A Dolls House:

The Revelation of Societys Humbugs, Hypocrisies, and Obscure Diseases

2016 Fall Unit Plan

Stephanie Williams
Johns Hopkins University School of Education
Master of Arts in Teaching (MAT) Program
English Education, 2016-2017
[email protected]
301-704-3032

Johns Hopkins University MAT Program, English Education

Instructor: Dr. Kate Allman
[email protected]

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Unit Plan Contents
Unit Overview ..............................................................................................................................3

Part I: Unit Plan Introduction

1.A Student Learning Differences..............................................................................5
1.A.1 Classroom Census................................................................................................5
1.A.2 Special Needs Accommodations......................................................................5-6
1.A.3 Other Learner Differences of Interests................................................................6
1.A.4 Classroom Composition Reflection ...................................................................6
1.B Fall 2016 Curriculum Calendar........................................................................6-7
1.C Pre-Assessment Findings.....................................................................................7
1.C.1 Pre-Assessment Description ...........................................................................7-8
1.C.2 Pre-Assessment Analysis and Reflection.........................................................8-9
Lesson Plan 1:
2.A UbD Lesson Plan..........................................................................................10-13
2.B Lesson Plan 1 PowerPoint............................................................................14-15
2.C Gender Roles....................................................................................................16
2.D Exit Slip.............................................................................................................17
Lesson Plan 2:
3.A UbD Lesson Plan..........................................................................................18-21
3.B Lesson Plan 1 PowerPoint Slides.......................................................................22
3.C Modern Family Has Misplaced Values Despite Big Success...................23-24
3.D Exit Slip.............................................................................................................25
Lesson Plan 3:
4.A UbD Lesson Plan..........................................................................................26-28
4.B Lesson Plan 1 PowerPoint............................................................................29-30
4.C Settle Down.......................................................................................................31
4.D Dollhouse...........................................................................................................32
4.E Barbie Girl.........................................................................................................33
4.E TP-CASTT Analysis..........................................................................................34
4.F Exit Slip.............................................................................................................35
Lesson Plan 4:
5.A UbD Lesson Plan..........................................................................................36-38
5.B Lesson Plan 1 PowerPoint.................................................................................39
4.C Assessment Through GAFE..............................................................................40
Lesson Plan 5:
6.A UbD Lesson Plan..........................................................................................41-43
6.B Lesson Plan 1 PowerPoint.................................................................................44
4.C Exit Slip.............................................................................................................45
Appendices (Optional)
Appendix A .........................................................A Dolls House Production Assignment
Appendix B .......................................................Student work Gender Roles in Society

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Unit Overview:
A Dolls House (12th Grade Honors English)

In Part I of this unit plan, I have laid out the demographics of my class and the interests of my
students. I have used this data to help create assignments that will reach them and engage them
in the unit. Part I also includes the goals of the unit and student objectives. In the subsequent
parts of the Unit Plan, I feature five lesson plans that will be taught at various points during the
unit. These lesson plans demonstrate my understanding of a variety of teaching methods:
Lesson Plan #1: This lesson is the introduction to the unit. The students will determine
what gender roles they think society has determined. We will then compare that to the 1800s and
have a discussion about how things have changed or not changed.
Lesson Plan #2: This lesson looks at how women are portrayed in todays media. The
students will also look at an informational article that outlines the problems with a popular TV
show.
Lesson Plan #3: This lesson has the students analyzing song lyrics as poems to
determine what kind of message is being told. They will also look at how the use of music
videos can change a persons perception of what a song talks about. The songs deal with the idea
of women being dolls or hiding the faults of a family from society.
Lesson Plan #4: The students will complete a writing session where they will look at
examples of playbill notes and then work on creating their own.
Lesson Plan #5: The students will present their satirical ads to the class. All students
will give a grade and positive feedback to each groups video.
I have also included one example of the assessments that I will use to evaluate student
understanding. An example of student work is also included.
Assessments: The provided assessment is a summative assessment. It asks students to
apply the skills and understandings they have been learning throughout the quarter to the
play. They will re-write the play in a student-chosen time period and setting to show how
the play is relevant for all times. It also includes a different style of writing than they are
used to and requires them to perform their adaptation in front of the class.
Student Work: I have included examples of the student work from the introduction
lesson to the unit. The pictures were drawn in groups.
The diagram below outlines my Unit Learning Goals and Assessment Evidence in the
Understanding by Design (UbD) unit planning format:

Stage 1Desired Results

Established Goals
Students will be able to determine an authors point of view or purpose in a text
(RL.11-12.3)
Students will be able to cite evidence from the text that supports an analysis of the
text (RL.11-12.1)
Students will be able to develop a claim and argue that claim with the use of relevant
and sufficient evidence (W.11-12.1)
Students will be able to analyze the development of two or more themes or central
ideas over the course of the text (RL.11-12.2)
Understandings: Essential Questions:

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 Students will understand what a social How accurately does the representation
novel is. of gender roles within literature reflect
Students will understand that the play is the cultural perspectives of women in
a comment on gender roles society today?
Students will understand that the How do historical and social events
authors tone toward the characters may shape Ibsens writing of the play?
be misinterpreted

Students will know . . . Students will be able to . . .

That gender roles can create problems Analyze the development of two ore
in society more themes or central ideas over the
That societal norms should be course of the text
questioned and not just accepted Analyze a case in which grasping the
That just because something is point of view requires distinguishing
normal it is not necessarily for the what is directly stated in a text from
benefit of all what is really meant.
That when you fight back against Analyze different parts of the text that
societal norms there will be resistance portray the female character as a
heroine
Develop and support a claim with
textual evidence
Stage 2Assessment Evidence
Performance Tasks: Other Evidence:
The students will create a satirical ad For assessments, we will be using
that identifies an ideology in society reading quizzes and papers due
that clashes with societal norms. throughout the unit
Most lessons will have some
discussion component that will be used
to assess student understanding
Students will reflect upon the process
through the use of peer edits and
personal reflections. They will grade
themselves and explain why they
should get that grade and after they
receive a grade, explain the
discrepancy between the two grades.

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 Part I: Unit Plan Introduction

A) STUDENT LEARNING DIFFERENCES

1) Classroom Census:

Unit Plan Class: English 12 Honors

Gender/Racial Composition of Class #1
Black White Latin@ Asian Other Total by % by
Gender Gender
Male 1 4 1 6 19%
Female 12 7 3 1 2 25 80%
Total/Race 13 11 4 1 2
% by Race 42% 35% 13% 3% 6%
TOTAL NUMBER OF STUDENTS 31

Special Needs Composition of Class #1

# with % with # with 504 % with 504 # served as % served Total % of
IEP IEP Plan Plan ELL as ELL students w/
Male 1 3% 0 0 0 0 special
Female 1 3% 1 3% 0 0 needs
Totals 2 6% 1 3% 0 0 |
V
3

2) Special Needs Accommodations:

1) John Smith: John is not taking this class for credit since he is working toward his certificate.
He has trouble focusing on what is going on in class and contributing to class assignments. He
has someone who comes to class with him and takes notes for him as well as reminds him to
pay attention. We have not been given any paperwork on his IEP yet.

2) Mary Jane Knox: Mary Jane requires only a few accommodations that are associated with an
English class. She needs a human reader for selected sections, the ability to respond on the test
booklet (no scantrons), graphic organizers, use of a word bank, and extended time. So far in
the class, she has not needed any of the available accommodations, but she knows they are here
if she needs them.

3) Samantha Jones: Samantha has a 504 plan that addresses her ADHD disability. She has a list
of 8 accommodations. Her accommodations include: prompting and redirection to help
maintain attention and begin tasks, break down larger tasks into smaller components with
specific due dates, preferential seating, assistance with organization, graphic organizers for
written assignments, reduced distractions during testing, extended time for assignments (50%),
and submission of assignments electronically if agreed upon by the teacher. Her extended time
only applies if she requests the extra time for the assignment. We will continue to check in

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 with her during class to make sure she understands and is focused on the current assignment.
This will allow us to break down assignments if required.

3) Other Learner Differences or Interests:

As a whole, the class is a mature class. They work well in groups; when given group
work opportunities, they will always get their work done. There are a few students who did not
take on the reasonability for group work, but there is usually at least one motivated student in the
group. One of those students, Jane, is a member of the varsity dance team, is creative, and has
no problems sticking up for herself. She expects your group to contribute to the project and not
just leave everything to her. Another student, Mary, while not motivated in class, is highly
motivated outside of the classroom. She leaves every day for an early work release. We have
another student whose passion in life is to run Track and Field in the Olympics for Jamaica.
Kate, another student, often gets her mind stuck on the little things during class. She will dwell
on the unimportant parts and will miss the more important things. As a whole, there have
already been a lot of attendance issues with the class.

4) Classroom Composition Reflection:

Throughout this unit, we will try to incorporate different types of group activities since they have
shown us they work well through this technique; however, we will also try to strengthen their ability
to work on their own in a classroom setting. We will definitely have problems with attendance,
which will force us to make decisions about late grades and extensions. Since we have some
students who are creative we will work on putting those types of projects into the unit, but we will
also strive to improve their writing scores. Based on the pre-assessment, writing seems to be an area
where they are lacking.

B) FALL 2016 CURRICULUM CALENDAR

1) Fall Curriculum Calendar, Part I:

Unit 1 (August-October):
Topic: European Origins
Book: Medea by Euripides

Key Understandings:
Strategic readers question the text, consider various perspectives, and look for authors bias in
order to think, live, and act differently.
Foundational literary texts are often viewed as earlier texts that set standards for transmitting
purposeful and deliberate expression of the universality of a culture and helped to define
components of specific genre types
Conflicts revolve around the innate tensions between mankind and the concept of the
supernatural or divine preeminence

Key Skills:
RL1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain

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 RL2 Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce a
complex account; provide an objective summary of the text
RL3 Analyze the impact of the authors choices regarding how to develop and relate elements
of a story or drama
RL4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning
and tone, including words with multiple meanings or language that is particularly fresh,
engaging, or beautiful
RL5 Analyze how an authors choices concerning how to structure specific parts of a text
contribute to its overall structure and meaning as well as its aesthetic impact
RL6 Analyze a case in which grasping point of view requires distinguishing what is directly
stated in a text from what is really meant

2) Fall Curriculum Calendar, Part II:

The second quarter unit will build on several of the key understandings and skills from
the first quarter. We will be asking the students to question the text and look for the authors bias
or purpose in the text. We will also be building upon the idea of conflicts, moving from between
mankind and the supernatural to conflicts between humans and societal norms. Students will
have to analyze an authors choices, understand that sometimes grasping point of view requires
distinguishing what is directly stated in a text from what is really meant, and determine two or
more themes of a text and analyze their development. (RL2, RL5, and RL6). The idea of
feminism will also be carried through to the second quarter. We spent the first quarter discussing
Medea, which has a strong female heroine. Students will be able to take the skills we used to
discuss Medea and transfer those to A Dolls House.

C) PRE-ASSESSMENT FINDINGS:

1) Pre-assessment description:

The students wrote a paper with an original student generated claim regarding
Euripides play Medea. Students were required to develop a claim as an argumentative
prompt and include evidence from the play to support their ideas. This assessment
required the students to understand the theme of the play, characterization, the affect of
characters on other characters and the plot. They also have to analyze the authors choice
of including specific scenes. This paper helped us identify the students weaknesses and
strengths in their writing. We saw if they were able to understand the play enough to
create their own argumentative claim and find the evidence to back it up. This requires
them to identify a theme and analyze its development (as well as character development)
through the course of the text. The rubric also looked at writing style and their command
of the English language.

ASSESSMENT ASSIGNMENT

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Name: Date: Pd:

Directions: Create an original, student-generated claim pertaining to Medea. Be sure the

claim is argument-based, and reference specific examples/quotations with line numbers. This
response is worth 40 points (evaluated with the Analytical Argument Rubric).

When developing a claim: Consider a topic that has more than one viewpoint (a position related
to a character, conflict, plot, theme). Generate a claim that directly states ONE SIDE of the
argument. Defend and support the argument with clear support and explanation. To strengthen
the argument, acknowledge the counter-claim (opposing side), and explain how the counter-
claim is invalid.
Claims typically fall into one of four categories:
Claims of fact or definition: These claims argue about the definition of something or
whether something is a settled fact.

Example: What some people refer to as global warming is actually nothing more than
normal, long-term cycles of climate change.

Claims of cause and effect: These claims argue that one person, thing, or event caused
another thing or event to occur.

Example: The popularity of SUV's in America has caused pollution to increase.

Claims about value: These are claims made about what something is worth/how it would be
rated or categorized.

Example: Global warming is the most pressing challenge facing the world today.

Claims about solutions or policies: These are claims that argue for or against a certain
solution or approach to a problem.

Example: Instead of drilling for oil in Alaska people should be focusing on ways to reduce
oil consumption, such as researching renewable energy sources.
Proposed Claim/Thesis:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Opposing argument?
______________________________________________________________________________
_____________________________

Source Citation: OWL Purdue Online Writing Lab

http://owl.english.purdue.edu/owl/resource/588/01/

2) PRE-ASSESSMENT:

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1) Pre-assessment Analysis:
This assessment data shows me that many of my students are struggling with writing
a paper that allows for more freedom. There was difficulty with creating an original
thesis and not just respond to something we tell them. They also were somewhat
uncomfortable with the idea of having no guidelines on things such as length. The
students also demonstrated a weakness in identifying a theme and arguing their point.
ADVANCED PROFICIENT DEVELOPMENT NOT
DEMONSTRATED
2 10 11 1

2) Pre-assessment Reflection:
Based on this data, I will be focusing on student ability to determine themes and
analyze the development throughout the text. Throughout the unit, we will also be
working on their writing styles. This will help them approve in their assessments as
well as in college and their future. We will also work on helping them find and use
evidence to prove their chosen points.

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Lesson Plan #1:
Course Name: English 12 Honors Standard Honors AP
Unit Title: A DOLLS HOUSE Day: 1 of 45
Unit Learning Goals:
How do works of literature advocate changes in societal attitudes or traditions?
How does the representation of gender roles within literature accurately or inaccurately
reflect the cultural perspectives of women in society?
How do historical and social events shape the literature?
Specific Lesson Objectives
Students will understand:
That A Dolls House is set in 1879 as a social commentary (RL3)
Explain the progress or lack thereof that they see in gender equality from one time period to
the next (SL1)
Students will know:
What the gender stereotypes are for todays society
What the gender stereotypes/marriage norms for women were in 19th century Europe
That A Dolls House was written 1879
Students will be able to:
Determine what the stereotypical societal views of gender roles are in todays society
Discuss what they think the gender roles should be
Identify areas of defined gender roles in their own lives
Discuss anecdotal evidence of gender stereotypes in current norms

Key Vocabulary for this Lesson

Gender stereotype
Materials
Paper with outlines of a man and a woman
Colored pencils
Chalkboard
Chalk
Technology Needs
PowerPoint
Computer
Projector

10
 LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Students will come into the class and find drawing materials on their desks. They will be given
the assignment without much background knowledge to try and ensure they are not coming to
the assignment with preconceived notations.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section Time What the Teacher will do: What the Students will do:
Statement of 0 min The objectives and the essential The students will read the
Objective & question will be written on the objectives on the board.
Purpose chalkboard in the classroom. The
objective will say: Students will be
able to determine the stereotypical
views of males and females in the
home.
Input, 15 The materials needed for the class Students will obtain the
Modeling, & min activity will be laid out on the materials provided at the front
Check for clusters of tables. We will give the of the classroom. Once
Understanding instructions and then move students have materials, they
/ throughout the classroom to help will work in groups to come
Guided students stay on track for the up with symbols that depict
Practice duration of the activity. the way they think society
views men and women in the
In front of you there is a piece of home.
paper with two outlines on it as well
as multiple colored pencils. As a
group, you are going to work
together to draw clothes,
accessories, and household items on
the two outlines. As a group you
must decide what you think the roles
for men and women are as
determined by society. Be prepared
to argue and support your decision
as a group. You have 15 minutes to
finish creating your drawing.

After the groups have finished

creating their drawings, we will pass
out pictures from the 1870s that
touch on the gender norms in that
time. Students will view these
pictures in preparation for the
discussion.
Independent 10 Now that you have all finished Students will move through
Practice/ min creating your drawings, each group the classroom explaining their

11
Homework needs to pick a tribute member. You chosen symbolism to their
have 1 minute to talk amongst classmates. Each group will
yourselves and pick that person. choose one person to send
Each tribute is going to move to the around the room. That chosen
table next to them (in a clockwise group member will move
circle) and join that group. As you through the groups explaining
come to each group, you will what their group came up with
explain why your group chose the and why they chose those
accessories, clothes, and items that symbols. The students who
you did. Everyone else in the group remain at their original table
will take notes on what you came up will take notes on what the
with and your reasoning. I will let rotating students are telling
you know when it is time to move to them.
the next group.
As the students move through the
groups, everyone will end up with a
list of all of the determined
stereotypes. They will use this in
the upcoming discussion. During
this sharing time, we will be
walking around and making sure
students are staying on track.
Closing/ 30 Now that we have all heard what Students will share what they
Summary min everyone else has to say is there did and whether their
anything interesting we want to discussions changed any of
share with the whole class? Did their opinions. They will look
anyone come up with something that at what the class came up with
you had not thought of before? as a whole and identify
What about the pictures we gave similarities and differences.
you from the 1800s? What do you At the end of the lesson, the
see from those? After the students students will complete an exit
have shared what they saw and ticket by writing about their
heard, we will move into a personal opinions and views
discussion about the stereotypes of gender stereotypes in
they see in life and personally society.
experience. Has anyone personally
experienced these stereotypes? I
know that I have. I got married at a
young age and as soon as people
heard that I was engaged/married,
they automatically assumed I would
be having children and staying home
with them. I have also been told
over and over that I am the one in
the relationship who should be
cooking all the meals and cleaning

12
 the house. The decisions people
made about me and my lifestyle
were purely made because I am a
woman.
I will lead the class through a
discussion about the stereotypes
they have seen in their daily lives.
How have things changed
throughout the years? Use your
knowledge of history and society to
think about this. Is this idea still
applicable?
For the last 5 minutes of class I
want you to take some time and
reflect on either your use of gender
stereotypes or how they have been
used against you. Do you think they
are a positive part of society or do
they have a negative impact on
people?
Assessment of Student Learning
There will be an informal assessment through the use of class discussion. While they are
working in groups, the teachers will be circulating throughout the room and checking in to make
sure all students are understanding and participating. We will then discuss as a class. The
information discussed in this lesson will be built upon in further lessons. The students will also
complete a written exit ticket with their personal views and opinions.

13
Lesson Plan #1 PowerPoints

14
15
Gender Roles

16
Exit Slip

Reflect on either your use of gender stereotypes or how they have been used against you. Do
you think they are a positive part of society or do they have a negative impact on people?

17
Lesson Plan #2:
Course Name: Standard Honors AP
Unit Title: A DOLLS HOUSE Day: 2 of 45
Unit Learning Goals:
How do works of literature advocate changes in societal attitudes or traditions?
How does the representation of gender roles within literature accurately or inaccurately
reflect the cultural perspectives of women in society?
How do historical and social events shape the literature?
Specific Lesson Objectives
Students will understand:
How to analyze a literature text while using textual evidence to support that analysis (RL1)
How to analyze an informational text while using textual evidence to support that analysis
(RI1)
How language is used to express certain ideas and messages (L5)
Students will know:
At least one new analysis strategy they can use while reading poems
Students will be able to:
Complete an analysis of an informational piece of text
Complete an analysis of a poem
Prepare notes for a discussion based on how women are viewed in todays society

Key Vocabulary for this Lesson

QFT
Materials
Copies of the Modern Family Article
Technology Needs
Computer
Projector
Power Point

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 LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Describe activity to elicit active involvement of students or refer to previous learning:
The students will enter the classroom to find a statement projected on the board: Todays
media, both music and film, create a mixture of positive and negative portrayals of women.

Procedure: Include all sections that apply to this lesson; combine as necessary.
Section Time What the Teacher will do: What the Students will do:
Statement of 5 min The objectives and essential Students will read the
Objective & question for the lesson will be objectives and essential
Purpose posted on the board along with any question from the chalkboard.
homework for that night.
Students will listen to
Hello class. On your table you will instructions. They will spend
find a QFT worksheet for your 5 minutes coming up with
group. Please choose one student to questions about the provided
be the scribe for your group. You statement as a group.
have 5 minutes to come up with as
many questions as you can.
Remember to follow the rules for
the QFT process.
Input, 20 Now that you have come up with Students will label their
Modeling, & min your list of questions, label each questions as closed and opened
Check for question closed or open. When and then identify their best
Understandin you are done that, each group is discussion question from their
g going to pick their top question. list.
Pick a question you think will lead
to a deep discussion with your When they are done with that,
classmates and mark that on your the students will participate in
paper. a class discussion that is based
off the questions they came up
After students have picked their with.
question, I will lead the class in a
discussion. We will spend a little bit Students will read and analyze
of time on each groups question. the title to help them predict
This will help activate the prior what they think the article will
knowledge of the students that is be about.
needed for the rest of the class.

After the discussion, I will ask

students to take out a piece of paper
and a pencil. On the power point, I
will put up the title of the article on
Modern Family.

19
 This is the title of an article you are
going to read in just a moment. In a
couple of sentences, predict what
you think this article will be about
based on the title. Once you have
written that down, we will pass out
the article.
Guided 15 Now that you have predicted what Students will take the time to
Practice min it will be about, you are going to read and annotate the article on
read the article. While you are their own. This will be done
reading, take notes on the page. silently.
Mark any vocabulary words you are
unfamiliar with (you can do this in
any way that works for you). As
you are reading, make sure you are
identifying: who or what is each
section mostly about, what is the
most important information about
the who or what, and what the main
idea is (rewritten in a small number
of words). You can take notes on
anything else you think is important.
After you have finished reading,
summarize the article in your own
words. Make sure you relate the
article back to the statement we
looked at at the beginning of class.

The discussion about what the

students found in the article will
take place during the second part of
this lesson.
Independent 13 Now that you have analyzed the The students will participate in
Practice/ min article were going to have a the class discussion.
Homework discussion about it. To start with, do
you agree or disagree with the
articles view of Modern Family?
Why or why not?

We will continue to discuss the

article and other forms of media for
the rest of class.
Closing/ 2 min Before you leave, take out a piece Students will complete the exit
Summary of paper and complete the exit slip. slip individually.
When you are done with that you
can put it in the Turn In Bin and

20
 pack up. Thank you for all your
hard work today!

The students will respond to the

prompt on the board: Pick a TV
show and talk about how it portrays
women. Is it a negative or positive
portrayal? How do you think that
impacts society?
Assessment of Student Learning
I will be using the discussion and the exit slip to assess student understanding from the lesson.
The exit slip asks them to apply the things we talked about in the discussion to a different TV
show. This will help me understand whether they have learned the desired skills.

21
Lesson Plan #2 PowerPoints

22
Kayla Upadhyaya: 'Modern Family' has misplaced values despite big success
By Kayla Upadhyaya, Daily TV/New Media Columnist
Published March 18, 2012
Five Emmys in one year is no easy feat, but Modern Family made it look like a cakewalk this
past August when the ABC sitcom raked in wins for Outstanding Comedy Series, Outstanding
Directing for a Comedy Series, Outstanding Supporting Actor in a Comedy Series, Outstanding
Supporting Actress in a Comedy Series and Outstanding Writing for a Comedy Series.
Exhausted? Youre not alone. Hearing any shows title called out that many times in one awards
ceremony would make me uneasy, because it means other deserving shows are probably being
ignored.
Dont get me wrong when Modern Family first came out, I was instantly smitten. But lately,
Ive been finding more and more reasons to complain about the show. Lets put the Emmy topic
aside, since I dont wish to discuss whether it deserved its endless wins. The absurd lack of
nominations year after year for Community and Parks and Recreation is enough proof that
the Academy of Television Arts & Sciences is woefully wrong when it comes to recognizing
televisions best comedies, and I would hate to beat a dead horse (its probably too soon to make
a Luck joke, right?).
Instead, lets focus on how Modern Family is fooling itself and its viewers. As the title and
many of the themes suggest, Modern Family wants so desperately to be a progressive
movement, a champion of breaking down the traditional family and defying social norms. But
the show falls very short of this ambitious goal, often perpetuating sexist stereotypes and limiting
the characters to gender roles that are anything but modern.
For one, none of the women on the show have jobs outside of the home. Id be more willing to
let this slide, because yes, some women make the choice to stay at home and theres nothing
necessarily wrong with that. But Claire either fails or is depicted as inferior every time she enters
the realm outside of motherhood or wifedom, which really sends a message about where the
writers of Modern Family believe a woman belongs.
No episode makes this clearer than Hit and Run, when Claire decides to run for city council.
At first, I was thrilled because Claire seems genuinely thrilled herself. But then I realized that the
show is setting her up to fail. Claire has barely even made up her mind to run before everything
starts spiraling out of control: Phil accidentally punches Luke in the face when trying to nurse a
scratch, he gives Alex the wrong allergy medicine, and he just generally fails to run the house
with the efficiency of Claire.
Of course we laugh at Phils ineptitude, but what is the show trying to say? Can Claire really not
balance the roles of a career woman and a mother? On top of this, Phils main reason for wanting
Claire to run for office is because hes turned on by powerful women, not because he wants
Claire to succeed. Hit and Run similarly mistreats Gloria, who spends the whole episode trying
to get her husband and son to listen to her advice. Jay finally allows Gloria to help him with a
sales pitch, but what wins the client over? Well, her natural assets, of course.
Every once in a while, Modern Family will have an episode that makes me say yes, theres that
forward-thinking mentality youre always preaching and rarely practicing! Take Virgin
Territory for example. Alex inadvertently reveals to Phil that Haley isnt a virgin. Phil is
initially shellshocked though no one else is doesnt he remember former boyfriend Dylans
hit song In the Moonlight (Do Me)? But Phil doesnt lock Haley in a cellar for the rest of her
life or patronize her with a lecture. Instead, he assures her that if she feels ready, he trusts her to
make decisions for herself. Cue the waterworks.

23
But then Virgin Territory was immediately followed by the problematic Leap Day. The
episode was already destined to fail, following the ingenious Leap Day-themed 30 Rock
episode that so wonderfully created an imaginary holiday I wish was real.
Modern Family s Leap Day is centered around Phils favorite day being ruined when Haley,
Alex and Claire all slip into ultra-emotional states since, as Luke excellently puts it, theyre all
monsterating. Other sitcoms have succeeded with a similar premise, but Modern Family
comes across as insincere, trite and offensive, focusing mainly on the plight of poor Manny,
Luke and Phil in the situation and making the Dunphy women look like actual crazy people.
Whats more, the B-plot features Jay questioning his masculinity since he avoids conflict when
men insult Gloria. We got the great payoff of Sofia Vergara socking John DiMaggio in the face,
but is the show trying to say that Jay is less of a man because of his pacifism? The sidestory was
too underdeveloped for me to come to any major conclusions about its message, which is a
whole other problem in and of itself.
Id have more of a problem with Modern Family if it wasnt so funny and if it didnt feature a
superb cast, including some of the most talented child actors around (Rico Rodriguez and Nolan
Gould are the best things to have happened to television in a while). And the writers usually
succeed in taking simple plotlines and making them hilarious Claire desperately trying to get
her daughters to friend her on Facebook reminded me so much of my own mother that I couldnt
help but laugh (sorry mom, still not going to happen!).
But when creator Steven Levitan remarks in his umpteenth Emmy acceptance speech that fans
come up to him and say things like You're not just making people laugh; you're making them
more tolerant, I cant help but want to tell everyone to calm down. Yes, I think its great that the
show features a same-sex couple raising their adopted Vietnamese child and functioning like any
other family, but lets not forget that this is a show about upper-middle-class families in the
suburbs whose biggest problems are things like whether or not they should confess to their golf
buddies that they didnt make that hole-in-one or what elaborate theme they should select for
their spouses birthday party. Is this what the modern family looks like? Where are the single
mothers and the parents struggling to make ends meet?
If Modern Family were truly teaching tolerance, it would be more attentive to its female
characters and gender dynamics within the show. And until it does so, I simply cant agree with
the critics who laud the show as one of the best.

24
Exit Slip

With you group, identify a list of TV shows that have negative portrayals of women.
Individually, pick a TV show from the list and talk about how it portrays women. Is it a negative
or positive portrayal? How do you know which one it is? How do you think it impacts society?

25
Lesson Plan #3:
Course Name: English 12 Honors Standard Honors AP
Unit Title: A DOLLS HOUSE Day: 3 of 45
Unit Learning Goals:
How do works of literature advocate changes in societal attitudes or traditions?
How does the representation of gender roles within literature accurately or inaccurately
reflect the cultural perspectives of women in society?
How do historical and social events shape the literature?
Specific Lesson Objectives
Students will understand:
How to analyze a literature text while using textual evidence to support that analysis (RL1)
How language is used to express certain ideas and messages (L5)
Students will know:
How to use the TP-CASTT strategy to analyze a poem
How English strategies are applicable to their lives
Students will be able to:
Complete an analysis of a poem
Discuss how audio and visuals can enhance the meaning of a poem
Prepare notes for a discussion based on how women are viewed in todays society

Key Vocabulary for this Lesson

TP-CASTT
Materials
Copies of the song lyrics
Copies of the TP-CASTT analysis sheet
Technology Needs
Computer
Projector
Document Cam
Power Point

LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Students will summarize what was discussed during the previous class. They will have the
chance to add anything new they thought of.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section Time What the Teacher will do: What the
Students will
do:
Statement of 5 The objectives and essential question for the lesson Students will
Objective & min will be posted on the board along with any read the
Purpose homework for that night. objectives and
essential

26
 Please put your grammar warm-up away in your question from
grammar section. As you are doing that, who can the chalkboard.
tell me what we talked about yesterday. Did we hit
on any points you think were important in relation Students will
to todays society? summarize
what was
discussed the
day before.
They will
participate in a
quick
discussion.
Input, 15 Today we are moving on and looking at some Students will
Modeling, & min poems. Before we begin looking at any texts, I read over the
Check for want you to take a moment to look over the handout sheet they are
Understandin we are giving you right now. Read the whole given and write
g handout and make sure you understand everything. down any
Write down any questions you do have. questions they
may have about
I will pass out the TP-CASTT analysis sheet. After the strategy.
the students have had a chance to look over the
page, I will give them some time to ask any Students will
clarifying questions they may have. offer up any
questions they
Next I will lead them in a group analysis of Barbie have about the
Girl. As a group we will follow the steps of TP- strategy.
CASTT. I will use the document cam to take notes
on the poem itself. As we are moving through,
students will take notes as well and complete a full Students will
analysis of the poem. follow along
and participate
in the class
discussion.
They will be
actively taking
notes on their
copy of the
poem.
Guided 20 Now that we have done an analysis of one poem Students will
Practice min together, you are all going to work in groups to complete an
complete a TP-CASTT analysis of a different poem. analysis of their
There are two poems; half of the class will get one assigned poem
poem and the other half of the class will get the with their
other poem. group.

The students will work together to complete an After the

27
 analysis of their assigned poem while I move allotted time for
around the classroom helping those who are the analysis,
struggling. students will
read the other
Time is up for your analysis. Please put it to the poem.
side and take a minute to read the other poem. You
do not need to analyze this one, just familiarize Students will
yourself with what it is about. then participate
in a class
Once the students have finished reading both discussion
poems, we will have a class discussion about what about their
students found in their assigned poem. When we assigned poem.
are talking about the poem they did not read,
students should be taking notes from the discussion.
Independent 10 These poems that you have just read and analyzed Students will
Practice/ are actually song lyrics. Did anybody have an idea watch the music
Homework that they were songs? Right now, we are going to videos and take
watch the music videos for these two songs. As you notes.
are watching them, take notes about how the visuals
help the audience decipher the meaning of the Students will
poem. Be prepared to talk to your groups about participate in a
this. group
discussion
Settle Down: https://www.youtube.com/watch? about what they
v=yHV04eSGzAA saw for both
Dollhouse: https://www.youtube.com/watch? songs.
v=HcVv9R1ZR84
Closing/ 5 On a piece of paper, write down whether you think Students will
Summary these songs are effective in calling attention to complete the
gender stereotypes in todays society. When you are exit ticket and
done turn that in as well as your analysis and song turn in all of
lyrics. Make sure your name is on everything. their work from
the day.
Assessment of Student Learning
I will be assessing students through the use of class discussion. I will also use their exit ticket to
determine how well they were able to grasp the meaning of songs as well as their analysis.

28
Lesson Plan #3 PowerPoints

29
30
Settle Down" - Kimbra
I wanna settle down I saw her with you
I wanna settle down Monday morning small talking on the
Won't you settle down with me? avenue
Settle down She's got a fancy car
She wants to take you far
We can settle at a table From the city lights and sounds deep into the
A table for two dark
Won't you wine and dine with me?
Settle down Star so light and star so bright
First star I see tonight!
I wanna raise a child Star so light and star so bright
I wanna raise a child Keep him by my side
Won't you raise a child with me?
Raise a child I wanna settle down
I wanna settle down
We'll call her Nebraska Baby there's no need to run
Nebraska Jones I'll love you well
She'll have your nose I wanna settle down
Just so you know It's time to bring you down
On just one knee for now
I wanna settle down Let's make our vows
I wanna settle down
Won't you settle down with me? Star so light and star so bright
Settle down First star I see tonight!
Star so light and star so bright
Run from Angela Vickers Keep him by side!

31
"Dollhouse" Melanie Martinez
Hey, girl, open the walls, play with your
dolls Places, places, get in your places
We'll be a perfect family. Throw on your dress and put on your doll
When you walk away is when we really play faces.
You don't hear me when I say, Everyone thinks that we're perfect
"Mom, please wake up. Please don't let them look through the
Dad's with a slut, and your son is smoking curtains.
cannabis."
Picture, picture, smile for the picture
No one ever listens, this wallpaper glistens Pose with your brother, won't you be a good
Don't let them see what goes down in the sister?
kitchen. Everyone thinks that we're perfect
Please don't let them look through the
Places, places, get in your places curtains.
Throw on your dress and put on your doll
faces. D-O-L-L-H-O-U-S-E
Everyone thinks that we're perfect I see things that nobody else sees.
Please don't let them look through the (D-O-L-L-H-O-U-S-E
curtains. I see things that nobody else sees)

Picture, picture, smile for the picture Hey, girl (hey, girl, hey, girl, hey, girl, hey,
Pose with your brother, won't you be a good girl, hey, girl, hey, girl, hey, girl...)
sister? Hey, girl, open your walls, play with your
Everyone thinks that we're perfect dolls
Please don't let them look through the We'll be a perfect family.
curtains.
Places, places, get in your places
D-O-L-L-H-O-U-S-E Throw on your dress and put on your doll
I see things that nobody else sees. faces.
(D-O-L-L-H-O-U-S-E Everyone thinks that we're perfect
I see things that nobody else sees) Please don't let them look through the
curtains.
Hey, girl, look at my mom, she's got it going
on Picture, picture, smile for the picture
Ha, you're blinded by her jewelry. Pose with your brother, won't you be a good
When you turn your back she pulls out a sister?
flask Everyone thinks that we're perfect
And forgets his infidelity. Please don't let them look through the
Uh-oh, she's coming to the attic, plastic, curtains.
Go back to being plastic.
D-O-L-L-H-O-U-S-E
No one ever listens, this wallpaper glistens I see things that nobody else sees.
One day they'll see what goes down in the (D-O-L-L-H-O-U-S-E
kitchen. I see things that nobody else sees)

32
"Barbie Girl" - Aqua
Hi, Barbie Make me walk, make me talk, do whatever
Hi, Ken! you please
Do you wanna go for a ride? I can act like a star, I can beg on my knees
Sure, Ken! Come jump in, bimbo friend, let us do it again,
Jump in... Hit the town, fool around, let's go party
You can touch, you can play, if you say, "I'm
I'm a Barbie girl in the Barbie world always yours."
Life in plastic, it's fantastic! You can touch, you can play, if you say, "I'm
You can brush my hair, undress me always yours."
everywhere
Imagination, life is your creation Come on, Barbie, let's go party!
Come on, Barbie, let's go party! (ah-ah-ah-yeah)
Come on, Barbie, let's go party!
I'm a Barbie girl in the Barbie world (uu-oooh-u) [2x]
Life in plastic, it's fantastic! Come on, Barbie, let's go party!
You can brush my hair, undress me (ah-ah-ah-yeah)
everywhere Come on, Barbie, let's go party!
Imagination, life is your creation (uu-oooh-u) [2x]

I'm a blond bimbo girl in a fantasy world I'm a Barbie girl in the Barbie world
Dress me up, make it tight, I'm your dolly Life in plastic, it's fantastic!
You're my doll, rock'n'roll, feel the glamour in You can brush my hair, undress me
pink, everywhere
Kiss me here, touch me there, hanky panky... Imagination, life is your creation
You can touch, you can play, if you say, "I'm
always yours." I'm a Barbie girl in the Barbie world
Life in plastic, it's fantastic!
(uu-oooh-u) [2x] You can brush my hair, undress me
everywhere
I'm a Barbie girl in the Barbie world Imagination, life is your creation
Life in plastic, it's fantastic!
You can brush my hair, undress me Come on, Barbie, let's go party!
everywhere (Ah-ah-ah-yeah)
Imagination, life is your creation Come on, Barbie, let's go party!
(uu-oooh-u) [2x]
Come on, Barbie, let's go party! Come on, Barbie, let's go party!
(ah-ah-ah-yeah) (ah-ah-ah-yeah)
Come on, Barbie, let's go party! Come on, Barbie, let's go party!
(uu-oooh-u) [2x] (uu-oooh-u) [2x]
Come on, Barbie, let's go party!
(ah-ah-ah-yeah) Oh, I'm having so much fun!
Come on, Barbie, let's go party! Well, Barbie, we're just getting started
(uu-oooh-u) [2x] Oh, I love you, Ken!

33
 TP-CASTT Poetry Analysis

TITLE:
Consider the title and make a prediction about what the poem is about.
______________________________________________________________________________
_______________
PARAPHRASE:
Translate the poem line by line into your own words on a literal level. Look for complete
thoughts (sentences may be inverted) and look up unfamiliar words.
______________________________________________________________________________
_______________
CONNOTATION:
Examine the poem for meaning beyond the literal. Look for figurative language, imag
-
ery, and sound elements.
______________________________________________________________________________
_______________
ATTITUDE/TONE:
Notice the speakers tone and attitude. Humor? Sarcasm? Awe?
______________________________________________________________________________
_______________
SHIFTS:
Note any shifts or changes in speaker or attitude. Look for key words, time change, punctuation.
______________________________________________________________________________
_______________
TITLE:
Examine the title again, this time on an interpretive level.
______________________________________________________________________________
THEME:
Briefly state in your own words what the poem is about (subject), then what the poet is saying
about the subject (theme).
Exit Slip

Write down whether you think these songs are effective in calling attention to gender stereotypes
in todays society. Make sure you explain your reasoning.
Lesson Plan #4:
Course Name: English 12 Honors Standard Honors AP
Unit Title: A DOLLS HOUSE Day: 13 of 45
Unit Learning Goals:
How do works of literature advocate changes in societal attitudes or traditions?
How does the representation of gender roles within literature accurately or inaccurately
reflect the cultural perspectives of women in society?
How do historical and social events shape the literature?
Specific Lesson Objectives
Students will understand:
How to write an informative text that conveys chosen complex ideas and concepts (W2)
How to adapt their writing for their chosen audience and purpose (W4)
How to use technology in a way that elicits feedback from their peers (W6)
How to identify and use strong evidence from the text to guide their writing (RL1)
The impact of choices made on the story being told (RL3)
Students will know:
What is included in a typical playbill note
What the benefit of a playbill note is and why they are included
Students will be able to:
Identify the parts that make up a good playbill note
Write their own playbill for their adaptation of A Dolls House

Key Vocabulary for this Lesson

Playbill
Dramaturg
Director
Producer
Designer
Materials
Sample Playbills
Technology Needs
PowerPoint
Computer
Projector
Mobile Lab

LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
As the students come into the classroom, there will be a pile of playbills on their tables and
music playing over the speakers. I will be playing the Into the Woods Mashup by Nick Pitera.
There will be a slide with the question: Why do we care about playbills?
https://www.youtube.com/watch?v=8AVzAA58vlY
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section Time What the Teacher will do: What the Students will do:
Statement of 10 The objectives and essential Students will read the
Objective & min question for the lesson will be objectives and essential
Purpose posted on the board along with any question from the chalkboard.
homework for that night.
Students will participate in the
Who has been to see a live theatre class discussion about playbill
production? It could have been the notes.
schools recent production of A
Midsummers Night Dream. How
many of you actually read what was
in the program? For most theatre
productions, the main contributors
write something called a program
note that is included in the playbill.

I will lead them in a discussion

about their experience with playbill
notes, answering any questions they
may have along the way. We will
also discuss an example of a play
where different themes could be
emphasized in the production (Into
the Woods). This would be
explained in the playbill notes.
Input, 10 On your table are several programs Students will read different
Modeling, & min from different productions, both playbill notes and take notes
Check for professional and high school. Take on what they see makes up a
Understandin some time to read at least two of the good playbill note.
g notes and make a list of what you
think makes a good playbill note. Students will participate in the
What do they talk about? What do class discussion.
they want the audience to learn from
their note?

I will walk around the classroom

making sure students are staying on
track during this process. I will also
be available for any questions they
may have.

Now that you have had a chance to

look at some playbills and take
notes, what did you notice? What
do you think makes up a good
playbill note?
 I will facilitate a class discussion
about what they found during their
readings.
Guided 25 We are now going to spend the rest Students will retrieve
Practice min of today working on writing our own computers from the mobile
playbill notes. These notes are lab.
connected to the group adaptions
you have been working on. Students will work on writing
Everyone should already have an their notes for the rest of the
assigned role in the group, you will period.
be writing a playbill note for that
role. Make sure you are writing
your note in Google Docs. We will
be using Google Docs to peer edit
our notes tomorrow.
Independent 5 min If you do not finish your note in Students will finish writing up
Practice/ class today, you will complete it for whatever they need to wrap up
Homework homework. Be prepared to complete their work for today.
a peer edit of each others notes
tomorrow in class. Before you turn
everything off, please share the
document with me.

The students will use the comment

tool in Google Docs to make
comments and edits to their peers
paper.
Closing/ 5 min Please save your work and turn off Students will replace the
Summary the computers. Once they are off, computers and then meet with
put them back in the cart. Then as a their groups. They will decide
group, figure out who will be who the first person to review
reviewing whos work tomorrow. their paper is.

For the peer review tomorrow, we

will attempt to have each person
review everyones paper from his or
her group. This will give the
students the most amount of
feedback possible. They will also
then have to decide what is good
feedback and what is unnecessary.
Assessment of Student Learning
I will be able to assess students on their general understanding through the class discussions we
will have at different points during the period. I will also have a shared document for each of the
students in the class. Using this tool, I will be able to tell if students are on the right track or if
we need to spend more time as a class tomorrow before going into a peer edit.
Lesson Plan #4 PowerPoints
Assessment Through GAFE:
The students will be assessed throughout the class on their progress. I will be able to take the
time and help those who are struggling. I will also be able to view their documents in GAFE.
Lesson Plan #5:
Course Name: English 12 Honors Standard Honors AP
Unit Title: A Dolls House Day: 41 of 45
Unit Learning Goals:
How do works of literature advocate changes in societal attitudes or traditions?
How does the representation of gender roles within literature accurately or inaccurately
reflect the cultural perspectives of women in society?
How do historical and social events shape literature?
Specific Lesson Objectives
Students will understand:
How to thoughtfully respond to work presented by their peers with diverse perspectives
(SL1)
What to look for when evaluating a speakers point of view, reasoning, and use of rhetoric
(SL3)
How to determine the meaning of words and phrases as they are used in the context of an ad
(RI4)
Students will know:
What is considered a positive example of a satirical ad
Students will be able to:
Give positive feedback to their peers on their satirical ads
Reflect on their experience and give themselves a grade for their project

Key Vocabulary for this Lesson

N/A
Materials
Rubrics
Paper
Technology Needs
Computer
Projector
Speakers

LESSON ACTIVITIES
Opening (Hook, Warm-Up, Anticipatory Set, Review, etc.)
Students will begin class reflecting on their experience creating their satirical ad through a
warm-up that will be on the board when they enter the classroom.
Procedure: Include all sections that apply to this lesson; combine as necessary.
Section Time What the Teacher will do: What the Students will do:
Statement of 5 min The objectives and essential Students will read the
Objective & question for the lesson will be objectives and essential
Purpose posted on the board along with any question from the chalkboard.
homework for that night.
Students will complete the
Please take out a sheet of paper and warm-up where they will
 complete the warm-up on the board. reflect on the process of
You will have five minutes to making their video.
complete this.
Input, 10 Today we are going to watch The students will participate in
Modeling, & min everyones satirical ads that you a discussion where they will
Check for have all been working on. As you determine how they will grade
Understandin are watching the ads you will be the videos they are watching.
g giving positive critiques to your
classmates and a grade for their
video.

The students will need their rubrics

that were given to them when they
started the project.

As a class, lets decide what you

think you should be looking for
while watching these videos. Take a
look at your rubric to see what I am
looking for when grading your
video. What things should we focus
on as a class?

As a class, the students will decide

how they will grade each others
videos.
Guided 5 min Lets start with an example. Well The students will watch and
Practice watch this video and then as a class, grade the sample video.
decide what grade it should get.
Remember to be positive in the
critiques you give your classmates.

We will watch a video and grade it

as a class.
Independent 25 Now we are going to watch the The students will watch and
Practice/ min videos. On a piece of paper take grade each video
Homework notes about what you see in the
videos and give each group a grade.

The students will watch the videos

and grade silently on their sheet of
paper.
Closing/ 5 min On the same piece of paper that The students will complete the
Summary you did your warm-up on, write exit slip on their own.
down what grade you think your
group should get for your video and
 why. Make sure you are keeping in
mind the rubric and what we came
up with as a class.
Assessment of Student Learning
I will assess student understanding about the expectations of the project through the exit slip. I
will also be grading the videos they are presenting to the class.
Lesson Plan #5 PowerPoints
Exit Slip

Write down what grade you think your group should get for your video and why. Make sure you
are keeping in mind the rubric and what we came up with as a class.
Appendix 1: A Dolls House Production Assignment

I. SUMMATIVE ASSIGNMENT RATIONALE: My unit plan explores how literature can

explore social issues and comment on those prevalent issues in society. There are several
overarching learning goals for the unit. They include determining an authors point of view or
purpose in a text, analyzing different parts of a text that portray the female character as a heroine,
and citing evidence from the text that support both of these skills. This assessment will be used
around halfway through the quarter. It will require students to analyze a text and the
development of a selected theme and examine how social events affect the play. Students will be
put into groups and assigned a section of the play. They will then decide what themes they want
to emphasize and adapt their section. They can change the time and setting of the play as well as
the language. Once they have finished adapting their assigned section, they will each write a
playbill note. In this note, they will have to justify the choices they made as a group. The last
part of the assignment will be to present their adapted section to the rest of the class. This
assessment is helpful in checking student understanding; it allows for the students to show the
depth of their knowledge and understanding of the play as well as how society (in any time) can
affect the writing of the story. This will be a criterion-referenced assessment.
Unit Plan Learning Goals
This assignment assesses student understanding of the following unit plan learning goals:
Students will be able to determine an authors point of view or purpose in a text
Students will be able to cite evidence from the text that support an analysis of the
text
Students will be able to analyze the development of two or more themes or central
ideas over the course of the text
Unit Plan Learning Objectives
Students will be able to
Analyze the development of two ore more themes or central ideas over the course
of the text (RL.11-12.2)
Analyze a case in which grasping the point of view requires distinguishing what is
directly stated in a text from what is really meant (RL.11-12.6)
Develop and support a claim with textual evidence (RL.11-12.1, W.11-12.2, W.11-
12.9))
Participate effectively in collaborative discussions (SL.11-12.1)
Adapt speech to a variety of contexts and tasks (SL.11-12.16)
Write narratives to develop events using effective technique, well-chosen details,
and well-structured event sequences (W.11-12.3)
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience (W.11-12.4)
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience (W.11-12.5)

II. SUMMATIVE ASSIGNMENT DESCRIPTION:

A Dolls House Production
Ms. Williams, English 12
 Due Date: December 2nd
ASSIGNMENT DESCRIPTION: Throughout the course of this quarter, we have been looking
at the themes Ibsen wanted to express in his play and what we can learn from it. For this
assignment you will be working in groups to create your own adaption of A Dolls House. You
will choose a theme that Ibsen presents and create your own choices to emphasize that theme.
You should change the setting (time and/or place) and the language in the play to fit your needs.
There will be three parts to the assignment: Part 1) Adapting the Script; Part II) Performance of
adapted section; Part III) Playbill notes (this part will be done individually). The total
assignment will be worth 120 points. (Each phase comprises 40 points of the total 120 points).
Part I) Script Adaptation (40 points): During this phase of the project, you will work with
your group to make choices about how to portray your chosen theme. You will re-write your
assigned section in your chosen time and place. Make sure to adapt the language to fit the new
setting. Re-write the play to make sure your audience will be able to pick up on the themes you
want to focus on.
Part II) Performance (40 points): You and your group will perform your adaption of A Dolls
House in front of the class. As a group, you will decide who is assigned what character. You
will use the character analysis we completed earlier in the quarter while reading the play to help
inform your choices of how you portray them. I will be looking for your own interpretation of
the character throughout the performance. Make sure you are able to justify any choices you do
make. As a group, you may bring in props and/or costumes if you think they will help improve
your performance.
Part III) Playbill Note (40 points): Each person in your group will be assigned a role essential
to the production of a play (dramaturg, director, producer, designer, etc.). Using the examples
provided in class, you will create your own playbill note. In this note, you will explain the
choices your group made and why you made them. Make sure to include what you want the
audience to take away from your performance and how your changes will help them understand
what is going on.

III. SUMMATIVE ASSIGNMENT RUBRIC:

There are three rubrics that will be used for this assignment: narrative writing, explanatory
writing, and performance. Each rubric is a 40-point rubric that measure final products produced
by students. The performance rubric will look at delivery, organization, ideas & development,
and voice. The explanatory rubric will look at reading/research, development of ideas,
organization, and language and conventions. The narrative rubric will look at development of
ideas, organizations, word choice, and language and conventions.
Appendix 2: Title that describes student work or additional assessment