Quarter 3-English 10-Week 5-Lesson .pptx

Ppt

1. English 10 Quarter 3 Week 5- 8 Critique a literary selection based on the following selection: Formalist, Moralist, Marxist, Feminist, Historical, & Reader-response

2. Literary Criticism

3. Remember ME! Identify which approach in critiquing a literary selection is being presented.

4. Remember ME! Identify which approach in critiquing a literary selection is being presented.

5. Remember ME! Identify which approach in critiquing a literary selection is being presented.

6. Remember ME! Identify which approach in critiquing a literary selection is being presented.

7. Remember ME! Identify which approach in critiquing a literary selection is being presented.

8. Remember ME! Identify which approach in critiquing a literary selection is being presented.

9. STORY OF AN HOUR by KATE CHOPIN VIDEO

10. What is the author's purpose in "The Story of an Hour"? Is it to persuade, to inform, to entertain, or to teach? How does the author in "The Story of an Hour" use literary devices to contribute to the theme?

11. FORMALIST - This approach focuses on form. The analysis stresses items like symbols, images, and structure and how one part of the work relates to other parts and to the whole.

12. Elements to examine: Word Analysis Word derivation Sentence syntax Rhythm & Meter Figures of Speech Imagery Symbolism

13. - What figures of speech are used? - What symbolisms are shown? - What recurring patterns (repeated or related words, images, etc.) can you find? What is the effect of these patterns or motifs? Analyze the “Story of an Hour” using the guide questions below.

14. Formalist Analysis

15. How does Mrs. Mallard change from beginning to end in "The Story of an Hour"? In "The Story of an Hour," what motivates Mrs. Mallard to action? What has shaped her, her feelings, thoughts, philosophies?

16. FEMINIST - it is used for the variety of beliefs, movements, and ideas regarding a common goal, which is to define and achieve equal rights for women in terms of personal, political, cultural, economic, and social concerns.

17. Elements to examine: to understand the representation from a woman’s point of view and analyze women’s writing strategies in the context of their social conditions. to create a perspective that considers feminist issues .

18. - What stereotypes of women do you find? - How do the female characters act toward the male characters? - How do the male characters treat the female characters? - Is the sexuality of the characters affected by the experience of race and class? Analyze the “Story of an Hour” using the guide questions below.

19. Feminist Analysis

20. In "The Story of an Hour," when Mrs. Mallard goes to her room, she undergoes a change. How is she both the protagonist and antagonist? Why does Mrs. Mallard feel so “Free! Body and soul free” in "The Story of an Hour"?

21. MORALIST - also called Christian humanism, examines literature against civil and ethical criteria. It judges works based on their ethical teachings or morals.

22. It is ethically sound and encourages virtue to be praised. It evaluates the maturity, sincerity, honesty, sensitivity, and courage to literary text . Elements to examine:

23. - What view of life does the story present? Which character best articulates this viewpoint? - What moral statement, if any, does this story make? Is it explicit or implicit? - What does the work say about human nature? Analyze the “Story of an Hour” using the guide questions below.

24. Moralist Analysis

25. The “Story of an Hour” was published in 1894, what was the disposition of women during that time, that was also depicted in the story? - How was the status of women during that time affected Mrs. Mallard’s reaction towards her husband’s death?

26. HISTORICAL - analyzes literary text by using historical events and evidences, that include information about the author’s life, historical and social circumstances.

27. when the work was written e vents occurring at the time of writing ideas circulating at the time of writing a uthor’s biography and social background w hat the work meant to the people who first read it Elements to examine:

28. - What social issues were important to the writer? - What were the major cultural and historical events of the period? What connections do they have with the text? - What are the social rules observed in the text? - How does the text support or challenge the values, beliefs, and/or practices of the culture it depicts? Analyze the “Story of an Hour” using the guide questions below.

29. Historical Analysis "The Story of an Hour" was published in 1894, an era in which many social and cultural questions occupied Americans' minds. One of these, referred to as the "Woman Question," involved which roles were acceptable for women to assume in society.  In the 19th century, women were expected to live under the financial and social control of their husbands. In this moment, Louise recognizes the rare opportunity she now has to escape this patriarchal dynamic. The fact that she identifies her freedom of will as strong—“the strongest impulse of her being”—once more challenges the previously established notion that she is weak.

30. Historical Analysis Whereas before, under marriage’s oppressive control, she was viewed as dependent on others, now her self-assertion renders her both physically and emotionally free, as evidenced by her exclamation, “Body and soul free!” In keeping with nineteenth-century society’s stifling nature, well-intentioned attempts to protect Louise end up further invading her personal freedom and independence. Josephine’s overprotective worry risks interfering with Louise’s emotional process, ultimately demonstrating to readers that the people around Louise are more concerned about controlling her emotional response than with helping her.

31. What are the social, political, and economic issues that made up the story? What view of marriage is portrayed in the story? …

32. MARXIST - emphasizes economic and social conditions. It examines the literature to see how it reflects in society. Elements to examine: the way in which dominant groups exploit the subordinate groups. concerned with understanding the role of power, politics, and money in literary texts

33. What social classes do the characters represent? What is the relationship between the characters and their society? What does the work say about economic or social power? Who has it and who does not? Analyze the “Story of an Hour” using the guide questions below.

34. Marxist Analysis

35. Marxist Analysis

36. Describe Mrs. Mallard’s reaction to the death of her husband. Why do you think she feels this way? What is your realization about Mrs. Mallard’s journey in the story?

37. READER-RESPONSE – A literary work may be judged according to how the reader perceives it instead of what the author intends. The reader creates the meaning. It recognizes that different people view works differently and that people's interpretations change over time.

38. flaws in the plot the theme and purpose of the text what you like or don’t like in the text why you agree or disagree with the writer’s perspective Elements to examine:

39. What does the title suggest to me? How do I feel about reading this piece? Where do I experience confusion, disagreement, approval, or any other attitude or feeling? Analyze the “Story of an Hour” using the guide questions below.

40. Reader-response Analysis This story was very interesting to read, and the story included a major theme throughout. It caught my attention because there were several shocking actions that took place. For example, in the beginning, I did not expect Mrs. Mallard to be happy that her husband was killed. However, as the story went on, I started to understand why she may be somewhat happy about her husband’s death. In that time, women did not have many rights, and Mrs. Mallard’s rights were limited even more because she was married. Therefore, she was able to have freedom when her husband was killed, and it brought her great joy. However, if the story had been set in a more recent time, Mrs. Mallard may have been more upset by her husband’s death because women have more rights now than they did then.

41. Reader-response Analysis Another action that took place that shocked me was Mr. Mallard showing up at their house because he was thought to be dead. In the end, when Mrs. Mallard dies, the major theme in the story is completed. The theme in the story is freedom. Mrs. Mallard gets the freedom taken away from her almost as soon as she realizes she has freedom because, in the end, her husband is not dead, and he shows back up at their house. Freedom did not kill Mrs. Mallard, the thought of being free then getting the freedom taken back from her kills her. Overall, this story was very attention grabbing and held the theme of freedom

42. Literary Criticism is meant to offer and investigate an interpretation of the work. It is NOT a summary. It is understanding the texts in different aspects. Formalist (How does the language or style used affect the reader?) Marxist (Are there social classes and economic exploitation in a story?) Moralist ( Does the story gives any moral sense?) Historical (How did or does the time period affect the writer or reader?) Feminist (Does the work have a feminist or homosexual level of meaning?) Reader-Response (Consider your personal reactions to the work.)

43. ACTIVITIES

44. Arrange the order of events that took place in the story by numbers (1-5). ____1. While alone, she does some hard thinking and decides that she’s kind of glad her husband died, because she's so scared and excited about getting to be an independent individual again. ____ 2. Ms. Mallard dies. ____ 3. As soon as she's come to terms with this new feeling of freedom, she leaves the room, only to see her husband and receive the shock she was protected from at the beginning. ____ 4. Mrs. Mallard has a bad heart, but survives learning the news of her husband's death. ____ 5. She cries a lot and wants to be by herself in a locked room.

45. Read each sentence and choose the letter of the correct answer. What is the response of Mrs. Mallard to her husband’s death? joy B. anger C. sorrow

46. Read each sentence and choose the letter of the correct answer. 2. "When the doctors came they said she had died of heart disease- of joy that kills." What is the figure of speech or literary device used in the last sentence of the story? A. Hyperbole B. Foreshadowing C. Irony

47. Read each sentence and choose the letter of the correct answer. 3. How important is the story’s setting? A. The setting takes place in a huge house where the protagonist feels trapped. B. The story is set in a time where women have few rights. C. The setting does not make any difference in the totality of the story.

48. Read each sentence and choose the letter of the correct answer. 4. Why do you think the writer did not mention the first name of Mrs. Mallard? A. The author thinks that the first name of the protagonist was not important. B. The author wants to show that Mrs. Mallard’s identity was denied for a long time. C. The author does not want to recognize the first name of Mrs. Mallard.

49. Read each sentence and choose the letter of the correct answer. 5. How would you evaluate the story in a moralistic aspect? A. Each individual has the right to choose what he/she wants to do and there should be no limitation as to what he/she can do. B. Every person should feel free despite of the challenges encountered in life. C. No one has the right to be deprived of the freedom that one wishes to have.

50. Identify the literary approach based on the statement given. 1. “The connections between and among women are the most feared, the most problematic, and the most potentially transforming force on the planet.” – Adrienne Rich, Poet

51. Identify the literary approach based on the statement given. 2. “Right is right and wrong is wrong, and a body ain’t got no business doing wrong when he ain’t ignorant and knows better.” – Mark Twain, Author

52. Identify the literary approach based on the statement given. 3. “A window of opportunity can also turn into a disaster if large numbers of ill-trained young people enter a labor market that is unable to absorb them.” – Bruce Campbell, Entrepreneur

53. Identify the literary approach based on the statement given. 4. “While I nodded, nearly, napping, suddenly there came a tapping…” – The Raven, Edgar Allan Poe

54. Identify the literary approach based on the statement given. 5. “The bigger the government, the less the citizens do for one another. If the state will take care of me and my neighbors, why should I? This is why Western Europeans, people who have lived in welfare states for longer than Americans have, give less to charity and volunteer less time to others than do Americans of the same status.” -Dennis Prager, Author

55. ANSWER KEY ACTIVITY 1 1. 3 2. 5 3. 4 4. 1 5. 2 ACTIVITY 2 1. A 2. C 3. B 4. B 5. A ACTIVITY 3 1. Feminist 2. Moralist 3. Marxist 4. Structuralist 5. Marxist

56. GROUP ACTIVITY

57. Write an acrostic poem about literary approaches. FORMALIST MORALIST MARXIST FEMINIST HISTORICAL READER-RESPONSE

58. Complete the CRITIQUE MAP of the Story of an Hour by answering the given questions in each part of the map.