Unit #7: I’m a Barbie Girl
10th Grade Honors ELA
Ms. Downs/Mr. Coia
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Thurs. 3/3 (Fri. 3/4)
· Socratic Seminar – “What are society’s expectations for mothers and fathers?”
· Micro-Writing: “Probable Passage”
· Sign out books
· Read Act I
· Homework: Finish Act I and complete discussion questions
Mon. 3/7 (Tues. 3/8)
· Small Group Discussion: Act I Questions
· Journal: From Sir Walter Scott’s Marmion: “Oh what a tangled web we weave, When first we practice to deceive!”
· Watch first act of A Doll’s House
· Read Act II
· Homework: Finish Act II and complete discussion questions
Wed. 3/9 (Thurs. 3/10)
· [B Day – 3/10: Book Talks]
· Small Group Discussion
· Final Assignment Discussion
· Continue film version
· Read Act III
· Homework: Finish Act III and complete discussion questions
· Drafts Due: Tues. 3/15 (Wed. 3/16)
Fri. 3/11 (Mon. 3/14)
· [A Day – 3/11: Book Talks]
· Small Group Discussion
· Micro-Writing: “Dear Abby”
· Finish film
Tues. 3/15 (Wed. 3/16) – Terra Nova
· Share Drafts
· Peer Review
Thur. 3/17 (A Day) – Terra Nova
· Journal: Review “Probable Passage” and work on Vanity Plates/Bumper Stickers
· Homework: Prepare Vanity Plates/Bumper Stickers for display and complete final draft or be prepared to present – Due Mon. 3/21 (Tues. 3/22)
Fri. 3/18 (B Day)
· Journal: Review “Probable Passage” and work on Vanity Plates/Bumper Stickers
· Small Group: “Alligator River”
· Homework: Prepare Vanity Plates/Bumper Stickers for display and complete final draft or be prepared to present – Due Mon. 3/21 (Tues. 3/22)
Mon. 3/21 (Tues. 3/22)
· Book Talks
· Collect Papers
· Scene Presentations
· Diamante Poem
· Close the unit
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Micro-Writing and Journal Entries
1. Probable Passage: dollhouse, tarantella, masquerade, forgery, bank, mailbox, door, blackmail, husband, wife, reputation, morality, children, and illness. Write a “probable passage” in your journal that predicts the content of the play by using all the words in the list. We will return to this passage at the end of the unit to check the predictions.
2. Sir Walter Scott’s Marmion: Examine the following line from Marmion:
“Oh what a tangled web we weave, When first we practice to deceive!”
· How is the metaphor of a web effective for the topic of deceit?
· Write about a time you found yourself spinning such a web. What were the results?
· What is the connection between this quote and A Doll’s House?
3. “Dear Abby:” Write a “Dear Abby” letter from the perspective of one of the characters in A Doll’s House asking for advice. Come up with a creative signature, i.e. Terrific Torvald. Exchange journals with another student. Be “Abby” and write a letter back to the character in response to the letter.
4. Vanity Plates/Bumper Stickers: Create one or two vanity plates or bumper stickers for characters from A Doll’s House. Prepare for display. Use a creative font.
Small Group Discussion Questions:
1. Is it wrong that Nora forged the promissory note to save her husband? Is Nora the only “doll” in the “doll’s house?” Are there other “dolls?”
2. Discuss the end of the play. What is the role of Dr. Rank? Is he simply a friend and admirer? Or is he more? How do the students feel about Nora’s decision to leave her husband and family? Do you think she will return? How would we feel if the roles were reversed and Torvald was leaving instead of Nora? Is it easier to accept when a father leaves than when a mother leaves?
3. How do you feel about Nora leaving her husband and family? Is it ever appropriate for a mother to leave her family?
Discussion Questions
Act I
1. From the beginning of Act I, Torvald calls Nora several pet names. What do these names suggest about Torvald’s perception of his wife and his marriage?
2. Compare Nora’s and Kristine’s lives since marriage. Who is better off? Explain.
3. What might be the link between Nora’s “contraband” macaroons and her “huge desire to say – to hell and be damned?”
4. What crime has Nora committed?
5. Do Nora’s motives for committing the crime excuse her in some way?
6. What does Nora’s tree decorating and chattering at the end of Act I reveal about her character?
Act II
1. When Nora sees the box of masquerade clothes, she wants to “rip them in a million pieces!” What does Ibsen symbolize with this characterization?
2. Discuss the foreshadowing in Nora’s conversation with Anne-Marie.
3. Why does Torvald make such a decisive show of mailing the letter firing Krogstad against Nora’s pleas?
4. After Dr. Rank professes his love, Nora demands the lamp be brought in. Why? Is this light real or artificial? What might Ibsen be suggesting about truth and light in the Helmer’s household?
5. Some histories of the tarantella dance explain that it is used to fight off the venomous effects of a spider bite. Other interpretations suggest it represents a woman’s frustration in oppression. Which of these explanations best fits Nora’s violent practice at the end of Act II? Might both apply? Explain.
Act III
1. Why is Kristine willing to “risk everything” for Krogstad?
2. Why does Kristine encourage Krogstad to let Torvald read the letter revealing Nora’s deception?
3. Dr. Rank suggests Nora should go to the next masquerade dressed as “Charmed Life,” and that she should dress “just as she looks every day.” What is the implication about Nora’s daily life? Is it charmed? Or is the charm a masquerade? Explain.
4. Discuss the irony in Torvald’s accusation that Nora has played with him “like a puppet.”
5. Helmer’s pronouncement that “before all else, [Nora is] a wife and mother” is contradicted by Nora’s “before all else, I’m a human being.” Is this issue significant today, or is it only a sign of Ibsen’s time? Explain.
6. Discuss Nora’s decision to leave her family. Is it truly the only way she can reclaim her identity and humanity?
7. The last sound the audience hears is the door slamming shut after Nora’s departure. Examine the theatrical, literary, and historical significance of this stage device.
Final Project Choices – 50 points
Essay
Write an essay on one of the following questions. Present a clear thesis in a well thought out introduction. Provide evidence from the story to support your answer. The essay should be 500-600 words and focus on the chosen question.
1. A Doll’s House is full of references to dolls, puppets, and playthings. Analyze these references. What do they say about Ibsen’s ideas about gender and societal roles?
2. Why are there so many references to sickness and fever in A Doll’s House? Analyze these references throughout the play. What broader concern for society might Ibsen be expressing?
3. When Nora submits to Torvald, telling him, “Whatever you do is always right,” Torvald replies, “Now my little lark’s talking like a human being.” But later, Nora says, “Before all else, I’m a human being.” Compare and contrast Torvald’s and Nora’s definition of “human being.”
4. At the end of the play, Nora slams the door to the “doll house” and walks away. Yet she leaves Torvald with hope for the greatest miracle.” Why did Ibsen write an ambiguous ending? Cite evidence from Nora’s and Torvald’s closing speeches to indicate what you believe to be the ultimate ending to this drama.
**OR**
Act out a scene from the play.
If you choose to present a scene of the play with a group, you must memorize your lines, dress appropriately, and bring necessary props. The scene should take about 10-15 minutes to perform. I expect that you do your best, take the assignment seriously, and behave appropriately. Choosing this assignment means committing to rehearsal time outside of class. Be sure you and your group members have the time for this project before deciding to do so. If you would like to choose this project, please let me know by the end of the first act of A Doll’s House for planning purposes.
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Name:______Date:______Period:______
Criteria / 10 / 8 / 6 / 4Support and Evidence / The essay logically supports the thesis and addresses the writing prompt. Main points are supported with evidence from the text. Quotations and citations are written into the text according to MLA guidelines while maintaining the flow of the paper. / The essay supports the thesis and addresses the writing prompt. Main points are supported with evidence from the text. Quotations and citations are mostly written into the text according to MLA guidelines while generally maintaining the flow of ideas. / The essay loosely supports the thesis and addresses the writing prompt with limited evidence from the text. / The essay fails to support the thesis and does not use evidence from the text.
Organization / The essay contains a logically developed intro, body, and conclusion. All paragraphs have smooth and varied transitional phrases. / The essay contains a loosely developed intro, body, and conclusion. Some paragraphs have effective transitional phrases. / The essay attempts to develop an intro, body, and conclusion. Transitional phrases are rarely used. / The essay altogether lacks a logical organization and contains three or more paragraphs which might attempt to provide information on the topic. Transitional phrases are never used.
Thesis / The essay provides a meaningful thesis that clearly states the theme and character and briefly mentions the main points of support. / The essay provides a thesis that states the theme and character. Thesis briefly mentions the three main points of support. / The essay provides an unclear thesis which may not state either the theme or character. The three main points of support may not be mentioned. / The essay provides a weak and unclear thesis. Thesis does not answer the writing prompt. The three main points of support are not mentioned.
Sentence Variety / The essay provides varied sentence types and uses precise, descriptive language. No over use of expressions such as like, a lot, and well. / The essay provides varied sentence types and uses some descriptive language. Occasional use of expressions such as like, a lot, and well. / The essay provides few types of sentences, and uses basic, predictable language. Frequent use of expressions such as like, a lot, and well. / The essay provides no sentence variety. Over use of expressions such as like, a lot, and well.
Grammar, Usage, and Spelling / The essay contains few, if any, errors in conventions. / The essay contains some errors in conventions, / The essay contains numerous errors in conventions. / The essay contains serious errors in conventions that impede meaning.
ESSAY RUBRIC
Name:______Date:______Period:______
PRESENTATION RUBRIC
Criteria /10 pts /
8 pts /
6 pts /
4 pts
Focus/Characterization
/ Actor listens to and responds to other characters. Concentration complete. Remains in character. Smooth line delivery. Believable. / Actor mostly listens to and responds to other characters. Concentration somewhat complete. Remains in character. Believable. / Actor sometimes listening to other actors. Concentration incomplete. Only somewhat believable. / Actor does not listen and respond to partner. Unbelievable.
Voice
/ Words clear and well-projected. Pitch and inflection match character. Phrasing is clear. Voice fits character. Words pronounced correctly. / Words mostly clear and well-projected. Often, pitch and inflection match character. Voice fits character. Words pronounced correctly. / Words sometimes unclear or muffled. Voice fits character. Words pronounced correctly. / Words muffled and unclear. Monotone. Words pronounced incorrectly.
Movement / Effective. Position conveys character. Movement develops emotion and character. On Cue. Faces audience while speaking / Mostly effective. Position conveys character. Movement develops emotion and character. On Cue. Faces audience most of the time. / Somewhat effective. Many problems with movement. Positions do not always convey the character. Doesn’t face audience often. / Ineffective. Positions do not convey character.
Costumes and Props
/ All needed costumes and props were provided and used to support the selected scene. / Some costumes and props were used that were needed, but others were left out. / A few costumes and/or props used, but many essentials left out. / No effective use of costumes or props.
Preparation
/ All lines memorized. No prompts needed. Ample rehearsal is evident. / Most memorized. A couple prompts needed. Well-rehearsed. / Some lines memorized. Student uses script to get through scene. Student demonstrates some evidence of rehearsal. / Lines not memorized. Script needed to get through scene. Performance not rehearsed.
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