Essential Short Stories Teaching Unit by Kate Chopin Written by Katie Mitchell Copyright 2008 by Prestwick House Inc., P.O. Box 658, Clayton, DE 19938. 1-800-932-4593. www.prestwickhouse.com Permission to copy this unit for classroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale. ISBN 978-1-60389-688-7 Item No. 303264
ESSENTIAL SHORT STORIES TEACHING UNIT Biography Kate (O Flaherty) Chopin was born February 8, 1851, in St. Louis, Missouri. Before he died when Chopin was just a child, her father, Thomas, was a successful businessman who immigrated to the United States from Ireland. Chopin s mother, Eliza, was of French Creole descent and raised Kate with the help of her mother and grandmother (Chopin s grandmother and greatgrandmother). Chopin was an avid reader and writer, and she attended school at the Sacred Heart Convent. When she was 19, she married Oscar Chopin, a successful cotton farmer, and they settled in New Orleans for several years. By the time Chopin was twenty-eight years old, they had six children. Poor business decisions forced the family to move, and when Oscar died of swamp fever in 1882, Kate faced enormous debt. She ended up moving back to St. Louis with her mother, who died a year later. On the advice of her doctor who was treating her for depression, Chopin took up writing as a therapeutic activity. Many of her short stories were published in magazines, and she enjoyed her success as a writer. However, the general rejection of works like The Awakening, which was considered ahead of its time, caused Chopin to retreat from writing and public life. She died at the age of fifty-four of a cerebral hemorrhage. Chopin s major works include, Desiree s Baby, A Night in Acadie, A Respectable Woman, The Dream of an Hour,, and The Awakening. 2 BIOGRAPHY
ESSENTIAL SHORT STORIES TEACHING UNIT Plot Summary Set in a city in the mid- to late-1800s, is the story of Mrs. Sommers, a mother of several children. Her husband is never mentioned; he might be dead, or the couple might be divorced. In the first sentence, Chopin reveals that Mrs. Sommers has acquired an unexpected $15.00. How she came to possess it is never revealed. For days, Mrs. Sommers struggles to decide how she should spend the money, finally concluding that spending it on the children would be the wisest choice. She plans to get new shoes for her daughter, some fabric to make clothing, new stockings, and hats for all the children. She feels excited about her children s new outfits and pleased that the purchases will save her time in darning, and last longer than the clothing she is usually able to afford. On the day of the shopping spree, she feels tired because she had not eaten. She prepares to fight the crowds in order to find the best deals. While at the store and resting at one of the counters, her hand touches a pair of silk stockings. She then finds that the stockings are on sale. She becomes hypnotized by them and completely forgets about the plan to buy the children new clothes. She buys the stockings and stops by a fitting room to change into them. The purchase of the silk stockings leads to more frivolous purchases. She goes to the shoe department and buys herself some boots. She purchases gloves, magazines, and an expensive, satisfying meal. Finally, she treats herself to a play at the theatre, where she sits next to some upper-class women. Once the play is over, she realizes that she must go home. She makes her way to the cable car, but wishes it would never stop. This indicates her lack of desire to return home. 3 PLOT SUMMARY
ESSENTIAL SHORT STORIES TEACHING UNIT Objectives By the end of this Unit, the student will be able to: 1. identify the point of view used in the story. 2. describe the protagonist of the story and characterize her as static or dynamic. 3. identify possible themes of the story, including but not limited to: the role of women in society the meaning of happiness the importance of fulfillment in life the loss of identity or individuality 4. define and cite examples of the following literary terms: symbolism simile metaphor personification alliteration onomatopoeia hyperbole mood 5. identify the central conflict in the story and define it as internal or external 6. identify the climax of the story. 7. identify setting details in the story. 8. make predictions about events after the end of the story. 9. define and use new vocabulary from the story. 10. cite instances of irony in the story. 11. make inferences about the protagonist s life and general situation. 12. describe the author s style. 4 OBJECTIVES
STUDENT S COPY Study Guide Vocabulary acute perceptive or important appalled horrified; alarmed appreciable significant or considerable attire clothing bearing manner, conduct, or attitude besieging crowding in on bout a battle consternation shock, alarm contemplation thought or reflection damask a thick, luxurious fabric deft skillful faculty a sense fastidious picky or particular fatiguing tiring figured lawn a fine, usually sheer cotton or linen fabric with a design printed on it gaudy showy and overly fancy gaunt thin, skeletal indulged yielded to; gave into desire judicious wise keen sharp laborious difficult morbid gloomy multitude a large group mused thought, considered occupied absorbed in thought parcel a package percale a type of thin cotton cloth persistence determination placard a sign poignant emotional, painful porte-monnaie French for purse preposterous ridiculous profusion a large amount reconcile resolve the differences between retrospection thoughts of the past reveling taking pleasure sheeny shiny stilled stopped 1 STUDY GUIDE
STUDENT S COPY 7. Does the story contain a climax, or turning point? Discuss. 8. How does this sentence affect your feelings about Mrs. Sommers? A vision of the future like some dim, gaunt monster sometimes appalled her, but luckily to-morrow never comes. 9. How does relate to issues you see around you? 3 STUDY GUIDE