Literature: Characterization and “The Story of an Hour”

Technology Playlist

This playlist is designed to familiarize you with what literary characterization is and how it can
be expressed in writing, as well as how Kate Chopin reveals character in “The Story of an Hour”
to advance the plot, create tension and conflict, and communicate themes. It is also to prepare
you for the unit summative assessment: Write a short fictional story or a short narrative based on
a real-life transformative experience.

The playlist is organized into three sections:

A What is Characterization?
B Plot and Characterization in “The Story of an Hour”
C Writing prompts for “The Story of an Hour”

You must complete activities from the list worth a total of at least 60 points.
ISTE standards for students: 1a, 1b, 1c, 1d

A What is Characterization?
1) ​Analyze the character in ​Cool Hand Luke 10 points
ISTE standards for students: 3b, 3d
Watch the short (2:00) scene from the American movie -- twice.
https://www.youtube.com/watch?v=FxWKSglO0fo

The first time, just watch. The second time, pay attention to what the scene tells you about the
character. Keep track of what he does, and what you see and hear, and think about what it tells
you about who he is. After the second viewing, answer the questions in the Google Form:
https://docs.google.com/forms/d/1kzrW6aVdmZVi1hkrKw2D7t3fkmH1pUPynH5U_KSEGc8/e
dit
Make sure to specify what you saw and heard that gave you ideas about the character and setting
for the scene. For the last question, write a paragraph in complete sentences about what kind of
person you think the man in the scene is, using descriptive adjectives that capture his character as
you see it. We will watch and discuss the clip together in class, so if you choose this task be
prepared to share your answers to the questions. Points are awarded for how thoroughly you
answer the questions (Did you cite what you saw and heard?) and your willingness to share when
called on.

2) ​Word cloud from characterization speed dating 10 points

ISTE standards for students: 6b, 6c
Throughout the characterization speed dating activity, you were writing notes and entering
three-word descriptions about the characters your classmates were playing. You then received an
email with all the three-word descriptions your classmates wrote about your character. Copy and
paste the text from the email and enter it into a free word cloud generator. These are two:
WordItOut – enjoy word clouds, create word art & gifts
https://www.wordclouds.com/

You can manipulate the font style, size, and color, direction of words, shape of the cloud,
background color… the possibilities are endless. You can even control the size of words in your
cloud based on how frequently they appear. Include all the words your classmates used to
describe your character, even repeated ones. Submit your cloud on Classroom and we will
present them in class, using them to try to guess which character you were playing. You will be
assessed on the creativity and dynamic qualities of your cloud: Is it visually striking and
engaging? Do the font and colors tell us anything about your character? Can we read all the
words? Does it give an idea of who the character was you were playing?

3) ​Social media self-portrait and Padlet gallery walk 15 points

ISTE standards for students: 1c, 2a, 2b, 3c, 7b
First, read this article about what our social media habits say about who we are:
https://www.cheatsheet.com/gear-style/things-your-social-media-profile-says-about-you.html/
Then, review your recent posts on LINE, Facebook, Instagram, and other platforms. What do
you think these posts say about you as a person? Suppose someone who's never met you read
your posts; what kind of person would they think you are? Think of and write two lists of five
characteristics each about yourself that you think these posts communicate; five things that you
think are positive and are proud of, and five that you are less proud of or show room for
self-improvement; ten total. For each characteristic, positives and room-for-self-improvements,
include at least one example post as a screenshot or other image.
(If you do not post publicly or do not feel comfortable sharing your posts, write a list of five
positive and five room-for-self-improvement characteristics about yourself based on experiences
in your life, and include an image for each that you think represents that quality.)

When you are done with the lists, write a 15-20 word description of the character - yourself -
from these lists. Write your description in the third person, based only on the info from your lists.
Then, choose an image that you think represents you and captures who you are in your
description. Combine your lists of 5 positives and 5 room-to-improve, your written description,
and the image you choose into a single composition, a "self portrait" based on your posts, and
put it up on the virtual wall of a Padlet online gallery:
https://padlet.com/charlesoes/hhifn3hdf9rd23d2
Then do a virtual "gallery walk": look at what your classmates have posted, and leave comments
on their work: questions, reactions, connections. Post at least five (5) meaningful comments
about other people's work along with your own portrait to receive full credit.

B Plot and Characterization in “The Story of an Hour”

4) ​Close reading “The Story of an Hour” 10 points
ISTE standards for students: 3a, 3c
Read “The Story of an Hour” and perform these steps of the close reading process, writing in the
right margin or annotating the PDF in Google Docs:
● Highlight or underline unfamiliar vocabulary. Look up and write the definitions for the
words you don’t know or aren't sure of.
● Highlight/underline and identify literary devices: imagery, metaphor and simile, dialogue,
symbolism, irony.
● Write questions, reactions/observations, and connections; at least two of each.
You will be assessed on the thoroughness of your close reading. There is lots of advanced vocab
throughout, as well as use of literary devices. You should also have at least 4-5 each of reactions,
questions, and connections.

5) ​Chart the plot of “The Story of an Hour” 15 points

ISTE standards for students: 3a, 4d, 6c,
The plot chart will be familiar to you from the work you did in English grade 10 last year. In the
blank plot chart template, either paper or PDF/JPEG, write the following in the designated areas
of the chart:
● who are the main characters
● what is the setting
● what is the main conflict
Then write what info and events serve as the story’s exposition, or setup; what event or action
begins the rising action; where in the story does rising action culminate in the story's climax,
when the main conflict is resolved; what is its falling action; and what is the resolution. We will
review this together in class. You will be assessed on how thoroughly and carefully you have
completed the chart; not on how many of your responses are correct, but that your responses
reflect genuine consideration and analysis of the story.

6) ​Three-column characterization chart for “The Story of an Hour” 15 points

ISTE standards for students: 3a, 5c
Read this handout about the different ways of revealing characterization indirectly:
https://docs.google.com/document/d/1aVKiW-GNzM455fodAUkLWHwGchX82zLPUOAnZv3s
sQI/edit?usp=sharing
Use it to identify the different ways Kate Chopin shows us the characters of Mrs. Mallard and
Brently Mallard "The Story of an Hour." Highlight where you see evidence of characterization
for either or both of them. Then, from your highlighting, use the template to create a
three-column chart showing what the characterization is, what you think it shows about who
Mrs. Mallard or Brently Mallard is, and whether you think it is direct or indirect characterization:
https://docs.google.com/document/d/15Ut9MWLoeRiUF5pkOrmyOn-vavq1d0b286cJzVY-icc/e
dit?usp=sharing
We will review the characterization of Mrs. and Mr. Mallard in class, identifying where in the
story we see evidence of who they are, what it means, and whether it is direct or indirect. Your
chart will be evaluated for care and thoroughness: Does your chart reflect a complete, analytical
reading of the story? Have you identified most of the characteristics that Kate Chopin includes?
Do you write not only what each characteristic is, but also what is its meaning? And do you
identify each one as either direct or indirect?

7) ​Characterization poster of Mrs. Mallard w/quotes and analysis 20 points

ISTE standards for students: 4a, 4b, 6a, 6b, 6c, 6d
Create an original digital poster depicting Mrs. Mallard using Canva: ​https://www.canva.com/
(or the graphics app/site of your choice)
Include quotes from the text of Mrs. Mallard’s physical description, actions, dialogue,
background info, thoughts, symbolic objects associated with her. Beneath each quote, write what
you think it says about who Mrs. Mallard is. Your poster can be a likeness of Mrs. Mallard or
other visual interpretations of her character. If using pics from the internet, you may arrange or
combine them in the form of a photo collage. Images and text (quotes and analysis) may be
combined as well, as long as the text can be clearly read. You are encouraged to edit, alter, and
otherwise customize digital images found on the internet to make them your own.

Your poster will be assessed as follows:

● Literary analysis (7.5 points): Are your quotes from the story relevant to Mrs. Mallard’s
character? Do they match the categories you put them under? Does your analysis help us
understand the quote?
● Creativity (7.5 points): Does your poster show visual imagination? Is it eye catching,
striking, and dramatic? Does it use images, color, and text in a dynamic and engaging
way?
● Effort and following directions (5 points): Does your poster show evidence of hard work?
Does it appear to be carefully done? Did you include all the required elements (quotes,
analysis, images and text)? Is the text legible? Are digital images customized and used in
original ways?
You will put your poster up on a virtual gallery wall in Padlet: ​https://padlet.com/​ There will be
an in-class virtual gallery walk.

8) ​Tableau: The moment of Mrs. Mallard’s death 10 points (per person)

ISTE standards for students: 4a, 6a, 7c
Recall the tableaux you performed earlier in the semester for Margaret Atwood’s story “Bread.”
This time, you will use the technique of tableau to interpret the final scene in “The Story of an
Hour”: the moment when Brently enters and Louise, seeing he is still alive, drops dead. Groups
must be of four, one for each role: Mrs. Mallard, Brently Mallard, Mrs. Mallard’s sister
Josephine, and Brently’s friend Richards. Unlike when we did this in class, you will have
advance prep time, so you may include props and costumes. You may perform your tableau in
class, or have someone take a picture or video of your group performing it. Pics and vids of
tableaux will be shared in the same class with ones performed live.
Your tableau will be evaluated on quality of presentation (Did you rehearse? Does your tableau
reflect preparation and planning?), expressiveness and dramatic impact (Does your tableau
capture the drama of the moment? Is it visually striking and dynamic?), and accuracy and
characterization (Are characters’ specific actions from the story represented? Are they
recognizable?)

9) ​Annotate “Women and the Law in Early 19th Century” w/Hypothesis 15 points
ISTE standards for students: 3b, 3d, 7a, 7b, 7d
Read this article on women’s rights and legal standing in 19th century United States:
https://www.connerprairie.org/educate/indiana-history/women-and-the-law-in-early-19th-century
/#:~:text=Divorce%20was%20neither%20prevalent%20nor,only%20as%20a%20least%20resort​.
Then, sign up for a free Hypothesis account using your school email address:
https://web.hypothes.is/start/
Install the Hypothesis extension for Chrome:
https://chrome.google.com/webstore/detail/hypothesis-web-pdf-annota/bjfhmglciegochdpefhhlph
glcehbmek​ Or add the bookmarklet for other browsers.
Use Hypothesis to write at least five annotations -- observations, questions, and connections --
relating what you see in the article to the situation of Mrs. Mallard in “The Story of an Hour.”
How do you see the role and rights of women at the time of the story influencing Mrs. Mallard’s
thoughts and actions? Then respond to at least five others’ annotations: adding to an idea,
expanding on it, asking a question. You will be given time in class to annotate the article and
respond to classmates’ annotations. The goal is to use Hypothesis to stimulate an online
discussion and exchange of ideas - a virtual classroom discussion. You will earn points based on
whether you leave five relevant, meaningful comments (2 points each comment), and five
meaningful responses to your peers’ comments (1 point each response).

C Writing prompts for “The Story of an Hour”

Below is a list of prompts for short (at least 300 to 450 words) writing pieces related to the story.
Two are creative writing, and two are nonfiction/personal experience. For each one you choose,
begin your writing by identifying which prompt you’re responding to, and then write three
paragraphs in a Google Doc.
Your writing will be assessed by the following criteria:

● Creative writing:
○ characterization 5 points
○ use of descriptive language and literary devices 5 points
○ dramatic structure and conflict 5 points
● Nonfiction/personal experience:
○ addressing the prompt 5 points
○ amount of relevant detail and description 5 points
○ depth of reflection on your thoughts, feelings, and actions 5 points

Though 300-450 words is the minimum, you may write longer pieces if you choose. Your
writing will be shared in Google Classroom.
ISTE standards for students: 4a, 6a, 6b, 6d
10) ​Alternate point of view: Brently Mallard 15 points
Write from the point of view of Brently Mallard about the moment he comes in the door and
Mrs. Mallard drops dead in front of him. Think of what you know about his character from the
story: How do you think he would react to seeing his wife Louise, whom he “never looked on
save with love,” die in shock at the sight of him? What thoughts would be going through his
head afterwards? Would such a traumatic event lead him to question himself or the marriage?
What will he do next?

11) ​A scene between Louise and Brently from their marriage 15 points
Write a scene about the day-to-day life of Mrs. and Mr. Mallard: the two of them having
breakfast or dinner together, going for a carriage ride in the countryside, attending a party or
social event, or any other situation you can think of for a 19th century American married couple.
What do they say to each other? What are they thinking? How do they behave and what do they
do? Consider what we know about their characters from the story and how those traits might
show themselves in what they say and do when they are together.

12) ​Have you ever felt happy about something you thought you shouldn’t? 15 points
A German word that has entered the English language is ​schadenfreude,​ meaning “joy in the
misfortune of others.” Mrs. Mallard feels schadenfreude when she learns Brently is dead and
starts to imagine a new life without him; then she feels guilty when she thinks ahead to seeing his
body at the funeral. Write about a time when you heard some piece of bad news or learned that
something negative happened, and inside your reaction was happiness or satisfaction. Why did
the bad news make you feel good? And did the good feeling lead to you feeling guilty? Did you
express how you felt inside to anyone else? Do you think it was wrong or not to feel the way you
did? Tell the story of feeling good about something not good with as many details as you can
remember, and reflect on the reasons for your feelings.
13) Bending to someone’s will: a time when you did something you didn’t want to because
you felt like you couldn’t say no 15 points
“​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.​”
Have you ever done something you didn’t want to because a friend, family member,
boyfriend/girlfriend, or other person with a strong will wanted to do it and you felt like you
couldn’t say no? Write about what happened: Who was the strong-willed person? What was your
relationship with her or him? What was it they wanted to do that you didn’t? Why didn’t you
want to do it? Why didn’t you tell them you didn’t want to? Did it affect your relationship with
the person?

END