"The Story of An Hour" Sub Day Directions

Before lunch:

• Sit with your Essay Prompt Groups (1,2,3)
• Each member share out their theses/main points addressing the prompt.

After lunch:

• Stay in your groups.
• Each person should take a clear, legible photo of his/her/their essay (front & back, all pages as necessary) and send to [email protected].
• After doing this QUICKLY, one group member should open a new Google Doc:
  • ​E1112_StoryOfAnHour_Group#_LastNamesAlphabetically
    • ​Replace with your Essay Prompt number, and add your LAST NAMES ONLY, in alphabetical order.
    • Be sure to correctly capitalize the title.
  • ​Share with all group members and Lowther (email above).
• ​In upper left of the document (NOT in the header):
  • Names, alphabetically, COLOR CODED clearly (no weird, light colors); don't use black except for group responses indicated below.
  • Times New Roman, 12 point font
  • 1" margins all around
• Skip a line, then center the title: ​"The Story of An Hour" Group # Essay Work
• Skip a line, then trade essays and each member should write (in their selected color) a different group member's thesis and three main supporting points.  Be sure to identify who you're writing about.  For example:
  • ​Lowther: The most significant theme in To Kill a Mockingbird is to show empathy, for one never knows what others' are going through.
    • Point 1: Atticus gives Scout & Jem the advice that "You never really understand a person until you consider things from his point of view...until you climb into his skin and walk around in it" (Chapter 3).
    • Point 2: Other characters repeatedly disregard this concept, resulting in a variety of negative, disruptive, and horrifying actions.
    • Point 3:  Lowther did not include a third point in her essay.  (Hopefully your person did.)
  • ​Start each new group member on a new page so you're not shuffling around too much.
• ​Here's a link to the PDF of the story, intact.​​
  • ​In the above version of the story, there is  one extra little line above the final sentence that was not in ours: "But Richards was too late."
  • Discuss with your group and respond together in BLACK:
    • 1.  Does this sentence change anything--is it necessary for the story?  Why do you think one version includes it, but others do not?
    • 2.  Read about the author's background, career, and critical response.  Briefly summarize KEY POINTS that seem to be reflected in The Story of an Hour", in relation to your group's prompt.  ***Don't spend so much time here, it will be super-tempting to read all about her career and discuss the possible correlations.***​
  • (Back to your own color, but you'll keep the other person's essay.) ​Research and select one legitimate analysis of "The Story of An Hour" that supports your group member's essay.  Cite it in correct MLA 8 format in your color, and provide a link.  Use http://www.citationmachine.net/mla/cite-a-journal to complete this.
    • (​While you're doing this, you might keep an eye out for analyses that support your own thesis.  If you want to keep a track of them, go ahead and open a new Doc for yourself, title it whatever,  then copy & paste as desired.  You won't submit this to me.)
    • Summarize the new author's arguments and key points.  How does s/he use the text to support his/her arguments?
    • Use the new author's arguments to make suggestions in the third person (see next bullet for example) for improvement/further development to your group member's essay--be polite and helpful, rather than harsh and judgmental.  Remember that everyone is on a different point in their educational (and life) journey, and we should do what we can to kindly support them along the way.
  • ​Finishing up in your own color for the other group member:
    • ​Discuss whether s/he/they were effectively: clear?  concise?  correct?  Explain and provide suggestions in the third person.  For example:
      • ​Helpful and polite: Remember than in formal writing it isn't appropriate to use first- or second-person pronouns.  How could one rewrite the essay to avoid using "I/we" or "you"?
      • Helpful, but kind of rude: You forgot to not use "you" and "I think" in your essay.  This makes it sounds like you don't know what you're doing.  Third person is correct, so do that instead of whatever you've been doing!
    • If they were clear, concise, and/or correct in some places but not others, tell them what they did well (in the third person), then go on to tell them how to improve (see above for examples of helping, see below for examples of complimenting).​
      • ​Helpful: The textual support in the third paragraph, beginning with, "The reader finally learns Mrs. Mallard's true state of mind when she whispers 'free, free, free!'" is an excellent way to support the thesis without overquoting and getting directly to the point put forth the student's second point.  However, there is little support for the student's third point, that "Richards is not very considerate and should have waited to see Brently Mallard's dead body before going around and telling his wife, knowing that she had a heart condition".  Find textual evidence to support this claim, and tie it directly to the assertion.
        
      • Helpful (kind of?), but not in third person, and kind of rude:  I like how you said Mrs. Mallard wanted to be free.  I remember when I read that I thought the same thing.  Cool beans, we're mental twinsies!  But, you are completely wrong about Richards not being considerate!  Where the heck does it say that in the story?  Show me--I don't buy it.  We're not twinsies anymore.  Hmph.
        
    • ​This activity will take through Thursday.  IF you're super behind today, do some work over the next two days to get caught up on your partner's essay, but don't spend too much time on it.  College & Career Day will take half of you out by grade level on Thursday, so we'll continue this then.   Otherwise, no HW.