Mr. Clements
American Literature
Unit: Modern American Drama
A Streetcar Named Desire Lesson Plan_003
Course:
Thematic Unit:
Concept:
Length of Class:
Objectives:
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American Literature
Modern American Drama
Examining Symbolism in Tennessee Williams’ A Streetcar Named Desire
60 Minutes
During this class students will work collectively and individually to…:
… identify personal situations in which obstacles had to be overcome in order to be free of entrapment
…recognize the problems encountered by the protagonist to define the obstacles which have limited the
protagonists’ choices
…identify the importance of symbolism in A Streetcar Named Desire
…identify the symbolic significance of color, sound, actions, and objects within the play
…understand the meaning of anachronism
…demonstrate the extent to which Blanche is out of step with the world in which she finds herself
Standards:
Performance Standards:
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1.1, 1.2, 1.5, 1.6, 1.7
2.3, 2.4
3.1, 3.5
4.1, 4.2, 4.3, 4.4
Knowledge Standards:
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Comm Arts: 1, 2, 4, 5, 6, 7
Materials
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11.
Handout 1: Vocabulary for Scenes 4-11
Handout 2: Check for Comprehension Discussion
Handout 3: Imagery in A Streetcar Named Desire
Handout 4: Illusion versus Realism / Blanche versus Stanley
Handout 5: Irony in A Streetcar Named Desire: Verbal, Dramatic and Situational
DVD of A Streetcar Named Desire, stage or movie production
DVD player
Television or other projection device
Dictionary and thesaurus
The text
Paper, writing utensil, folder
Procedure:
Phase 1: Review of Vocabulary from Scenes 4-11
The teacher will distribute Handout 1. Students will have 10 minutes to complete Handout 1 individually, in class. The
teacher will ask the students questions from Handout 1 and accept or redirect student responses – NOTE: students
cannot change their answers during this activity. The teacher will collect Handout 1.
Phase 2: Review of Homework
A: The students will present the homework from the previous class (titled, Discussion Questions). The teacher will
ask students questions from the homework and accept of redirect student responses – NOTE: students cannot
change their answers during this activity. The teacher will collect the homework.
Suggested Responses:
1. The argument is part of the realistic, often violent world of Stanley; reinforces the discrepancy between his
world and Blanche's.
2. Not only is Mitch a gentle person who has suffered and to whom she can relate, but also he could mean
security for her.
3. On the surface, it seems that Blanche is simply promiscuous and is inclined towards men who are much
younger than she. However, after hearing the story of her young husband whom she failed to help, it is
apparent that she may be trying to erase her feelings of guilt and pain by giving herself to young men.
4. She is too preoccupied with Stanley and his interest in her past.
5. Although Mitch is kind, he is far from the cultured "gentlemen" to whom Blanche had been accustomed.
6. Blanche has presented herself as a woman with old-fashioned ideas concerning love.
7. Blanche had been married to a young man whom she had adored, but she discovered that he was a
homosexual and rejected him when he needed her most. As a result, he shot himself.
8. Blanche was fired from her teaching job because of a sexual relationship with a seventeen-year-old
student. She was asked to leave the Flamingo Hotel because of her relationship with soldiers in a nearby
army camp.
9. Stanley told Mitch about Blanche's past.
Mr. Clements - American Literature, Unit: Modern American Drama
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Mr. Clements
American Literature
Unit: Modern American Drama
10. Stanley knows that Laurel is the one place where Blanche cannot return; she does not have the money to
go anywhere else.
B: The students will present the homework from the previous class (titled, Obstacles to Escape ). The teacher will
ask students questions from the homework and accept of redirect student responses – NOTE: students cannot
change their answers during this activity. The teacher will collect the homework.
Suggested Responses:
1. Possible escape: An attempt to help her husband; acceptance and continued love of him
Obstacle: Blanche's lack of understanding;
Obstacle not overcome
Result: her husband's suicide; Blanche’s promiscuity, alcohol abuse and guilt
2.
Possible escape: A large sum of money
Obstacle: Blanche's teaching salary is barely enough to support herself; there are no more relatives with
money.
Obstacle not overcome
Result: Belle Reve is lost.
3.
Possible Escape: To live with her sister and her husband until she is able to get on her feet
Obstacle: Blanche’s inability to accept Stanley's world and his subsequent animosity toward her
Obstacle not overcome (Although she is under Stanley's roof she realizes how precarious her position is.)
Result: Her nervous condition worsens; she becomes desperate.
4.
Possible Escape: Shep Huntleigh; marriage to Mitch
Obstacle: Shep is really a part of her dream world. If she had really believed he could help her, she would
have contacted him sooner. The hope of marrying Mitch dissolves when Stanley tells him of her past
Obstacle not overcome
Result: Blanche never sends the letter to Shep. Mitch doesn't come to her birthday party, and she is
presented with a one-way ticket to Laurel. Blanche is trapped.
Phase 3: Check for Comprehension Scenes 1-11
The teacher will distribute Handout 2. Students will have 5 minutes to complete the handout. Use Handout 2
questions to develop analytical discussion questions. Discuss Scenes 1-11 for 10 minutes.
Suggested Responses:
1. False
2. True
3. True
4. True
5. False
6. False
7. False
8. True
9. True
10. False
Phase 4: Discussion: Sounds and Colors in A Streetcar Named Desire
The teacher will distribute Handout 3. The teacher will lead the class in discussion of color and sound imagery using
Handout 2. NOTE: Only choose 3 or 4 questions to discuss. This activity should not take longer than 8 minutes.
Students can complete Handout 3 and use it for reference.
Phase 5: Discussion: Illusion (Blanche) vs. Realism (Stanley)
The teacher will distribute Handout 4. Students will have 10 minutes to complete the even numbered questions (use
more if you have time). The teacher will ask students questions from the handout and accept or redirect student
responses.
Suggested responses:
1. Stanley knows that Blanche has lied about rarely touching alcohol.
2. Stanley objects to Blanche's pretense that she is no longer attractive, to her fishing for compliments.
3. Stanley dislikes Blanche's flirting-the wiles she believes necessary to gain the admiration of men.
4. Stanley objects to Blanche's genteel ways, in particular to her assumption that men ought to stand up as
women enter.
5. Stanley dislikes Blanche's pretense of being unaccustomed to strong language.
6. Stanley objects to the fact that Blanche has created an illusion of having old- fashioned morals when with
Mitch
7. Stanley dislikes Blanche's stance of superiority regarding him. He overheard the conversation in which she
referred to him as common, vulgar, and animal-like.
8. Stanley objects to Blanche's illusion that Shep Huntleigh has invited her on a cruise and that Mitch tried to
apologize to Blanche but was rejected by her.
9. Stanley dislikes the airs that Blanche puts on while living at his expense.
10. Stanley dislikes Blanche's attempt to create an illusion of shadow and magic, a dream world around her.
Mr. Clements - American Literature, Unit: Modern American Drama
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Mr. Clements
American Literature
Unit: Modern American Drama
Phase 6: Discussion of Irony
The teacher will write the following definitions on the board before class begins:
Dramatic irony involves the reader (or audience) knowing something about what's happening in the plot, about
which the character(s) have no knowledge. Dramatic irony can be used in comedies and tragedies, and it works
to engage the reader, as one is drawn into what is happening. The audience may sympathize with the
character, who does not know the true situation. Or, the reader may see the character as blind or ignorant (as
with Oedipus). The clues may be rather obvious, but the character may be unwilling to recognize the truth.
Verbal irony is the use of language to express the opposite of its literal meaning. It is often the writer's
expression of awareness of a contrast between what is and what ought to be and used for the purpose of
mockery or jest.
Situational irony is the contrast between the intention or purpose of an action and its result.
The teacher will lead a brief discussion about types of irony. The discussion should mainly consist of asking the
students to present examples of each type of irony. Ideally, the examples could come from the text, but it is not
necessary.
Phase 7: Viewing the DVD Production
The teacher will distribute Handout 5 and inform students that it must be completed by the next class period. Watch
Scenes 8-11 of the DVD production (or as much as you can fit in the allotted time). NOTE – be sure to make a
notation of where you stopped the DVD. During the viewing, the teacher will stop the DVD to point out examples of
verbal, situational, and dramatic irony.
Phase 8: Assignment
The teacher will inform students that they are to read chapters 9-11 and complete Handout 5.
Mr. Clements - American Literature, Unit: Modern American Drama
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