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WICOR Lesson Plan
Course: 9th and 10th Grade SC ELA
Lesson Plan Period: 6 Room 114.
Date: September 11th 2015
Instructor: Ms. Soni
Aim/Instructional Outcome: (The student will be able to):
Topic: Introduction to A Doll’s House by Henrik Ibsen
Objective: SWBAT analyze how the background of this novel plays an important part in its setting.
EQ: How can we continue to analyze the background information of A Doll’s House by Henrik Ibsen?
Common Core Learning Standards:
•RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
•RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
•RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense
of time and place; how it sets a formal or informal tone).
Vocabulary (for active Word Wall): Action, Dramatis Personae, Evidence, Tragedy, Hubris, Themes, Overarching Themes,
Tragic Hero, Profile, Venn Diagram
Instructional Materials/Resources:
Poems, graphic organizer, pen, paper, syllabus (curriculum map), composition notebook, and power point.
DO NOW/ Quickwrite:.
Time
How are the names of the characters symbolic? Can you give
one example?
5 mins
Mini-Lesson with Modeling: (“I do: Ice breaker Activity:
Mini lesson: Students will receive an in depth power point on
A Doll’s House as well as the background of the play before
the students work on their literary analysis worksheet.
Guided Practice: Students will work on answering the
prereading questions in order to understand the characters as
Instructional
Grouping:
Differentiation
Strategies:
-Students who are
level 2 will
collaborate on
reading and writing
strategies with level 4
students and level 1
students will
collaborate on those
same WICOR
I will take note of
student’s information
according to Aris as well
as the student’s IEPs.
Students will be based
into groups according to
their learning styles and
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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well as the set up of the play. These questions will be due when
the students return from their short vacation on 9/16/15.
strategies with level 3
students.
-Students will work
together because of
their diverse learning
styles. Student who
is more of a visual
learner who will
balance out the
others’ kinesthetic
learning styles.
- The teacher will
work specifically
with student X
regarding the
behavior and
regarding
prompting, spelling,
punctuation,
redirection, and
specific
organizational skills
which are necessary
for the students to
flourish in class.
Some of these
organizational skills
include, cornell
notetaking, textual
analysis, binder
checks, notebooks
checks, and
classroom attendance
in its entirety.
Student Work Period/Learning Activity: Guided Practice
(“We do) and Independent Practice (“You do”)
R
their needs.
-Students who are
kinesthetic will view the
word sort activity as a
game in which they will
have to find similar
words which reflect the
specific mood as the
word above it in the box.
-Students have a graphic
organizer in which they
can use in order to help
them identify important
words and phrases
mentioned within the
power point.
-Students will use the
the different scenes as a
visual cue in order to
answer each of the
questions within this two
day lesson.
-Students such as
Leonardo and Jason will
receive assistance in
organization and note
taking with teacher
assistance and
prompting. Leo will
receive one on one
teacher help in regards
to the organization of
his paragraphs.
Higher Order Questions: (Bloom/Webb/ Costas
Levels of Thinking: )
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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- Independent work: Activity 4: Thinking about A Doll’s
House: Students can be asked to tackle this activity as a
homework task or as a pair/group exercise. They can
address the questions as a whole or they might be asked, in
pairs or groups, to focus on specific questions. In
responding, students should quote from the play.
Responses can be shared in whole class discussion.
1) Be aware of the connotations of the play’s title.
Consider what this title implies about Nora as a character
(and as a representative of other married women) and the
type of ‘home’ she runs.
2) The play is set at a time of year known in Norway by its
pagan name jul (Old Norwegian jöl) and familiar to us a
Yule. Think about the connotations attached to this period
of the year (for example, how it marks a turning point in
time: the death of the old year and the birth of a new one).
Consider how these connotations are echoed in Ibsen’s
characterisation and in the play’s action.
3) Torvald’s and Nora’s names have pagan associations –
Torvald from the god Thor, Nora is a diminutive of
Elanora and is a variant of the Greek Helen. Do these
associations affect our interpretation of Ibsen’s characters,
are they ironic?
4) What religious ideas does Kristine (Christ –ine) Linde’s
life of sacrifice for others bring to the play?
5) Be aware that in his plays Ibsen presents the entire stage
set as a vehicle of symbolic meaning, making it an ‘active’
element of the drama – look carefully at the lengthy stage
setting at the play’s opening. How does Ibsen use this to
create a sense of a solidly conventional, middle class
home?
• Is there any irony in this?
6) How does Ibsen make use of props (the Christmas tree,
the macaroons, the fancy dress, the letters) to emphasise
Costas Level 2 Q:
• What happens to the individual who
does not conform to society’s
expectations?
• How does Ibsen deal with identity in
“A Doll’s House”?
• How do characters' change when their
societal norms are broken?
• What is the significance of money
beyond its value?
• How much does it take for an
individual to break from conformity?
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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the play’s themes and heighten drama?
7) The three doors of the doll’s house create separate
locations for the play’s action. Think about the dramatic
effect of this spacial arrangement. To whose ‘space’ does
the door on the left in the rear wall lead?
• Who ‘owns’ this space and who is its ‘doorkeeper’?
What does the space beyond this door represent?
8) The door to the right in the rear wall leads to the outside
world. Which characters come and go through this door?
•What news/ideas about the world beyond the doll’s house
do the characters that enter through this door bring?
• What does Nora think of the world beyond this door?
•What is revealed about Nora’s view of the outside world
when she praises Kristine’s ‘courage’ in travelling through
it alone?
9) The third door in the right wall leads to the nursery and
to Nora and Torvald’s bedroom. What do we learn of the
shared
private life of Nora and Torvald when they are in this
space?
• What roles do Torvald and Nora play when they are in
this private space?
10) Does the symbolism of these three spaces alter in the
course of the play’s action?
• Does the door to the outside world continue to signify a
welcome barrier between the ‘safety’ of the doll’s house
and the frightening world outside?
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Summary: Answer EQ question.
Assessment: In the notes section of the cornell notes: Students’
understanding the background of A Doll’s House as well as
any background regarding the literature and the lifestyle of
the 1880s which is Victorian England.
Time
Reflection on Lesson
5 mins
How will you change this lesson in the future? I
will continue to differentiate within my classroom
for each of my students and place students into
differentiated groups which will change over time.
How will your evaluation of today’s assessment
inform future instruction? Students will be placed
into differentiated groups and will be able to
change these groups based on their understanding
of the content over time.
-Students will have the opportunity to collaborate
with each other regarding the facebook activity
and understand the process of
chronology/sequence of events, having empathy
for characters, and so forth throughout the play.
WICOR Lesson Plan
AVID Method
Strategies
Students will Produce…
W
- Students will write information on
Othello in their cornell notes.
-Students will answer each question
after watching each scene of the play.
-I will ask students:
-Students will answer some of these
questions in order to build on their
understanding of the story within their
cornell notes.
Writing
How will students use writing
as a tool of learning?
I
Inquiry
What questions will I ask? How will I
facilitate students asking
questions and encourage higher level
• What happens to the individual who
does not conform to society’s
expectations?
• How does Ibsen deal with identity in
“A Doll’s House”?
• How do characters' change when their
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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thinking?
societal norms are broken?
• What is the significance of money
beyond its value?
• How much does it take for an
individual to break from conformity?
C
-Students will work collaboratively in
this activity. I will have students become
either a:
Collaboration
How will I facilitate student
collaboration?
answers to questions, and summary
section of cornell notes.
1) researcher: This student will research
specific evidence, quotes, and evidence
from the play to place within the profile.
2) Time keeper: This student will keep
track of time left in the group activity.
3) Scribe: This individual will write
down the evidence found by the
researcher with minimal grammar
mistakes within the profile page.
O
Organization
How is organization part of the lesson?
What tools will students use to ensure
organization?
-I will introduce Cornell notes, and how
they will use this within their binders as
a tool in order to take notes. I will also
make sure that my students know that
they have folders in my home base
classroom which will track their writing
over the course of the entire year.
-Students will begin to have their
binders organized with cornell notes in
each section as part of their
development throughout the year. I will
model the types of questions the
students will have in the left hand
corner on the right hand side, while the
lesson will be the meat of their work.
-I will keep a timer on the board in
order to help students transition
between each part of the activity.
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Reading
What will students read? What strategies
will I use to facilitate critical reading?
-Guided Notes powerpoint on the
introduction to A Doll’s House as well
as the prereading anticipation activity.
-Students will produce written answers
to the questions meant for each scene of
the movie along with their answer to the
exit slip.
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