Setting and Symbolism in A Doll's House

This lesson is designed as a follow-up to the reading and discussion of the play A Doll's House by Henrik Ibsen. An understanding of the two literary terms setting and symbolism, and their impact on a work of literature, are essential to students' success in following the guidelines outlined in the North Carolina English Language Arts Standard Course of Study. This lesson has been modified for English Language Learners at the intermediate high proficiency level, but would also be adaptable for learners at the novice or advanced levels.

A lesson plan for grades 9–12 English Language Arts and English Language Development

By Guy Hill and Crystal Brown

About the authors

This lesson plan was created by Guy Hill and Crystal Brown. We both teach at Triton High School in Harnett County. Crystal has taught ESL for 5 years and Guy has taught English for 8 years. Crystal is a graduate of Western Carolina Univ. and Guy is a graduate of UNC-CH and Wake Forest Univ.

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• Learn more about English language arts and English language development.

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Learning outcomes

Students will:

• define the word symbol, and identify and explain several symbols in the play A Doll’s House.
• define the word setting and explain how the setting of a work of literature influences the characters.

Teacher planning

Time required for lesson

3 days

Materials/resources

• A copy of the play A Doll’s House for reference.
• A clock and a map.
• Poster board, glue, approx. 25-35 magazines and scissors.

Technology resources

Computer Lab access
Internet Connection
Encyclopedias (optional)

Pre-activities

• Teacher and students should have already read the play A Doll’s House by Henrick Ibsen and students’ comprehension should have already been assessed before beginning this lesson.
• Teacher should review the definitions of the literary terms symbol and setting preferably by using illustrations. Ex. Symbol- draw a stoplight and discuss what each color represents Ex. Setting- use a clock to represent when and use a map to represent where.
• In an additional reinforcement of the definition of symbol, students can be placed in even numbered groups. Give students 2 or 3 magazines and a few pairs of scissors, and instruct them to find and cut out symbols. With poster board and glue, have the students create a collage using the pictures they cut out. Instruct the students to write what the pictures symbolize on the back of the posterboard in the corresponding location of the image on the front. When all groups have finished their collages, have one group at a time come to the front of the classroom and present their collage to the class. These students then assume a teacher’s role as they elicit suggestions from the rest of the class as to what the pictures on their collage might represent. After all suggestions have been mentioned, the students in the group then reveal their own interpretations to the rest of the class. Teachers may assign roles to each student in the group (Ex. paster, cutter, recorder, collage holder, symbol indicator).

Activities

1. Require a written response for the following suggested questions:
   • Name three symbols in this play. Explain what they symbolize.
   • Explain the setting and analyze how the characters are limited by their surroundings (time and place).

   Common symbols and what they symbolize are as follows:

   • Nora’s macaroons - secrecy and lies
   • Torvald’s childlike pet names for Nora (lark etc.) -
   • Torvald’s perception of Nora
   • the mailbox keys - control in the relationship
   • Krogstad’s 1st letter to Torvald - the truth
   • Nora taking off her costume - Nora revealing her true self and taking off her costume of lies
   • Nora slamming the door - Nora closing this chapter of her life.
2. Teachers should facilitate a student discussion about symbols and the setting of A Doll’s House. The teacher should write down 5 of the students’ suggested symbols on the board.
3. In order to reinforce the definition of setting and to give students a more broad understanding of how the setting affects a work of literature, have students research other countries, during the same time period. The setting of A Doll’s House is Norway, in the late 1800’s (play published in 1879). The teacher should research answers to the following questions in order to model for the students:
   • What rights do women have now that they did not have in Norway in 1879 concerning voting, property ownership, and employment?
   • What was the accepted opinion about women’s responsibilities in Norway in 1879? What were women expected to do? How are these beliefs similar or different to current beliefs?

   Assign students to groups of three or four and have them research the answers to these questions for other countries. Make sure the students know they are answering these questions in the context of the year 1879. Some suggested countries are the U.S., England, Mexico, Nigeria, Germany, France, Russia, and Canada. Have the students answer the following questions:

   • Can women vote? If not, what year did they obtain this right? If so, what year did they obtain this right?
   • Are women allowed to have a paying job? Are there any specific cicumstances that govern if or what kind of job women can hold? What kinds of jobs are open or closed to women?
   • Can women own property? If not, are there any extenuating circumstances that allow women to own property?

   Instruct the students to present the answers to those questions in the form of an oral presentation. The teacher has the option of requiring a visual aid (perhaps a chart) to show this information.

4. Facilitate a discussion of the findings of this research. Have the students discuss similarities and differences between the countries.

Assessment

• While students are engaged in Activity #2, a discussion of setting and/or symbols, the teacher should make a note of students participating in the discussion to assess student understanding of concepts.
• Students will evaluate each other’s collage presentation for effective use of symbols. Students will grade each group using a rubric. Teacher will consider student evaluations when assigning a grade for the collage. The teacher may use the same rubric for his/her own evaluation of each group’s collage.
• The teacher will evaluate each student group’s presentation by using the rubrics provided (one for the oral presentation and one for the chart). The teacher may also use the group’s chart (if assigned) when discussing the setting of other works of literature.
• The teacher will assess activity #4 by giving students credit for participating in the class discussion.

Supplemental information

None

Related websites

N/A

Modifications

• Extended time to complete assignments where necessary.
• Pre-activity #2 was designed with English Language Learners at differing ability levels in mind. Give students a role according to their strengths.
• Give these students the option of not having a speaking part when assigning group roles.
• Pair students with a native English speaking buddy as much as possible to aid in comprehension of these two major concepts and how they relate to the work of literature.
• Pair students with a native English speaker for the research assignment.
• Use of English/Native Language Dictionaries.

Alternative assessments

• English language learners can be assessed using a modified rubric which emphasizes their strengths and not their English-language weaknesses.
• Instead of assessing for comprehension and giving credit for student participation in whole class discussions, consider pairing students for more individual opportunities to speak. Use the strategy Think-Pair-Share: students consider a given topic, think about it, and then pair with a native English speaking partner to verbally share their thoughts. The teacher can walk around the room and make a note in the grade book of students’ participation/ comprehension.
• English language learners may be assessed on the visual aid / chart of their research findings without having to present orally to the class.

Critical vocabulary

symbol, setting

Comments

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