in time for the start of class, finish reading Ibsen’s play, first performed in December of 1879
learning goals: how do you decide which questions about plot and character need answering before others? How do authors use uncertain situations to bring readers or audiences into a story? Does a play do this differently than a short story or novel?
Review questions that people have after the first two acts of Ibsen’s 1879 play, A Doll’s House.
What are the current ramifications of the play’s title?
Take parts and together start reading Act 3 together
(How do you imagine the play’s conflicts will be resolved? What in the play so far leads you to imagine such resolutions?)
learning goal: How can initial questions raised in a story work to the story’s advantage in the long run? When reading a story, what kinds of uncertainty fuel you, or frustrate you?
the gift of time (to read as far into Act Two as you thoughtfully can)
Which of your initial questions have (a) been answered (b) grown more complicated or (c) remained? What do the conditions of your questions suggest about the central conflicts of the play?
and please come with questions small or large, specific or general
learning goals: Which marks appear most often in my writings so far? After reading the opening scenes of Henrik Ibsen’s play A Doll’s House, what questions do I most want to ask? (Among the various questions I have, why do I want most to ask these several ones?
time to update Qmark Tally Sheets (QMTS)
hand updated QMTS to Mr. Brown
time to start reading Ibsen’s play, available on this course blog ()
time to respond to Mr. Brown about your early reading of Henrik Ibsen’s play, which is set in late 19th c. Scandinavia/western Europe–format TBA
By the start of Tuesday’s class, please have finished reading Ibsen’s play. Compare this ending to the one you predicted.
Also, review the text of the sheet on which you wrote your prediction–especially the two sections above the line. When do you think these statements were written? How much do you think they apply to today’s American society?
F / 8:30
H / 11:45
learning goal: what does the outcome of Ibsen’s play reveal about the dynamics between Nora and Torvald in the play’s opening scenes?
together, aloud, read as far through Act 3 as possible
By the start of Friday’s class, please have read to the end of Act 2 in A Doll’s House. Before you start reading Act 2, write notes to yourself about the one or two main conflicts in the story, as you see them.
As you read Act 2, watch what happens to these conflicts. For example, how much do they intensify and what makes them increase?
At the end of Act 2, which conflicts are in most desperate need of resolution?
If y ou want something else to watch, keep an eye on Torvald’s sobriquets for Nora, and her reactions to them. For example, do you see any change in the frequency of his nicknaming, or the tone with which he uses them? Do you see any change in her response to this language?
F / 10:30
H / 1:50
learning goal: at what point do nicknames harm more than benefit?
How many squirrels, and such?
What do you think?
Let’s read, and watch, closely, listening between the lines (from page 13 of the PDF)
DH sobriquets: # of times the following items appear in pp. 1-13
the adjective “little”
==> effect of Torvald’s use and Nora’s response (in light of Hamlet’s statement that plays hold up a mirror to nature–i.e., show us something about ourselves in a particular time)
given Nora’s response to these sobriquets, how do you interpret her complaint to Mrs. Linde that people do not take her seriously?