1. Topic: Infer beliefs of the Victorian period EQ: What can we infer the beliefs of the Victorian period based on the interaction of the characters in A Doll’s House? Quick write: What were the roles of men and women during the Victorian period based on the information that we have learned?

2.  Guided Practice: Students will work on really analyzing the differences between men and women during the Victorian era through power point slides as well as a table that they have created. Students will read the descriptions of what characters say and do through our reading of ACT II.

3.  As a literary device, imagery consists of descriptive language that can function as a way for the reader to better imagine the world of the piece of literature and also add symbolism to the work. Imagery draws on the five senses, namely the details of taste, touch, sight, smell, and sound. Imagery can also pertain to details about movement or a sense of a body in motion (kinesthetic imagery) or the emotions or sensations of a person, such as fear or hunger (organic imagery or subjective imagery). Using imagery helps the reader develop a more fully realized understanding of the imaginary world that the author has created.

4.  Topic: Analysis of Dialogue  EQ: How can we analyze key ideas and details in the conversation between Nora and Krogstad in Act I?  DO NOW/ Quickwrite: (5-7 minutes)  What are some of the most important elements which represent a drama play?

5.  Guided Practice: As a class we will dramatically read the section in Act I of A Doll’s House in which Nora and Krogstad are having a conversation with each other.  -Students will also be shown the rubric for their text analysis paper in which students will need to annotate a text and will have to find the central meaning of it.

6.  Independent work:  -You will write important details regarding Nora and Krogstad’s conversation which will help them write their text analysis response paper on Friday as well as the following week.  -This will prepare you for Friday, when the students analyze the details of Nora and Krogstad’s conversation with each other.  ***--By paying attention to how a character looks and behaves, what the character says in different situations, and what other characters say about that character, you can come to understand each character’s feelings, attitudes, and values.

7.  Detail: “Nora: {with a stifled cry turns round and gets up onto her knees.] Ah! What do you want?” (Ibsen 19)  Mental Image: Nora puts her hand to her mouth and is shocked because a man came to her house uninvited. She must be uneasy around him.

8.  Detail: “Excuse me, the outer door was ajar. I suppose someone forgot to shut it.” (Ibsen page 19)  Mental Image: Krosgtad seems to be a calm, serious, and scary man who walks into people’s homes uninvited.

9.  Independent work:  You will describe the beliefs and values of the 1800s and infer each of the characters’ behavior based on what the character says or does. This will lead students to write their inferred beliefs or values of the period within their graphic organizer.  -You will also analyze Nora and Torvald’s interactions with each other by looking at the dialogue between Nora and other characters in order to reveal specific aspects and parts of their personalities.  -By paying attention to how a character looks and behaves, what the character says in different situations, and what other characters say about that character, you can come to understand each character’s feelings, attitudes, and values.

10.  Topic: Text analysis Response  EQ: How can we analyze key ideas and details in the conversation between Nora and Mrs. Linde in Act I?  DO NOW/ Quickwrite:.  How are Nora and Mrs. Linde both similar and different from each other? Create a venn diagram in order to show your thoughts

11.  Topic: Text analysis Response Continued…  EQ: How can we continue to analyze key ideas and details in the conversation between Nora and Mrs. Linde in Act I?  Quickwrite: What is a text-analysis response essay? Please explain it in your own words.

12.  Guided Practice: As a class we will dramatically read the section in Act I of A Doll’s House in which Nora and Mrs. Linde are having a conversation with each other.  -Students will also be shown the rubric for their text analysis paper in which students will need to annotate a text and will have to find the central meaning of it.

13.  Independent work:  -Students will annotate important details within the conversation between Mrs. Linde and Nora.  -Students will be reminded of the literary elements and techniques on the chart paper in the room as well as from their prior knowledge.