Williams, Stephanie

November 9, 2016

A Dolls House Production Assignment

Johns Hopkins University School of Education

ED.810.611: English Education Methods
Dr. Kate Allman

I. SUMMATIVE ASSIGNMENT RATIONALE (2 points): 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 (2 points):

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 (2 points):

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.
Rubric is attached.
 A DOLLS HOUSE PRODUCTION PLAYBILL NOTE

Task Description: 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.
 SCO
RUBRIC LEVEL OF MASTERY SCALE
RE
COMPONENT
S 1 (6 points
2 (7 points each) 3 (8 points each) 4 (10 points each)
each)

Makes inadequate Makes limited use of Makes adequate use Makes effective use of
use of available available resources of available resources available resources
Reading/Resea resources Inconsistently uses Mostly uses relevant Effectively uses
rch Inadequately uses relevant and sufficient and sufficient text relevant and sufficient
relevant and text support from the support from the text support from the
sufficient text resources with resources with resources with
support from the accuracy accuracy accuracy
resources with
accuracy

Attempts to Somewhat addresses Mostly addresses Effectively addresses

address the the writing task with
writing task but an inconsistent focus
lacks focus Somewhat appropriate
Development
Little to no development of the
of Ideas
development of topic using well-
the topic using chosen, relevant, and
facts, definitions, sufficient facts,
concrete details, extended definitions,
quotations, or concrete details,
other information quotations, or other
and examples information and
that are irrelevant examples appropriate
and/or insufficient to the audiences
knowledge of the topic
Identifies the Somewhat introduces Mostly introduces the
topic the topic
Has little or no Organizes ideas, Mostly organizes
evidence of concepts, and
purposeful information in a
organization or manner that may lack
cohesion cohesion
Lacks concluding Inconsistently uses
statement or appropriate and varied
section transitions to link the
Organization
major sections of the
text, create cohesion,
and clarify the
relationships among
complex ideas and
concepts
Provide a minimal
concluding statement
or section
writing task with a all aspects of the
focused response writing task with a
Mostly effective tightly focused and
detailed response
development of the
Effective and
topic using well-
chosen, relevant, and comprehensive
sufficient facts, development of the
extended definitions, topic using well-
concrete details, chosen, relevant, and
quotations, or other sufficient facts,
information and extended definitions,
examples appropriate concrete details,
to the audiences quotations, or other
knowledge of the information and
topic examples appropriate
to the audiences
knowledge of the topic
Effectively introduces
topic the topic
Effectively organizes
complex ideas, complex ideas,
concepts, and concepts, and
information to make information to make
important important connections
connections and and distinctions to
distinctions to support support the writing
the writing task with task and create
only minor issues in cohesion
cohesion Effectively uses
Mostly uses appropriate and varied
appropriate and transitions to link the
varied transitions to major sections of the
link the major text and clarify the
sections of the text, relationships among
create cohesion, and the complex ideas and
clarify the concepts
relationships among Provides an effective
complex ideas and
GRADE: ________________
 A DOLLS HOUSE PRODUCTION - PERFORMANCE

Task Description: 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.
 RUBRIC SCO
LEVEL OF MASTERY SCALE
COMPONEN RE
TS 1 (6 points each) 2 (7 points each) 3 (8 points each) 4 (10 points each)
Delivery The actors use of The actors use of vocal The actor uses mostly The actor effectively varies
vocal delivery delivery techniques and effective vocal delivery vocal delivery techniques and
techniques and non- non-verbal behavior may techniques and non- non-verbal behavior to show
verbal behavior is be uneven or verbal behavior to show the character and the action
inadequate or inconsistent character and action
inaccurate

Organization The actors The actors organize the The actors organize the The actors organize the scene
presentation of the scene to show the scene to show the action clearly to show characters
scene is inadequate action, though pacing with appropriate pacing listening and responding to
and may be inaccurate and movement may be and movement one another, with effective
uneven or inconsistent pacing and movement

Ideas & The actors The actor presents the The actor presents the The actor presents the
Development presentation of the character adequately, character in a generally character in a clear manner,
character is though actions and clear manner to develop providing a sense of subtext
inadequate and may language may be the characters and effectively developing the
be inaccurate uneven or inconsistent personality characters personality

Voice The actor has a voice The actor has a voice The actor has a voice The actor has a voice that is
that is indifferent and that is generally clear that is appropriate to the individual and engaging,
unengaged with the but may not be fully purpose and engages demonstrating awareness of
audience and purpose engaged with the the audience and respect for the audience
audience of purpose and the purpose

TOTAL
POINTS:
GRADE: ________________
 A DOLLS HOUSE PRODUCTION SCRIPT ADAPTATION

Task Description: 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.
 RUBRIC LEVEL OF MASTERY SCALE SCORE
COMPONENT 4 (10 points
S 1 (6 points each) 2 (7 points each) 3 (8 points each)
each)

Fails to develop Somewhat develops Mostly effective Effectively

experiences or experiences or development of develops
events using little events using experiences or experiences or
or no detail insufficient details events using events using
Lacks use of Inconsistently uses well-chosen well-chosen
narrative narrative techniques details details
techniques (such (such as pacing, Mostly effective Effectively uses
as pacing, description, multiple use of narrative narrative
description, plot lines, and stage techniques techniques
multiple plot lines, directions) to (such as (such as pacing,
and stage develop pacing, description,
directions) to experiences, events, description, multiple plot
Development develop and/or characters multiple plot lines, and stage
of Ideas experiences, Inconsistently uses lines, and stage directions) to
events, and/or precise words and directions) to develop
characters phrases, concrete develop experiences,
Little to no use of details, and sensory experiences, events, and/or
precise words and language to convey events, and/or characters
phrases, concrete a vivid picture of characters Consistently
details, and events, setting, Frequently uses uses precise
sensory language and/or characters precise words words and
to convey a vivid and phrases, phrases,
picture of events, concrete concrete
setting, and/or details, and details, and
characters sensory sensory
language to language to
convey a vivid convey a vivid
picture of picture of
events, setting, events,
and/or settings, and/or
characters characters
Fails to engage and Inconsistently Mostly effective Effectively engages
orient the reader engages and orients engagement and and orients the
by ineffectively the reader by orientation of the reader by setting
setting out a ineffectively setting reader by setting out a situation and
situation and its out a situation and out a situation and its significance,
significance, its significance, its significance, establishing one or
establishing one or establishing one or establishing one or multiple point(s) of
multiple point(s) of multiple point(s) of multiple point(s) of view, and
view, and view, and view, and introducing
introducing introducing introducing characters
Organization characters characters characters Effectively uses a
Fails to sequence Inconsistently uses a Mostly effective use variety of
events so that they variety of of a variety of techniques to
build on one techniques to techniques to sequence events so
another to create a sequence events so sequence events so that they build on
coherent whole that they build one that they build on one another to
and build toward a another to create a one another to create a coherent
particular tone and coherent whole and create a coherent whole and build
outcome build toward a whole and build toward a particular
particular tone and toward a particular tone and outcome
GRADE: ________________