Author:
Carrie Robledo
Subject:
English Language Arts
Material Type:
Activity/Lab
Level:
High School
Tags:
6-12 Design Thinking, 6-12-design-thinking
License:
Creative Commons Attribution Non-Commercial
Language:
English

Education Standards

ELA - A Doll’s House: How a Character shapes Satire

ELA - A Doll’s House: How a Character shapes Satire

Overview

 

The student will use StoryboardThat to describe Nora’s character as a typical Victorian Woman at the beginning of the play. The student will continue analyzing changes in Nora’s character as she develops into the ideals Ibsen wanted to present on how women should be treated contrary to Victorian Ideas. The student will compare and contrast the typical Victorian woman and identify the changes in society which Ibsent wanted to bring about which makes this piece of literature a Satire.

Instructor Directions

A Doll’s House: How a Character shapes Satire

Driving Question / ScenarioHow does an author use Satire to enact change?
Project SummaryThe student will use StoryboardThat to describe Nora’s character as a typical Victorian Woman at the beginning of the play. The student will continue analyzing changes in Nora’s character as she develops into the ideals Ibsen wanted to present on how women should be treated contrary to Victorian Ideas. The student will compare and contrast the typical Victorian woman and identify the changes in society which Ibsent wanted to bring about which makes this piece of literature a Satire.
Estimated Time90 minutes
Materials / ResourcesStoryboardThat, A copy of A Doll’s HouseTasks and activitiesBefore the lesson: Students must have completed reading the play “A Doll’s House by Henrik Ibsen.” Students must also understand what Satire is. A mini lesson on Victorian culture and marriage should be provided the necessary background information in order to ensure student success.The Lesson: Students will use a StoryboardThat that in order to produce a storyboard for satire in the play “A Doll’s House.” There must be a minimum of eight panes. The students are to find four contrasting situations in which it appears that Nora is acting like a typical Victorian Woman and four that indicates her break from being a typical Victorian Woman. The student will develop and explain the scene with both pictures and words. With the pane that is contrasting, the students will provide additional information on what change Ibsen wanted to make in regards to a change in society. All panes must be in chronological order.
StandardsRL 2: Determine a theme 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 3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL 6: Analyze a particular perspective or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Project Outline
AskWhat is satire and how is it used to change the way people think?
ImagineYou are a person living in the last 20th century in Norway. You see the play “A Doll’s House” and realize that the play is ridiculing the way Victorian women are treated.
PlanFind four situations in the play in which Nora acts like a typical Victorian woman and four where she doesn’t. Arrange these in chronological order as they happened in the play. Then create your storyboard using Storyboardthat.
CreateCreate a storyboard that illustrates the way things were before Ibsen’s play and the vision that Ibsen had of the way women should be treated.
ImprovePay particular attention to the social changes you think Ibsen wanted to make. Revise these changes by doing some research on Ibsen and “A Doll’s House.”
Closure / Student ReflectionsBased on my knowledge of the Victorian Era, predict how successful Ibsen was in fostering a change for the Victorian Society over time?
Possible Modifications / ExtensionsFor students who need modifications: First, have the students work in groups. Second, give them four of the eight panes as a template to work off. They will work together on the other four.For students who need enrichment: Find an article that is an example of modern day satire. Have the students compare and contrast the two pieces of text to determine how each writer attempted to get his or her message across.

 

Pre

  1. What is satire?
  2. How are women treated in the Victorian Era?
  3. How is the way Victorian women were treated different from the way women are treated today?

 

 

Post

  1. How does the author use satire to enact a change in social institutions?
  2. What is the author's vision for change towards the attitude of women?
  3. Evaluate the effectiveness of the author’s satirical method in prompting change?