Tag Archive for doll’s house

Online Learning of A Doll’s House, Day 9

Don’t forget! Zoom meeting TOMORROW at 10am! I will send the link in Remind at 9:45!

Goals for the Week:

  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.

Today’s Checklist:

  1. Read and consider this article on Toxic Masculinity from The New York Times
  2. Read and consider this comic on the concept of “Mental Load” (If that link isn’t working, read this article on Mental Load instead)
  3. Read and consider this depressing study on how women are expected to handle all the household work

Today’s Lesson!

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: 

I can analyze how an author develops a central idea by reading three articles so that I can consider my own opinions on feminism and toxic masculinity.

Activator: 

So, we’ve talked a lot about feminism over the last week, but today I’m bringing in a new term that you might be unfamiliar with: Toxic Masculinity. Check out this video that explains what it means!

Work Session: 

Today we’re going to be reading some articles on feminism in the modern day! I would like for you to read, consider, and discuss these articles with your family. Ready? Here we go!

Article 1: Read and consider this article on Toxic Masculinity from The New York Times

  • Questions to consider: 
    • Did you know what toxic masculinity was before reading this article?
    • Have you, or a boy you know of, ever been told “boys don’t cry” or “man up”? What message do you think that sends to little kids?
    • What’s the difference in “toxic masculinity” and someone just being traditionally masculine

Article 2: Read and consider this comic on the concept of “Mental Load” (If that link isn’t working, read this article on Mental Load instead)

  • Questions to consider: 
    • Have you ever noticed this disproportionate work balance at home? If you stay with your mom and your dad, which parent would you ask if you needed to know information like when something is scheduled or if there’s snacks in the cabinet?
    • Have you ever felt this work balance on yourself? Are you (or your sisters, or girls you know) expected to know how to get dinner on the table, while boys are just expected to be ready to eat on time?
    • If you haven’t noticed this, why do you think that is? If you have noticed this, do you think it’s OK?

Article 3: Read and consider this depressing study on how women are expected to handle all the household work

  • Questions to consider:
    • How are chores divided in your house? It’s okay if your mom usually handles laundry and your dad usually handles yardwork, but why do you think that is the “norm”?
    • This article talks a little about same-sex couples. How do you think that changes the household work balance?
    • What do you think about roommates? Many of you will go off to college in a couple years and live with roommates for the first time. How do you expect the chores to be divided up? If your parents or older family members have ever had roommates, how did they divide the chores?

After reading and thinking about these questions, I want you to take the discussion to your family or whomever you’re quarantined with. Ask them the questions, show off the articles, and listen to what they have to say! You might find some differing opinions from your own, and that’s okay!

Closing Session: 

Remember, tomorrow we have our Zoom meeting at 10am – I hope you can attend! We’re going to be talking about how feminism in 2020 relates to A Doll’s House. Consider how the play is still relevant today and lessons of feminism we can learn from it. Have some thoughts ready for tomorrow’s Zoom meeting at 10am!!

I’ll send the link to the meeting out tomorrow at 9:45. Remember to get the Zoom client downloaded and ready!

Looking Ahead: Tomorrow’s Checklist

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

  1. Attend the virtual class meeting on Zoom if you are able.
  2. Find a way to collaborate with your teacher or classmates – comment on the blog, on YouTube, etc.
  3. Send your “I Need Feminism Because” photo to your teacher, and check your feedback from last week’s assignment 🙂

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)

World Lit: A Doll House, Sexism in the Media

Standard:

  • ELAGSE9-10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Learning Target: I will evaluate the specific claims in an article I find online, determining whether there is a bias towards or against women in the article I found.

Activator: Olympic coverage criticized for sexism

Work Session: Welcome back to class, everyone! I hope everyone had a good weekend 🙂

Today we’re going to continue reading A Doll’s House, act I part 2 – through the end of the act (that’s pages 955-971 in our textbook if you wondered). I’ll need readers for the following parts:

Nora
Mrs. Linde
Krogstad
Rank
Helmer
The Children (3 people)
Nurse

After we finish reading and discussing the play for today, we’re going to check out this article: The 14 Most Sexist Moments in the Olympics (So Far). As you know, the 2016 Olympics were in Rio, and they got a lot of coverage on the news for how the female athletes were treated. You might even have heard about it. But it’s not just limited to the Olympic coverage – sexism in the media is EVERYWHERE. So after we go through this list together, I want you to pull our your phone or jump on a computer in the classroom and find another example of sexism in the media. You might find sexist news coverage, in the way a criminal is sentenced, or in the words of a celebrity on social media.

Closing Session: For your TOTD, write down the address of your sexist thing you found online and turn it in. We will also bounce around the class and share what we found!

Assessment: TOTDs can be graded, formative checks during read alouds.

Differentiation: Process (varied length reading parts), Interest (students find their own examples online)

World Lit: A Doll House, Act I, part one

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 read the first half of act I of A Doll’s House, analyzing the characters of Nora and Helmer through class discussions, focusing on how those characters develop a theme in the story.

Activator: A Probably Inadequate Summary of A Doll’s House:

Work Session: Well, as you might have guessed from our video, today we’re going to start reading out anchor text for this unit, A Doll’s House by Henrik Ibsen. YES, I REALIZE THE IRONY OF USING A PLAY WRITTEN BY A MAN IN A UNIT ABOUT FEMINISM. But this is one of the first feminist texts that was ever written, so that’s why we’re going with it. Also, it’s in our textbook, which makes life easier. (It used to be in our textbook, now I have really no excuse except it’s a good play and I like it.)

If you’re reading from home and/or ISS, here’s the full text online, and if listening instead of reading is more your style, here’s the full audiobook.

But today in class we’re going to choose characters and read aloud. I need volunteers for the following characters:

  • Nora (LONG PART)
  • Helmer (LONG PART!)
  • Porter
  • Maid
  • Mrs. Linde (LONG, but not as long as Nora or Helmer)

Don’t worry; if you volunteer to read today, you won’t have to read tomorrow (unless you volunteer again).

Our entire work session today will be reading and discussing the play!

Closing Session: For a little bit of fun before you go today, let’s check out this cool list together – Ten Amazing Women Who Led Rebellions!

Assessment: Formative assessment during discussions.

Differentiation: Varied length reading parts, learning style (audiobook vs text vs acting it out)

World Lit: The F Word

Good morning, everyone, and welcome to a NEW UNIT!!!!

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: I will analyze how two articles develop the concept of feminism, and then I will objectively summarize what those two texts said.

Activator: VOCAB WORDS!

  1. Spendthrift
  2. Prodigal
  3. Confectioner
  4. Berth
  5. Steadfast
  6. Inane
  7. Indiscreet
  8. Subordinate
  9. Nuisance
  10. Parcel

…and a video! On the Ground: Women’s March in Washington D.C. from January 2017.

Work Session: Welcome to Monday! Today we’re starting a new unit about a topic that might be a little controversial – feminism! What?! Feminism? Have I gone completely bananas!

Well, no. And because sometimes feminism seems like a dirty word, today we’re going to talk about what feminism is and what it means. These concepts will guide our understanding throughout this unit, so I think it’s an important first day activity.

First, let’s read this article from Huffington Post, entitled “What Is Feminism?” together. As we read, do your margin markings (instructions are on your sheet). When we’re done and everyone has had a chance to mark, we’ll talk about it as a class.

http://www.huffingtonpost.com/womens-rights-news/what-is-feminism_b_6985612.html

Next up, I have another article for you to read – this one is actually a blog post by a famous author, Patrick Rothfuss. He gives a pretty solid definition of feminism in pretty down-to-earth terms, so I think this will help with understanding. This time around, I’m going to give you some time to read to yourself and annotate the article. When you annotate, you can do all your margin marking like normal, but you can also underline important things, circle words and write definitions down, write notes or reactions in the margins, or whatever. Think of it as active reading, reading with a pen in your hand.

After we finish reading and discuss, I’ll pull a couple volunteers up to the document camera to show off their annotations. I’ll also show off my annotated version that I did on the doc cam while you guys were working.

Closing Session: Finally, for the last fifteen minutes or so of class, I want to give you all some time to process what we’ve talked about today. Write me a Seven Sentence Summary about the articles we read in class today. Try to be objective, that is, write just what the articles said and how they developed the ideas of feminism, not what you personally feel about the topic (because trust me, we will have LOTS of time for personal opinions this unit!!)

Differentiation: Process (abbreviated text, single text instead of two)

Assessment: Closing paragraphs and/or annotations may be graded.