*NOTE: This discussion activity will take place next class meeting. Students wishing to advance may review the following information. To prepare for the session, students who want to get an early start should read the directions, objectives, questions, and evaulation information and be prepared to discuss next meeting.
Task: Using only their knowledge of literary elements, and the story The Lady, or the Tiger? students will assemble in a circle and discuss the following discussion questions. During the discussion, students are expected to respond aloud to all each question and write individual responses on a sheet of paper. DO NOT WRITE RESPONSES ON THIS SHEET OF PAPER. (NOTE: a considerable point deduction will take place if this occurs.) Also, each response (objective or subjective) must be supported with textual information. Page numbers are required. Any response presented without a page number will be disregarded. During the discussion, the instructor will moderate, observe, and chime in occasionally.
Objective: Students should be able to demonstrate their knowledge of literary elements, and their ability to produce objective (factual or provable) responses and subjective (opinionated) responses. They will also be evaluated on their ability to make inferences and identify the main idea of specific passages, as well as their ability to participate in a group discussion.
Standards: ESL 1, 2, 3
Materials: Discussion questions, textbook copy of The Lady, or the Tiger? notebook paper, and literary discussion aids (i.e. handouts, notes, annotations, etc.), and pen/pencil.
DISCUSSION QUESTIONS
ICE BREAKER QUESTION: This story, when first published, sparked debate and speculation in homes, businesses, and governmental offices all throughout the country. The question: ‘the lady, or the tiger?’ continues to remain a source for insightful philosophical commentary, and light hearted humorous responses. Thus, as an opening question, you must answer the question…which came out of the door? The lady or the tiger? Be specific…support with text based information.
1. Symbolism is an important literary element for many reasons. In this story it is pervasive. Begin with a discussion of symbolism (don’t forget symbols), and then provide literary and non-literary based examples. Then, explore many of the prevalent symbols found within the story. How does symbolism affect the plot of the story? What are the symbols, but more importantly, what do they represent? Objective and subjective responses must be supported by textually based information.
2. After answering #1, you should be able to better understand the significance of the king’s arena. Discuss the purpose of the arena. Show similarities to comparable symbols.
3. What role might the concept of fatalism play within the story? Support with text based information.
4. Theme is often defined as the moral lesson that is presented within the plot of the story. It can often have an inspirational or educational value that transcends the page. What is the overall theme of this story? What lesson, if any is taught?
5. Why does the king consider the outcome of the arena to be fair and just? Do you agree or disagree with this system and would its unique brand of justice truly serve and/or preserve justice in any society let alone the one in the story?
6. The axiom (or popular saying) “Hell hath no fury, like that of a woman scorned” is a well known expression. How does that saying manifest itself in this story? Is it easy for the princess to decide the young man’s fate? Why?
7. Point of view is always an important element in prose fiction. What role does point of view play in this story? Could a different point of view have affected the way in which the reader understood the plot? Discuss specific possible alternatives.
8. Through intelligent subjective reasoning, make specific inferences regarding the characters in the story. Discuss their motivations, intentions, and possible faults. Be specific…support with text based information.
9. Main idea is defined as the author’s reason or purpose for writing the literary work. What is Frank Stockton’s reason or purpose for writing The Lady, or the Tiger? You MUST be able to answer this question. This question will produce both objective and subjective responses, so more importantly; you must be able to SUPPORT it with textually based information. You must be able to pull specific passages from the story (with page numbers) to offer as evidence. This is a highly important question…mastery is essential to productive scholarship in this course.
10. Check the meaning of the word devious in a dictionary. Stockton says that “ a study of the human heart…leads us through devious mazes of passion” (page _____). In your own words, paraphrase this statement.
11. Stockton adds several complications that make the outcome of this story difficult for readers to guess. How does Stockton us the lady behind the door to complicate the outcome?
12. Many stories do not have a resolution in which conflicts are resolved. How is the resolution in this story unique?
2 comments:
Paedeaia seminars are extremely helpful. Discussing the short stories really help me on the tests and also on understanding the stories. I hope that we will have these discussions for every story we read.
If this is for 4B class, thanks. Just like Michelle said these seminars are very helpful and the following quiz we took on the 29th was easier because we looked at everyone's point of view(during the seminar) and it helped us with certain questions. I could tell a lot of people had an easier time because when I was leaving class I heard them tell their peers it was easier than last time. These Paedeaia seminars make literature class more fun and it is very helpful for the tests. It is like an in-class tutor.
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