Adverb modifying suffers . The water supply in the United States is expected to decline dramatically. Adjective modifying water supply . The best time to practise water conservation is before a water shortage. Noun functioning as a complement . Www.arena.co.ke 0713779527 110 In sentence 1 above, the preposition is in, the object of the preposition is bags, and the modifiers or adjectives are our and school. Sometimes two or more nouns or pronouns are used as objects in a prepositional phrase. Example: He needs a wife with diligence and a good character. Diligence and character are objects of the preposition with. When prepositional phrases function as adjectives and adverbs in sentences, they are called adjectival and adverbial phrases respectively. A An adjectival prepositional phrase modifies nouns or pronouns. Examples: The woman wears shoes with sharp heels. An adjectival phrase modifying the noun shoes The man with a funny looking dog crossed the road. An adjectival phrase modifying the noun man b An adverbial prepositional phrase modifies verbs, adjectives, or other adverbs. Examples: Soldiers train for many months. An adverbial phrase modifying the verb train People are lazy in the afternoons. An adverbial phrase modifying the adjective lazy. She arrived late in the night. An adverbial phrase modifying the adverb late . Sometimes one prepositional phrase immediately follows another. Examples: The man led him through the door on the left. Note that the prepositional phrase through the door is an adverbial phrase modifying the verb led and tells where? The second prepositional phrase on the left is an adjectival phrase modifying the noun door and tells which one? A prepositional phrase can be at the beginning, in the middle, or at the end of a sentence. Examples: At dusk, we began to walk home. The map of the area was very helpful. The path went by a forest and a large lake. Exercise 3 Underline the prepositional phrases in the following sentences and indicate what type each of them is. 1. The oldest building is found in Mombasa. 2. Five companies around the country have bought new fire engines. 3. The barking of the dog scared the strangers. 4. Bulls are bred for hard work. 5. Most bridges are built over water.


Bulls are bred for hard work. 5. Most bridges are built over water. Www.arena.co.ke 0713779527 111 6. Travellers were spared many miles of travel. 7. I went by bus to the market. 8. At the market, I saw beautiful and unusual people. 9. I also saw a display of colourful clothes. 10. She took him through the lesson with professional expertise. Iv Gerund phrases A gerund is a verb form used as a noun. It is formed by adding -ing to the present these of a verb. Gerunds can be used as subjects, direct objects, objects of prepositions, and complements. Examples: Subject: Fishing is a popular activity in Nyanza Province. Fishing is a gerund, the subject of the verb is Direct object: The sport involves riding. Riding is a gerund, the direct object of the verb involves Object of preposition: The sport is similar to fencing. Fencing is a gerund, the object of the preposition to . A gerund phrase includes a gerund, its modifiers, objects or complements. It always functions as a noun. Examples: Becoming a Tusker Project fame finalist was Msechu s lifetime dream. Gerund phrase is the subject of the sentence. Msechu dreamt all his life about winning the top award. The gerund phrase is an object of the preposition about . One of Msechu s biggest disappointments was losing to Alpha. The gerund phrase is a complement . The game involves jumping over hurdles. Object of the verb involves . Exercise 4 Underline the gerund or gerund phrases in the following sentences and label each one subject, direct, object, object of preposition, or complement. 1. In early days, golfing was a game for the rich. 2. The rich were mostly interested in protecting their status. 3. Playing golf with a commoner would mean lowered status. 4. Much of the rich people s time was spent playing the game. 5. Training thoroughly improved a golfer s accuracy in the game. 6. There he learned about playing the game. 7. Later, he started contesting with other junior golfers. 8. At fifteen or sixteen, he began playing with the professionals. 9. Participating in international tournaments was the golfer s dream. 10. But the greatest dream was winning an in international title.


Participating in international tournaments was the golfer s dream. 10. But the greatest dream was winning an in international title. V Participial phrases www.arena.co.ke 0713779527 112 A participle is a verb form that always acts as an adjective. There are two types of participles: a The past participle it is usually formed by adding d, or -ed to the present tense. Examples: Fooled, the shopkeeper bought fake products. Fooled is a past participle modifying the noun shopkeeper Shaken, he dashed to the police station. Shaken is a past participle modifying the pronoun he The participles of irregular verbs, however, do not follow the above rule: run-run, throw-thrown. B The present participle it is usually formed by adding -ing to the present tense of any verb. Examples: Smiling, the conman stepped out of the shop. Smiling is a present participle modifying the noun conman . Using participles is a simple way of adding information to sentences and to vary sentences beginnings. A participial phrase consists of a present or past participle and its modifiers, objects, or complements. It always functions as an adjective. Examples: Rounding the corner, the conman met two policemen. Rounding the corner is a present participial phrase modifying the noun conman . Surprised by the appearance of the conman, the policemen started blowing their whistles. Surprised by the appearance of the conman is a past participial phrase modifying the noun policemen . A participle or participial phrase is not always at the beginning of a sentence. Sometimes it may appear in the middle but it should be near the noun or pronoun it modifies. Examples: The skilled policemen arrested the conman. The conman, losing control, fought the policemen fiercely. Points to note Both the gerund and the present participle are created by a adding -ing to the present tense of a verb. BUT how can you tell whether a word is a gerund or a participle? It all depends on how the word is used in a sentence. I A participle is used as a modifier in a sentence. Example: Gaining courage, the conman attempted to escape. Gaining courage is a participial phrase modifying conman . Ii A gerund is used as a noun in a sentence.


Example: Gaining courage, the conman attempted to escape. Gaining courage is a participial phrase modifying conman . Ii A gerund is used as a noun in a sentence. Example: www.arena.co.ke 0713779527 113 Gaining courage made the conman look aggressive. Gaining courage is a gerund phrase, the subject of the verb made . Exercise 5 Underline the participial phrases in the following sentences, indicating whether it is a past or present participial phrase and the noun or pronoun it modifies. 1. Defying all odds, Kisoi Munyao attempted to climb to the highest peak of Mt. Kenya for seven times. 2. Failing each time, he refused to give up. 3. Seeing his passion to scale the peak, the government offered him financial assistance. 4. The climber ascended slowly, making steady progress. 5. Pleased with his progress, he camped at eleven thousand feet. 6. The climber, determined to hoist the Kenyan flag, progressed on the following morning. 7. Slipping on the snow, Munyao fell on a dry tree trunk. 8. A rope worn from too many climbs then broke. 9. One of his hot water bottles, slipping to the bottom of the cliff, broke into pieces. 10. Munyao, overcome with joy, finally hoisted the flag at Point Batian. Vi Infinitive phrases An infinitive is a verb form that usually appears with the word to before it. To is called the sign of the infinitive. Examples: to lift to eat to launch to register To is a preposition if it is followed by a noun or noun phrase, but it is a sign of the infinitive if it is followed by a verb or verb phrase. Examples: Joseph longed for a flight to the moon. Prepositional phrase Not until 1985 was he able to succeed. Infinitive An infinitive phrase consists of an infinitive and its modifiers, objects or complements. It can function as a noun, adjective, or adverb. Examples: To write clearly and concisely can be difficult sometimes. Infinitive phrase functioning as a noun and the subject of the sentence . Proofreading your writing is a good way to ensure the absence of typing mistakes. Infinitive phrase functioning as an adjective modifying the noun way .


2. Around the country adjectival modifying the noun companies. 3. Of the dog adjectival modifying the noun barking. 4. For hard work adverbial modifying the verb bred. 5. Over water adverbial modifying the verb built. 6. Of travel adjectival modifying the noun miles. 7. By bus adverbial modifying the verb went. To the market adverbial modifying the verb went. 8. At the market adjectival modifying the noun. 9. Of colours clothes adjectival modifying the noun display. 10. With professional expertise adverbial modifying the phrasal verb took through. Exercise 4 1. Golfing complement 2. Protecting their status object of the preposition in. 3. Playing golf with a commoner subject 4. Playing the game direct object 5. Training thoroughly subject 6. Playing the game- object of preposition 7. Contesting with junior golfers subject 8. Playing with the professionals direct object 9. Participating in international tournaments subject 10. Winning an international title complement Exercise 5 1. Defying all odds present participial phrase Kisoi Munyao 2. Failing each time present participial phrase he 3. Seeing his passion to scale the peak present participial phrase - government 4. Making steady progress - present participial phrase climber 5. Pleased with his progress past participial phrase he 6. Determined to hast the Kenya flag - past participial phrase climber 7. Slipping on the snow - present participial phrase Munyao 8. Worn from too many climbs - past participial phrase rope 9. Slipping to the bottom of the cliff- present participial - bottles 10. Overcome with joy - past participial phrase Munyao Exercise 6 1. To climb Mt. Kenya noun 2. To climb the mountain noun www.arena.co.ke 0713779527 116 3. To try this risky climb adjective modifying the noun Kenyans 4. To make rapid progress adverb modifying the verb helped 5. With very limited climbing gear adverb modifying the verb reach 6. To reach Point Batian noun 7.


Faces To find out the verb, ask what after the subject. Examples: The young kids did what? Jumped Their faces did what? Shone The key word in the subject of a sentence is called the simple subject. For example, kids, faces. The complete subject is the simple subject plus any words that modify or describe it. For example, The young kids, Their faces. The key word in the predicate is called the simple predicate. For example, jumped, shone. The complete predicate is the verb plus any words that modify or complete the verb s meaning. For example, jumped playfully, shone brightly. The simple subjects and predicates may sometimes be more than one word. For simple subjects, it may be the name of a person or a place. Examples: www.arena.co.ke 0713779527 118 Ballack Obama won the US presidential race. South Africa is the home of many bats. The simple predicate may also be more than one word. There may be a main verb and a helping verb. Tanya has acted in many TV shows. She will be performing again tonight. Objects An object in a sentence is a word or words that complete the meaning of a sentence. It is involved in the action but does not carry it out. The object is the person or thing affected by the action described in the verb. It is always a noun or a pronoun and it always comes after the verb. Example: The man climbed a tree. Some verbs complete the meaning of sentences without the help of other words. The action that they describe is complete. Examples: It rained. The temperature rose. Some other verbs do not express a complete meaning by themselves. They need to combine with other words to complete the meaning of a sentence. Examples: Christine saw the snake. Rose wears goggles. He opened the door. In the above examples, the snake, goggles and the door are the objects as they are the things being affected by the verbs in the sentences. Refer to the topic on Transitive and Intransitive Verbs under the main topic VERBS . Exercise 1 Which groups of words are sentences and which ones are sentence fragments? 1. A huge storm was coming. 2. Behind the wattle tree. 3. After the earthquake. 4. The wind broke several houses. 5. Surprised by a loud noise. 6. Winds of high speed. 7. Rescue workers arrived. 8. From different parts of the world. 9.


Punctuating compound sentences When writing some compound sentences, a comma is used before the conjunction. The comma tells the reader where to pause. Without a comma, some compound sentences can be quite confusing. Examples: Confusing: Jane studied the specimen and her sister took notes. The sentence might cause the reader to think that Jane studied both the specimen and her sister Better: Jane studied the specimen, and her sister took notes. The comma makes the sentence to be clear Sometimes the parts of a compound sentence can be joined with a semicolon ; rather than a comma and a conjunction. Example: Jane studied the specimen; her sister took notes. Www.arena.co.ke 0713779527 123 Never join simple sentences with a comma alone. A comma is not powerful enough to hold the sentences together. Instead use a semicolon. Example: Incorrect: My father enjoyed the meal, he didn t like the soup. Correct: My father enjoyed the meal; he didn t like the soup. Correct: My father enjoyed the meal, but he didn t like the soup. Iii Complex sentences A complex sentence contains one independent main clause and one or more subordinate dependent clauses. They describe more than one thing or idea and have more than one verb in them. They are made up of more than one clause, an independent clause that can stand by itself and a dependent clause which cannot stand by itself . Example: The picture looks flat because it is colourless. The picture looks flat is the independent main clause whereas because it is colourless is the subordinate dependent clause What is a clause? A clause is a group of words that contains a verb and its subject. There are two types of clauses main clauses and subordinate clauses. Main clauses A main clause is a clause that can stand as sentence by itself. A compound sentence contains two or more main clauses, because it is made up of two or more simple sentences. Each of these simple sentences is a main clause. Example: Robots operate machines, and they solve many labour problems. Robots operate machines and they solve many labour problems are both main clauses. They are also simple sentences. Main clauses are sometimes called independent clauses. Subordinate clauses Subordinate clauses are clauses that do not express a complete thought. So they cannot stand by themselves. Examples: If technology will improve When robots can do the work While electronics will work After the system is complete. None of the above clauses express a complete thought.


So they cannot stand by themselves. Examples: If technology will improve When robots can do the work While electronics will work After the system is complete. None of the above clauses express a complete thought. They are sentence fragments that leave the reader wondering then what? Subordinate clauses are introduced by subordinating conjunctions such as if, when, while, and after. Www.arena.co.ke 0713779527 124 Other examples of subordinating conjunctions: although because so that until as before than whatever as if in order that though wherever as long as provided till whenever as though since unless where Now we can understand a complex sentence better. We have said that it contains one main clause and one or more subordinate clauses. Main clause subordinate clause The bell started ringing before we were out of bed. The battery needs recharging so that it can work tonight. The subordinate clause can sometimes appear before the main clauses. Examples: When the power failed, the computer stopped. Before you know it, your flat screen television will be stolen. The subordinate clause can also sometimes appear in between the sentence. Example: The medicine man, who knew many tricks, cheated the man that he had been bewitched. Types of subordinate clauses Subordinate clauses may be used in sentences as adjectives, adverbs and nouns in complex sentences. Such clauses are called adjectival, adverbial and noun clauses respectively. They add variety to one s writing. They can also make one s writing more interesting by adding details. Examples: Without subordinate clause: The bushman told us about the hidden cave. With subordinate clause: The bushman, who knew the forest well, told us about the hidden cave. I Adjectival clauses An adjectival clause acts as an adjective in a sentence, that is, it modifies a noun or a pronoun. Examples: The bushman, who knew the forest well, told us about the hidden cave. Who knew the forest well is an adjectival clause that modifies the noun bushman . The bushman told us a legend that involved the cave. That involved the cave is an adjectival clause that modifies the noun legend . An adjective clause usually comes immediately after the noun it modifies. More examples: People still search for the treasure that the pirate hid. As can be seen from the above examples, adjectival clauses, like adjectives, modify nouns or pronouns answering questions like which? Or what kind of?


Informal: The map you saw guides the way. But never omit the relative pronoun if it is in the clause. Examples: www.arena.co.ke 0713779527 126 Correct: This is the forest that has a secret cave. Incorrect: This is the forest has a secret cave. Commas are put around adjectival clauses only if they merely add additional information to a sentence. Example: The map, which you saw, shows the way. This adjective clause can be left out without affecting the grammatical structure of the sentence. It is merely adding information to the sentence by telling us which map? The map shows the way. Ii Adverbial clauses An adverbial clause is a subordinate clause which takes the place of an adverb in a sentence. Just like adverbs and adverbial phrases, adverbial clauses answer the questions where, when, how, to what extent, with what goal result and under what conditions. In addition, an adverbial clause may tell why. Note how an adverb clause can replace an adverb and an adverbial phrase in the following example: Adverb: The Prime Minister gave a speech here. Adverbial phrase: The Prime Minister gave a speech in the afternoon. Adverbial clause: The Prime Minister gave a speech where the workers were striking. Usually, an adverbial clause is introduced by a subordinating conjunction like because, when, whenever, where, wherever, since, after and so that. Note that a subordinate adverb clause can never stand alone as a complete sentence. Example: after they left dining hall The above adverbial clause will leave the reader asking what happened after they left the dining hall? Adverbial clauses express relationships of cause, effect, place, time and condition. Cause Adverb clauses of cause answer the question why? Example: Njoroge wanted to kill his uncle because he had murdered his father. Effect Adverbial clauses of effect answer the question with what goal result? Example: Njoroge wanted to kill his uncle so that his father s murder would be avenged. Time Adverbial clauses of time answer the question when? Www.arena.co.ke 0713779527 127 Example: After Njoroge s uncle married his mother, he wanted to kill him Condition Adverbial clauses of condition answer the question under what conditions? Example: If the uncle cooperates, Njoroge may decide to pardon him.


Time Adverbial clauses of time answer the question when? Www.arena.co.ke 0713779527 127 Example: After Njoroge s uncle married his mother, he wanted to kill him Condition Adverbial clauses of condition answer the question under what conditions? Example: If the uncle cooperates, Njoroge may decide to pardon him. Place Adverbial clauses of place answer the question where? Example: Njoroge organised a demonstration where his father s murder occurred. Note that an adverbial clause can appear either before or after the main clause of the sentence. Iii Noun clauses A noun clause is a clause which takes the place of a noun or a noun phrase. It can be used in any way that a noun is used. That is, it can act as the subject, object, object of a preposition, or predicate noun in a sentence. Just like a noun, a noun clause answers the questions who, when, or what? Examples: As subjects Noun: Kamau is unknown Noun phrase: Their destination is unknown Noun clause: Where they are going is unknown. The noun clause where they are going is the subject of the verb is. As objects Noun: I know French. Noun phrase: I know the three ladies. Noun clause: I know that Latin is no longer spoken as a native language. In the first sentence, the noun French acts as the direct object of the verb know. In the third sentence, the entire clause that Latin is no longer spoken as a native language is the direct object of the verb know. As objects of the preposition Noun: He talked about him. Noun phrase: He talked about the funny items. Noun phrase: He talked about what you bought at the supermarket. In the first sentence the pronoun him is the object of the preposition about. In the third sentence, what you bought at the supermarket is the object of the preposition about and answers the question about what? As predicate nouns Her first day in school was what shaped her life. Www.arena.co.ke 0713779527 128 The adverbial clause what shaped her life gives more information about the subject of the sentence Her first day in school. Words often used to introduce noun clauses that when whose what whatever whoever how who whoever where whom Note You cannot tell the kind of a clause from the word that introduces it.


As predicate nouns Her first day in school was what shaped her life. Www.arena.co.ke 0713779527 128 The adverbial clause what shaped her life gives more information about the subject of the sentence Her first day in school. Words often used to introduce noun clauses that when whose what whatever whoever how who whoever where whom Note You cannot tell the kind of a clause from the word that introduces it. You can tell the kind of clause only by the way it is used in a sentence. If the clause is used as a noun, it is a noun clause. If the clause is used as a modifier, it is an adjectival clause or an adverbial clause. Examples: Whoever built the house was not an expert. Noun clause as a subject No one knew where he came from. Noun clauses a direct object He left the construction site whenever he wished. As an adverbial clause This is the layout which he left behind. As an adjectival clause . Exercise 4 Identify the following sentences as simple, compound or complex. If it is a complex sentence, indicate whether it has an adjective, an adverb or a noun subordinate clause. 1. The hotel is not very old. 2. The hotel is not very old; it was constructed in 1987. 3. It has a strange name, but it attracts many tourists. 4. Whoever broke the mirror will have to pay for it. 5. The Gor Mahia fans hope that the team will win again. 6. Did I tell you about the author whom I met? 7. They are searching for the man stole the cow. 8. People began riding horses at least five thousand years ago. 9. Some people watch the moon as though it affects their lives. 10. Some superstitions developed when people felt helpless about the world around them. 11. The parachute was really a sail that was designed for skiing. 12. The moon orbits the earth every 291 2 days. 13. My dog loves bread crusts. 14. I always buy bread because my dog loves the crusts. 15. Whenever lazy students whine, Mrs. Ndegwa throws pieces of chalk at hem. 16. The lazy students whom Mrs. Ndegwa hit in the head with pieces of chalk complained bitterly. 17. My dog Shimba, who loves bread crusts, eats them under the kitchen table. Www.arena.co.ke 0713779527 129 18.


Example: Register to vote, said the senator, before the end of the day . If the second part of the quotation is a complete sentence, the forst kword of this sentence is capitalized. Example: I did register, said Carol. It took only a few minutes Commas and full stops are placed inside quotation marks Example: Last night, said Joyce, I listened to a debate Quotation marks and exclamation marks are placed inside a quotation mark if they belong to the quotation. If they do not, they are placed outside the quotation. Examples: Joyce asked, Whom are you voting for? Did Carol say, I don t know yet ? I can t believe that she said, I don t know yet ! Speech tags may appear before, in the middle or at the direct speech. Examples: He said, You know quite well that you have to vote You know quite well, he said, that you have to vote . You know quite well that you have to vote, he said. Exercise 6 Rewrite the following sentences correctly in direct speech. Ensure you puntuiate them accordingly. 1. John said there was a terrible accident in Nairobi. 2. Petro added it happened in Umoja Estate. 3. It involved a train and a bus added John www.arena.co.ke 0713779527 133 4. Sarah asked did anyone die 5. No one died, but the railway line was destroyed answered Peter 6. Over the months said John the railway line has been rebuilt 7. How lucky that no one died exclaimed sarah 8. I think kthey shoul put a railway-crossing sigh board Petro said it would help bus0drivers a lot 9. Or they shoul put bumps on both sides of the railway line to slow down the buses John suggested 10. Who knows what might happen next wondered Sarah INDIRECT SPEECH Indirect speech is used to refer to a person s words without quoting him or her exactly. It is also referred to as indirect quotation or reported speech. The original spoken words are not repeated. The exact meaning is given without repeating the speaker s words. Example: Direct speech: The governor said, Creating new jobs will be my first priority Indirect speech: The governor said that creating new jobs would be his first priority. Several changes do occur when changing a sentence from direct to indirect speech 1.


Don t worry, Joels aid They will be apprehended tomorrow . QUESTION TAGS A question tag or a tag question is a phrase that is added at the end of a statement to turn into a question. When a speaker uses a question tag at the end of a statement, he she is seeking for approval, confirmation or correction. Examples: APPROVAL: I look smart today, don t I? Yes you do. CORFIRMATION: These are the new students, aren t they? Yes they are. CORRECTION: I paid your money yesterday, didn t I ? No you didn t Many learners face a problem of supplying the correct question tags to sentences. This is because they fail to observe the following rules of question tags: 1. A comma must be put to separate the statement with the question tag. A question mark must be placed at the end of the question tag. Examples: Rufftone has released a new album, hasn t he? He is pushing for a decision by tomorrow, isn t he? 2. The auxiliary verb in the statement must be repeated in the question tag Examples: Neson Mandela was in prison for 27 years, wasn t he? The people of South Africa have lost a great hero, haven t they? 3. When there is no auxiliary verb in the statement, the appropriate form of the auxiliary verb Do must be used in the question tag Examples: Mark Francis wakes up very early, doesn t he? Peter Bryan bought an I-pad phone, didn t he ? 4. The subject in the statement must be repeated in the question tag. If it is a noun in the statement, it changes to the appropriate pronoun. If it is a pronoun in the statement, it remains a pronoun in the question tag. Examples: Fatou Bensouda is prosecutor in ICC, isn t she? She does her work meticulously, doesn t she? 5. Wen the statement is positive i.e. It does not have the word not in it , the question tag must be negative i.e. must use the negative word not and visa versa. Examples: David Rudisha has broken another record, hasn t he? Cathrerine Ndereba hasn t been very active, has she? Douglas Wakiihuri does not run any more, does he? Www.arena.co.ke 0713779527 136 Ezekiel Kemboi entertains the audience after winning, doesn t he?


Green object complement 5. The queen object complement 6. Stealing the mango participial complement 7. Senseless object complement 8. A kind person subject complement 9. Crying participial complement 10. Trembling participial complement Exercise 4 1. Simple sentence 2. Compound sentence 3. Compound sentence 4. Complex whoever broke the mirror noun clause 5. Simple sentence 6. Complex sentence whom I met adjectival clause 7. Complex sentence who stole the cow adjectival clause 8. Simple sentence 9. Complex sentence as though it affects their lives adverbial clause 10. Complex sentence - when people felt helpless about the world around them adverbial clause. 11. Complex sentence that was designed for skiing adjectival clause 12. Simple sentence 13. Simple sentence 14. Complex sentence because my dog loves crusts adverbial clause 15. Complex sentence whenever lazy students whine adverbial clause www.arena.co.ke 0713779527 139 16. Complex sentence whom Mrs. Ndegwa hit in the head with pieces of chalk adjectival clause 17. Complex sentence who loves bread crusts adjectival clause 18. Complex sentence that drinks too much milk adjectival clause 19. Complex sentence what Aunt Lucy adds to her stew noun clause 20. Compound sentence Answers to Exercise 5 1. Declarative 11. Declarative 2. Imperative 12. Imperative conditional 3. Exclamatory 13. Interrogative 4. Conditional 14. Interrogative 5. Interrogative 15. Declarative 6. Exclamatory 16. Exclamatory 7. Exclamatory 17. Conditional 8. Declarative 18. Imperative 9. Imperative 19. Declarative 10. Conditional 20. Exclamatory CHAPTER FIVE CAPITALIZATION AND PUNCTUATION A Capitalization www.arena.co.ke 0713779527 140 Capitalization is the writing of a word with its first letter as an upper case and the remaining letters in lower case.


Do not capitalize little words such as a, an, the, but, as, if, and, or, nor etc. C Titles of shorts stories, songs, articles, book chapters and most poems. Examples: Half a Day short story Kigeugeu song Three Days on Mt. Kenya short story www.arena.co.ke 0713779527 141 The Noun Clauses chapter in a book Grass Will Grow a poem E Religious names and terms Examples: God Allah Jesus the Bible the Koran Do not capitalize the words god and goddess when they refer to mythological deities. F Major words in geographical names Examples: Continents Africa, Asia, Europe, Australia Water bodies the Indian Ocean, the Atlantic Ocean, the Nile River, River Tana, Lake Victoria. Landforms the Rocky Mountains, the Aberdares Mountains, the Rift Valley, the Sahara Desert. Political Units the Kirinyaga County, the Central Province, Inoi Sub-location. Public Areas Nairobi National Park, Wajee Nature Park. Roads and Highways Jogoo Road, Kenyatta Avenue, Uganda Road. G Names of organisations and institutions Examples: Kianjege West Secondary School, United Nations, University of Nairobi, Nairobi Women s Hospital Note that here you capitalize only the important words. Do not capitalize such words such as a, in, and of. Do not capitalize such words as school, college, church and hospital when they are not used as parts of names. Example: There will be a beauty contest at school. H Months, days and holidays Examples: June Labour Day Tuesday December Kenyatta Day Mashujaa Day Do not capitalize names of seasons: autumn, summer, winter, spring I Languages, races, nationalities and religions Examples: Chinese Kikuyu Christianity Caucasian Bantu Nigerian Muslim Oriental J The first word of every sentence Example: What an exciting day it was! K The pronoun I Example: www.arena.co.ke 0713779527 142 What should I do next? L Proper Nouns Examples: Lang ata Cemetery Ann Pauline Nyaguthii Kangaita Women s Group Muhigia Teachers Sacco M Proper Adjectives Examples: We ate at an Italian restaurant She is a German N The first word in greetings and the closing of a letter.


H Months, days and holidays Examples: June Labour Day Tuesday December Kenyatta Day Mashujaa Day Do not capitalize names of seasons: autumn, summer, winter, spring I Languages, races, nationalities and religions Examples: Chinese Kikuyu Christianity Caucasian Bantu Nigerian Muslim Oriental J The first word of every sentence Example: What an exciting day it was! K The pronoun I Example: www.arena.co.ke 0713779527 142 What should I do next? L Proper Nouns Examples: Lang ata Cemetery Ann Pauline Nyaguthii Kangaita Women s Group Muhigia Teachers Sacco M Proper Adjectives Examples: We ate at an Italian restaurant She is a German N The first word in greetings and the closing of a letter. Examples: Dear Mark, Yours sincerely, Dear Bryan, Yours faithfully, My dear Mum, Very truly yours, O Quotations Examples: Jamlick exclaimed, This book would make a great movie! Where, asked the stranger, is the post office? It s late, Billy said. Let s go home! P First word of each main topic and subtopic in an outline Examples: 1. Parts of speech A. Nouns i Proper nouns Exercise 1 Correct all errors of capitalization in the following sentences. 1. This play is a revision of shakespeare s earlier play, the merchant of venice. 2. John kiriamiti wrote my life in crime 3. I admire women who vie for parliamentary seats 4. Benard mathenge and his wife have travelled to america. 5. My grandmother grew up in witemere. 6. The nile river is one of the largest rivers in africa. 7. Each year tourists visit maasai mara national part. 8. The tv show papa shirandula has attracted many viewers. 9. Uganda and kenya have signed an agreement over the ownership of migingo islands. 10. Our country got it s independence in december 1963. 11. On christmas day, all my relatives gathered at my home. 12. Waiyaki is a fictional character in ngugi wa thiongo s novel, the river between. Www.arena.co.ke 0713779527 143 13. The city of mombasa gets its water from river tana. 14.


Skin diseases B. Verbs 5. Hereditary diseases 1. Types of verbs 6. Lifestyle diseases 2. Uses of verbs 7. Infectious diseases between numerals representing dollars, cents, before a decimal and in percentages Examples: 25.65 165.42 25.3 b The question mark ? The question mark is used at the end of an interrogative sentence a sentence that asks a question . Examples: When was the Times Tower built? Who built it? C The Exclamation mark ! The exclamation mark is used at the end of the exclamatory sentence and after an interjection. An exclamatory sentence expresses strong feeling, emotion or emphasis. An interjection is a word or group of words that expresses strong feelings . Examples: Exclamatory sentence: Oh, what a tall building it is! Interjections: Superb! Fantastic! Impressive! An exclamation mark can also be used at the end of an imperative sentence that expresses strong feeling. Example: Sit! And stay in that chair if you know what s good for you! Ii The comma www.arena.co.ke 0713779527 145 There are a number of uses of the comma in English. A comma generally tells the reader where to pause. They are used: to separate words in a series except the last The three or four items in a series can be nouns, verbs, adjectives, adverbs, phrases, independent clauses, or other parts of sentences. Examples: Nouns: John, Jim, Jack walk to school everyday. Verbs: He located, patched, and sealed the leak in the tyre. Adverbs: She walked quickly, steadily, and calmly. Prepositional phrases: He walked through the park, over the bridge, and onto the streets. Independent clauses: The match was over, the crowd cheered, and Barcelona received the first- place trophy. Adjectives: The fresh, ripe fruit was placed in a bowl. Note in the above examples that a comma must be used just before the conjunction. Before the conjunction in a compound sentence Some students were taking their lunch, but others were studying. Marto photographed the accident scene, and he sold the pictures to the newspaper. Example: Would she be a lawyer, or would she be a doctor? Note: A comma is not required in very short compound sentence in which the parts are joined by and.


Serah, do you know where I kept my phone? How is your leg, grandpa? To set off the spoken words in a direct sentence or quotation from the speech tag Examples: Jackson said, After my injury I had to learn to walk again. The therapists urged me to keep trying, he continued. If the speech tag interrupts the spoken words commas are used after the last word of the first part of the spoken words and after the last word in the speech tag. Example: After a while, he added, I was walking without a cane . Note: When a sentence is indirect or reported, no commas are used. Example: He added that after a while he was walking without a cane. When writing dates Place a comma after the day of the month. Examples: July 3, 1965 December 12, 2010 when referring to geographical location. Place a comma between the name of the town or city and the name of the state, district, or country. Examples: Kibingoti, Kirinyaga County Mombasa, Kenya www.arena.co.ke 0713779527 147 after the closing of a friendly or business letter. Examples: Dear Rose, Yours sincerely, iii The semicolon ; and the colon : a The semicolon ; The semicolon is used: to separate the parts of a compound sentence when no conjunction is used. Example: Mountain climbing is exciting; it can also be dangerous. Note that the semicolon replaces the comma and the coordinating conjunction. Conjunctions that are commonly replaced by semicolons are and, but, or, for, and nor. Before a conjunctive adverb that joins the clauses of a compound sentence conjunctive adverbs are words like therefore, however, hence, so, then, moreover, nevertheless, yet, consequently, and besides . Example: The competition takes place in July; however, I prefer August. To separate the parts of a series when commas occurs within the parts. Example: Last year I flew to Johannesburg, South Africa; Cairo, Egypt; and Kingston, Jamaica. Iv The colon : The colon is used: to introduce a list of items Example: My school bag contains the following items: exercise books, text books, pencils, pens, a geometrical set, and a packet of crayons. After the greeting of a business letter Example: Dear Mr.


Example: Last year I flew to Johannesburg, South Africa; Cairo, Egypt; and Kingston, Jamaica. Iv The colon : The colon is used: to introduce a list of items Example: My school bag contains the following items: exercise books, text books, pencils, pens, a geometrical set, and a packet of crayons. After the greeting of a business letter Example: Dear Mr. Mututho: between numerals that represent hours and minutes and between chapter and verse in a biblical reference Examples: 9:00 A.M. 6:00 P.M. Exodus 2:1-3 v The Hyphen - The hyphen is used: www.arena.co.ke 0713779527 148 to divide a word at the end of a line of writing. Note that only words with two or more syllables may be divided at the end of a line and words should be divided only between syllables. Example: When walking along the streets of Naivasha Town, he met his friend, Waina- ina. Never divide a word of one syllable and do not divide words to leave a single letter at the end or beginning of a line. Incorrect: a-ttraction Correct: attra-ction. In compound adjectives that come before the nouns they modify and in certain compound nouns. Examples: Samuel Wanjiru was a world-famous athlete. She is my sister-in-law. In compound numbers from twenty-one through ninety-nine and in fractions. Examples: seventy-three relatives one-quarter full vi The Apostrophe The apostrophe is used: to form the possessive of a singular noun Add an apostrophe and an s. Examples: the baby s cot James s car Joseph s radio to form the possessive of a plural noun that does not end in s Add an apostrophe and an s. Examples: children s men s women s to form the possessive of a plural noun that ends in s Add only the apostrophe. Examples: tricksters tenants to form the possessive of an indefinite pronoun Use an apostrophe and an s. Examples: everybody s somebody s nobody s Note: Never use an apostrophe with a possessive pronoun like our, yours, hers, theirs.


Examples: children s men s women s to form the possessive of a plural noun that ends in s Add only the apostrophe. Examples: tricksters tenants to form the possessive of an indefinite pronoun Use an apostrophe and an s. Examples: everybody s somebody s nobody s Note: Never use an apostrophe with a possessive pronoun like our, yours, hers, theirs. In names of organisations and business, Show possession in the last word only www.arena.co.ke 0713779527 149 Example: the United Nations brochure in hyphenated terms Show possession in the last word only. Example: My mother-in-law s photograph album in cases of joint ownership Show possession in the last word only. Example: Peter and Patrick s Limousine in forming contractions In contractions, apostrophes replace omitted letters. Examples: she s she is aren t are not I m I am it s It is isn t is not we ll we will can t cannot won t will not they ve they have To show that part of a date has been omitted Examples: The tribal clashes of 08 the tribal clashes of 2008 The 82 coup attempt the 1982 coup attempt vii Quotation Marks The quotation marks are used: to enclose the spoken words in a direct sentence. Indirect sentences need no quotation marks. Example: Direct speech: The presidential candidate promised, Creating new jobs for the youths will be my first priority. Indirect speech: The presidential candidate promised that creating new jobs would be his first priority. Note: i Always begin a direct quotation with a capital letter. Example: The minister said, You must conserve our environment. Ii When the spoken words are divided by the speech tag, begin the second part of the quotation with a small letter. Example: Bring me the money, said the moneylender, before the end of the day. If the second part of the quotation is a complete sentence, the first word of this sentence is capitalized. Example: I am scared, said the borrower. That moneylender is a brute. Www.arena.co.ke 0713779527 150 iii Place commas and fullstops inside quotation marks Place semicolons and colons outside quotation marks.


Example: Bring me the money, said the moneylender, before the end of the day. If the second part of the quotation is a complete sentence, the first word of this sentence is capitalized. Example: I am scared, said the borrower. That moneylender is a brute. Www.arena.co.ke 0713779527 150 iii Place commas and fullstops inside quotation marks Place semicolons and colons outside quotation marks. Examples: Last month, the borrower explained, I borrowed some money from the moneylender. Carol said to the borrower, And you refused to repay back on time ; however, the borrower did not agree. These candidates were suggested in the article Our Country s Future : Raila Odinga, Uhuru Kenyatta, William Ruto, and Martha Karua. Iv Place question marks and exclamation marks inside quotation marks if they belong to the quotation. Place them outside if they do not belong to the quotation. Examples: Carol asked, How much money did you borrow? Did the borrower say, I can t remember ? You are a fool! Exclaimed Carol. V Use single quotation marks to enclose a title or quotation within a quotation. Example: Carol heard the borrower say, I can t remember before she lost her temper. If the tile or quotation within the quotation ends the sentence, use both the single and the double quotation marks after the last word of a sentence. Example: Carol heard the borrower say, I can t remember. V In a quotation of more than one paragraph, use quotation marks at the beginning of each paragraph and the end of the final paragraph. Exercise 1 Punctuate each of the following sentences appropriately. 1. He earned about three million dollars that year 2. You know who Jomo Kenyatta was, don t you 3. What a wonderful and inspired leader he was 4. He was also a person who helped many people 5. Some people write stories but others write poems. 6. Try to write a concise informative and interesting letter. 7. Also make sure your letter as a heading an inside address a salutation a body a closing and your signature. 8. One of the most exciting modern developments I believe is the computer. 9. Today is July 2 2011. I will never forget this date. 10. I have lived in Sagana Kirinyaga County since 2008.


What a wonderful and inspired leader he was!4.He was also a person who helped many people.www.arena.co.ke 0713779527 152 5.Some people write stories, but other write poems.6.Try to write a concise, informative, and interesting letter.7.Also make sure that your letter has a heading, an inside address, a salutation, a body, a closing, and your signature.8.One of the most exciting modern developments, I believe, is the computer.9.Today is July 2, 2011.I will never forget this date.10.I have lived in Sagana, Kirinyaga County, since 2008 11.Try submitting your work to the following publishers: Longhorn Publishers, Jomo Kenyatta Foundation, or Oxford University Press.12.Remember, a writing career requires the following traits: confidence, perseverance, and a thick skin!13.Long ago, people used hand sharpened straws and reeds as pens.14.Fountain pens were invented in our great grandparents time.15.Soft-tip pens and rolling-ball pens were invented twenty-five years ago.16.What would you do if you couldn t build a house for yourself?17.You d find someone who could build it for you, wouldn t you?18.These archives are important to modern historians research.19.In his play Shreds of Tenderness, John Ruganda said, People who have never lived through a coup d etat have romantic ideas about it. 20.Mr. Mureithi said, A short letter to a friend is an insult. Www.arena.co.ke 0713779527.


A TEACHER S Guide TO THE SIGNET CLASSICS EDITION OFHENRIK IBSEN sA DOLL s HOUSEby LAURA REIS MAYERS e r i e s E d i t o r s :Jeanne M. McGlinn and James E. McGlinnboth at University of North Carolina AT ASHEVILLEA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House2Copyright 2008 by Penguin Group USA For additional teacher s guides, catalogs, and other resources, please visit www.penguin.com academic or write to:TABLE OF CONTENTSAn Introduction......................................................................................................3List of Characters....................................................................................................3Synopsis of the Play................................................................................................4Prereading Activities...............................................................................................5I. Building Background Knowledge in Literature............................................5II. Building Background Knowledge in History and Culture..........................7III. Building Background Knowledge Through Initial Exploration of Themes..........................................................................8During Reading Activities.....................................................................................11I. Analyzing Through Group Response..........................................................11II. Analyzing Through Individual Response .................................................16After Reading Activities........................................................................................19I. Topics For Discussion And Essays..............................................................19II. Connecting To The Wild Duck, Hedda Gabler, and The Master Builder....20III. Group And Individual Projects................................................................21About the Author of This Guide..........................................................................26About the Editors of This Guide..........................................................................26Free Teacher s Guides............................................................................................27PENGUIN GROUP USA INC.Academic Marketing Department375 Hudson StreetNew York, NY 10014-3657http: www.penguin.com academicIn Canada, write to:PENGUIN BOOKS CANADA LTD.Academic Sales90 Eglinton Ave. East, Ste. 700Toronto, OntarioCanada M4P 2Y3Printed in the United States of AmericaA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House3AN INTRODUCTIONTo a generation of students raised on liberated dolls such as Barbies and Bratz, Henrik Ibsen s A Doll s House uncovers a shocking secret: some dolls don t get to play the roles they really want. Ibsen s Nora Helmer is a doll trapped in her house, a condition underscored by the fact that all the play s action takes place in her own living room.


East, Ste. 700Toronto, OntarioCanada M4P 2Y3Printed in the United States of AmericaA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House3AN INTRODUCTIONTo a generation of students raised on liberated dolls such as Barbies and Bratz, Henrik Ibsen s A Doll s House uncovers a shocking secret: some dolls don t get to play the roles they really want. Ibsen s Nora Helmer is a doll trapped in her house, a condition underscored by the fact that all the play s action takes place in her own living room. Repressed by a husband who expects her to fulfill her wifely and motherly roles under strict guidelines of morality and appearance, Nora discovers she has a will of her own. Ultimately, Nora realizes there is only one path that leads to her true identity, and that path begins outside the doll house. As a genre study, A Doll s House is a realistic drama that highlights the cultural conflicts of the nineteenth century. With its shocking and controversial conclusion, it marks a monumental, historic shift in the role of theater. Yet Ibsen s masterpiece remains a celebration of the art of theater. With its emphasis on individual characters, costumes, and personal props such as Nora s macaroons and tarantella dress, Ibsen s play transforms common stage conventions into a prophetic vision of a new society, one where individuals, both men and women, are free from the restraint of playing pre-determined roles. Today s teachers are in a unique position to share the historic, theatrical, and cultural significance of A Doll s House. Proving the adage that everything old is new again, FOX Broadcasting has announced a new television series scheduled to premiere in January 2009. Its central character is a woman whose job requires her to play a new personality every week. In between roles, her memory is erased. But her blossoming self-awareness and search for true identity soon mark her as subversive. The series is titled . . . Dollhouse. This guide is designed to assist teachers in planning a unit accessible to readers of various levels and learning styles. Ideas include opportunities for listening, speaking, writing, and creating. Pre-reading activities are provided to prepare students for reading a nineteenth century reality play, and to challenge students to think about Ibsen s themes. During-reading activities ask students to read more critically.


Ideas include opportunities for listening, speaking, writing, and creating. Pre-reading activities are provided to prepare students for reading a nineteenth century reality play, and to challenge students to think about Ibsen s themes. During-reading activities ask students to read more critically. And post-reading activities encourage students to evaluate the significance of A Doll s House by analyzing Ibsen s style and comparing the play to other works, including Ibsen s The Wild Duck, Hedda Gabler, and The Master Builder. The scope and variety of activities offered in this guide can be used selectively by teachers in focusing on the objectives of their course and the goals for their students. LIST OF CHARACTERS Major CharactersTorvald HelmerA lawyerNora HelmerTorvald s wifeDr. RankTorvald s closest friendMrs LindeNora s childhood friendNils KrogstadA bank clerkMinor CharactersIvar, Emmy, BobThe Helmers three small childrenAnne-MarieTheir nurseHeleneA maidDelivery BoyA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House4SYNOPSIS OF THE PLAYAct OneNora Helmer enters her lovely living room laden with packages and a Christmas tree, humming a happy tune and sneaking a macaroon. Her husband, Torvald, greets her with questions about her spending, calling Nora his little lark, squirrel, spendthrift, and sweet tooth. Nora reminds him that they have no worries since Torvald has just been offered a bank managerial position, but her husband opts for caution. When Torvald inquires what she desires for Christmas, Nora asks for money. Two visitors enter the house: Dr. Rank accompanies Torvald to his study, and Mrs. Linde, an old friend who has been out of touch, joins Nora. The two women share confidences, and Nora reveals that she has hidden more than macaroons from her husband. Due to Torvald s serious illness several years prior, Nora explains, she had to finance a year of recovery in Italy. While she told Torvald that her father had left them the money, Nora actually forged her father s signature and borrowed the money from a lawyer named Krogstad. Justifying her dishonesty by saving Torvald s health and pride, Nora explains that she has been secretly working to pay off the loan, and she is almost free of her debt.


Due to Torvald s serious illness several years prior, Nora explains, she had to finance a year of recovery in Italy. While she told Torvald that her father had left them the money, Nora actually forged her father s signature and borrowed the money from a lawyer named Krogstad. Justifying her dishonesty by saving Torvald s health and pride, Nora explains that she has been secretly working to pay off the loan, and she is almost free of her debt. Krogstad enters next, hoping to salvage his position at the bank by speaking to Torvald. After Krogstad leaves, Nora is able to talk Torvald into giving Mrs. Linde a position at the bank. Torvald, Dr. Rank, and Mrs. Linde leave, and Nora visits with her three children. Krogstad returns with a threat: Nora must get Torvald to keep Krogstad s position at the bank, or Krogstad will reveal Nora s deception and forgery. Upon Torvald s return, Nora questions him about Krogstad s past, and Torvald explains that Krogstad lost his own reputation due to forgery. Declaring that such a lie infects the whole life of a home, Helmer returns to his study, leaving Nora anxious but determined. Act TwoThe curtain rises on the same room the next day, which is Christmas. Nora paces frantically, anxious that Krogstad will return to reveal her forgery to Torvald. The nurse enters with a box of masquerade clothes for the next evening s festivities, and Nora questions her about children who grow up without mothers. Kristine Linde enters, and as she helps Nora repair her masquerade dress, Nora confides in her friend once again. Assuring Kristine that she did not get the money from Dr. Rank, Nora asks Mrs. Linde to play with the children while she speaks to Torvald. Promising to scamper about and do tricks if only Torvald would give in, Nora asks her husband to keep Krogstad at the bank. Reminding her that rumors would spread about his wife s influence, Torvald denies Nora s request. When she says his concerns about propriety are petty, Torvald becomes incensed and sends Krogstad s termination letter to his home. Dr. Rank confides to Nora that he is dying and that he has loved her for years.


When she says his concerns about propriety are petty, Torvald becomes incensed and sends Krogstad s termination letter to his home. Dr. Rank confides to Nora that he is dying and that he has loved her for years. Unable to ask the doctor for help after his admission, Nora asks for a lamp to be brought in. Krogstad, having received his termination, returns to threaten Nora again, and the two admit that though they have both considered suicide, neither can brave it. Krogstad leaves, but his letter revealing all is clearly heard entering the mail slot. Nora keeps Torvald from reading the letter by begging his help with the tarantella dance she will perform at the masquerade. Dancing frenetically as though her life were at stake, Nora keeps Torvald occupied re-teaching her the dance. But tomorrow night, she promises him, then you ll be free. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House5Act ThreeThe act opens, once again, in the Helmer s living room, where Kristine Linde awaits the Helmers return from the party upstairs. Nora has just danced the tarantella. As Mrs. Linde waits, Krogstad arrives at her request. Kristine asks Krogstad to give them a second chance at a relationship. Krogstad agrees, promising to retrieve his letter of revelation, but Kristine convinces him to let the truth come to light for the good of both Nora and Torvald. The Helmers arrive from the party, Kristine leaves, and Torvald s amorous mood is interrupted by a visit from Dr. Rank, who leaves his calling card marked by the black cross that announces his impending death. Helmer tells Nora that he has often wished for some danger to befall her so that he can rescue her, and Nora seizes this opportunity to encourage Torvald to read Krogstad s letter. Torvald reads it and immediately chastises Nora, claiming she has wrecked his happiness and ruined his future. Torvald explains that Nora can stay in the house but will be unfit to raise the children. From now on, Torvald claims, happiness doesn t matter; all that matters is . . . The appearance. When a letter arrives including Nora s cancelled debt, Torvald is happy again.


. . The appearance. When a letter arrives including Nora s cancelled debt, Torvald is happy again. But Nora is forever changed by her husband s reaction, and after removing her masquerade costume, she sits down with Torvald to share the first serious conversation of their eight year marriage. Declaring she has been wronged greatly by both her father and her husband, Nora compares her existence in their homes to a doll in a doll house. When Torvald declares his wife cannot leave because her husband and children are her most sacred duties, Nora responds with I have other duties equally sacred. . . .Before all else, I m a human being. Nora is determined to remain strangers unless the greatest miracle of all could happen the ability to live together in a true marriage. Nora departs, and the audience is left with the sound of a door slamming shut. PREREADING ACTIVITIESThese activities are designed to deepen students background knowledge of literary symbols and traditions, and to introduce them to the play s major themes. Note: Consult other Teacher s Guides to Signet Classics; they contain ideas that can be adapted to prepare students to read and enjoy this play .I. BUILDING BACKGROUND KNOWLEDGE IN LITERATUREIntroduction to A Doll s HouseTreasure HuntOne way to arouse students interest in studying any play is to have them bring or draw objects which are connected to the plot, characters, or theme of the play. You can provide students with a list if you want to do this activity before they read the play OR they can brainstorm a list after they read different parts of the play or as a post-reading activity. Students can gather or create a range of objects, from easy to difficult, to bring to class to organize displays. Here are a few suggestions for a class reading A Doll s House:1.SETTING: a dollhouse, a masquerade mask, a peasant costume, a box of macaroons, a map of Norway, an audio tape with the sound of a slamming door or gypsy music suitable for the tarentella. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House62.CHARACTERS: a mommy doll, three children dolls, a lawyer s name plate, a business card with a black cross, a forged letter. 3. THEME: objects which symbolize individualism, deception, identity, and reality vs.


A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House62.CHARACTERS: a mommy doll, three children dolls, a lawyer s name plate, a business card with a black cross, a forged letter. 3. THEME: objects which symbolize individualism, deception, identity, and reality vs. appearance prior to the scavenger hunt allow students to brainstorm ideas of objects which suggest these abstract qualities .Probable PassagesTo encourage student predictions, generate a list of ten to fifteen words related to A Doll s House. Ask students to write a probable passage paragraph that predicts the content of the play by using all the words from the list. After the play is read, students can return to the passage and make corrections to their summaries. Possible words might include: dollhouse, black cross, tarantella, masquerade, forgery, bank, mailbox, door, blackmail, husband, wife, reputation, morality. Circle MapTo build anticipation and to make connections by studying the play s title, ask students to draw a circle map at their desks as you model one on the board. In the middle of the circle, write A Doll s House. Ask students to predict what the play will be about by filling in the circle with words and ideas associated with a doll house. Model how to draw a frame around the circle map. Ask students to fill in the frame of reference with sources for their associations. For example, if students wrote toy in the circle, they might write my childhood in the frame of reference. Encourage abstract associations such as playing parts or fantasy role-play. Metaphoric ConnectionsA Doll s House utilizes the traditional metaphor of role-playing or masking to represent a character s repressed identity. Ask students to research other works of literature that incorporate masking and to create bibliographic entries and short summaries for each source they find. Arrange for a class period in the computer lab or media center and provide students with links or titles in order to initiate their searches. Either on the computer or in written form, individual students or teams can summarize the plot of their selection s and add works cited type entries with source information. Afterwards, summaries and bibliographic information can be compiled and shared in class to demonstrate the pervasiveness of the masking role-playing metaphor in literature. Titles for research might include:1. As You Like It2. Cinderella3. Much Ado About Nothing4.


As You Like It2. Cinderella3. Much Ado About Nothing4. Pinocchio5. Pygmalion6. Romeo and Juliet7. Sleeping BeautyA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House7Genre StudyCritical ReadingWhile Ibsen is classified as a realistic dramatist, his theatrical career is often divided into three distinct periods that define the styles of his individual plays. The foreword to the Signet Classics Centennial Edition of Ibsen: Four Major Plays discusses Ibsen s developing style with particular emphasis on A Doll s House. Ask students to read Rolf Fjelde s Foreword and choose an appropriate comprehension strategy for note taking. Students might take Cornell Notes, double-column notes, or use post-its. To process their thinking, allow students to turn and talk after they have completed the reading. Reality TelevisionIn order to encourage students to think about the choices a playwright must make when creating a play with the look and feel of real life, ask students to develop a new reality T.V. show. Explain to students, however, that unlike the current television offerings, these reality shows must actually attempt to appear real. Like the realistic dramatists of the 19th and 20th centuries, students must discard lofty or overblown theatrics and storylines in exchange for the actual and the everyday. Their characters must be unable to arrive easily at answers to their predicaments. Students or teams must create a proposal for their show that answers the following questions:1.On what everyday situation or dilemma will your show focus?2. What everyday characters will your show include?3. What physical or philosophical problems of daily living, either social, philosophical, or psychological, will your show examine?II. BUILDING BACKGROUND KNOWLEDGE IN HISTORY AND CULTUREWomen s Rights TimelineAsk students to create a digital or hard copy timeline that details the growth and development of women s rights from as far back as the Anglo-Saxon period in Europe through the current day. Both historical and literary items may be included. Highlights might include Mary Wollstonecraft Shelley s A Vindication of the Rights of Women 1792 , Sojourner Truth s Ain t I A Woman? 1851 , Lydia Chapin, Susan B.


Both historical and literary items may be included. Highlights might include Mary Wollstonecraft Shelley s A Vindication of the Rights of Women 1792 , Sojourner Truth s Ain t I A Woman? 1851 , Lydia Chapin, Susan B. Anthony and the 19th Century Women s Suffrage Movement, and the still elusive Equal Rights Amendment ERA .19th Century Background MultiMedia Presentation Using Inspiration! Or another multi-media program, ask students to research and produce a 1-3 minute audio-story or podcast introducing the class to one of the following topics:1. Henrik Ibsen 2. 19th century Norway3. Realistic drama4. Tarentella dance5. 19th century women s roles in the WestA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House8All students need is a microphone and an audio-editing software program like Audacity, which can be downloaded for free. Students create an MP3 file with their information and include transitional commentary. Next, students upload the podcast to a free site such as iTunes, or ask the local webmaster to post it to the school website. Classmates, parents, and other community members can listen to the recordings online or download them to their ipods. III. BUILDING BACKGROUND KNOWLEDGE THROUGH INITIAL EXPLORATION OF THEMESIndividualism versus Social ResponsibilityWalkabout SurveyTo activate prior knowledge and connections to the play s themes, have students perform a survey. Using a survey question that generates thought, provide students with a nine block 3 X 3 handout ready for responses. On the left side of the blocks going down, create blanks for three Informers. On the top of the blocks going left to right, create blanks for Detail 1, Detail 2, and Detail 3. Students then walk around and ask three different Informers to answer the survey question, giving three facts each. Students record their Informers facts in the blocks. After returning to their seats, students summarize in writing what they have learned from their classmates.


On the left side of the blocks going down, create blanks for three Informers. On the top of the blocks going left to right, create blanks for Detail 1, Detail 2, and Detail 3. Students then walk around and ask three different Informers to answer the survey question, giving three facts each. Students record their Informers facts in the blocks. After returning to their seats, students summarize in writing what they have learned from their classmates. Sample questions to generate a walkabout survey for A Doll s House include: What is the definition of freedom? Does social responsibility impede the rights of the individual? What are society s expectations for mothers? What are society s expectations for fathers? Can a person contradict these expectations and still be a good mother or father? Do society s expectations prevent a parent s individual growth? Are society s expectations of parents outdated in today s world?Gender Roles and MarriageGender Roles DiscussionAs a class, read The Story of an Hour, the short story written by American realist Kate Chopin in 1894. Discuss as a class:1. How does Chopin depict a high-class marriage at the turn of the nineteenth century?2. How does Chopin illustrate the role of women in nineteenth century Western Civilization? 3. To what does Mrs. Mallard refer when she thinks to herself, Free! Body and soul free! ? 4. Discuss the irony in the story s last line: She had died of heart disease of joy that kills. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s HouseThe Art of AdvertisementProvide groups of students with magazine, Internet, and television ads that can be perceived as gender specific or sexist. Consider commercials for cleaning products, food, cars, and alcohol. Ask students to analyze the following:1. Describe your advertisement in one paragraph. If print, start from the most obvious image and move to the details. If video, describe in sequential order. 2.What, if anything, about the advertisement makes it gender specific or sexist?3. Is the ad appealing? Why or why not? What is your group s reaction?4. What is the intended effect of the advertisement on the consumer?5. Is the company justified in portraying its product in this fashion?


What is your group s reaction?4. What is the intended effect of the advertisement on the consumer?5. Is the company justified in portraying its product in this fashion? Why or why not?Marriage DebatePlay an audio recording of Ani DiFranco s song, Wishin and Hopin . Provide students with the lyrics, including:Show him that you care, just for himDo the things that he likes to do. Wear your hair just for him, causeYou won t get him, thinkin and a prayin Wishin and hopin .Divide the class into two groups. One group will argue that such gender roles of dominance and submission still exist in today s society; the other will argue that today our society no longer desires such gender specific behaviors, and that true love and marriage is based on mutual respect. Ask each side to prepare supporting points, as well as predict what the opposing side will say. Challenge them to make connections to their own lives. Hold a class debate, complete with cross examinations and rebuttals. Think-Pair-ShareIn A Doll s House, Nora is referred to by a number of nicknames such as, little lark, squirrel, spendthrift, and sweet tooth. Nora refers to her husband as darling and dear. Ask students to consider the language that will be used in the play to represent gender stereotypes. On a sheet of paper, students work independently to brainstorm nicknames or pet names currently used when talking about men and women. After they write their thinking down, students pair up and compare lists. Partners should note any commonalities, trends or patterns they see. For instance, are the nicknames used for one gender more condescending than the other? Is one set more physically oriented? Is one more comparable to children? Or are both sets equal? After partners discuss their observations, the class can share as a whole. Complications and DeceptionsShared ReadingIn partners, read the Greek myth of Arachne, a skilled female weaver who is turned into a spider by the goddess Athena for daring to challenge her defined role as a lower class,A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House10mortal woman. Discuss as a pair:1. In what web of her own design does Arachne ensnare herself? Examine the question literally and symbolically.2.


Discuss as a pair:1. In what web of her own design does Arachne ensnare herself? Examine the question literally and symbolically.2. Why does Athena choose the spider for Arachne s new form? How is this choice appropriate on more than one level? Response JournalsIn response journals, ask students to examine Sir Walter Scott s line from Marmion: Oh what a tangled web we weave, When first we practice to deceive! Respond to the following:1.How is the metaphor of a web effective for the topic of deceit?2. Write about a time you found yourself spinning such a web. What were the results?Another quotation on which students may journal is from Shakespeare s As You Like It: All the world s a stage, and all the men and women merely players. 1. Is human existence simply a matter of playing parts? Explain.2. The world s stage is Shakespeare s metaphor. Can you think of another appropriate metaphor for life today? Elaborate. Problem Situation: Alligator RiverAsk students to read the following story and rank the characters as explained in the instructions below. Students may work independently or in pairs and share as a class afterwards. There lived a woman named Abigail who was in love with a socially important man named Gregory. Gregory lived on the shore of a river. Abigail lived on the opposite shore of the same river. The river that separated the two lovers was teeming with dangerous alligators. Abigail wanted to cross the river to be with Gregory. Unfortunately, the bridge had been washed out by a heavy flood the previous week. So she went to ask Sinbad, a riverboat captain, to take her across. He said he would be glad to if she would consent to deliver illegal drugs to a teenage dealer on the other side. She promptly refused and went to a friend named Ivan to explain her plight. Ivan did not want to get involved at all in the situation. Abigail felt her only alternative was to accept Sinbad s terms and deliver the drugs. Sinbad fulfilled his promise to Abigail and delivered her into the arms of Gregory. When Abigail told Gregory about her illegal escapade in order to cross the river, Gregory cast her aside because he thought that his reputation would be damaged when people heard what his fianc had done. Heartsick and rejected, Abigail turned to Slug with her tale of woe.


Sinbad fulfilled his promise to Abigail and delivered her into the arms of Gregory. When Abigail told Gregory about her illegal escapade in order to cross the river, Gregory cast her aside because he thought that his reputation would be damaged when people heard what his fianc had done. Heartsick and rejected, Abigail turned to Slug with her tale of woe. Slug, feeling compassion for Abigail, sought out Gregory and beat him brutally. Abigail was happy at the sight of Gregory getting his due. As the sun set on the horizon, people could hear Abigail laughing at Gregory. Source of original story Simon, S. B, Howe, L. W., Kirschenbaum, H. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House11 1972 . Values Clarification. NY: Warner Books. Instructions: After reading the story, rank the five 5 characters in the story beginning with the one whom you consider as the most morally offensive and end with the one whom you consider the least objectionable. That is, the character who seems to be the most dishonorable to you should be entered first in the list following the story, then the second most dishonorable, and so on, with the least dishonorable or objectionable being entered fifth. Very briefly note why you rank them in the order that you do. Characters: Abigail, Gregory, Ivan, Sinbad, Slug1. Most dishonorable 2. 3. 4. 5. Least dishonorable In small groups or with the whole class, have the students compare their choices for most dishonorable and least dishonorable. Discuss: On what basis did you judge the morality or immorality of the characters? Is it ever right to do something wrong to achieve a good end? What is virtue? How do we judge it? Is there absolute good or evil? Or are there degrees of good and evil?DURING READING ACTIVITIESThese activities encourage students to utilize research-based comprehension strategies such as predicting, connecting, summarizing, and determining main ideas while reading A Doll s House. Whether the play is read aloud in class or silently at home, teachers can choose appropriate assignments from the ideas below. I.


How do we judge it? Is there absolute good or evil? Or are there degrees of good and evil?DURING READING ACTIVITIESThese activities encourage students to utilize research-based comprehension strategies such as predicting, connecting, summarizing, and determining main ideas while reading A Doll s House. Whether the play is read aloud in class or silently at home, teachers can choose appropriate assignments from the ideas below. I. ANALYZING THROUGH GROUP RESPONSEReader s TheatreAssign roles for a particular act and ask students to sit in a row of chairs at the front of the classroom. Students may use their scripts, but they should utilize vocal and facial expression to bring the play alive for the class. Alternatively, clear a space in the middle or front of the classroom and ask students to stand and follow stage directions as they read the play. Provide macaroons for Nora and a pen and wallet for Torvald, and watch students get into character. After the reading, hold a Meet the Cast Session, where actors discuss their characterization choices with the rest of the class. Alternatively, students can journal or write a critical response to explain their interpretations. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House12To prepare for dramatic reading activities, teachers might choose one or more of the following activities.1. Character Sketch If the reading will be done after the class has discussed or read part of the play already, ask students to write a one page, first-person point of view description of the character whose lines they will read. For instance, a student reading Torvald Helmer might write, My name is Torvald Helmer. I am in my mid thirties, I believe in maintaining appearances, and I despise any type of deception or dishonesty. I am of the firm belief that character is directly defined by a mother s morals. For minor characters, students can fill in the blanks, creating appropriate backgrounds for characters whose description is minimal.2. Modeling If the reading will be done without prior discussion or research, the teacher can model proper interpretive form for students. Pick a monologue from the assigned reading and read once with no vocal inflection or facial expression, and then follow up with an animated reading of the same passage. Ask students to point out specific qualities that made the second reading more interesting and informative.


Modeling If the reading will be done without prior discussion or research, the teacher can model proper interpretive form for students. Pick a monologue from the assigned reading and read once with no vocal inflection or facial expression, and then follow up with an animated reading of the same passage. Ask students to point out specific qualities that made the second reading more interesting and informative. Make a list on the board of those qualities students should reflect as they read, such as volume, enthusiasm, facial expression, and word-emphasis.3. Line Rehearsal This is a variation of teacher modeling. Choose several lines from A Doll s House and ask one or more students to read them one at a time, first with no emphasis, inflection, or expression, and then with energy and meaning. Ask readers to explain their interpretive choices.4. Role Study Show students a video clip from A Doll s House and ask them to take notes on the actor who portrays the part they will be reading. How does the character speak? Describe his accent. Is the character loud or soft spoken? Does he use any hand gestures? How does his vocal and physical portrayal help define his character? Do you like the actor s choices? Why or why not? Students can choose to fashion their characterization on the film, or they may create their own interpretations. In any case, ask students to be ready to defend their choices. Reciprocal ReadingIn order to teach inferencing and self-regulation of comprehension, assign small groups of students individual strategies to use as they read an act outloud: Questioner: poses questions that focus on main ideas and themes. Summarizer: summarizes the action. Clarifier:clarifies difficulties in understanding. Predictor:makes a prediction about future content. Students may keep their roles for the entire act, or they may alternate. An alternative is the ReQuest strategy, where the teacher models questioning after a segment of the act is read, and then students imitate such questioning after the next segment. Freeze-FrameDivide the class into small groups of 5 students. Have the group choose a scene and prepare a still photograph of their favorite or most significant part of a particular scene. AllA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House13members of the group must appear in the still life even though some will be inanimate objects.


An alternative is the ReQuest strategy, where the teacher models questioning after a segment of the act is read, and then students imitate such questioning after the next segment. Freeze-FrameDivide the class into small groups of 5 students. Have the group choose a scene and prepare a still photograph of their favorite or most significant part of a particular scene. AllA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House13members of the group must appear in the still life even though some will be inanimate objects. You can follow up this activity by asking students to write about their choices. Dramatic Book CoversIn this activity, groups create and portray a living book cover for an illustrated edition of the play. In picking a quotation from the play and in portraying an illustration that depicts the quotation s meaning, students take on the role of the bookseller or publishing house, who must decide how best to get across the point of the play to an audience who has not yet read it. Ask groups to follow this process:1. Pick one quotation from the play that is particularly significant, one that seems to speak to one of the playwright s major themes or intents, one that would make good sense on the cover of the play. 2. Write out the quotation on a long, narrow piece of paper, in large enough print to be seen from the back of the classroom. 3. Decide how to portray the quotation in a frozen tableau. Rather than presenting a scene from the play, create a picture that illustrates the quotation. For instance, the struggle between Nora s role as a wife and her duty to herself might be portrayed as a tug of war. This activity requires you to illustrate comprehension and synthesis by turning your understanding into performance art. 4. In front of the class, arrange yourselves into the frozen tableau, and either hold or post your quotation so that it is part of the book cover. Hold the scene for thirty seconds, so that the rest of the class can read and appreciate your illustrated classic. Modern Scene RewritesTo illustrate the point that period plays have relevant meaning and messages for all eras, groups can re-write, re-interpret and re-enact scenes for new settings. While these scenes are fun to create and enjoyable to watch, challenge students to keep the playwright s objectives, tone, and themes intact.


4. In front of the class, arrange yourselves into the frozen tableau, and either hold or post your quotation so that it is part of the book cover. Hold the scene for thirty seconds, so that the rest of the class can read and appreciate your illustrated classic. Modern Scene RewritesTo illustrate the point that period plays have relevant meaning and messages for all eras, groups can re-write, re-interpret and re-enact scenes for new settings. While these scenes are fun to create and enjoyable to watch, challenge students to keep the playwright s objectives, tone, and themes intact. Students might be asked to re-write Nora s revelation scene set in the 1950 s era, or to re-interpret the tarantella as a modern dance. Discussion QuestionsDiscussion questions encourage students to deepen their individual analysis of the play by sharing their reactions with classmates. Students generally feel more comfortable sharing their ideas with a small group of peers first. When group discussions are complete, student spokespersons can discuss their findings with the class as a whole. Discussion questions on A Doll s House ask students to analyze playwright s purpose, theme, social commentary, and literary techniques. Below are some thought-provoking questions from each act. Act I1. From the beginning of Act I, Torvald calls Nora several pet names. What do these names suggest about Torvald s perception of his wife and his marriage? 2.Compare Nora s and Kristine s lives since marriage. Who is better off? Explain. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House143. What might be the link between Nora s contraband macaroons and her huge desire to say to hell and be damned? 4. What crime has Nora committed?5. Do Nora s motives for committing the crime excuse her in some way?6. What does Nora s tree decorating and chattering at the end of Act I reveal about her character?Act II1. When Nora sees the box of masquerade clothes, she wants to rip them in a million pieces! What does Ibsen symbolize with this characterization?2. Discuss the foreshadowing in Nora s conversation with Anne-Marie.3. Why does Torvald make such a decisive show of mailing the letter firing Krogstad against Nora s pleas?4. After Dr. Rank professes his love, Nora demands the lamp be brought in. Why? Is this light real or artificial?


Rank professes his love, Nora demands the lamp be brought in. Why? Is this light real or artificial? What might Ibsen be suggesting about truth and light in the Helmer s household?5. Some histories of the tarantella dance explain that it is used to fight off the venomous effects of a spider bite. Other interpretations suggest it represents a woman s frustration in oppression. Which of these explanations best fits Nora s violent practice at the end of Act II? Might both apply? Explain. Act III1. Why is Kristine willing to risk everything for Krogstad?2. Why does Kristine encourage Krogstad to let Torvald read the letter revealing Nora s deception?3. Dr. Rank suggests Nora should go to the next masquerade dressed as Charmed Life, and that she should dress just as she looks every day. What is the implication about Nora s daily life? Is it charmed? Or is the charm a masquerade? Explain.4. Discuss the irony in Torvald s accusation that Nora has played with him like a puppet. 5. Helmer s pronouncement that before all else, Nora is a wife and mother is contradicted by Nora s before all else, I m a human being. Is this issue significant today, or is it only a sign of Ibsen s time? Explain.6. Discuss Nora s decision to leave her family. Is it truly the only way she can reclaim her identity and humanity?7. The last sound the audience hears is the door slamming shut after Nora s departure. Examine the theatrical, literary, and historical significance of this stage device. Online Discussion BoardUsing an online teaching assistant such as Blackboard or Moodle, create a discussion topic or use the discussion questions for student responses outside of class. Give students a deadline to respond, and ask them to discuss not only the initial topic, but theirA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House15classmates responses as well. You may wish to extend the discussion in class. Electronic Chat RoomThe difference in the discussion board and the online chat is that discussion boards take place over a period of days, whereas the chat occurs in real time, while the teacher is present and monitoring. Using a program such as Blackboard or Moodle, students register under fake screen names in order to participate in an online discussion board.


Give students a deadline to respond, and ask them to discuss not only the initial topic, but theirA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House15classmates responses as well. You may wish to extend the discussion in class. Electronic Chat RoomThe difference in the discussion board and the online chat is that discussion boards take place over a period of days, whereas the chat occurs in real time, while the teacher is present and monitoring. Using a program such as Blackboard or Moodle, students register under fake screen names in order to participate in an online discussion board. The teacher can post two or three open-ended discussion questions designed to elicit a broad range of answers with the capacity for complex and controversial responses. In a computer lab or lap-top classroom, students read and respond to each other s posts in silence. Because online postings allow multiple responses simultaneously, questions that normally receive five or six verbal responses in the classroom elicit hundreds of responses online. And due to the screen names anonymity, students who usually are too reticent to share out loud are encouraged to respond without fear of appearing foolish or hurting classmates feelings. The teacher s job is to ensure posts are on-task and analytical. Assessments can be completed later when the teacher pulls up the discussion as a whole. Sample chat room prompts might include:1. Is Nora the only doll in A Doll s House?2. Defend or support Torvald s beliefs about moral corruption and heredity.3. Is Nora s decision to leave her husband and children acceptable? Explain. Opinion-Proof TeamsAssign one half of the class to one team, the second half to another team. Each team is given an opinion derived from major themes in A Doll s House. Students must work together to create a list of proofs for their opinion regardless of whether they agree with it or not.


Explain. Opinion-Proof TeamsAssign one half of the class to one team, the second half to another team. Each team is given an opinion derived from major themes in A Doll s House. Students must work together to create a list of proofs for their opinion regardless of whether they agree with it or not. For example, one team might be assigned the opinion, Torvald has the right to be angry that Nora forged the promissory note. Their proof list might include, Torvald could be arrested for his wife s forgery, and Married couples shouldn t lie to one another. The opposite team would be assigned the opinion Torvald has no right to be angry that Nora forged the promissory note. Their proof list might include, Nora had no choice she did it to save Torvald s life, and Women were not allowed to get a loan by themselves in this era. After teams compose their proofs, they can share them in the form of a discussion, a debate, a speech, or an essay. Give One-Get OneIn this interactive strategy, students set up a barter system to demonstrate their comprehension of major themes in the play and to exchange ideas with peers. Prepare a grid for students with six to twelve empty boxes on a sheet of paper. Label the boxes with response prompts, such as, I believe. . . Or I think the most important action was. . . Or One thing I like about Mrs. Linde is. . . Ask students to choose three of the prompts and record their personal opinions or knowledge. Next, students mingle and ask their peers to provide opinions and knowledge to fill in the remainder of the boxes. For each box they get, students must give one as well. Once students have completed the boxes, ask them to share ideas that are unique, helpful, interesting, or profound. If students did not get all boxes filled in, they may do so during the group discussion. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House16II. ANALYZING THROUGH INDIVIDUAL RESPONSE Flow-ChartFlow charts help students differentiate between main action versus supporting action while keeping up with the play s storyline. Ask students to create a box and arrow flowchart in which only main action is recorded in the boxes. To practice predicting, students can stop the flow and create two or three new boxes that predict the next possible action.


ANALYZING THROUGH INDIVIDUAL RESPONSE Flow-ChartFlow charts help students differentiate between main action versus supporting action while keeping up with the play s storyline. Ask students to create a box and arrow flowchart in which only main action is recorded in the boxes. To practice predicting, students can stop the flow and create two or three new boxes that predict the next possible action. When reading resumes, students continue with the prediction box that was correct, or create a new one for the correct action, and the flow chart continues. The result is a better understanding of how each action in the drama impacts the next. Character-Foil Double-Bubble MapLike Venn-Diagrams, Double-Bubble Maps help students compare and contrast. Ask students to fill in the two main bubbles with the names of two character foils, such as Nora and Kristine, or Torvald and Dr. Rank. In the bubbles shared by the foils, students record similarities, such as female in a male-dominated society. In the bubbles specific to each of the characters, students record parallel differences, such as has nothing to lose and will lose home and children. After students fill in their double-bubble maps, they might turn and share with a classmate or the class, adding to their maps as the discussion ensues. Double-Column NotesDouble-Column Notes encourage students to take a second look while reading, and to read for analysis, not simply plot. The best notes are composed as the student reads, not after the reading is completed. In this way, students prove to themselves and their teachers that they are thinking as they read. Whether handwritten or electronic notes that students submit via email, teachers can add comments throughout, responding personally to ideas students may not be willing to verbalize in class. Ask students to find one or more significant events or quotations from each act in A Doll s House, and record them on the left side of a double-columned sheet of paper. On the right side column, students record their thinking about the event or quotation. They might comment on patterns they see developing, themes they see evolving, social or historical commentary they see being made, or connections they believe tie the play to modern society. As the double-column notes progress, students should see their responses falling into categories that illustrate their comprehension of Ibsen s significant themes and issues. Later, double-column notes can be used to initiate student-led discussions in class.


On the right side column, students record their thinking about the event or quotation. They might comment on patterns they see developing, themes they see evolving, social or historical commentary they see being made, or connections they believe tie the play to modern society. As the double-column notes progress, students should see their responses falling into categories that illustrate their comprehension of Ibsen s significant themes and issues. Later, double-column notes can be used to initiate student-led discussions in class. Ask students: Who would like to share a response from Act Two? After a student answers, the teacher can invite responses, and the discussion is off and running. Cornell-NotesCornell Notes teach students to summarize by separating main and supporting ideas. For each act of the play, ask students to draw a capital letter I that takes up an entire sheet of notebook paper. The vertical line will be off-center to the left. On the left side of the vertical line, students record major themes. On the right side of the vertical line, students record supporting details or actions from the play that illustrate these main themes. Below theA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House17bottom horizontal line, ask students to summarize the act s themes in a sentence or two. Post-It NotesTo help students make personal, literary, and cultural connections to Ibsen s play, ask them to record on post-it notes any connections they see as they read A Doll s House. To emphasize the idea that connections should count, remind students to think about how these observations help them better understand the play, and to discard the post-its that do not aid in comprehension. At the end of each act, students can collaborate and categorize their connections, and stick their post-its on labeled posters throughout the room, allowing the class to move and observe each other s ideas. Exit SlipsAs students complete the day s reading, ask them to write a five-minute response on an index card that they will submit as they exit. Prompts might be specific, such as Describe Nora s inner-conflict, or they might be general, such as, Write down anything you remember about the play s main themes. Exit slips can also take the form of 1-2-3 cards, where students write down three characters, two themes, and one dramatic device used in the day s reading.


To emphasize the idea that connections should count, remind students to think about how these observations help them better understand the play, and to discard the post-its that do not aid in comprehension. At the end of each act, students can collaborate and categorize their connections, and stick their post-its on labeled posters throughout the room, allowing the class to move and observe each other s ideas. Exit SlipsAs students complete the day s reading, ask them to write a five-minute response on an index card that they will submit as they exit. Prompts might be specific, such as Describe Nora s inner-conflict, or they might be general, such as, Write down anything you remember about the play s main themes. Exit slips can also take the form of 1-2-3 cards, where students write down three characters, two themes, and one dramatic device used in the day s reading. Exit slips are formative assessments that allow students to self assess their comprehension and teachers to check the impact of their lesson. Script WritingAsk students to step into the playwright s shoes by writing a monologue, dialogue, or scene. When students write script, they demonstrate their understanding of Ibsen s writing style, characterization, and dramatic purpose. Students can write in either formal language as used in the 19th century or modern, contemporary language. Speeches can illustrate characters internal or external struggles, elaborate on one of their thoughts, or depict their objectives. Scripts can be assessed as written assignments, or students can perform them before the class, as well. Ideas for script writing include:1. Pretend you are Nora in Act One. Explain to Torvald why he would be wise in hiring Mrs. Linde at the bank. Instead of playing on Torvald s ego with she s terribly eager to come under a capable man s supervision, depict Nora as honest and straightforward.2. Put yourself in Krogstad s shoes in Act Two. Elaborate on what you mean when you tell Nora You can drop those thoughts. . . . Most of us think about that at first. I thought about it, too, but I discovered I hadn t the courage. 3. Take on the role of Helmer in Act Three.