ENGLISH LANGUAGE ARTS RESOURCES
ENGLISH LANGUAGE ARTS RESOURCESMEN, WOMEN, MARRIAGE, AND SOCIETY: A DOLL'S HOUSE AND BEYOND
Description
This is usually my first major unit of the year. It allows students to review literary concepts through the shorter pieces first (two short stories) and then transfer those concepts to the drama, A Doll's House. Because of the importance of the drama to its time period and to future literature, a strong introduction to the unit is needed. Students will come to recognize the importance of culture on its people and that we, as readers, cannot judge the world according to our present day society and our current beliefs. When Ibsen allows Nora to live at the end of the play, he goes against his late 19th century society. Those writers living and publishing within the same time period as Ibsen allowed their female characters to rebel as Nora did against society, but these women were not allowed to live.
All levels of my students read this play aloud in class. This allows me to capitalize on their interest in the characters, to heighten their awareness of developing literary elements, and to increase the students' success as they see that they can read, enjoy, interpret, and master a play. This unit has proved to be successful with all levels of students as it includes not only reading but also listening and viewing.
Students will also experience many forms of writing and will make connections between fiction, nonfiction, and visual products.
Objectives for this unit include the following:
- Students will recognize the importance a culture plays in determining the roles of men and women by comparing and contrasting our society to other societies and cultures.
- Students will analyze the changing roles of women.
- Students will analyze character development.
- Students will synthesize the use of literary elements and their significance to the works by creating varied responses.
- Students will evaluate the pieces and their components through various responses and activities.
Times given in the unit are approximate and related to block-scheduled classes.
Michelle Lourcey, Iredell-Statesville Schools
| Activity Description | Approx. Time | Strands | Exp | Info | Arg |
Crit | Lit | G/L |
|---|---|---|---|---|---|---|---|---|
| Introductory | ||||||||
| Journal --Students' views of marriage, roles of both men and women in our society; share and discuss | 20 min. | O W |
1.02 | 4.01 | ||||
Background Information Research Students will choose from a list of given topics for research. After one day of research, students will prepare and present information to the class. Topics could include marriage customs in Nigeria, 19th century France, Norway, and US, women's suffrage movements in various locations, responsibilities of men and women in various countries during the 19th and 20th centuries, educational opportunities in various times and places. |
2 days | O W M/T |
2.01 2.02 |
4.04 | 6.01 | |||
Allow students to read accounts and speeches from women from various time periods. Many nonfiction pieces can be found on www.womenshistory.about.com and http://gos.sbc.edu/byyears/ old.html. Give group article to read and present to class both verbally and visually. While listening to group presentations, students should record problems women faced and how these were overcome. |
2 days | O W M/T |
1.02 | 2.01 | 4.01 | 5.02 | ||
After reading and listening to presentations, students should review lists (above) and select one problem faced by women. Students should place themselves in that time and place and project how they would have approached this situation. |
30 min. |
W | 1.02 | 2.01 | 4.01 4.02 |
5.02 | 6.01 6.02 |
|
| During | ||||||||
Marriage is a Private Affair After reviewing Nigerian marriage customs, etc., read short story aloud with students. Ask students questions as they read and allow them to respond to the Nigerian customs and beliefs about marrying outside of one's tribe. |
1 day | O W |
1.02 | 5.01 | ||||
The Jewels Connect to this story first by reviewing the marriage rules of Nnaemeka and Nene's society (above) and information from background research presentations. Ask students questions as they read and allow them to respond. Students need to contrast society's requirements for marriage and Madame Lantin's efforts to rebel against these standards. Students should also recognize that Madame Lantin does not live in this story. Students need to discuss how Madame Lantin acquired so much jewelry. Do not give away Nora's situation yet or that Ibsen allows her to live. |
1 day | W
|
1.02 | 4.01 | 5.01 | |||
Journal: Defend or prosecute the actions of Madame Lantin based on her society. Share and discuss. |
30 min. | O W |
1.02 | 3.01 | 5.01 | 6.01 | ||
| Read A Doll's House Acts I and II aloud
Introduce this play be connecting the elements of "The Jewels" to the elements of the play. Review the controversy surrounding Ibsen because of the themes of the play. Assign parts and allow students to read. Stop often and discuss, allowing students to respond and reflect. |
4 days | O | 5.01 | |||||
| Reading Review
Assign this with the introductory material. Students follow a directional
sheet that instructs them on how to analyze and discuss various elements
of the play that includes theme, characterization, setting, etc. This
project requires students to go beyond the comprehension level as they
reflect, respond, and analyze.
|
8 days outside of class | W | 1.02 | 3.03 | 4.02 4.03 |
5.01 | 6.01 6.02 |
|
Reading Guide Students will complete study guide questions for homework or as they read each Act. These guides allow students to focus on key elements in the story, to reflect on the action, and to identify any areas that need further clarification. |
6 days | W | 1.02 | 5.01 | 6.01 | |||
Video Clips: the Vision of Ibsen |
1 day | O | 1.02 | 2.03 | 4.01 | 5.01 | ||
Before reading Act III of the play, it is important that students have a basis for later recognizing the significance of Ibsen allowing Nora to live. At this point in the play, readers are led to believe that Nora will kill herself, so do not alter those opinions. This activity allows students to see other works of the time where rebellious women were not allowed to live. Teachers should give the background to each piece, leading up to the last ten minutes of each film where the woman contemplates her situation and then ends her life. Allow students to watch each and respond. Have them keep a log of each female character, her situation, her outcome, and then their response to each. Allow students to share their ideas. Suggested works (on film): Hedda Gabler, Anna Karenina, The Return of the Native, The Awakening, "The Story of an Hour" *Make sure that you do not do a work that another teacher may teach the next year. |
W M/T |
4.02 4.03 |
||||||
Prediction Journal: After viewing the lives of other rebellious women during Nora's time, predict what you think will happen to Nora. Establish what Nora's problem is and what she sees as her solutions. What do you see as her solution? You must use the text as your proof. Allow students to share and discuss. |
30 min. | O W |
1.02 | 2.01 | 5.01 | 6.01 6.02 |
||
Read Act III of the play aloud Review what has happened thus far, connecting to developing literary elements, to the video clips activity, and to the prediction journals. Allow students to read. Stop often for discussion and reflection. |
2 days | O | 1.02 | 4.03 | 5.01 | |||
Reflection Journal: Go back and reread your prediction journal. Reflect on what you wrote and compare it to what actually happens in the play. Discuss the importance of Ibsen's Nora and your reaction to the ending. |
30 min. | O W |
1.02 | 5.01 | 6.01 6.02 |
|||
| Culminating | ||||||||
"I Want a Wife," by Judy Syfers Now that students have examined marriage during different times and cultures, students should examine the role of women in our culture and the changing institution of marriage. You can begin by comparing and contrasting Nora's life as a married woman to the lives of women today. Then read Syfers' essay aloud with students. Allow students to respond to this piece. Then students can write "I Want a Wife" or "I Want a Husband" in the voice of Torvald or Nora, Okeke, Nene, or Nnaemeka, or Monsieur or Madame Lantin. Another option would be for students to write in their own voices instead of the voice of a character. Regardless of who the students choose, the culture of that person should be reflected. Have students share their responses. |
1 day | O W |
1.02 | 4.01 4.03 |
5.01 | 6.01 6.02 |
||
Essay Students will write an essay that examines how Nora does not follow the standard of behavior and the impact on the characters in the play. Work with students on following the writing process and on using all the components of effective writing: main idea, specific and relevant details, coherence, organization, and language usage. Begin work in class and then have due several days later. |
2 days in class; 2 days outside of class | W | 1.02 | 2.02 | 3.03 | 5.01 | 6.01 6.02 |
|
Test |
1 day | W | 1.02 | 2.02 | 3.03 | 4.03 | 5.01 | 6.01 |
Objective and paragraph responses |
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