As mentioned in the Day 1 post, I began the next day with "Regret" by Kate Chopin, having students read it in class (it's another very short story) and then completing a theme analysis worksheet. They generally finished reading it in ten minutes, and I would then walk around noting their responses. My goal at this point was simply to begin the process of thinking on a higher plane, above plot comprehension.
"Regret" is one of many stories perfect for this stage because the theme is regret (in this case, an older woman's new-found awareness of what she has missed in life). Although a work of interpretive lit, the story's theme is fairly easy to analyze.
As I walked the room, I encouraged students to use the worksheet from Day 1, The Use of Force, as a guide. Maybe it should be noted here that I gave all students a 3 ring binder and used a 3 hole punch on every story and worksheet (as years passed, I more appreciated the value of order).
Allowing 25 minutes to pass (depending on the class), I started calling for answers to the worksheet. The external conflict is easy (Mamzelle A vs the children, etc). In this case, the internal conflict is fairly obvious (Mam A). Most students recognized the reason Mam A weeps at the story's end----the self awareness of the joys of motherhood, and the fact that at her age she will never enjoy them. Having experienced intimacy, she now regrets the values with which she had lived her life.
Usually at the end of the second day, students are somewhat more confident in their ability to analyze literature. Down the road, I'll ask students to evaluate works, but my goal is now to bolster their assurance in their ability to think on a higher level.
The next day, I will throw a curve at students with the story "Lamb to the Slaughter" by Roald Dahl (www.classicshorts.com/stories/lamb.html).
There are probably some things I am taking for granted here. I'll be glad to complete a theme analysis worksheet on this story, for ex, if anyone would want it.
I kept a small table along a wall in my room. There, students could find the stories they had missed due to being absent. The day to day lessons were posted online, so upon returning to school, students simply went to the desk for missed work. I hated beginning each class with someone asking, "What did I miss yesterday?" or "Did we do anything yesterday?"
I would love the see a completed theme analysis if you have time. Keep blogging. We all need to share much more often!
ReplyDeleteSure, Alytapp. Here goes:
Delete1. External Con --- Mam vs mother; Mam vs children, Mam vs her maid
2. Internal Conflict --- Mam vs Mam (yes, write it this way).
3. Most Important Con --- Mam vs Mam (almost always true in interpretive lit).
4. Abstract terms in Conflict --- regret vs contentedness (or happiness or satisfaction); regret vs happiness; charity vs greed; love vs dislike; and on and on. (kids will come up with many, and I wrote them all down).
5. Most Important Abstract Con (from #4)--- regret vs contentedness
6. Winning Abs Term --- Regret
7. Why? At the story's end, Odal picks up her kids, and Mam goes inside to weep, realizing what she has missed in life as she pursued fortune.
8. Theme --- Often in life, we regret decisions reached in youth, resulting in discontent. (just an example; could be many others).
8