Lesson Plan 6.1 Introduction to A Doll's House
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Overall Expectations |
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1. Reading for Meaning: students read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning; 2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 3. Reading With Fluency: use knowledge of words and cueing systems to read fluently; 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. 5. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; |
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Specific Expectations |
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CRITICAL LITERACY 1.8 identify and analyze in detail the perspectives and/or biases evident in the play, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power READING: 1.3 identify the most important ideas and supporting details in the play; 1.5 extend understanding of dramatic play text by making rich and increasingly insightful connections between the ideas in them and personal knowledge, experience, and insights. WRITING: 2.1 use a wide range of descriptive and evocative words, phrases, and expressions precisely and imaginatively to make writing clear, vivid, and compelling for their intended audience. |
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Learning Skills (Where applicable): |
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Students should be able to read stage directions and playwright’s directions for performers in addition to the dialogue to visualize dramatic moments. |
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Learning Goals |
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You will be able to identify a variety of characteristics of a drama text by focusing on the spoken words and the ways in which those words are delivered (attitude and tone); as well as be able to analyse the text in terms of the information, ideas, issues, or themes it explores. |
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Success Criteria |
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By the end of this lesson you will be able to identify a variety of text features and demonstrate insight into the way they communicate meaning. |
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Materials and Resources |
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A Doll's House (softcover copies in hand); The Internet, Character Analysis Charts; A Doll’s House YouTube feature film with subtitles ( Poodll not displayed because it has not been registered. Ask your teacher/administrator to register Poodll at Poodll.com. )
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Timing (min) |
Lesson |
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4 |
TODAY'S ICEBREAKER Tell us about a play you read or studied. What did you like most about it? What did you like least? Post as a 2-3 minute video |
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3 |
6.1.INTRO - Drama depth and drama limitations
The stage limits plot and movement |
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10 |
Short Quiz: (FOR Learning) 1 mark each 1. A proscenium stage has three sides. True or false? [ANS: True. It has a back wall and two side walls] 2. Norway is located in South America. True or false? [ANS: False. Norway is located in Scandinavia /or/ in Northern Europe. 3. Dialogue is a passage of spoken words. True or false? [ANS: True. Dialogue is the lines that actors speak] 4. Stage Left in a play text is actually what an audience sees as Stage Right. True or false? [ANS: True] 5. Most plays are: (a) 3 Acts long (b) 4 Acts long, or (c) 5 Acts long. [ANS: 3 Acts long] |
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18 |
LECTURE 6.1.1 - Social and Historical Background The Social and Historical background of A Doll’s House: The playwright; set in Norway in the mid-1800s; the social and economic roles of men and women. A Student Video 4’15” A SHORT HISTORY OF HENRIK IBSEN (Link) Recap: the next Shakespeare. Realism was unique for its time – late 1800s Teacher begins by reading Stage Directions to read to set up setting - characters - and possible themes. |
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20 |
ACTIVITY 6.1.1 Draw the stage based on the stage directions as if it will be seen by an audience. |
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15 |
Lecture 6.1.2 - Scene One: The Play Opens Teacher reads pgs 2 to top of page 5. |
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30 |
Activity 1.2 Students read from Pg 5 NORA: “Did you remember to invite Doctor Rank? …. To bottom of page 8 … Why did you marry him?” |
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20 |
Lecture 6.1.3 - Pages 8-12 Recap. Phil reads to middle of page 12 …. Do you mean never to tell him about it?” |
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35 |
Activity #3: Students read to the bottom of page 13 …. It’s a wonderful thing to be alive and be happy.” In 75-100 word paragraph state your opinion about Nora’s decision to hide the truth about where she got the money to help her husband. Why didn’t she confess? What do you think his reaction will be? |
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25 |
What is your reaction to the marriage of Torvald and Nora? In your opinion hat needs does their marriage satisfy. |
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Assignment FOR Learning / Homework |
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Create a Character Analysis Chart for Nora Helmer. You will add to it in later sessions and share it with other students. |
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Please answer a few short reflection questions on the Exit Card on the Moodle Course Page |
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Reflections (What do I need to do to become more effective as a teacher in supporting student learning?) |
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I need to make the lectures dynamic, making full use of the SmartBoard to illustrate the content and bring it to life. I also need to model the readings with the right tone and emphasis to highlight the emotionality, significant words and sound with clear emphasis. |
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Assessment Strategies Check all that apply (Teacher may modify the list) |
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For Learning |
As Learning |
Of Learning |
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Student product:
Observation:
Conversation: X Student teacher conferences X Small group discussions |
Student product:
X Homework □ Self-analysis sheet □ Peer-analysis sheet Observation: Whole class discussions Group discussions Conversation: X Student teacher conferences X Small group discussions
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Student product:
Observation: □ Student-led discussion/debate
Conversation: □ Student teacher conferences □ Question and answer session |
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Lesson Tools Check all that apply (Teacher may modify the list) |
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Direct Instruction □ Structured overview □ Lecture □ Compare & contrast □ Socratic method □ Demonstrations |
Indirect Instruction □ Problem solving □ Case studies □ Reading for meaning □ Inquiry □ Reflective discussion □ Writing to inform □ Concept formation □ Concept mapping □ Concept attainment |
Instructional Skills □Explaining □Demonstrating □Questioning |
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Interactive Instruction □ PowerPoint □ Video clip □ Debates □ Role playing □ Brainstorming □ Peer partner □ Learning/analysis □ Discussion □ Laboratory groups □ Cooperative learning □ Groups □ Jigsaw □ Problem solving □ Conferencing |
Independent Study □Essays □ Computer assisted □ instruction □ Journals □ Learning logs □ Reports □ Learning activity packages □ Correspondence lessons □ Learning contracts □ Homework □ Research projects □ Assigned questions □ Learning centers |
Experiential Learning □ Field trips □ Conducting □ Experiments □ Simulations □ Games □ Story telling □ Focused imaging □ Field observations □ Role-playing □ Model building □ Surveys □ Case studies |
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