A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF THE AWAKENING BY KATE CHOPIN

by LAURA REIS MAYER SERIES EDITORS: JEANNE M. McGLINN AND JAMES E. McGLINN TEACHER’S GUIDE 2 A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin

TABLE OF CONTENTS

INTRODUCTION...... 3

LIST OF CHARACTERS...... 3

SYNOPSIS OF THE NOVEL...... 4

PREREADING ACTIVITIES...... 6

DURING READING ACTIVITIES...... 12

AFTER READING ACTIVITIES...... 17

ABOUT THE AUTHOR OF THIS GUIDE...... 22

ABOUT THE EDITORS OF THIS GUIDE...... 22

FREE TEACHER’S GUIDES...... 23

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Printed in the United States of America A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin 3

INTRODUCTION

On April 20, 2010, British Petroleum’s couple who have adopted an Asian baby, and Deepwater Horizon exploded, claiming 11 a multi-cultural, multi-generational marriage lives, releasing 170 million gallons of oil into with stepchildren. However, it is the show’s the Gulf of Mexico, and devastating miles of central family that parallels Chopin’s themes. Louisiana and Mississippi shoreline. One of Claire is a stay-at-home mom who constantly its victims was Grand Isle, Louisiana, a small laments that she is defined by motherhood Cajun community, population 1,500. Before and marriage, wondering if her best years are the oil spill, thousands of tourists would behind her. Is her dilemma a “modern” one, converge on the island each summer to enjoy as the show’s title implies? Perhaps, as Barbara its rustic habitat, warm waters, and abundant Solomon says in her introduction to The fishing. It is a tradition that dates back hun- Awakening, Kate Chopin was “a woman dreds of years, and it is the setting of Kate much ahead of her time.” Chopin’s The Awakening. In the classroom, The Awakeningwill serve to A highly controversial text since its publica- connect students to the classic themes of tion in 1899, Chopin’s novel explores the feminism, naturalism, and individualism, as spiritual and physical “awakenings” of a well as the patriarchal society of the late young married woman vacationing on Grand 1800’s. When students read Chopin’s novel, Isle. Returning to New Orleans at summer’s they will come away with an awareness of the end, Edna Pontellier struggles to establish an internal and external conflicts linking the identity outside her husband and children, author’s time to our own. but she is trapped by the confines of her This guide’s pre, during, and post instruc- gender and her culture. Confronted with the tional strategies incorporate Kate Chopin’s timeless conflict between society and self, other works and can be used in any combina- Edna seeks solace by creating her own per- tion as teachers design their individual goals sonal space and ultimately returns to the soli- and lessons. A focus on technology and liter- tude of Grand Isle. acy skills challenges students to actively Those who might say such struggles are over engage in reading, and activities are differen- need only look to contemporary television. tiated to appeal to various learning styles and Emmy Award-winning Modern Family illus- are easily adaptable to the leveled lessons trates the vastly different formats “family” today’s educators are looking for. can take in the 21st Century, including a gay

LIST OF CHARACTERS

Main Characters

Edna Pontellier—young wife and mother Victor Lebrun—Madame Lebrun’s from New Orleans younger son Léonce Pontellier—Edna’s husband, Adèle Ratignolle—Edna’s close friend a wealthy, older businessman Monsieur Ratignolle—Adèle’s husband Etienne & Raoul Pontellier— Mademoiselle Reisz—Edna’s confidant, the Pontelliers’ young sons a gifted pianist Madame Lebrun—owner of the Grand Isle Alcée Arobin—Edna’s lover cottages where the Pontelliers vacation The Colonel—Edna’s father Robert Lebrun—Madame Lebrun’s older son and Edna’s love interest Doctor Mandelet—The Pontelliers’ physician 4 A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin

Grand Isle Guests Island Inhabitants New Orleans Acquaintances The Lady in Black Madame Antoine The Two Lovers Tonie Mrs. Highcamp The Farival Twins Mariequita Mr. and Mrs. Merriman Miss Mayblunt Mr. Gouvernail

SYNOPSIS OF THE NOVEL

GRAND ISLE Madame Ratignolle and Mademoiselle Reisz play piano for the guests. Edna realizes that The novel opens on Grand Isle, Louisiana, Adèle plays to entertain family and friends, where Léonce Pontellier and his family are but Mademoiselle Reisz is an artist whose vacationing. Léonce pursue his own interests, music awakens deep passion within her. allowing his wife Edna to fill her time as she Robert suggests a night swim, and several pleases. One evening, returning late from a guests agree. Though she has been struggling game of billiards, Léonce asks Edna to stay to learn all summer, Edna is able to swim for up with him. When she declines, Mr. Pontel- the first time that night. Exulted, Edna lier criticizes her lack of mothering skills, returns to her cottage with Robert. She is leaving Edna crying and lamenting her place alone on the hammock when Mr. Pontellier in the world. The next morning, Mr. Pontel- returns home, demanding that she come lier returns to his work in New Orleans. inside. When Edna refuses, Léonce insists on Edna stays on Grand Isle where she visits staying with her. After a restless night, Edna with Robert Lebrun, twenty-six year old son sends for Robert to accompany her to mass of the resort owner, and Adèle Ratignolle, a on the Cheniere Caminada, a nearby island. wealthy young Creole woman. Edna sketches Adèle feels stifled and drowsy during the while considering how different she is from service, so they retire to Madame Antoine’s the motherly Adèle. When Robert talks Edna house where she entertains the couple with into a swim, she feels the voice of the sea her Acadian tales. After they return to Grand calling to her. She begins to recognize herself Isle, Edna cannot stop thinking about as an individual, one who has been leading a Robert. Several days later, Edna is dining dual life. Several days later Edna and Adèle with resort guests when she learns that go to the beach, where they see two young Robert is planning to leave for Mexico. Upset lovers followed by a lady in black who is he has not shared this news with her, Mrs. reading her morning devotions. Edna shares Pontellier returns to her cottage. Robert that she feels like she did as a young girl, stops in on his way out, and Edna realizes wandering aimlessly and unguided through a how much she has come to care for him. green meadow. As Adèle comforts her, Edna Seeing no harm in her obsession, Edna recalls thinks about the young men she loved before sharing with Adèle her refusal to sacrifice marrying Léonce, and her children, whom herself for her children or anyone else. Made- she loves but does not feel suited to mother. moiselle Reisz understands Edna’s plight, and When Robert and Adèle visit the Ratignolle invites the younger woman to visit her upon cottage, Adèle warns Robert not to toy with returning to the city. Edna’s affections. Several weeks later, both A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin 5

ESPLANADE STREET out of her family home on Esplanade Street and into a small house around the corner. Back home in New Orleans, Mrs. Pontellier Mademoiselle Reisz presses Mrs. Pontellier finds herself unable to return to her house- for the real reason, and tells Edna that Robert hold and societal duties. Léonce warns her is in love with her but is trying to forget her that her refusal to observe appearances could because she is not free. Edna admits she is in affect his business relationships and their love with Robert, and the pianist confides societal standing. To Edna her children and that Robert is returning soon to New Orleans. home feel like an “alien world.” Edna visits Mademoiselle warns the younger woman Madame Ratignolle and shares her decision that she must have “strong wings.” That to start painting again. Observing the conge- night, Edna allows Arobin to kiss her. Feeling nial relationship Adèle shares with Monsieur conflicted though not guilty, Edna wishes the Ratignolle, Edna is depressed rather than kiss was more than physical. The next morn- soothed. She isolates herself even further, ing Edna advances her plans to move into the causing Mr. Pontellier to wonder about her “pigeon house,” and at the same time, plans a mental stability. Edna floats between delirium farewell dinner at the Pontellier house. Coin- and depression, applying herself to her paint- ciding with Edna’s twenty-ninth birthday, the ing at a manic rate. Edna visits Mademoiselle party is a sumptuous affair. Despite the fes- Reisz’s apartment, where the pianist shares a tive atmosphere, Edna longs for Robert. After letter from Robert and plays Robert’s favorite the guests disperse, Arobin helps Mrs. Pontel- Chopin piece. Edna sobs as she feels an lier settle in at the pigeon house, which he has awakening similar to that at Grand Isle. Mr. had filled with flowers. The couple consum- Pontellier continues to worry about his wife’s matetheir relationship. disposition and asks their family physician for advice, but Dr. Mandelet assures Léonce PIGEON HOUSE that his wife’s malaise will pass. During this time Edna’s father, The Colonel, visits and Mr. Pontellier saves appearances by closing joins Edna at the races, where they meet the Esplanade house for renovations while Alcée Arobin. Dr. Mandelet becomes con- Edna enjoys her new independence. She vinced that Edna is involved with another travels to Iberville to see Etienne and Raoul. man, and hopes it is not Arobin. Unable to Pained at leaving the boys with their grand- persuade Edna to attend her sister’s wedding, mother, Edna is over the emotion once she her father and husband both leave for the returns to the city. Adèle visits and advises ceremony in New York. Madame Pontellier Edna that she should have a female compan- takes the two boys home with her to Iberville, ion in the Pigeon House due to rumors about and Edna is relieved to be alone. However, Alcée Arobin. Seeking refuge, Edna visits she continues to attend the races, winning a Mademoiselle Reisz. The pianist is not there, good deal of money, and spending time with so Edna lets herself in and is surprised when fellow race enthusiast Alcée Arobin. After Robert arrives. They walk back to the Pigeon dining with her at the Highcamp’s home, House and dine together, both admitting Arobin accompanies Edna home. Edna still they have been thinking of Grand Isle. When feels hungry and agitated and sleeps poorly. A Arobin arrives, Robert leaves, but Edna sends few days later, Edna and Arobin attend a race the other man on his way as well. Hoping and dine together. Edna feels unfaithful, but Robert will come back again, Edna realizes her guilt is due to her feelings for Robert he seemed closer when he was in Mexico. The rather than for her husband. She asks Arobin next day, Edna writes cheerful letters to her to leave, and he sends a note of apology. Edna family, but feels as though she “had aban- accepts and they resume meeting on a daily doned herself to Fate.” When she does not basis. Once again visiting Mademoiselle hear from Robert for three days, Edna rejoins Reisz, Edna confides that she plans to move Arobin. While visiting a nearby garden, she 6 A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin sees Robert and asks him why he has stayed home, hoping to be comforted by Robert, away. Robert replies that she is cruel. Robert but finds only a note saying, “Good-by – walks her home, and after kissing, the two because I love you.” confess their mutual love. Robert expresses his wish that Mr. Pontellier might set his wife GRAND ISLE free, and Edna replies that she is not a posses- sion. The discussion is interrupted by the Returning to the scene of her awakening, news that Adèle is in labor and has sent for Edna surprises Victor and Mariequita by Edna. After a painful and weary labor, arriving at the Lebrun’s resort. Sending them Madame Ratignolle entreats Edna, “Think of both away on errands, Edna walks down to the children, Edna. Oh think of the children! the beach. The water of the Gulf calls to her, Remember them!” Edna is dazed by the and no living thing is near except a broken- experience, and as she walks home accompa- winged bird circling down to the ocean. nied by Dr. Mandelet, she confides that she Edna changes into a swimsuit but then tosses will not be forced to go to Europe, as Mr. the garment aside and walks into the sea. Pontellier plans. Conflicted between her Thinking of Léonce, the children, Robert, responsibilities to her children and her and finally her childhood, Edna continues awareness of self, Edna turns down Dr. into the water of her awakening, and she does Mandelet’s offer of counseling. Edna returns not return.

PREREADING ACTIVITIES

These activities are designed to deepen stu- Be sure to discuss criteria for evaluating the dents’ background knowledge of literary presentations. Glog tutorials and samples are devices and traditions, and to introduce them available on SchoolTube as well as on the to the novel’s major themes. (Note: Consult Glogster site: http://edu.glogster.com/ other Teacher’s Guides to Signet Classics; Skype an Expert: Cajun Culture they contain ideas that can be adapted to prepare students to read and enjoy this text). Free Skype software can be used for world- wide collaboration, live video, and instant file sharing, and adds an authenticity to the I. BUILDING BACKGROUND study of classic novels. Set up an “expert” KNOWLEDGE IN HISTORY, contact in Grand Isle, Louisianna, hook up a CULTURE, AND LITERATURE web-cam to your classroom Internet, and watch your students receive instant answers Glogster: New Orleans History to their questions about Grand Isle’s Cajun Prior to reading the novel, students can build history and its current status after Hurricane background in New Orleans history and Katrina and the BP oil spill. Set up a free culture by creating interactive, digital posters account and find expert contacts at http:// called “glogs.” Glogster.edu is a free, collab- www.skype.com/intl/en-us/home orative, multi-media learning platform where Dialectic Journals: Victorian Patriarchy students can showcase their knowledge and and the Angel in the House skills through a mix of images, text, music, To introduce Victorian Patriarchy and to and video. Provide students with topic emphasize the connection between reading, choices such as Mardi Gras, the French writing, and thinking, students can hold a Quarter, Creole culture, jazz music, slavery, silent conversation using a foldable dialectic or steamboat travel on the Mississippi, and journal. Model for students how to fold a piece create “expert” groups who research, create, of paper into four columns. Label the columns and share their multi-media presentations. in the following order from left to right. A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin 7

1. “From the Text” Feature Analysis Chart: Romanticism, 2. “From Me” Realism, Naturalism, and Local Color 3. “From my Classmate” Four major literary movements (romanticism, 4. “My New Thinking” realism, naturalism, and local color) influence Ask students to read, annotate, and share their the narrative style of The Awakening. Using thinking about Coventry Patmore’s 1854 the class literary anthology or a set of scholarly poem, The Angel in the House. In the section articles, lead students in a jigsaw reading about entitled “The Wife’s Tragedy,” from Canto IX, each of these literary traditions. Ask students Book I, “The Sahara,” the speaker describes the to draw a 4x5 grid, with the first column perfect Victorian wife. Ask students first to read labeled “movement.” Under that heading, independently, highlighting and annotating students fill in the blocks with “romanticism,” words and phrases that describe the expected “realism,” naturalism,” and “local color.” In roles of the wife. Next, tell students to record in the first row, after “movement,” students write the first column some of these significant “origins,” beliefs,” and “examples.” Divide words, phrases, or lines. In the second column, students into four groups, one for each of the students record questions or inferences about literary movements. As groups read about and these excerpts. In the third column, classmates discuss their assigned literary movement, they exchange journals and respond to or extend on write notes on its origins and beliefs, adding each other’s thoughts. Afterwards, ask students an example text if one is given. (Students can to reflect on classmate input and record their also leave the “example” column for novel new thinking in column four. Here is Coven- excerpts during reading). After completing the try’s poem, which can also be found at: reading, groups may share with the class on a http://www.victorianweb.org/authors/patmore document camera and complete the rest of the /angel/9.html chart. By dividing, focusing, and collaborating on the reading, students are guided in the Man must be pleased; but him to please navigation of difficult critical text. Is woman’s pleasure; down the gulf Of his condoled necessities She casts her best, she flings herself. II. BUILDING BACKGROUND How often flings for nought, and yokes KNOWLEDGE THROUGH Her heart to an icicle or whim, INITIAL EXPLORATION Whose each impatient word provokes OF THEMES Another, not from her, but him; While she, too gentle even to force His penitence by kind replies, Gender Stereotypes Waits by, expecting his remorse, With pardon in her pitying eyes; Jigsaw Reading: A Vindication And if he once, by shame oppress’d, of the Rights of Women A comfortable word confers, In 1792 Mary Wollstonecraft published the She leans and weeps against his breast, first great feminist treatise, A Vindication of And seems to think the sin was hers; the Rights of Women. The text details the lack And whilst his love has any life, of rights, property, and respect afforded Or any eye to see her charms, females in the late 18th century, a patriarchal At any time, she’s still his wife, culture that continued throughout the life of Dearly devoted to his arms; Kate Chopin. Divide the class into small She loves with love that cannot tire; groups. Assign each group one chapter of the And when, ah woe, she loves alone, text to read and summarize. Chapters with Through passionate duty love springs higher, particular focus on gender stereotypes As grass grows taller round a stone. include: II-V, IX, and XIII. Discuss clues for 8 A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin identifying main ideas, such as repetition, 3. Is the ad appealing? Why or why not? restatement, and transitional language. After What is your group’s reaction? reading and summarizing, students split up 4. What is the intended effect of the into new groups composed of one represen- advertisement on the consumer? tative from each chapter assigned. Each stu- dent shares his learning. The essay can be 5. Is the company justified in portraying its found at: http://www.bartleby.com/144/ product in this fashion? Why or why not? Song Study After analyzing, ask groups to create “adbusters,” which are parodies of original Is gender socialization still an issue today? ads that “bust” the myths about gender, cul- According to many popular female singers, ture, or status. Show students selected girls are still being raised to capitulate to adbusters at www.adbusters.org. boys. Play a song or two from the list below, and include the lyrics. If possible, watch the videos, which can be found online at you- Marriage and Motherhood tube.com and other sites. After students have listened to the songs, read the lyrics, and Text to Text: watched the videos, ask them to discuss: Kate Chopin’s “Story of an Hour” What are some patterns you noticed in these “The Story of an Hour,” one of Kate Chopin’s songs? What message about our society might most famous texts, is included in Signet Clas- these patterns suggest? The following is a list sics’ The Awakening and Selected Stories of of songs about gender roles by modern artists: Kate Chopin. The protagonist of the short story is Mrs. Mallard, a young woman who Song Artist has just learned of her husband’s untimely Love Don’t Cost a Thing Jennifer Lopez death. Ask students to read the short story One of the Boys Katy Perry and discuss in small groups or as a class: Promiscuous Nelly Furtado 1. What does Mrs. Mallard mean by her Stronger Britney Spears whispered, “Free! Body and soul, free!”? Stupid Girls Pink 2. Analyze the irony in the story’s last line: Superwoman Alicia Keys “When the doctors came they said she had died of heart disease—of joy that kills.” Ad-Busters Accessible Text: Modern Family Provide groups of students with magazine, Internet, or television ads that can be per- Examining a parallel, contemporary text ceived as gender specific or sexist. Consider prior to reading provides material for com- commercials for cleaning products, food, parison and contrast later. One link between cars, and alcohol. One example is the Carl the popular Modern Family and Chopin’s Jr.’s advertisement with Kim Kardashian. novel is the theme of marriage and mother- View this one at: http://www.youtube.com/ hood. Show a scene from the series that watch?v=J11qUjHiGhs&feature=related focuses on homemaker Claire Dunphy. Epi- sodes can be found on http://abc.go.com/ Ask students to analyze the following: shows/modern-family or on DVD. A good 1. Describe your advertisement in one choice which can be found on DVD is from paragraph. If print, start from the most season one, episode fourteen, “Moon Land- obvious image and move to the details. ing.” In one scene, Claire compares her life as If video, describe in sequential order. a mom to that of her previous co-worker, now a Paris executive. Ask students to create 2. What, if anything, about the advertise- a T-chart to use as they view, keeping track of ment makes it gender specific or sexist? A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin 9 what each woman has gained as a result of 1. Draw a quick thumbnail sketch of the her lifestyle choice, and what each has “lost.” painting. After viewing, this or any clip in which Claire 2. Write a brief description of the paint- laments motherhood, pair or group students ing. What is the most dominant image? and ask them to discuss their thinking and What is on the periphery? Include dis- add to each other’s notes. cussion of color, medium, and style. Poll Everywhere 3. Write a brief analysis of the painting To generate thinking about the theme of mar- based on your description above. Why riage and motherhood, poll students using an does the painter choose to make certain online service. With polleverywhere.com, you images dominant and others marginal? pose questions and define a list of possible What might be the significance of the answers for students to answer via cell phone two birds? Does the painting evoke a or computer. For example, compose an opin- certain mood or theme? How? Why? ion statement about motherhood, such as, How might the title of the painting “Mothers have a responsibility to their children affect the analysis? that outweighs their responsibility to self.” The After students are finished with individual choices might include: A. Absolutely—chil- responses, invite them to discuss their dren come first. B. Yes, but mothers need to thoughts in partners or as a class. Explain take care of themselves, too. C. No way—a that the mood and themes evoked by the mother can’t be effective without first being painting are the same elements they will be self-fulfilled. After students submit their indi- seeing in Kate Chopin’s The Awakening and vidual answers, graphs will display the results other works from both the Romantic and in real-time on your digital projector. In this Victorian Eras. Record these on the board. way, every student is engaged, and the answers Lists should include characterization of are immediate and anonymous. Teachers can nature as a freeing force, emphasis on human poll up to 30 students at a time for free. With individuality, and the advocacy of free larger classes, students can submit partner or thought. (Those characteristics not obvious group answers. Simple directions appear at to students may be added by the teacher). An http://www.polleverywhere.com/. For low- image of the painting can be found at: tech alternatives, teachers can use “thumbs up/ thumbs down” or colored voting cards. http://www.artmagick.com/pictures/picture. aspx?id=6232&name=the-gilded-cage Freedom and Imprisonment: Companion Pieces The Gilded Cage To extend the art criticism activity above, ask students to compare the woman in Morgan’s Art Criticism painting to the one in Harry Von Tilzer’s 1900 Evelyn de Morgan’s 1919 painting, The song, “A Bird in a Gilded Cage.” In the song, Gilded Cage, portrays a woman who lives in a woman has traded independence and love luxury yet yearns for freedom from her older for a luxurious home and an older husband: husband and from her restrictive society. She’s only a bird Essentially an allegory for the captivity of In a gilded cage, women, the painting’s depiction of birds, A beautiful sight to see, children, and sky echoes much of the sym- You may think she’s happy bolism in The Awakeningwhile presenting an And free from care, alternative picture of motherhood. After She’s not showing the painting to the class on a docu- Tho’ she seems to be, ment camera or LCD projector, ask students ‘Tis sad when you think to complete the following response: Of her wasted life, 10 A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin

For youth cannot mate with age, determination. Remind students to consider And her beauty was sold both positive as well as negative causes and For an old man’s gold, effects. While reading, ask students to look She’s a bird in a gilded cage. for additional information. After reading, groups can add additional boxes to their Students can read the lyrics or watch a video maps and share their thinking by posting of the song being performed on youtube. them on the wall. com. Ask students to highlight the line from the song that is most significant. Next, ask Quickwrite: Challenging Societal Norms phrase students to highlight the , and finally, Ask students to free-write for five to ten word the that best portrays the theme. Dis- minutes on the following prompt: “What is cuss as a class. one belief you or someone you know holds Ask students, Why is it significant that Cho- that might cause controversy in the family, pin’s novel, Morgan’s painting, and Von Tilz- school, or society? Consider beliefs about er’s song were all created in the same era? race, religion, relationships, politics, etc. What does this imply about the role of artists? What are the possible costs and/or benefits of publicizing this belief”? Self-Awareness Self-Portrait: The Artistic Temperament

Children’s Literature: In The Awakening, Edna Pontellier is a Tackling Differences painter who downplays her talent until she builds a sense of self. Mademoiselle Reisz, Older students can use children’s picture Edna’s pianist friend and mentor, warns Edna books, or “thin books” as a fun and accessible that she’ll need “strong wings” to “soar above method to make connections and build the level plain of tradition.” Introduce stu- background knowledge before reading more dents to this connection between self-aware- difficult text. Gather students around a ness and artistic skill through the work of rocker or use a document camera to show the Frida Kahlo. Work, analysis, and biography pictures while you read aloud from a picture can be found at http://www.pbs.org/weta/ book about being considered “different.” fridakahlo/worksofart/index.html. One popular text is Tacky the Penguin, by Discuss Kahlo’s themes of bodies, birth, death, Helen Lester. Before reading, ask small and survival and explain that one third of her groups to create a multi-flow map that illus- paintings were self-portraits. Ask students to trates the causes and effects of a person being journal, “turn and talk,” or discuss as a class: considered different. Direct groups to draw a box in the middle of a large piece of paper, 1. How might Kahlo’s body of works and write in the box “a person is considered parallel her journey to self-awareness? different.” Next, ask groups to draw several 2. Do Kahlo’s paintings provoke a sense of boxes to the left of the center, and several strength or doubt? What evidence can more to the right. Arrows point from the left you provide? boxes towards the center, and from center towards the right in order to show cause/ effect relationships. Ask groups to generate Female Self-Destruction reasons why a person might be considered Making Connections: different, and to label the boxes on the left. Victorian Drowning Ladies Groups might choose race, religion, appear- ance, culture, intelligence, talent. On the The choice made by Edna Pontellier at the right, ask students to generate the effects of end of The Awakeningis undoubtedly contro- being considered different. Groups might versial. Yet she is not the only fictional female consider isolation, bullying, strong character, of her time to take her own life. Often, suicide A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin 11 was depicted as a female malady, or as the act Rebirth, Renewal, and the Sea of a fallen angel (as opposed to the “Angel of the House).” Multiple poems, paintings, and Word-Clouds novels from the Victorian era explore this Brainstorm with students their immediate topic. These works might be used to intro- associations with water. Using one post-it duce the theme of female self-destruction note for each word, ask students to write through art analysis, journal responses, or class down any idea or emotion that water pro- discussions. Examples include: vokes. Students might write, “freedom,” Bleak House Charles Dickens novel “peacefulness,” “summer,” or “swimming,” Bridge of Sighs Thomas Hood poem “playing,” or “danger.” They might also think of “baptism,” “purity,” or “re-birth.” (Teach- Found Drowned George Frederick Watts painting ers can help prompt these deeper connec- Jane Eyre Charlotte Bronte novel tions). Compile post-its and eliminate The Lady Alfred Lord Tennyson poem duplicates. Using the brainstormed words, of Shallot students can create digital “word-clouds” that Ophelia John Everett Millais painting illustrate the theme of water through lan- guage, font, color, and size. Students choose which words should receive greater emphasis One example activity is to have students and which colors and font demonstrate illustrate a Victorian poem. For example, as meaning. For instance, the word-cloud on the class reads aloud The Lady of Shalott, stu- water might be in blues and greens, with text dents can draw what they hear. When stu- support such as “summer,” “swimming,” dents draw the Lady in her tower far up the “rebirth,” and “renewal” in larger font. Using river from the lively village of Camelot, they wordle.net, students indicate their prefer- can visualize the Lady’s isolation, imprison- ences and Wordle does the rest. The word- ment, and despair. clouds are created and posted to Wordle.net Parallel Plot Devices: “Desiree’s Baby” in real-time and can be viewed immediately Included in the Signet Classics’ The Awakening by the class using a digital projector. Or, and Selected Stories of Kate Chopin is “Desiree’s clouds can be printed off and serve as concept Baby.” In this short story, Chopin depicts maps on the classroom walls. In any format, another trapped female protagonist who the word-clouds promote engagement, analy- chooses to escape the only way she can. Read- sis, discussion, and critique. The Wordle ing this story prior to The Awakening intro- website address is http://www.wordle.net/. duces students to significant themes from the Directed Reading Activity: novel, and provides an opportunity for com- Interactive Notebooks parison later. After reading “Desiree’s Baby,” ask A directed reading activity using interactive students in small groups or as a class: notebooks introduces students to Chopin’s 1. What happens to Desiree and her baby? themes and style by focusing attention on a How do we know? manageable excerpt and by delving into its 2. How is the story’s ending an example of diction, syntax, and tone. Have students read situational irony? the following excerpt from Chapter X, where Edna learns to swim: 3. How does the title of the short story foreshadow the story itself? “But that night, she was like the little tottering, stumbling, clutching child 4. What 19th century views about race, who of a sudden realizes its powers, and class, and gender are evident in Desiree’s walks for the first time alone, boldly and Baby? How do these ideas contribute to with over-confidence. She could have Desiree’s actions? shouted for joy. She did shout for joy, as 12 A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin

with a sweeping stroke or two she lifted To further this activity, ask an open-ended her body to the surface of the water. A question that encourages readers of all levels feeling of exultation overtook her, as if to participate by writing an answer in their some power of significant import had interactive notebooks. Students can share been given to her to control the working what they wrote and respond to each other’s of her body and her soul. She grew daring observations. The quietest students can at and reckless, overestimating her strength. least read their answers aloud, thus partici- She wanted to swim far out, where no pating in class discussion. The teacher’s role woman had swum before.” (p. 32) during this activity is to encourage students Direct students to mark the text as they read: to cite the text. While there are no wrong draw a star next to words, phrases, or sen- answers to an open-ended question, ask stu- tences that reflect the theme of awakening, dents, “what part of the passage led you to rebirth, or renewal. Draw a question mark believe . . . .” Possible open-ended questions The Awakening beside text they find confusing or question- from this chapter of include: able. Have them re-read these words or 1. Why does Edna compare her learning phrases aloud. Allow classmates to address to swim with a child learning to walk? each other’s questions. Before adding teacher What might this comparison signify input, ask students for the words and phrases about Edna’s self-perception? they marked with stars. Ask for peer response. 2. Why does Chopin use swimming as a In this way, the teacher allows students to metaphor for rebirth? make meaning of the text on their own and with the help of peers rather than immedi- 3. How might you characterize Chopin’s ately relying on teacher input. Focusing on syntax? Give an example from the reader questions also provides an illustration excerpt. of how style affects comprehension.

DURING READING ACTIVITIES

These activities encourage students to utilize Grand Isle (chapters 1-XVI) research-based comprehension strategies 1. How is Léonce Pontellier characterized such as predicting, connecting, summarizing, by his observation of his sun-burned and determining main ideas while reading wife? (p.2) The Awakening. Whether the novel is read in class or at home, teachers can choose appro- 2. In what ways are Edna Pontellier and priate assignments from the ideas below. Adèle Ratignolle character foils? (p. 9) 3. Why might Chopin choose to personify I. ANALYZING THROUGH the sea with a “seductive” voice? (p. 15) GROUP RESPONSE 4. Discuss the symbolic effect of Madame Ratignolle’s all-white attire. (p. 17) Discussion Questions 5. Edna felt as a young girl that she “must walk on forever, without coming to the Discussion questions on The Awakening ask end” of the tall grass. Then she admits students to analyze the author’s purpose, feeling this summer “as if I were walking themes, and literary techniques, and to take a through the green meadow again . . . .” second look at the text. Students generally feel What is the significance of this memory? more comfortable sharing their ideas with a How might it serve as foreshadowing? small group of peers first. When group discus- (p. 19) sions are complete, student spokespersons can discuss their findings with the class as a whole. A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin 13

6. Contrast the effects of Madame 5. Compare Mademoiselle’s (add Reisz) Ratignolle’s and Mademoiselle Reisz’s apartment to Mrs. Pontellier’s house on piano playing on the resort guests. What Esplanade Street. How does the does Edna’s reaction indicate about her comparison serve to characterize the sense of awareness? (pp. 28-30) two women? (pp. 72-73) 7. Why does Madame Pontellier need to 6. Dr. Mandelet compares Edna to “some be alone after her first successful swim? beautiful, sleek animal waking up in the How is this evening a turning point for sun.” Discuss the figurative language. Edna? (p. 32-33) What type of “awakening” is referred to 8. Why is Edna fascinated with Mariequita? here and in the title? (p. 82) What might the Spanish girl represent 7. When Mrs. Pontellier finally has the to her? (p. 39) house to herself, she sits in the library 9. As she sails across the bay with Robert and reads Emerson. What might be and Mariequita to the Cheniere Caminada, Chopin’s purpose in Edna reading this Edna feels “as if she were being borne particular author? (p.86) away from some anchorage which had 8. After dinner at the Highcamps’ home, held her fast, whose chains had been Edna returns home and raids the pantry. loosening – had snapped the night before How is her “hunger” symbolic? (p. 88) when the mystic spirit was abroad, leaving 9. Why does Edna continue to visit her free to drift whithersoever she chose to Mademoiselle Reisz if she finds the set her sails.” What theme is evident in pianist “offensive”? Does Edna actually Chopin’s diction? (p. 40) dislike the woman or is she fearful of 10. Edna proclaims, “I would give my life what the artist represents? (p. 92) for my children; but I wouldn’t give 10. Describe the atmosphere of the dinner myself.” Is this a paradox, or does her party Edna hosts. How is color vow make sense? Explain. (p. 56) significant in this scene? (pp. 102-106)

Esplanade Street (chapters XVII-XXXI) Pigeon House (chapters XXXII-XXXVIII) 1. How does the setting of the Pontellier’s 1. How is Edna’s move into the pigeon New Orleans home compare with that house symbolic as well as physical? What of Grand Isle? How does the house does it represent in the development of contribute to Mr. Pontellier’s attitude her self-awareness? (p. 111) towards his wife? (p. 58) 2. How might Edna’s relationship with her 2. In what way does Edna behave like a two boys be characterized? Why does child after Léonce admonishes her for she leave them in Iberville if she is neglecting societal conventions? Why “again alone” without them? (p. 112) might Chopin have chosen to characterize her this way? (p. 62) 3. Is Madame Ratignolle justified in her comparison of Edna to a child who acts 3. After visiting Madame Ratignolle and “without a certain amount of reflection observing her comfortable marriage, which is necessary in this life”? Is Adèle Edna pities Adèle’s “colorless existence.” only referring to societal expectations? Is Edna’s opinion justified? Why or why Or should Edna reflect on other not? (p. 66) considerations? Discuss. (p. 113) 4. How has Edna’s view towards her 4. Why, when Edna admits she has been artistic ability changed since her thinking of their time at Grand Isle, “dabbling” at Grand Isle? What might does Robert say, “Mrs. Pontellier, you be the reason for this change? (p. 68) 14 A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin

are cruel”? Is Edna cruel, or is she naive? sacrificing herself for her children? What Discuss. (p. 119). is the “unessential?” Explain. (p. 136) 5. Why does it seem to Edna that Robert 4. What is the significance of the broken- “seemed nearer to her off there in Mexico”? winged bird circling down to the water? What does this realization indicate about How does this symbol relate to a Edna’s sense of reality? (p. 122). previous warning by Mademoiselle 6. How might a psychiatrist diagnose Mrs. Reisz? (p. 136) Pontellier, who feels “no despondency” 5. Why are Edna’s last thoughts centered but also “no hope”? What is the nature on her childhood and the long, green of the internal conflict which has led grass? How has she come full circle her to this point? (p. 124) since her last trip to Grand Isle? (p 137) 7. Describe the irony in Robert’s desire to make Edna his wife. (pp. 127-128) Literature Circles 8. Analyze the meaning behind Adèle’s, In order to teach inferencing and self-regula- “Think of the children, Edna. Oh think tion of comprehension, assign small groups of the children! Remember them!” of students individual strategies to use as they What is the significance of uttering this read an excerpt of The Awakeningout loud: to Edna after childbirth? (p. 131) • Summarizer: summarizes the assigned 9. Does Dr. Mandelet appear to understand section of text. what Edna is feeling? Is her refusal to • Themester: connects action in novel to talk to him a mistake? Defend your themes discussed in class. answer (p. 132) • Texter: finds specific location of 10. Robert’s note reads, “I love you. Good- text support. by—because I love you.” What is the • Visualizer: creates a visual depicting reason behind the note’s contradiction? the discussed themes and (p.133) inferences.

Grand Isle (chapter XXXIX) Reciprocal Reading 1. What is the real reason Mrs. Pontellier sends Victor and Mariequita on errands A version of literature circles that focuses on away from the shore? How does this literacy skills, reciprocal reading groups take lend insight into her state of mind? (p. on the following roles. 135) • Questioner: poses questions that focus 2. Consider Chopin’s diction in “The on main ideas and themes. children appeared before her like • Summarizer: summarizes the action. antagonists who had overcome her; • Clarifier: clarifies difficulties in who had overpowered and sought to understanding. drag her into the soul’s slavery for the • Predictor: makes a prediction about rest of her days. But she knew a way to future content. elude them.” How does the author use Students may keep their roles for the entire word-choice and imagery to illustrate selection, or they may alternate. An alterna- Edna’s thoughts? (p. 136) tive is the ReQuest strategy, where the teacher 3. Edna remembers clearly her vow to models questioning after a segment of the Adèle that “she would give up the text is read, and then students imitate such unessential, but she would never sacrifice questioning after the next segment. herself for her children.” Yet, is she A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin 15

Facebook Wall II. ANALYZING THROUGH INDIVIDUAL RESPONSE Students can create fake “Facebook” profiles for Edna, Robert, Arobin, even Kate Chopin. This wall generator allows students to analyze Student Generated Questions characters, make modern connections, and engage with their classmates in a safe envi- Student-created questions that lead to inter- ronment. Students can each choose a differ- pretation and analysis are more effective ent character from The Awakening and create comprehension tools than traditional end of a profile complete with marital status, favor- chapter questions. Discuss with the class the ite songs, quotes, television shows, books, different levels of questions and how more movies, and causes. For example, Edna might critical questions lead to interpretation and select “Man, I Feel like a Woman” for her analysis. A good resource is Bloom’s Revised song, and post photos of Grand Isle on her Taxonomy (BRT) with accompanying ques- wall. She may list “National Organization for tion starters: http://www.uni.edu/stdteach/ Women” (NOW) as her cause and invite TWS/BloomRevisedTaxonomy_Key- others to join. As students progress through Words-1-1.pdf. Ask students to generate one the novel, they can post messages, such as “I or two questions per chapter and to jot ques- feel out of sorts today. Thinking of my child- tions down on post-it notes, one per note. At hood . . . Still trying to swim.” Students can least one question in each chapter must be respond to each other’s posts in character. For from the higher end of BRT. Post-its are example, Adèle might respond, “Oh, Edna affixed to the page of text they reference. In dear, you poor thing. Go look at your darling class, students can categorize these questions boys . . . they’ll make you feel better!” Mr. on the board or on a concept chart, and dis- Pontellier might post, “Anyone know of a cuss possible answers with their peers. good elixir for my wife? She isn’t herself these days.” See samples and create fake walls for Double-Column Inferencing free at http://www.myfakewall.com/. Double-Column Notes encourage students to Give One-Get One take a second look while reading, and to read for analysis, not simply plot. The best notes In this interactive strategy, students set up a are composed as the student reads, not after barter system to demonstrate their comprehen- the reading is completed. In this way, students sion of major themes in The Awakeningand to prove to themselves and their teachers that exchange ideas with peers. Prepare a grid for they are thinking as they read. Ask students to students with six to twelve empty boxes on a find one or more significant event or quota- sheet of paper. Label the boxes with response tion from each chapter in The Awakening, and prompts, such as, “I believe . . .” or “I think the record it on the left side of a double-columned most important action was . . .” or “One thing sheet of paper. On the right side column, I like about Edna Pontellier is . . .” Ask students students record their thinking about the event to choose three of the prompts and record their or quotation. They might comment on pat- personal opinions or knowledge. Next, stu- terns they see developing, themes they see dents mingle and ask their peers to provide evolving, commentary they see being made, opinions and knowledge to fill in the remain- or connections they believe tie the novel to der of the boxes. For each box they “get,” stu- modern society. Students could also use the dents must “give” one as well. Once students second column for making predictions. As have completed the boxes, ask them to share the double-column notes progress, students ideas that are unique, helpful, interesting, or should see their responses falling into catego- profound. If students did not get all boxes filled ries that illustrate their comprehension of in, they may do so during the group discussion. 16 A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin

Chopin’s significant themes and stylistic “Mr. Patriarchy,” and use Mr. Pontellier as a devices. Notes can be handwritten or submit- model. Students can be creative describing ted via email. Teachers may choose to add the character’s “crime” and “reward.” For comments in the second column, responding example, Edna might be accused of abandon- personally to inferences students may not be ment or “female-madness.” Adèle’s reward willing to verbalize in class. could be “eternal fulfillment” or “the adora- tion of the masses.” A free template is avail- Character-Foil Double-Bubble able at http://www.teachingideas.co.uk/ english/files/wantedposter.pdf. Maps

In The Awakening, Both Mademoiselle Reisz RAFTs and Adèle serve as foils to Edna. To help stu- dents compare and contrast Edna with one of RAFTs are short, creative writing prompts these secondary characters, ask students to with assigned Role, Audience, Format, and label one bubble “Edna Pontellier,” and the Topic. For instance, students might be asked other with another character, such as “Made- to take the role of Raoul Pontellier, writing to moiselle Reisz.” In the bubbles shared by the his mother in the form of a letter, why he’d foils, students record similarities, such as like to come home from Iberville. Or ask “both are artists.” In the bubbles specific to students to write a song from Mademoiselle each of the characters, students record paral- Reisz to the guests at Grand Isle about what lel differences, such as “restricted by society” makes an artist. and “disregards society.” After students fill in and consider their double-bubble maps, they Advice Column can write a summary statement illustrating the significance of the comparison. Students To examine point of view, ask students to might also turn and share with a classmate or write a “Dear Abby” type letter and response. the class, adding to their maps as the discus- They might advise Edna how to survive back sion ensues. Possible character foils from The in New Orleans or warn Robert about falling Awakening include the following: in love with a married woman. Students can 1. Edna and Adèle post their responses on a bulletin board 2. Edna and Mademoiselle Reisz (paper or digital) for all to see and discuss. 3. Robert and Léonce 4. Robert and Arobin Character Sketches Diagrams of double-bubble and other think- Character sketches are often used in drama ing maps are online at: classes to encourage actors’ understanding of http://drb.lifestreamcenter.net/Lessons/ the parts they portray. However, character process_maps/. sketches are very useful in literature classes too, as an examination of a character’s history, Wanted Posters motivation, and thinking can lead to better comprehension of the novel as a whole. In the Literary Wanted Posters help students articu- character sketch, students answer simple late significant themes from classic novels. questions about the character they choose or Show students example wanted posters, both are assigned. Afterwards, the assignment can actual and student-made. Google Images has be extended when students write their own both FBI and literary examples. You might monologues or deliver a monologue from the ask students to create a wanted poster for text. Character sketches are particularly “Mother-Woman,” and describe Madame enlightening for minor characters, such as Ratignolle. Or have them design one for Mademoiselle Reisz or Dr. Mandelet. A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin 17

The Character Sketch asks: 5. What is this character’s main motivation? 1. What does this character look like? 6. Describe any redeeming qualities this How does he/she carry himself? How character may have. does he/she dress? 7. Analyze the character’s personality flaws. 2. How does this character speak? Does From what do they stem? How do they he/she have any identifiable speech affect the choices he/she makes? patterns? 8. Choose an object this character holds or 3. Where was this character born? How would hold dear. Explain the connection. was he/she raised? 9. Does this character have any secrets? If so, 4. Describe the time period in which this explain. character lives. How do the times affect 10. Who would be this character’s contem- this character’s thinking and actions? porary counterpart? Explain your choice.

AFTER READING ACTIVITIES

These activities encourage students to deepen and the artist in Chopin’s novel? their interpretation of The Awakening by Consider Edna’s developing relationship helping them make connections between with Mademoiselle Reisz. themes and issues in the novel, in other 4. Mulattos and quadroons appear works, and in the outside world. throughout The Awakening, yet remain silent. Is Kate Chopin making a I. TOPICS FOR DISCUSSION statement about the social role of AND ESSAYS African-Americans in the early 20th century? Explain. Thematic Analysis 5. Throughout Chopin’s story, the author Now that students have read the entire novel, includes images of birds and wings. they can return to the text for a deeper Trace and discuss the references to understanding of its significant themes. The freedom and flight in The Awakening. following topics and questions can be used 6. Even before Adèle’s entreaty to for whole class and small group discussion or “Remember the children,” mothers and as essay topics. their offspring are central to the plot of 1. Much of the action in The Awakening is The Awakening. Why might Chopin interior, taking place in Edna Pontellier’s focus on this topic? mind. Yet without question, she faces 7. Compare Edna’s relationship with conflict throughout the novel. Select a Robert Lebrun to her affair with Alcée physical, moral, intellectual, or emotional Arobin. What does each man provide? conflict and analyze its effect on Edna. What is the irony in these relationships? 2. On several occasions at Grand Isle, 8. Edna refuses to “sacrifice herself for her Edna spots the two lovers, followed by children,” yet, because she cannot give the woman in black. What role do these them what they need, she takes her own minor characters play? What is their life. Is this not a sacrifice? Discuss connection to Edna? Edna’s paradox. 3. Edna at first considers her sketching 9. At the end of the novel, Edna’s “sense of and painting mere “dabbling,” but by reality had gone out of her life; she had the end of the novel she is selling her abandoned herself to Fate, and awaited work. What is the significance of art 18 A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin

the consequences with indifference” (p. organizer, students can download or upload 123). Is Edna’s final decision to walk photos and create a photo album complete into the water of Grand Isle a matter of with text such as, “My trip to Grand Isle,” or free-will, fate, or something else? “My First Swim!!!” Just like in a traditional Explain. vacation album, students can add commen- 10. Virginia Woolf wrote in 1931, “Killing tary to the margins. Photo editing software the Angel in the House was part of the also allows students to create CDs, photo occupation of a woman writer.” How collages, and slide shows. The digital projects does her claim apply to Kate Chopin can be posted on the class website, group and The Awakening? weebly, or in the “cloud” at the photo man- agement site. For an extension, students can create a hard-copy of the album. Instructions II. ACTIVITIES WITH can be found at: http://picasa.google.com. TECHNOLOGY Animoto.com Weebly.com Students can create a music and video pre- Weeblies are the digital answer to tri-fold sentation on The Awakening using Animoto. project boards. Weebly.com is a free, easy, com. The program is a quick, user-friendly cloud-hosted website building platform website where students choose music and where students can post blogs, slideshows, images from the Internet to illustrate their maps, photo galleries, video and audio clips comprehension of character or theme. The about The Awakening. Ask student teams to result is a digital story told by music, art, and post group discussions, song and photo links, minimal text, such as quotations from the reviews, and other required responses to the novel. After teacher discussion of how music novel. Or let students design their own and visuals can portray certain tones or responses. For example, students might post themes from Chopin’s work, students simply links to websites about Kate Chopin and choose the pieces, and Animoto puts them New Orleans, a student video of a scene from together in a professional-looking presenta- the novel, and an audio podcast that reviews tion. Students can post the presentations on some of Chopin’s other works. Be sure to the class website, where the clips can be discuss criteria for an effective multi-media viewed either collectively or at home. To presentation. To extend the assignment, stu- extend the assignment, students can critique dents can observe and critique each other’s each other’s work. Sample presentations and work and even share their weeblies with registration instructions can be found at the another school. http://www.weebly.com/. following website: http://animoto.com/.

Online Vacation Album Book Review Podcasts The concept of place is very significant in Ask students to write and record a review of Kate Chopin’s The Awakening. In fact, Edna an additional work from Signet Classics’ The Pontellier’s “awakenings” are directly aligned Awakening and Selected Stories of Kate Chopin. with her moves between the Grand Isle resort Prior to assigning the review, model the and the two New Orleans homes she inhabits format using contemporary examples of during the story. Ask students to consider book, movie, and television show reviews, how photo albums they have created in the which can be found in popular print publica- past help them recall a meaningful experi- tions such as Entertainment Weekly or online ence, such as a vacation or camp. Ask them to sites such as http://www.pluggedinonline. create a digital photo album for Edna’s trav- com/tv/. Ask students to take the role of els, commemorating both her physical and critic and read/review “A Respectable spiritual “journeys.” Using an online photo Woman” (pp. 212-216), “Athenaise” (pp. A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin 19

228-261), or “Charlie” (pp.273-310). Topics groups have seen and contributed to all themes might include plot, characterization, style, and have returned to their original poster to significance, and connection to Chopin’s discuss what has been added by classmates. other works. Students should support all input with text. In this way, critiques are Title Search based on valid examination of the story itself, Ask students to examine the intriguing title not merely personal preference. This assign- of Chopin’s novel: The Awakening. For Edna, ment provides practice writing to specific the title represents more than a physical audiences and for specific purposes. In this awakening from her frequent exhaustion. case, students are critics writing to potential Give students the following prompt for a readers of Chopin’s works. Writers can share journal response or timed writing: what are their critiques with the rest of the class or the various “awakenings” Edna experiences? school community via podcast, including a What did Chopin think about turn-of-the- sample reading from the text. 20th century society? After writing, students To create a podcast, students need only a can share journal responses individually, with microphone and an audio-editing software the teacher, or collectively to the class. program like Audacity, which can be down- Musical Memoir loaded for free at http://audacity.sourceforge. net/download/ . Ask students to choose a character from The Students create an MP3 file with their infor- Awakening, either a major one like Edna or a mation and include transitional commentary. minor one such as Adèle or Robert. Students Next, students upload the podcast to a free site record their thoughts about the character’s such as iTunes, or post it to the class website. inner and outer conflicts, motivations, and Classmates, parents, and other community actions, using both the text and their own members can listen to the recordings online or inferences. Next, students will research and download them to their mp3 players. select songs with titles and lyrics that reflect this characterization. The goal is to create a musical “memoir,” which can take the form of III. GROUP AND a CD insert, a digital photo story, or an essay. INDIVIDUAL PROJECTS Memoirs should include titles, lyrics, and explanations that justify the choice of selec- Carousel tions and connect them to the book character. In this cooperative learning activity, divide It will be useful to discuss with students how students into groups of four or five. Assign memoirs differ from autobiographies in that each group one of the major themes that have the recollections of the character may be been addressed throughout the reading of The altered by emotion and experience. The result Awakening, such as gender stereotypes, moth- is a study in Chopin’s characterization. erhood, patriarchal society, and freedom and Book Jackets imprisonment. In front of large sheets of paper posted around the room, groups meet at one In this activity, groups create and portray a of the posters, which are pre-labeled with the living book cover for an illustrated edition of names of the themes. Students brainstorm and the novel. In picking a quotation from the write down all textual evidence and commen- book and in portraying an illustration that tary they can think of about the theme. When depicts the quotation’s meaning, students the teacher says, “continue the carousel” (or take on the role of the bookseller or publish- plays carousel music), students move to the ing house who must decide how best to get next poster and read what the previous groups across the point of the novel to an audience have written before adding their own com- who has not yet read it. Ask groups to follow mentary. The carousel continues until the this process: 20 A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin

1. Pick one quotation from the novel that ion but should also be required to cite the is particularly significant, that seems to text whenever possible to encourage close speak to one of Chopin’s major themes reading. Prior to preparing their arguments, or intents, and that would make good students might watch a closing argument on sense on the cover of the book. video, such as the scene at the end of John Grisham’s A Time to Kill, found online at 2. Write out the quotation on a long, http://www.youtube.com/watch?v=C7f- narrow piece of paper in large enough BgDgpmE. Such a model provides ideas for print to be seen from the back of the rhetorical strategies such as repetition, story- classroom. telling, and gestures. Students present argu- 3. Decide how to portray the quotation in ments orally to the class. a frozen tableau. Rather than presenting a scene from the book, create a picture Literary Criticism Summaries that illustrates the quotation. For Literary criticisms provide additional insight instance, the struggle between Edna’s and development of themes discussed duty to her family and her duty to throughout the reading of The Awakening. herself might be portrayed as a tug of Students also benefit from reading criticisms war. This activity requires students to when they incorporate them in literary illustrate comprehension and synthesis research papers. Criticisms can be found in by turning their understanding into the Introduction (pp. vii-xxix) and Selected performance art. Bibliography (pp. 311-312) of the Signet 4. At the front of the class, students Classics’ The Awakening and Selected Short arrange themselves in a frozen tableau Stories of Kate Chopin, in school libraries, and and either hold or post their quotation in online subscription services. So that stu- so that it is part of the “book cover.” dents can illustrate their reading, compre- Groups hold the scene for thirty hension, and synthesis of their research, ask seconds so that the rest of the class can them to write short (one to three pages) read and appreciate the “illustrated responses that summarize the critic’s main classic.” ideas. Summary helps students understand that literary research is a multi-stepped pro- Closing Arguments Speeches cess, and that literary dialogue can only In this activity, students take the role of happen effectively if readers first understand attorneys presenting their “closing argu- what the critic is saying. ments” at the end of a criminal trial. In this A discussion of research strategies and source case Edna Pontellier is on trial. Her crime can validity is helpful in order to discourage be varied: suicide, abandonment, addiction. online searches of Internet work that has Ask students to choose whether to defend or never been pre-published or vetted before an prosecute Edna. To prepare their case, they editorial board. Directly on the photocopied list all the possible arguments from both criticism, ask students to highlight main sides. For example, if they plan to defend ideas and summarize paragraphs in the Edna, they list not only all the arguments margin. This note-taking step discourages they plan to use but also as many arguments summaries that are simple translation and as they can think of that will be used by the instead encourages comprehension of global prosecution. Then, they’ll list possible concepts prior to writing the summary. Ask responses to the opposition’s points. In this students to write a summary, which intro- way, students not only consider both points duces the author, title, and focus of the article of view but also illustrate their skills in per- before presenting an explanation of the critic’s suasive writing and speaking. Students main ideas. Along with the summary, stu- should be encouraged to use their own opin- dents should include a works-cited entry that A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin 21 includes the criticism’s original and reprint 1. What character traits, dramatic publication information. After summaries elements, or plot events depict the are submitted, ask students to present their protagonist as being self-aware? critic’s ideas to the class for discussion. When 2. Does this character illustrate a moral or other students react or follow up with a simi- social code of behavior? If so, describe it. lar or opposing criticism, a natural, student- led discussion often ensues. 3. What is the character’s greatest desire? 4. What ultimate price is the protagonist Rewrites and Peer-Editing Circles willing to pay to reach his/her objective? The Awakening Because the ending of has 5. Detail the outcome of the protagonist’s spurred controversy since its publication, ask struggle with gender stereotypes. students to rewrite the ending of the novel, making clear whether or not Edna takes her 6. Does the protagonist regret his/her life. Students should parody Chopin’s writ- decision? How do you know? ing, illustrating their comprehension of her 7. Is the protagonist ultimately redeemed style. To extend this assignment, provide or condemned for his/her choices? students with a rubric prior to beginning writing. The rubric indicates components The following titles focus on themes of gender that will be assessed, such as adherence to roles and self-awareness, and are appropriate Chopin’s style, complexity of character and for both independent reading or literature theme, editing, and effort. Upon completion circles where each group of students reads a of the scene, ask writers to form peer editing different work on the same theme. Ask stu- groups and assess two other classmates’ scenes dents for their own additions to the list. using the rubric. Editors should write helpful Gender and Freedom comments directly on their peers’ work as well as on the rubric where appropriate, and Baby Boom. Dir. Charles Shyer. United discuss their observations with writers. In Artists, 1987. this way, students practice writing to specific Bray, Libba. A Great and Terrible Beauty. audiences and for specific purposes. Later, NY: Delacorte Books for Young Readers, 2003. ask writers to share their scenes with the rest of the class. Collins, Suzanne. The Hunger Games. NY: Scholastic, 2010. Extended Reading Donnelly, Jennifer. A Northern Light. In her “Introduction” to the Signet Classics’ Boston: Graphia, 2004. The Awakening and Selected Stories of Kate Friedan, Betty. The Feminine Mystique. Chopin, Barbara Solomon suggests that NY: Norton, 1963. “Prizing her freedom above all else . . . Edna gives back her life to the waters that had Halse Anderson, Laurie. Wintergirls. awakened it” (p. xxix). Ask students to read NY: Penguin Young Readers, 2010. or watch another work from the list below Hurston, Zora Neale. Their Eyes were that depicts the roles of freedom, self-aware- Watching God. NY: Harper, 2006. ness, or gender in a protagonist’s demise or Ibsen, Henrik. A Doll’s House. (Ibsen: Four redemption. Students can make a double- Major Plays, Volume I) NY: Signet Classics, columned comparison chart depicting the 2006. similarities and differences between the character and Edna Pontellier. Mulan. Dir. Tony Bancroft. Disney, 1998. Students should consider the following ques- Smith, Sherri. Flygirl. NY: Speak, 2010. tions as they read/view: The Whale Rider. Dir. Niki Caro. Sony Pictures, 2003. 22 A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin

Female Self-Awareness McCormack, Patricia. Cut. NY: Push, 2002. and Self-Destruction Shakespeare, William. Romeo and Juliet. Flaubert, Gustave. Madame Bovary. NY: Signet Classics, 1998. NY: Penguin, 2002. Sophocles. Antigone. (in Sophocles: The Green, John. Looking for Alaska. Penguin, Complete Plays). NY: Signet Classics, 2001. 2006. Tennyson, Lord Alfred. The Lady of Shallot. Hoban, Julia. Willow. NY: Penguin Young 1833, 1842. Readers, 2010. Tolstoy, Leo. Anna Karenina. NY: Signet Classics, 2002.

ABOUT THE AUTHOR OF THIS GUIDE

Laura Reis Mayer is a High School Instruc- conferences. She is also the author of the fol- tional Coach in Asheville, North Carolina. A lowing Penguin Teachers’ Guides: Sophocles: National Board Certified Teacher, she serves The Complete Plays; Mary Shelley’s Franken- as Support Provider for National Board stein; Ibsen: Four Major Plays, Volume I; Candidates in her district. She has taught George Bernard Shaw’s Pygmalion and My Fair middle, high school, and college English and Lady, and Christopher Marlowe’s Dr. Faustus. has facilitated at numerous state and regional

ABOUT THE EDITORS OF THIS GUIDE

Jeanne M. McGlinn, Professor in the Depart- James E. McGlinn, Professor of Education at ment of Education at the University of North the University of North Carolina at Asheville, Carolina at Asheville, teaches Children’s and has taught high school English and develop- Adolescent Literature and directs the field mental reading at all levels, elementary experiences of 9-12 English licensure candi- through adult. His research interests focus on dates. She serves on various editorial and motivating and increasing the reading professional boards, and is the chair elect of achievement of students in high school and the Language Experience Special Interest college. He is the author and editor of Group of the International Reading Associa- numerous Penguin Teachers’ Guides. tion. She has written extensively in the area of adolescent literature, including a critical book on the historical fiction of adolescent writer Ann Rinaldi for Scarecrow Press Young Adult Writers series. A Teacher’s Guide to the Signet Classics Edition of The Awakening by Kate Chopin 23 FREE TEACHER ’ S G U I D E S

A full list of Teacher’s Guides and Teacher’s Guides for the Signet Classic Shakespeare Series is available on Penguin’s website at: us.penguingroup.com/tguides TEACHER’S GUIDES Adventures of Ethan Frome A Narrative of the Life The Scarlet Letter Huckleberry Finn The Fountainhead of Frederick Douglass, The Scarlet Pimpernel Animal Farm An American Slave Frankenstein Nectar in a Sieve The Secret Life of Bees Anthem The Grapes of Wrath Silas Marner n 1984 Atlas Shrugged Great Expectations Sophocles: n The Odyssey The Awakening n Heart of Darkness The Complete Plays Beowulf Of Mice and Men A Streetcar Named Desire Incidents in the One Day in the Life The Call of the Wild Life of a Slave Girl of Ivan Denisovich A Tale of Two Cities Cannery Row Jane Eyre The Pearl A Thousand Splendid Suns n Chekhov’s Major Plays A Journey to the Center The Time Machine of the Earth Persuasion City of God n The Phantom Treasure Island The Country of the Pointed The Jungle of the Opera Two Years Before the Mast Firs and Other Stories The Kite Runner n Plays of Sophocles Up from Slavery The Crucible Listening is an Act of Love n Poems by Robert Frost The Wal-Mart Effect Dear Zoe Looking Backward Pride and Prejudice Washington Square Death of a Salesman Lysistrata The Prince and the Pauper We the Living Doctor Faustus Main Street Pygmalion The Women of A Doll’s House The Mousetrap Ragged Dick Brewster Place Dr. Jekyll and Mr. Hyde and Other Plays Wuthering Heights My Ántonia A Raisin in the Sun Dubliners The Red Pony TEACHER’S GUIDES FOR THE SIGNET CLASSIC SHAKESPEARE SERIES Antony and Cleopatra Julius Caesar A Midsummer Richard III As You Like It King Lear Night’s Dream Romeo and Juliet Hamlet Macbeth The Merchant of Venice The Taming of the Shrew Henry IV Part I Measure for Measure Much Ado About Nothing The Tempest Henry V Othello Twelfth Night n New Titles PENGUIN GROUP (USA) INC. Academic Marketing Department 375 Hudson Street New York, NY 10014-3657

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