
We begin a new unit on Monday.  Remember that this is a writing grade. It counts in the 50% category. 
Wednesday  UPDATE: Make sure you have your notebook for class on Monday, when we begin a new unit. 
I will be circulating in class to read your introductions. I am looking for a hook, the two works (including genres) and a clear thesis statement that addresses theme, tone and  symbol. As well, make sure your MLA heading is correct.  If you do not have this written, I cannot help you edit the material. 

REMEMBER: you have a vocabulary quiz on Monday, December 3. (copy below)

Compare Kate Chopin's use of theme, tone and symbols in The Story of an Hour and Emancipation: A Life Fable.

Take out your copy of Kate Chopin’s The Story of an Hour and your annotated Emancipation: A Life Fable. Note that the annotated Emancipation will be due on Monday, when you have shared your essay. At this point in time, you should be very familiar with both texts.

How to organize your essay: MLA heading, Times New Roman, size 12 font, double spaced.

 The title for the heading is Chopin: Two Works            

Length: approximately 400 words.

Introduction: begin with a hook to draw in your audience. Ask yourself how a woman during the Victorian era might convey her societal role? Now write specifically about Chopin’s use of the two genres: short story and allegory. In general terms what have these two in common? Conclude your introduction with a clear thesis statement that about she parallels the two stories through theme, tone and symbol.

You will have three more detailed paragraphs, each focusing in on one aspect of your thesis statement: theme, tone, symbols. Be clear as to which work you are referencing. You must weave in textual evidence into your sentences, making sure to use quotations.

Conclusion: Here is where you analyze the effectiveness of these two works in conveying Chopin’s objective / purpose in writing these two pieces. In one more successful than the other? If so why? Or why are both to them equally effective?

To know

Comparison: in the same way, by the same token, similarly, in the like manner, likewise, in similar fashion

Contrast: yet, and yet, nevertheless, nonetheless, after all, but, however, though, otherwise, on the contrary, in contrast, notwithstanding, on the other hand

On the reverse side, there is an organizer.

Compare Kate Chopin's use of theme, tone and symbols in The Story of an Hour and Emancipation: A Life Fable.

Remember: Tone is an attitude of a writer toward a subject or an audience. Tone is generally conveyed through the choice of words (diction). Theme is the central topic of a text.  Symbols signify ideas and qualities that are different from their literal sense.

The Story of an Hour (genre, short story)	Emancipation: A Life (genre, allegory)
Brief synopsis	Brief synopsis
Theme.	Theme
Tone..you are selecting individual words or phrases here	Tone..you are selecting individual words or phrases here
Symbols…make sure you have at least 4	Make sure you have at least 4

Romaticism Vocabulary Important concepts and terms (class handout) Quiz on Monday, December 2

1. didactic- adjective meaning something that is meant to teach

2. picturesque-adjective- visually attractive, especially in a quaint or pretty style.

3. sublime- Noun- something that elevates to a high degree of moral or spiritual purity or excellence.

4. awe- noun- a feeling of reverential respect mixed with fear or wonder.

*5. epiphany- noun- a usually sudden manifestation or perception of the essential nature or meaning of something (2) :  an intuitive grasp of reality through something (as an event) usually simple and striking (3) :  an illuminating discovery, realization, or disclosureism 

6. kindred- (adjective)- similar, closely connected because of similar natures, tastes, or goals 

7. to writhe (verb)- to twist in pain

8. to covet (verb) - to wish for longingly

9. insurrection (n) a revolt, rebellion, or uprising against established authority

10. impetuous (adj) acting with little or no thought 

Tuesday, November 20 make up / bonus day

Coming up: Next Monday, Tuesday and Wednesday we are working on the summative essay. (explained in class yesterday; another copy below). Make sure you have your graphic organizer for the Chopin's short story The Story of an Hour and her allegory Emmancipation: A Fable. These are your resources. 

In class: check your grades. Have you any zeros. If so, complete the assignment in class today to erase this for potential full credit.

No zeros or you are missing the sentence rewrites? Below you will find an exercise on changing passive to active voice in a sentence.  
OR..get ahead on your essay that is due by midnight on Wednesday, November 28. On Thursday, November 29 we are starting a new unit. 
SUBMIT TO 2006630
Model: consider who is doing the action and who is recieving it.

Passive voice:

New insecticides are produced each year by chemical companies.

Active Voice

Each year the chemical companies produce new insecticides.

Passive voice:

The old shed was painted bright blue by the man's son.

Active voice:

The man's son painted the old shed bright blue.

Active - Passive Voice - Exercise

Directions: Change each passive voice sentence into the active voice. Open up a google doc and share your rewritten sentences with 2006630.

1.The winning novel was chosen by a panel of famous fiction writers.
2.  Four motorists were killed by automobile accidents over the Memorial Day weekend.
3.  The book on glaciers was never sent to the bookstore by the publishers.
4.  A ball traveling at incredible speed was thrown by the veteran pitcher.

5.  The dishes were cleared from the table by the impatient server.
6.  English sheepdogs are bred and raised by the kennel on 3rd Avenue.

7.  We were amazed by some of the performances.

8.  Adequate medical benefits should be insisted on by every employee.

    9.  A motion was made to table the matter by three committee members.

    10.  A note was written on the brown paper bag by the grocery clerk.

    11. A piece of plastic had been swallowed by the child.

    12. Two separate people were given rides in the new models by the designer.

    

    13. Our dog is frightened by loud thunderstorms.

14. The store was kept open until 11:00 p.m. by the overtired workers.

15 . The ball is hit straight into the bleachers by the batter

Monday, November 19 assembling the pieces for essay

In class today: reviewing Emancipation: A Life Fable by Kate Chopin
             AND Imply vs Infer exercise from last Thursday.
  Next Monday, Tuesday and Wednesday you will be writing an essay using the Chopin's The Story of an Hour and the allegory Emancipation: A Life Fable. There is a copy below for anyone who wishes to get ahead. 

Name_________________________________

Emancipation. A Life Fable   by Kate Chopin                               Notes on theme (T)

                                                                                                           Tone (TN),

                                                                                                            Symbols (S)

In class: You are annotate the Emancipation: A Life Fable text, which is an allegory.  What you will specifically do is underline important terms, circle definitions and meanings, write key words and definitions in the margin and signal important information or symbols in the margin, specifically those relating to theme (T), tone (TO) and symbols (S).  Your detailed annotation of this text will be collected once at the end of class on Monday, once you have submitted your essay.

There was once an animal born into this world, and opening his eyes upon Life, he saw above and about him confining walls, and before him were bars of iron through which came air and light from without; this animal was born in a cage. Here he grew, and throve in strength and beauty under the care of an invisible protecting hand. Hungering, food was ever at hand. When he thirsted water was brought, and when he felt the need to rest, there was provided a bed of straw upon which to lie; and here he found it good, licking his handsome flanks, to bask in the sun beam that he thought existed but to lighten his home. Awaking one day from his slothful rest, lo! the door of his cage stood open: accident had opened it. In the corner he crouched, wondering and fearingly. Then slowly did he approach the door, dreading the unaccustomed, and would have closed it, but for such a task his limbs were purposeless. So out the opening he thrust his head, to see the canopy of the sky grow broader, and the world waxing wider. Back to his corner but not to rest, for the spell of the Unknown was over him, and again and again he goes to the open door, seeing each time more Light. Then one time standing in the flood of it; a deep in-drawn breath – a bracing of strong limbs, and with a bound he was gone. On he rushes, in his mad flight, heedless that he is wounding and tearing his sleek sides – seeing, smelling, touching of all things; even stopping to put his lips to the noxious pool, thinking it may be sweet. Hungering there is no food but such as he must seek and ofttimes fight for; and his limbs are weighted before he reaches the water that is good to his thirsting throat. So does he live, seeking, finding, joying and suffering. The door which accident had opened is opened still, but the cage remains forever empty!

Compare Kate Chopin's use of theme, tone and symbols in The Story of an Hour and Emancipation: A Life Fable.

Take out your copy of Kate Chopin’s The Story of an Hour and your annotated Emancipation: A Life Fable. Note that the annotated Emancipation will be due on Monday, when you have shared your essay. At this point in time, you should be very familiar with both texts.

How to organize your essay: MLA heading, Times New Roman, size 12 font, double spaced.

 The title for the heading is Chopin: Two Works Length: approximately 400 words.

Introduction: begin with a hook to draw in your audience. Ask yourself how a woman during the Victorian era might convey her societal role? Now write specifically about Chopin’s use of the two genres: short story and allegory. In general terms what have these two in common? Conclude your introduction with a clear thesis statement that about she parallels the two stories through theme, tone and symbol.

You will have three more detailed paragraphs, each focusing in on one aspect of your thesis statement: theme, tone, symbols. Be clear as to which work you are referencing. You must weave in textual evidence into your sentences, making sure to use quotations.

Conclusion: Here is where you analyze the effectiveness of these two works in conveying Chopin’s objective / purpose in writing these two pieces. In one more successful than the other? If so why? Or why are both to them equally effective?

To know

Comparison: in the same way, by the same token, similarly, in the like manner, likewise, in similar fashion

Contrast: yet, and yet, nevertheless, nonetheless, after all, but, however, though, otherwise, on the contrary, in contrast, notwithstanding, on the other hand

On the reverse side, there is an organizer.

Compare Kate Chopin's use of theme, tone and symbols in The Story of an Hour and Emancipation: A Life Fable.

Remember: Tone is an attitude of a writer toward a subject or an audience. Tone is generally conveyed through the choice of words (diction). Theme is the central topic of a text.  Symbols signify ideas and qualities that are different from their literal sense.

The Story of an Hour (genre, short story)	Emancipation: A Life (genre, allegory)
Brief synopsis	Brief synopsis
Theme.	Theme
Tone..you are selecting individual words or phrases here	Tone..you are selecting individual words or phrases here
Symbols…make sure you have at least 4	Make sure you have at least 4

Friday, November 16 Emancipation: A Life Fable

Learning targets: I can analyze the impact of author’s choices. In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop.

                              Writing: I can use appropriate and varied transitions, as well as varied syntax, to make critical connections, create cohesion, and clarify the relationships among complex ideas and concepts andp Provide a concluding statement or section that explains the significance of the argument presented.

Important information: Keep your Story of an Hour graphic organizer, as you will be using in after the Thanksgiving break as a reference for an essay comparing the Chopin's short story and her allegory Emancipation: A Fable.

Please turn in your imply and infer exercise from yesterday NOW.

Due at the Close of Class today: your annotated Emancipation: A Life Fable by Kate Chopin.

What is an allegory?
allegory 1:42

Name_________________________________

Emancipation. A Life Fable   by Kate Chopin                               Notes on theme (T)

                                                                                                           Tone (TN),

                                                                                                            Symbols (S)

In class: You are annotate the Emancipation: A Life Fable text, which is an allegory.  What you will specifically do is underline important terms, circle definitions and meanings, write key words and definitions in the margin and signal important information or symbols in the margin, specifically those relating to theme (T), tone (TO) and symbols (S).  Your detailed annotation of this text will be collected once at the end of class on Monday, once you have submitted your essay.

There was once an animal born into this world, and opening his eyes upon Life, he saw above and about him confining walls, and before him were bars of iron through which came air and light from without; this animal was born in a cage. Here he grew, and throve in strength and beauty under the care of an invisible protecting hand. Hungering, food was ever at hand. When he thirsted water was brought, and when he felt the need to rest, there was provided a bed of straw upon which to lie; and here he found it good, licking his handsome flanks, to bask in the sun beam that he thought existed but to lighten his home. Awaking one day from his slothful rest, lo! the door of his cage stood open: accident had opened it. In the corner he crouched, wondering and fearingly. Then slowly did he approach the door, dreading the unaccustomed, and would have closed it, but for such a task his limbs were purposeless. So out the opening he thrust his head, to see the canopy of the sky grow broader, and the world waxing wider. Back to his corner but not to rest, for the spell of the Unknown was over him, and again and again he goes to the open door, seeing each time more Light. Then one time standing in the flood of it; a deep in-drawn breath – a bracing of strong limbs, and with a bound he was gone. On he rushes, in his mad flight, heedless that he is wounding and tearing his sleek sides – seeing, smelling, touching of all things; even stopping to put his lips to the noxious pool, thinking it may be sweet. Hungering there is no food but such as he must seek and ofttimes fight for; and his limbs are weighted before he reaches the water that is good to his thirsting throat. So does he live, seeking, finding, joying and suffering. The door which accident had opened is opened still, but the cage remains forever empty!

Thursday November 15 Story of an Hour infer vs. imply

Learning Target

I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. 

I can analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. 

Essential Question: How does an author reveal the inner workings of a character through diction?

            

Wednesday in class: Practice with infer and imply. 

Note that 1 1/2 classes has been allocated for the completion of the assessment. It is do 20 minutes into class on Thursday.

Directions for the assessment.

1. Everyone receives a handout. (copy below)

2. Open up a document in your chromebook

3. Write a MLA heading as follows:

                                                                  (surname)

your name

Parker

English 3-?

14 November 2018

                              The Story of an Hour: imply / inferred

4. We are reviewing the instructions as a class.

     You will read the sentence on the handout, noting in particular the underlined words. You will then write a complete sentence, which can stand independently, explaining what is being implied or inferred. You must weave in text within your response. Please follow the example below. The assignment is due at the close of class on Wednesday.

5. model for question 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.

     What is being implied by Mrs. Mallard's "heart trouble" is that the woman is unhealthy and so people must be very careful about telling her about "her husband's death", as she might have a heart attack.

 .

The Story of an Hour    by  Kate Chopin 

Before you begin, read over carefully the difference between infer and imply!

INFER vs. IMPLY

The best way to remember the difference between these two words is to think in terms of the model used by communications theorists. Communication consists of a message, a sender, and a receiver. The sender can imply, but the receiver can only infer. The error that usually occurs is that the word infer is mistakenly used for imply.

IMPLY = to put the suggestion into the message (sender implies)

INFER = to take the suggestion out of the message (receiver infers)

IMPLICATION = what the sender has implied

INFERENCE = what the receiver has inferred

You will find below excerpts from the short story. For each of the underlined sections, write a sentence that explains what is being inferred or implied in terms of the character or plot.  Note that there might be both a literal and metaphorical inference and / or implication.  It is important to be aware of every word. Use these terms specifically.

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.

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

3.       He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message.

    

4.       She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance.

    

5.       She wept at once, with sudden, wild abandonment, in her sister's arms.

6.       There stood, facing the open window, a comfortable, roomy armchair.

7.       Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.

8.       She could see in the open square before her house the tops of trees that were all aquiver with the new spring life.

9.       There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window.

10.   It was not a glance of reflection, but rather indicated a suspension of intelligent thought.

11.   She did not stop to ask if it were or were not a monstrous joy that held her.

12.   She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead.

13.   There would be no one to live for during those coming years; she would live for herself.

14.   Josephine was kneeling before the closed door with her lips to the keyhold, imploring for admission. "Louise, open the door! I beg; open the door-- you will make yourself ill.

15.   It was Brently Mallard who entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident, and did not even know there had been one

 ************************************************************************

Wednesday, November 14 review of Story of an Hour organizer

In class we are reviewing your responses to yesterday's organizer on "The Story of an Hour".
These will be collected at the close of class, as a participation grade.

Looking at the story closely. Graphic organizer / class handout / copy below

NAME:	“The Story of an Hour” by Kate Chopin Please complete the following. I have bolded particular words within each paragraph that are of significance.
P 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.	How might heart trouble be more than a physical ailment? Note that this is the first thing we are told about her and how other people respond to her. Evidently this is--at least for those around her--an important part of who she is.
P2 It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message.	1.       Why is she tantalizing her with hints? 2.        What does this suggest about how the family views Mrs. M.? 3.       What does this paragraph suggest about Richards' feelings for Mrs. M? 4.        Why is he in such a hurry? Is the code of the "southern gentleman" at work here, or could there be more to his concern than that?
P3 She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her	1.       Why are we first told how she does NOT hear the news? What does this reaction suggest about her? about how "ladies" were expected to react? 2. What does this passionate response tell us about her? This is our first real clue as to what sort of person she is--aside from her reported state of health.
P4 There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.	1.       How are the window and chair descriptions suggestive of longing or desire? What do they imply about her ordinary life? 2.       What does this very dramatic (even melodramatic) statement suggest about her psychological state?
P5 She could see in the open square before her house the tops of trees that were all aquiver   with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves.	1.       Note the contrast of motion and stillness. Why is the time of year so important? 2.       Delicious ordinarily refers to taste. Who is "tasting" here? 3.       She too has been "crying." What does this detail, as well as the other sensory images, tell you about what she is experiencing?
P6 There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window.	1.       How does this picture represent symbolically what she sees about her situation?
P7 She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams.	1.       Why is she compared to a dreaming child?
P8 She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.	1.       What does her face tell you about her life? 2.       What sort of emotional state is she in?
P9 Here was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air.	3.       In your first reading, what do you guess that "something" might be?
P10 Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will –as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: "free, free, free!" The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.	1.       What does this description of her hands suggest? 2.       What is happening to her? Why does she repeat "free? 3.       Note how the sensuality of what she sees has been transferred to her body. Why might she react this way?
P11 She did not stop to ask if it were or were not amonstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love   upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome.	1.       Who would consider this joy "monstrous"? 2.       There seems to be no question whether her husband loved her, is there? What clues are there of HOW he loved her?
P12 There would be no one to live for during those coming years; she would live for herself. 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.	1.       What cherished domestic and 19th century myth does Chopin challenge here? 2.       Here Chopin--or is it Mrs. Mallard?-- is making a very general statement about relationships, particularly between men and women. How does it apply to this case?
P13 And yet she had loved him--sometimes. Often she had not. What did it matter! What could love, the unsolved mystery, count for in the face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being! "Free! Body and soul free!" she kept whispering. Josephine was kneeling before the closed door with her lips to the keyhold, imploring for admission. "Louise, open the door! I beg; open the door-- you will make yourself ill. What are you doing, Louise? For heaven's sake open the door."	1.       Again, body and soul are connected. How does this anticipate the end? 2.       What does Josephine's plea say about the expectations of those around Louise (now given a name)?
P14 "Go away. I am not making myself ill." No; she was drinking in a very elixir of life through that open window. Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long. She arose at length and opened the door to her sister's importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister's waist, and together they descended the stairs. Richards stood waiting for them at the bottom.	1.       elixir (from Middle English, a substance of transmutative properties) 1. a sweetened aromatic solution of alcohol and water, used as a vehicle for medicine. 2. a medicine regarded as a cure for all ills. 3. the philosophers' stone. 4. the quintessence or underlying principle. How do these different definitions shed light on her revelation? 2.       Just what is coming through an "open window"? 3.       What has she conquered that would make her seem victorious?
P15 Someone was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident, and did not even know there had been one. He stood amazed at Josephine's piercing cry; at Richards' quick motion to screen him from the view of his wife. But Richards was too late. When the doctors came they said she had died of heart disease --of the joy that kills.	1.       Why is he stained by travel if he was not on the train? 2.       It is a "grip-sack," not a "briefcase" or "suitcase"; what does this word suggest ?