Setting and Symbolism in A Doll's House
This lesson is designed as a follow-up to the reading and discussion of the play A Doll's
House by Henrik Ibsen. An understanding of the two literary terms setting and
symbolism, and their impact on a work of literature, are essential to students' success in
following the guidelines outlined in the North Carolina English Language Arts Standard
Course of Study. This lesson has been modified for English Language Learners at the
intermediate high proficiency level, but would also be adaptable for learners at the novice
or advanced levels.
Learning outcomes
Students will:
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define the word symbol, and identify and explain several symbols in the play A
Doll's House.
define the word setting and explain how the setting of a work of literature
influences the characters.
Teacher planning
Time required for lesson
3 days
Materials/resources
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A copy of the play A Doll's House for reference.
A clock and a map.
Poster board, glue, approx. 25-35 magazines and scissors.
Technology resources
Computer Lab access
Internet Connection
Encyclopedias (optional)
Pre-activities
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Teacher and students should have already read the play A Doll's House by
Henrick Ibsen and students' comprehension should have already been assessed
before beginning this lesson.
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Teacher should review the definitions of the literary terms symbol and setting
preferably by using illustrations. Ex. Symbol- draw a stoplight and discuss what
each color represents Ex. Setting- use a clock to represent when and use a map to
represent where.
In an additional reinforcement of the definition of symbol, students can be placed
in even numbered groups. Give students 2 or 3 magazines and a few pairs of
scissors, and instruct them to find and cut out symbols. With poster board and
glue, have the students create a collage using the pictures they cut out. Instruct the
students to write what the pictures symbolize on the back of the posterboard in the
corresponding location of the image on the front. When all groups have finished
their collages, have one group at a time come to the front of the classroom and
present their collage to the class. These students then assume a teacher's role as
they elicit suggestions from the rest of the class as to what the pictures on their
collage might represent. After all suggestions have been mentioned, the students
in the group then reveal their own interpretations to the rest of the class. Teachers
may assign roles to each student in the group (Ex. paster, cutter, recorder, collage
holder, symbol indicator).
Activities
1. Require a written response for the following suggested questions:
o Name three symbols in this play. Explain what they symbolize.
o Explain the setting and analyze how the characters are limited by their
surroundings (time and place).
Common symbols and what they symbolize are as follows:
o
o
o
o
o
o
Nora's macaroons - secrecy and lies
Torvald's childlike pet names for Nora (lark etc.) Torvald's perception of Nora
the mailbox keys - control in the relationship
Krogstad's 1st letter to Torvald - the truth
Nora taking off her costume - Nora revealing her true self and taking off
her costume of lies
o Nora slamming the door - Nora closing this chapter of her life.
2. Teachers should facilitate a student discussion about symbols and the setting of A
Doll's House. The teacher should write down 5 of the students' suggested symbols
on the board.
3. In order to reinforce the definition of setting and to give students a more broad
understanding of how the setting affects a work of literature, have students
research other countries, during the same time period. The setting of A Doll's
House is Norway, in the late 1800's (play published in 1879). The teacher should
research answers to the following questions in order to model for the students:
o What rights do women have now that they did not have in Norway in 1879
concerning voting, property ownership, and employment?
o
What was the accepted opinion about women's responsibilities in Norway
in 1879? What were women expected to do? How are these beliefs similar
or different to current beliefs?
Assign students to groups of three or four and have them research the answers to
these questions for other countries. Make sure the students know they are
answering these questions in the context of the year 1879. Some suggested
countries are the U.S., England, Mexico, Nigeria, Germany, France, Russia, and
Canada. Have the students answer the following questions:
o
o
o
Can women vote? If not, what year did they obtain this right? If so, what
year did they obtain this right?
Are women allowed to have a paying job? Are there any specific
cicumstances that govern if or what kind of job women can hold? What
kinds of jobs are open or closed to women?
Can women own property? If not, are there any extenuating circumstances
that allow women to own property?
Instruct the students to present the answers to those questions in the form of an
oral presentation. The teacher has the option of requiring a visual aid (perhaps a
chart) to show this information.
4. Facilitate a discussion of the findings of this research. Have the students discuss
similarities and differences between the countries.
Assessment
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While students are engaged in Activity #2, a discussion of setting and/or symbols,
the teacher should make a note of students participating in the discussion to assess
student understanding of concepts.
Students will evaluate each other's collage presentation for effective use of
symbols. Students will grade each group using a rubric. Teacher will consider
student evaluations when assigning a grade for the collage. The teacher may use
the same rubric for his/her own evaluation of each group's collage.
The teacher will evaluate each student group's presentation by using the rubrics
provided (one for the oral presentation and one for the chart). The teacher may
also use the group's chart (if assigned) when discussing the setting of other works
of literature.
The teacher will assess activity #4 by giving students credit for participating in
the class discussion.
Supplemental information
None
Related websites
N/A
Modifications
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Extended time to complete assignments where necessary.
Pre-activity #2 was designed with English Language Learners at differing ability
levels in mind. Give students a role according to their strengths.
Give these students the option of not having a speaking part when assigning group
roles.
Pair students with a native English speaking buddy as much as possible to aid in
comprehension of these two major concepts and how they relate to the work of
literature.
Pair students with a native English speaker for the research assignment.
Use of English/Native Language Dictionaries.
Alternative assessments
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English language learners can be assessed using a modified rubric which
emphasizes their strengths and not their English-language weaknesses.
Instead of assessing for comprehension and giving credit for student participation
in whole class discussions, consider pairing students for more individual
opportunities to speak. Use the strategy Think-Pair-Share: students consider a
given topic, think about it, and then pair with a native English speaking partner to
verbally share their thoughts. The teacher can walk around the room and make a
note in the grade book of students' participation/ comprehension.
English language learners may be assessed on the visual aid / chart of their
research findings without having to present orally to the class.