Tag Archive for doll house

Online Learning of A Doll’s House, Day 5

Goals for the Week:

  1. Draft a personal working definition of feminism. Due today! 
    • Turn in your definitions via Google Drive or OneDrive!
  2. Read and analyze act I of A Doll’s House by Henrik Ibsen.
  3. Read and analyze act II of A Doll’s House by Henrik Ibsen.

Today’s Checklist:

  1. Read the second half of act II of A Doll’s House by Henrik Ibsen (from when Dr. Rank enters to the end of the act)
  2. Consider Nora’s relationship with Dr. Rank
    • What does Dr. Rank confess to Nora? Why does he tell her this? What is her reaction? Why does she react that way?
  3. Understand what’s going on with the blackmail situation.
    • Krogstad drops a letter in the mailbox. What does it say? What’s with Nora’s freak-out dancing? Why does Nora end the act saying “ Five o’clock. Seven hours until midnight; and then four-and-twenty hours until the next midnight. Then the Tarantella will be over. Twenty-four and seven? Thirty-one hours to live.”?

Today’s Lesson!

Standard: ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I can consider Nora’s relationship with Dr. Rank and Torvald by reading A Doll’s House and watching a movie clip, so that I can analyze how their relationships develop and advance the plot of the play.

Activator: Check out this movie clip! It has something in common with what we’re reading in A Doll’s House today…

Another really great scene is “Cards for Juliet” from Love, Actually. The movie is rated R, so I won’t put it here on the blog, but you should talk about it with your mom or dad and look up that scene if they say it’s OK 🙂

After watching these, make a quick prediction! Clearly, someone is going to be confessing their love for someone else, and that someone is already in a relationship. Whom do you think will be confessing to whom?

Work Session: 

Today we finish reading Act II of A Doll’s House. During the end of act II, everything pretty much falls apart in Nora’s life – things are just getting worse and worse for the poor little songbird!

While you’re reading, don’t forget to consider and reflect upon our checklist questions for the day:

  1. Consider Nora’s relationship with Dr. Rank
    • What does Dr. Rank confess to Nora? Why does he tell her this? What is her reaction? Why does she react that way?
  2. Understand what’s going on with the blackmail situation.
    • Krogstad drops a letter in the mailbox. What does it say? What’s with Nora’s freak-out dancing? Why does Nora end the act saying “ Five o’clock. Seven hours until midnight; and then four-and-twenty hours until the next midnight. Then the Tarantella will be over. Twenty-four and seven? Thirty-one hours to live.”?

As we finish Act II, we’re at the point in the play where everything has fallen apart. And of course we’re going to leave you on a cliffhanger for longer than usual! You’ve got your regular weekend off, and then on Monday we’re going to pause our reading and hold a round-table discussion about the play. Please tune in to the video on Monday!

Closing Session: 

Keeping with our love-confessions-to-people-in-relationships theme, I’d like for you to consider the following song:

Warning: I like this song. So you can bet it’s probably awful. I have terrible taste in music.

So, when I was looking for video clips and songs for this lesson, I found SO MANY out there that have this same kind of idea – someone confesses they’re madly in love with someone else, and that someone is already in a relationship or married. Consider some things about this:

  • Is this selfish? When Dr. Rank confesses to Nora, he’s doing it because he doesn’t want to die without telling her. But this makes Nora’s life much more complicated. Was it cruel of Rank to put that burden on Nora?
  • How should Nora have reacted to this? What did she actually do? What would you have done in her place?

While you’re considering those things, go out to the internet yourself and find me another song or movie clip with the same theme! Comment the YouTube link here on the blog, or send it to me over Remind/email/in your Google doc! This isn’t exactly an “assignment,” but I think it would be cool to collect a bunch of clips from everyone 🙂

Looking Ahead: Next Week’s Goals and Tomorrow’s Checklist

Whew, week 1 is done!! Here are next week’s goals:

  1. Finish reading and analysis of A Doll’s House by Henrik Ibsen.
  2. Understand why A Doll’s House is considered feminist, and how it remains relevant today.
  3. Collaborate with your teacher or classmates to discuss the play.

If you want to get ahead on things, here is what we’re going to be doing Monday!

  1. Watch the round table discussion on A Doll’s House.
    • Comment on YouTube with your input!
  2. Learn about the “I need feminism because…” project
  3. Make your own “I need feminism because” photo

World Lit: Two Handsomest Drowned Words

Standard:

  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Learning Target: I will analyze a cultural experience reflected in a work of magical realist literature by drawing an illustration of a short story and then teaching that short story to my peers.

Opening Session: 

Work Session: Today we’re going to split the class in half and read a couple stores! So we’ll go around the room and number off 1 or 2. Half of you are going to read a story called “The Handsomest Drowned Man In The World” by Gabriel Garcia Marquez and the other half are going to read a story that I’ve made copies of called “Two Words” by Isabel Allende.

After you finish reading your respective stories, we’re going to pass around the printer paper and I’d like everyone to choose a quote from your story and make an illustration of it. Write your quote on your paper along with your picture. You will turn these in, so be neat and creative!

When our drawings are complete, we’re going to jigsaw back together into groups of four. Each group should have 2 people that read each story. Your job is to teach your group members what happened in the story you read, and since we are in our feminism unit, you should focus specifically on the role of women in the story you read.

Closing Session: For your ticket out the door, write a short paragraph comparing and contrasting the two stories we read in class today. How do these magical realism stories differ in theme and representation of women?

Assessment: Illustrations will be graded; group discussions will be formatively assessed for understanding.

Differentiation: Learning style (illustration for visual learners, movement and discussion for kinesethetic learners)

World Lit: A Proper Tuesday

Standard: 

  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I will analyze how the complex character of Nora develops the theme that women’s roles in society are changing.

Activator: I think some of you can probably relate to this struggle…. Grown Woman Dresses According to High School Dress Codes For a Week

Work Session: Ok, you guessed it, back to the play! A Doll’s House Act III part 1! I need readers for:

Mrs. Linde
Krogstad
Nora
Helmer
Rank

What do you think is about to happen? Is Helmer going to find out what Nora did? How will he react? We’ll come back to this later for our TOTD…

After reading, I’ll need a couple volunteers. One of you step outside and one of you step up to the board. Draw me a stick figure of a high school girl wearing a skirt. Make sure you note what you think the “proper” skirt length is. Now I’ll cover it and we’ll see what the other student draws…..can you defend your drawing? Why did you choose that length?

Where does that length fall on this image? And what do you notice about all the words on this image – what do they mean? Do they have a negative or positive connotation?

Interesting, isn’t it? Let’s take that discussion into our TOTD.

Closing Session: Write a short paragraph: Do you think there’s such a thing as “proper” or “appropriate” when it comes to how women dress or act? What about for men? Do you think Nora is being “improper” to have taken out a loan and hidden it from her husband? Do you think wearing a too-short skirt to school makes a high school student “improper”?

Differentiation: Process (Varied length reading parts); learning style (Visual imagery, kinesthetic activity)

Assessment: Formative checks during reading, TOTD may be graded

World Lit: We Need Feminism Because…

Standard:

  • ELAGSE9-10RI7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account.

Learning Target: I will analyze various accounts of why people identify as feminists to determine which details are commonly emphasized.

Activator: 

NEW WORDS!

  1.  Jauntily- lively, carefree manner
  2.    Petty- not important
  3.  Intolerable- unbearable; painful; cruel
  4. tactless – unskilled in dealing with people
  5. tarantella- a lively whirling intallian dance for two people
  6. excruciating – cause intense mental or bodily pain
  7. retribution- punishment; revenge
  8. disreputable- not fit to be seen or approved
  9.   rubbish- nonsensical (talk or writing)
  10.   slander- attack the good name and reputation

VOCAB QUIZ!!!!! and then a lovely video 🙂

Work Session: Welcome to Friday!! Today we’re going to read the end of Act II in A Doll’s Housewhich means we will need the following characters:

Nora
Rank
Maid
Krogstad
Mrs. Linde
Helmer

This is really setting us up for the big finale in act III – what do you think Nora is going to do to solve her problem? Write a quick prediction paragraph (this can be turned in later as your TOTD)!

Next up, let’s check out this gallery: http://www.huffingtonpost.co.uk/2013/06/20/why-cambridge-needs-feminism_n_3471562.html

What do you think of these signs? I hope you like them, because I’d like for you to make one! We’re going to create our own little Why I Need Feminism gallery. I’ll snap a pic of everyone with their signs, and then set it to music. We’ll watch the video next week!

Closing Session: Predictive paragraph TOTD; take photos of We Need Feminism signs

Differentiation: Process (varied length reading parts)

Assessment: TOTD could be graded, formative checks while reading

World Lit: The Problem with Female Protagonists

Standard:

  • ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: Students will examine an article about the prevalence of female protagonists in literature, determining the author’s central idea of the text.

Activator: Metroid Prime Gameplay Trailer – did you know it’s a woman inside that suit?

Work Session: Today we’re going to begin by reading the first half of Act II of A Doll’s House. I’ll need readers for the following characters:

Nora
Nurse
Mrs. Linde
Helmer

After we read today’s section of the play, let’s do a little exercise. Grab a sheet of paper and make a list of all the stories you can remember reading EVER – be it kids’ books, picture books, books you’ve read in school, ANY book you’ve EVER read – who have a FEMALE protagonist (remember, a protagonist is the person you root for – the main character of the story).

You have five minutes.

How many were you able to list?

I’ve got this article I want everyone to look at, entitled “The Problem with Female Protagonists“. Read and annotate this article, and then we’ll go through it together as a class.

Closing Session: How do you feel about what this author has to say about female protagonists? Do you agree with her assessment? Write a short paragraph of 5-7 sentences explaining how you feel as our TOTD.

Assessment: TOTDs will be graded, formative checks while reading.

Differentiation: Process (various length reading parts)