Tasks: Regret by Kate Chopin

1. Describe the setting of the short story 'Regret' by Kate Chopin. Point to clues that can help you determine when and where the story takes place and the general social setting of the story.

   
   

2. Write down five adjectives that you think would describe Mamzelle Aurlie at the beginning of the story and five adjectives that would describe her at the end.

   
   

3. Take a look at these three paragraphs from the short story. How does the author describe the changes that Mamzelle Aurlie goes through?

   MAMZELLE AURLIE possessed a good strong figure, ruddy cheeks, hair that was changing from brown to gray, and a determined eye. She wore a man's hat about the farm, and an old blue army overcoat when it was cold, and sometimes top-boots.
   
   Ti Nomme's sticky fingers compelled her to unearth white aprons that she had not worn for years, and she had to accustom herself to his moist kisses -- the expressions of an affectionate and exuberant nature. She got down her sewing-basket, which she seldom used, from the top shelf of the armoire, and placed it within the ready and easy reach which torn slips and buttonless waists demanded.

   She gave one slow glance through the room, into which the evening shadows were creeping and deepening around her solitary figure. She let her head fall down upon her bended arm, and began to cry. Oh, but she cried! Not softly, as women often do. She cried like a man, with sobs that seemed to tear her very soul. She did not notice Ponto licking her hand.

4. Ponto is Mamzelle Aurlie’s dog. Why is Ponto important to the story? What does he symbolise? At the end of the story, we read that “She did not notice Ponto licking her hand.” Why is this significant?
5. At the end of the story, we clearly see that there is a void in Mamzelle Aurlie’s life. Do you think Mamzelle Aurlie was aware of her loneliness before the children arrived, or is this a new feeling for her?
6. What would you say is the theme and message of this short story? Give reasons for your answer.

You are now going to make a bucket list. A bucket list is a list of things you would like to do before you die – or ‘kick the bucket’.

When making a bucket list you should choose goals that are meaningful for you. Are there places you would like to see? Projects that you would like to complete? Someone you would like to help? Your goals should be achievable, but remember that a bucket list is a guide, not a binding document; so if you don’t achieve all of the goals on your list, that’s fine.

Work in groups of five or six.

• Individual work: write down six things you would like to do during your lifetime.
• Compare your list to the rest of the group. Take turns reading your bucket list and explain why you have included these activities on your list.
• Find inspiration from the rest of the group and compose a new bucket list – this time one for the entire group. Are there goals that you could all agree on? Discuss. Make a poster with your common goals.
• Present your bucket list to the rest of the class. Explain why you have made these choices.

Pick one of the tasks and write.

1. Mamzelle Aurlie writes a letter to a young niece who is just turning 20 and has her entire life in front of her. What life advice would Mamzelle Aurlie give her niece?
   Write the letter.

2. Mamzelle Aurlie writes down her thoughts and feelings in her diary. She describes the happiness she has experienced in life, but also her regrets. Did she make the right choices?
   Write her diary entry.

3. Write an analysis of the short story 'Regret' by Kate Chopin. Pay special attention to characterisation.