Day 3 Lesson Objectives I will be able to:

Day 3 Lesson Objectives I will be able to:
Understand and describe analogy Analyze the use of analogies in the text Use evidence to support an analysis of what the text says Understand key words from the story Determine a theme in the text and analyze its development Use language effectively for different tasks Activity 3A Have students turn to the content and language objectives (Student Chart 3A). Read or have a student read the objectives aloud, one at a time.

Analogy Activity 3B Have students turn to Student Chart 3B.
Teacher prompt: Analogy is when you describe something by showing how it is like something else. Kate Chopin uses analogy in “The Story of an Hour” to describe how Mrs. Mallard acts. Let’s look at these examples of analogy.

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. Activity 3B Read the text on the slide or have a student read it. In this part, it says she sat with her head back on the chair. She didn’t move except every once in a while she cries a little. It says she is like a child that fell asleep crying, but it still cries a little in its sleep. Who can show me what this would look like? [Guide one or two students in acting this out –asleep and occasionally sobbing.] When it says she is like a crying child, what does that tell you about her? [Anticipated responses: She is helpless, she is innocent, she can’t control her crying/emotions]

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. Activity 3B Read the text on the slide or have a student read it. Now the feeling of freedom is coming to her, but she’s not sure what it is yet. She is beginning to recognize it, or to know what it is, but she can’t stop it. It says she was striving, or trying, to beat it back, or stop it with her will, or her mind. But her mind is as powerless to stop the feeling as her hands would be. It says that her hands are white and slender, or thin. If she has thin, white hands, do you think the author wants you to think that her hands are very strong? [Anticipated response: no] Who can show me what it would like to try to stop a feeling with your hands? [Guide one or two students in acting this out –trying to beat something away with their hands.] When it says that her mind was as powerless as her white, slender hands to stop the feeling, what does that tell you about her? [Anticipated responses: she is helpless, she is weak]

There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. Activity 3B Read the text on the slide or have a student read it. This is near the end of the story, when she comes down the stairs with Josephine. It says she has triumph in her eyes, which means it looks like she won something. And it says she carried herself unwittingly, or without knowing it, like a goddess of Victory. Here is a picture of the Greek goddess of victory. The goddess of victory was part of the Greek religion. She helped people win wars. Who can show me what it would look like to walk like the goddess of Victory? [Guide one or two students in acting this out –walking very triumphantly.] When it says that she walked like the goddess of Victory, what does that tell you about her? [Anticipated responses: she is strong, she has won] Have students work with a partner to write a definition of analogy in their own words and come up with their own analogy (Student Chart 3B). If there is time, they can read their analogy and have another pair of students act it out.

Glossary Word English Definition Example from Text Picture
Personal Example abandonment She wept at once, with sudden, wild abandonment. At the concert, we danced around with abandonment. taken over with great emotion Activity 3C Have students turn to Student Chart 3C. Tell them that they will learn several new words from this lesson. Explain the glossary and tell students that they will be writing an English definition for each new word they learn. At the end of the day or as homework, they will write a sentence that uses the new words they have learned. They can look in a dictionary, ask a peer, or ask the teacher for help if they are having difficulty understanding the meanings of the new words. [The glossary can be used at the end of lessons either as a reinforcement activity or homework, depending on lesson timing and the needs of the students.]

The Story of an hour Kate Chopin Activity 3D

To reveal is to let people know something.
To reveal is to let people know something. [She revealed the difficult information to her sister slowly.] En español: revelar Now, let’s look at a picture that demonstrates the word reveal. This doctor has just revealed some bad news to the elderly woman.  Partner talk: Describe some interesting information that a friend revealed to you. Let’s look at another picture that demonstrates the word reveal. You can also reveal an object, like when you open a present to see what is inside.  Partner talk: What do you think the girl is revealing, and why do you think that? Activity 3D [Vocabulary cards with direct instruction in high frequency words appear throughout the text.] Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

Guiding Question: Josephine told Mrs. Mallard about her husband’s death. What phrases does Chopin use to describe the way they told her the news? 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. 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. Activity 3D Have students turn to Student Chart 3D. Read the question aloud or have the students read it. Read the text aloud as the students follow along.

Guiding Question: great care gently broken hints concealing
Josephine told Mrs. Mallard about her husband’s death. What phrases does Chopin use to describe the way they told her the news? _____ ______ was taken as _______ as possible in ___________ sentences veiled _______ half ___________ great care gently broken Activity 3D Have students turn to a partner and talk about their answers to the question. Ask one or two pairs to share their response with the whole class. Display the correct response. Students should write their response in their chart (Student Chart 3D). hints concealing

Intelligence is information or news.
Intelligence is information or news. [He received intelligence of the accident from the newspaper.] En español: información o noticias Now, let’s look at a picture that demonstrates the word intelligence, or news. This woman is reading a newspaper. A newspaper is a good source of intelligence.  Partner talk: What is another source of intelligence besides a newspaper? Intelligence also has another meaning.  Partner talk: Say what else intelligence can mean. Look at the picture if you need a clue. Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

En español: asegurarse
assure To assure yourself is to be certain about something [He took time to assure himself that the information was true.] En español: asegurarse Now, let’s look at a picture that demonstrates the word assure. The girl is checking her homework to assure herself that she didn’t make any mistakes.  Partner talk: Name something you have assured yourself about. You can also assure someone else. When you assure someone, you make them feel safe or good. In the picture, the girl is assuring her friend.  Partner talk: What might the girl be assuring her friend about? Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

Guiding Question: What is the literal meaning of the second sentence? Literal means exact. Explain the exact meaning of the second sentence in your own words. 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. Activity 3D Read the question aloud or have the students read it. Read the text aloud as the students follow along.

Guiding Question: What is the literal meaning of the second sentence? Literal means exact. Explain the exact meaning of the second sentence in your own words. Mr. Richards sent a second _________ to be sure Mr. Mallard had died. He _________went to tell Mrs. Mallard. He wanted to tell her in a way that didn’t __________ her. telegram quickly Activity 3D Have students turn to a partner and talk about their answers to the question. Ask one or two pairs to share their response with the whole class. Display the correct response. Students should write their response in their chart (Student Chart 3D). upset

The significance of something is its meaning.
The significance of something is its meaning. [She understood the significance , or meaning, of the message.] En español: significado Now, let’s look at a picture that demonstrates the word significance. Almost every package has a bar code with some significance, or meaning.  Partner talk: What else has a hidden significance? Let’s look at another picture of significance. Americans celebrate July 4th with fireworks because it has great significance. Something that has significance is something that is very important.  Partner talk: Why does July 4th have great significance, or importance to Americans? Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

En español: falta de control
abandonment If you do something with abandonment, if means you let your emotions take over completely [She cried with wild abandonment.] En español: falta de control Now, let’s look at a picture that demonstrates the word abandonment. This woman is crying with abandonment, or with great emotion. Now raise your hands in the air and wave them around with abandonment. Let’s look at another picture of abandonment. It can also mean leaving something behind, the way the people who lived in this house left it behind.  Partner talk: What are the clues of abandonment in this picture? Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

Guiding Question: What does this paragraph mean?
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. Activity 3D Read the question aloud or have the students read it. Read the text aloud as the students follow along.

Guiding Question: What does this paragraph mean? She was ______ most women. She did not ______. She _____ right away while her sister _____ her. When she was _____, she went to her room _____. unlike freeze cried calm held alone Activity 3D Have students turn to a partner and talk about their answers to the question. Ask one or two pairs to share their response with the whole class. Display the correct response. Students should write their response in their chart (Student Chart 3D).

[She experienced physical exhaustion.] En español: físico
If something is physical, it means it has something to do with the body. [She experienced physical exhaustion.] En español: físico Now, let’s look at a picture that demonstrates the word physical. This man has great physical tiredness because he has exercising for a long time.  Partner talk: Name a time that you felt physical tiredness. Let’s look at another picture of physical.  Partner talk: Why does this picture demonstrate the word physical? Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

Guiding Question: How does Chopin stress that her exhaustion was physical? In other words, what words and phrases tell you she is tired? 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. Activity 3D Read the question aloud or have the students read it. Read the text aloud as the students follow along.

Guiding Question: How does Chopin stress that her exhaustion was physical? In other words, what words and phrases tell you she is tired? Her _______ was ______ _____ as she _______ into the chair. She was so ______ that she appeared to be spiritually exhausted as well. body pressed down sank tired Activity 3D Have students turn to a partner and talk about their answers to the question. Ask one or two pairs to share their response with the whole class. Display the correct response. Students should write their response in their chart (Student Chart 3D).

Guiding Questions: How would you characterize the description of the natural world portrayed in these two slides? In other words, what words and phrases describe the natural world? Are these words and phrases positive or negative? Happy or sad? 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. Activity 3D Read the questions aloud or have the students read it. Read the text aloud as the students follow along. Read the glossed word and definition and ask students what it means in the context of the passage. crying: calling out

The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves. 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. Activity 3D Read the text aloud as the students follow along. Read the glossed word and definition and ask students what it means in the context of the passage. eaves: space under a building’s roof that hangs out from the building

Guiding Questions: aquiver delicious rain sparrows patches sky
How would you characterize the description of the natural world portrayed in these two slides? In other words, what words and phrases describe the natural world? Are these words and phrases positive or negative? Happy or sad? Phrases like all ________ with the new spring life, ________ breath of ______, countless ________ were twittering, and _______ of blue _____ are all very positive, upbeat, and even hopeful. aquiver delicious rain sparrows Activity 3D Have students turn to a partner and talk about their answers to the questions. Ask one or two pairs to share their responses with the whole class. Display the correct responses. Students should write their responses in their chart (Student Chart 3D). patches sky

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. Activity 3D Read the text aloud as the students follow along.

To indicate is to show or signal something.
To indicate is to show or signal something. [Her face indicated that she had stopped thinking about the tragedy.] En español: indicar Now, let’s look at a picture that demonstrates the word indicate. This man’s face indicates, or shows that he is happy or relieved.  Partner talk: How do you indicate that you are sad?  Partner talk: What does this sign indicate? How do you know? Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

A suspension means a short break or a pause in something.
A suspension means a short break or a pause in something. [There was a suspension in her thinking.] En español: suspensión Now, let’s look at a picture that demonstrates the word suspension. There has been a suspension of the soccer game.  Partner talk: Name a time you’ve seen a suspension of something. Let’s look at another picture of suspension. It can also mean a type of mixture where solid particles float in liquid.  Partner talk: Describe the suspension in this picture. Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

Guiding Question: How does Chopin (the author) characterize Mrs. Mallard’s gaze? In other words, what words does the author use to describe her gaze or the way she is looking? 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. Activity 3D Read the question aloud or have the students read it. Read the text aloud as the students follow along.

Guiding Question: gazing distance suspension
How does Chopin (the author) characterize Mrs. Mallard’s gaze? In other words, what words does the author use to describe her gaze or the way she is looking? She is _________ into the __________, with a ___________ of thought. gazing distance suspension Activity 3D Have students turn to a partner and talk about their answers to the question. Ask one or two pairs to share their response with the whole class. Display the correct response. Students should write their response in their chart (Student Chart 3D).

Guiding Question: Mrs. Mallard’s thoughts were suspended, or stopped. What do we learn in this paragraph about why Mrs. Mallard’s thoughts were stopped? There 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. Activity 3D Read the question aloud or have the students read it. Read the text aloud as the students follow along.

Guiding Question: waiting insight come
Mrs. Mallard’s thoughts were suspended, or stopped. What do we learn in this paragraph about why Mrs. Mallard’s thoughts were stopped? She is _______ for an _______ to _____ to her. waiting insight come Activity 3D Have students turn to a partner and talk about their answers to the question. Ask one or two pairs to share their response with the whole class. Display the correct response. Students should write their response in their chart (Student Chart 3D).

approaching Approaching means coming towards something. [Something was approaching her.] En español: acercarse Now, let’s look at a picture that demonstrates the word approaching. The airplane is approaching, or coming towards the airport.  Partner talk: If you’re on a road, what kinds of vehicles might approach you? Let’s look at another picture of approaching. This is a speedometer. It measures speed. The speed that it is measuring is approaching, or almost 50 mph.  Partner talk: If you were going fast in a vehicle, what speed would you be approaching? Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

Now her bosom rose and fell tumultuously
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. Activity 3D Read the text aloud as the students follow along. Read the glossed word and definition and ask students what it means in the context of the passage. bosom: chest (body part)

 Partner talk: What do you do to relax?
To relax means to make something loose or less stiff [Her entire body relaxed.] En español: relajar. Now, let’s look at a picture that demonstrates the word relax. This is a hand that is in a fist. Then it relaxes, or loosens up. Make a fist with your own hand and then relax it. Tell a partner what you feel. Let’s look at another picture of relax. It can also mean to spend time doing enjoyable things. This boy is taking time to relax in the pool.  Partner talk: What do you do to relax? Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

Guiding Question: Chopin uses the word “abandon” in the third paragraph and again in this section. How is Mrs. Mallard’s reaction (how she feels and acts) different in the third paragraph from this section? 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. Activity 3D Read the question aloud or have the students read it. Read the text aloud as the students follow along.

Guiding Question: grief oppressed liberated stimulated
Chopin uses the word “abandon” in the third paragraph and again in this section. How is Mrs. Mallard’s reaction different when compared with this section? Earlier, Mrs. Mallard was overcome with ______ and physically _________. Now, she is ________ and physically _________. grief oppressed Activity 3D Have students turn to a partner and talk about their answers to the question. Ask one or two pairs to share their response with the whole class. Display the correct response. Students should write their response in their chart (Student Chart 3D). liberated stimulated

En español: percepción o comprensión
perception Perception means having a good understanding or knowledge about something [She had a clear perception of her feelings.] En español: percepción o comprensión Now, let’s look at a picture that demonstrates the word perception. This mother has a good perception , or understanding of her daughter’s feelings.  Partner talk: What is your perception of the daughter’s feelings? Why do you think that? Perception can also mean to be able to sense something. Dogs have good perception. They smell and hear well.  Partner talk: What other animals have good perception, and what is their strongest sense? Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

En español: permitir, hacer posible
enable To enable something means to allow it or make it possible [Her perception enabled her to understand her feelings.] En español: permitir, hacer posible Now, let’s look at a picture that demonstrates the word enable. This man’s heart is beating very fast. It enables, or allows him, to know that his body needs a rest.  Partner talk: What enables you to know when you are hungry? Let’s look at another picture that demonstrates the word enable. The parachute will enable the person to float safely to the ground.  Partner talk: What can enable humans to move across water? Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

She did not stop to ask if it were or were not a monstrous 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. Activity 3D Read the text aloud as the students follow along.

Guiding Question: How should the reader interpret Mrs. Mallard’s sobs from before? In other words, what is the difference between her sobs when she first found out about her husband’s death and her sobs in this part of the story? 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. Activity 3D Read the question aloud or have the students read it. Read the text aloud as the students follow along.

Guiding Question: sadness husband’s relief joy
How should the reader interpret Mrs. Mallard’s sobs from before? In other words, what is the difference between her sobs when she first found out about her husband’s death and her sobs in this part of the story? She felt true _______ about her _________ death. However, now she also feels ________ and _____. sadness husband’s Activity 3D Have students turn to a partner and talk about their answers to the question. Ask one or two pairs to share their response with the whole class. Display the correct response. Students should write their response in their chart (Student Chart 3D). relief joy

En español: perseverancia
persistence Persistence means continuing to do something without stopping [He tried to get her to do what he wanted with great persistence.] En español: perseverancia Now, let’s look at a picture that demonstrates the word persistence. This man is climbing a very high mountain. He will need persistence to reach the top.  Partner talk: What is something you can complete with persistence? Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

 Partner talk: Who imposes rules at the school?
To impose means to force someone to do something [People believe they can impose what they want on others.] En español: imponer Now, let’s look at a picture that demonstrates the word impose. A police officer can impose, or force order by making people follow the law.  Partner talk: Who imposes rules at the school? To impose can also mean to bother another person by making them do something for you.  Partner talk: Imagine if five of your friends came to your house without telling you ahead of time. Why would this would this be imposing? Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talks. Have students write the definition in their glossaries (Student Chart 3C).

[She experienced a brief moment of very clear thought.]
Brief means very short. [She experienced a brief moment of very clear thought.] En español: breve, corto Now, let’s look at a picture that demonstrates the word brief. This person is taking a brief, or short nap.  Partner talk: What else might you do that is brief? Activity 3D Read through the card with students; consider having a student read the definition in English and Spanish. Allow students to talk with each other during the Partner Talk. Have students write the definition in their glossaries (Student Chart 3C).

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. Activity 3D Read the text aloud as the students follow along.

Guiding Question: In the last paragraph, it says she has a brief moment of illumination, or realization. In other words, she has a new understanding. Describe the understanding she experiences. 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! Activity 3D Read the question aloud or have the students read it. Read the text aloud as the students follow along.

Guiding Question: In the last paragraph, it says she has a brief moment of illumination, or realization. In other words, she has a new understanding. Describe the understanding she experiences. She realizes that her husband should not have __________ her, even when he was _______ or trying to ______ her. Her _________ would be her own and she could live for _______. controlled Activity 3D Have students turn to a partner and talk about their answers to the question. Ask one or two pairs to share their response with the whole class. Display the correct response. Students should write their response in their chart (Student Chart 3D). kind help future herself

Guiding Question: What does Mrs. Mallard mean when she says, “Body and soul free”? "Free! Body and soul free!" she kept whispering. Activity 3D Read the question aloud or have the students read it. Read the text aloud as the students follow along.

Guiding Question: be herself
What does Mrs. Mallard mean when she says, “Body and soul free”? She is free to __________. be herself Activity 3D Have students turn to a partner and talk about their answers to the question. Ask one or two pairs to share their response with the whole class. Display the correct response. Students should write their response in their chart (Student Chart 3D).

Josephine was kneeling before the closed door with her lips to the keyhole, 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." Activity 3D Read the text aloud as the students follow along.

Guiding Question: Mrs. Mallard sees the natural world through the window. She uses the natural world to describe or symbolize how she feels. What does she see and how does she feel? “Go away. I am not making myself ill.” No; she was drinking in a very elixir of life through that open window. Activity 3D Read the question aloud or have the students read it. Read the text aloud as the students follow along. Read the glossed word and definition and ask students what it means in the context of the passage. elixir: a medicine that can cure any disease

Guiding Question: pleasant possibility husband
Mrs. Mallard sees the natural world through the window. She uses the natural world to describe or symbolize how she feels. What does she see and how does she feel? She sees things that are very ________, or nice. They show the _________ of a new life without her __________. pleasant possibility Activity 3D Have students turn to a partner and talk about their answers to the question. Ask one or two pairs to share their response with the whole class. Display the correct response. Students should write their response in their chart (Student Chart 3.4). husband

Her fancy was running riot along those days ahead of her
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. Activity 3D Read the text aloud as the students follow along.

Guiding Question: What words does Chopin use to show the difference from her earlier portrayal of Mrs. Mallard’s unhappiness? 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. Activity 3D Read the question aloud or have the students read it. Read the text aloud as the students follow along. Read the glossed words and definitions and ask students what they mean in the context of the passage. at length: finally or in the end importunities: demands

Guiding Question: striving to beat feverish triumph goddess of Victory
What words does Chopin use to show the difference from her earlier portrayal of Mrs. Mallard’s unhappiness? Before, she was ______________, or resist freedom. Now, she has a _______________ in her eyes. She is like a _________________. striving to beat feverish triumph goddess of Victory Activity 3D Have students turn to a partner and talk about their answers to the question. Ask one or two pairs to share their response with the whole class. Display the correct response. Students should write their response in their chart (Student Chart 3D).

Some one was opening the front door with a latchkey
Some one 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. Activity 3D Read the text aloud as the students follow along.

Guiding Question: Why is the final line of the story ironic? He stood amazed at Josephine's piercing cry; at Richards’ quick motion to screen himself from the view of his wife. But Richards was too late. When the doctors came they said she had died of heart disease – of joy that kills. Activity 3D Read the question aloud or have the students read it. Read the text aloud as the students follow along.

Guiding Question: free husband joy sadness
Why is the final line of the story ironic? Mrs. Mallard thought she was finally _______. She died when she saw her _________. The doctors think she died of _____, but it was really _______. free husband joy sadness Activity 3D Have students turn to a partner and talk about their answers to the question. Ask one or two pairs to share their response with the whole class. Display the correct response. Students should write their response in their chart (Student Chart 3D).

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