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The Story of An Hour Worksheet

This document provides context and questions about the short story "The Story of an Hour" by Kate Chopin. It includes a preview of the story, vocabulary words to define, questions for thought about themes and events in the story, and prompts about literary elements like narration, irony, and how the historical context of women's roles in 1894 relates to the story. The questions are meant to guide students in their analysis of the story and draw out its key ideas and Chopin's purpose in writing it.

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Ayten Şentürk Moreau
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364 views4 pages

The Story of An Hour Worksheet

This document provides context and questions about the short story "The Story of an Hour" by Kate Chopin. It includes a preview of the story, vocabulary words to define, questions for thought about themes and events in the story, and prompts about literary elements like narration, irony, and how the historical context of women's roles in 1894 relates to the story. The questions are meant to guide students in their analysis of the story and draw out its key ideas and Chopin's purpose in writing it.

Uploaded by

Ayten Şentürk Moreau
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Name:

Date:
Period:

The Story of an Hour


By: Kate Chopin

Previewing Texts

1. Preview the text by looking at the pictures and reading the captions. What do you
predict this story will be about?

2. Fill out the first two boxes of the K-W-L Chart below. Write down what you know about
the topic in Box #1. Write down what you want to find out in Box #2. When you finish
reading the story, write what you learned or discovered in Box#3.

What I KNOW now What I WANT to find out What I LEARNED


Box #1 Box #2 Box #3
1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.
Pre-reading Vocabulary

Directions: Write the definition next to each of the following words. Next, write a sentence
that properly uses each word in context.
1. Veil:

2. Conceal:

3. Grief:

4. Subtle:

5. Elusive:

6. Tumult:

7. Impulse:

8. Triumph:

9. Descend:
Questions for Thought

Directions: Answer the following questions in complete sentences. Be sure to proofread


your answers and be prepared to share. You may use sentence starters if provided.
1. What does it mean that great care was taken to break the news to Mrs. Mallard? Why
was great care taken?

2. How does the diction suddenly change in the fifth paragraph as Mrs. Mallard looks out
the window? Why might this seem strange to the reader?
• The diction changes in that…
• This might seem strange to the reader because…

3. Mrs. Mallard begins saying, “free, free, free!” Why do you suppose she is saying this?
What questions might this response draw out of the reader? What are your thoughts?
• Mrs. Mallard is saying this because…
• This might cause the reader to wonder…

4. We learn that Mr. Mallard always looked upon his wife with love. We also read that Mrs.
Mallard “had loved him—sometimes.” Yet, we also read that there was a “powerful will”
that bent her when Mr. Mallard lived. What does this mean?
• It seems that…

5. What happens at the end of the story? How is this ironic?


• At the end of the story…
• This is ironic because…
Literary Focus

Directions: Answer the questions about the following literary terms.


1. What is third-person-limited narration? How does Chopin use narration to make the
story more powerful?

2. What is the irony? How does Chopin incorporate irony into her story?

Critical Thinking

Prompt: When this story was first published in 1894 it was met with controversy and
criticism. Consider how women were treated in 1894. How do you think Chopin’s historical
context impacted how she wrote this story? How might this be related to Mrs. Mallard
wanting to be free?

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