Tag Archive for drama

World Lit: A Doll House, Sexism in the Media


  • 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:

Mrs. Linde
The Children (3 people)

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


  • 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)

American Lit: Pivotal Scene II

Standard: ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.)

Learning Target: I can visualize different interpretations of a dramatic scene.

Opening Session: VOCAB QUIZ!!!!

Work Session: Let’s flip back in The Crucible and re-read the scene between Proctor and Elizabeth at the beginning of Act II.

Today we’re working in our Springboard books on page 139, activity 2.11. We are going to do the 4 charts for the second pivotal scene in the play, just like we did for the first. This time, however, you have to explain how your stage directions change the interpretation of the scene after we do each chart. Like we did last time, we will do the first chart together, then you should do the rest on your own, as well as answer the questions.

We will go over these together at the end of class!

Closing Session: Do the “Check Your Understanding” on page 141, explaining why you think one interpretation worked better than the others.

Assessment: Informal – book check

Differentiation: Process (scaffolding)

American Lit: Hysteria!

Standard: ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can relate the motif of hysteria in The Crucible to modern society.

Opening Session: Muse – Hysteria. Is this song a good representation of the concept of hysteria? What does it tell you about hysteria? Do you like it? Why or why not?

Work Session: Today we’re going to finish reading Act I of The Crucible in the book, then we’re going to flip to page 131 in Springboard and talk about hysteria. How do you see hysteria in the end of the act, when the girls are screaming out accusations?

How do you see hysteria in the real world?

Flip to the next page and choose one of the 3 scenarios under the Narrative Writing Prompt. Working on your own, write a short scene in which you show the scenario and how easily hysteria can happen.

Closing Session: Share your scenario!

Assessment: Informal – scenarios for completion

Differentiation: Process, product

American Lit: MORE CRUCIBLE!!

Standard: ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Learning Target: I can cite evidence from The Crucible to answer text-dependent questions.

Opening Session: Grab a sheet of paper and my highlighters (or your own art supplies) and spend a few minutes drawing a symbolic representation of a love triangle. You can’t use any people – only symbols, but your symbols should clearly show the relationship between the 3 people in your triangle.

Work Session: Let’s continue reading in The Crucible! The goal is to read from page 25-36 today. You guys will read the parts of the characters, and I will read the long sections of text aloud.

Closing Session: Present your love triangles you drew during the opening session to the class!!

Assessment: Informal – love triangles will be a completion grade

Differentiation: Process (learning style, visual, audio, kinesthetic)