Act 2

• Engels
• Further Education (Key Stage 5)

Goals today

Consideration of thesis statements 

symbolism of the Christmas Tree 

Consider dialogue between Nora and Anne-Marie (Children's nurse)

Consider rising tension and stage direction  

Word of the day

Lustre (n) - the brightness that a shiny surface has; a very special, attractive quality that people admire:

The dancing of the principal ballerina added lustre to an otherwise unimpressive production of Giselle.

cloudy, confused, dark, murky, obscure, vague, unclear

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Lacklustre 

Maxine 

Ariel 

Sienna 

Aral

Milou 

Maximilian 

Rishabh 

Nikita 

Lara 

Kirill 

Kyra

William 

Sofie 

Ariana 

Alyssa

Mika

Rio 

Sacha 

Tehia  

Max 

Front - board 

Write down three key events in Act 1 

Key event 1

Key event 2

Key event 3

Words to use/learn (AWL)

Alternative 

Circumstance 

Consent 

Dominate 

Interact 

Justify 

Outcome 

Sequence 

Words to learn/use (terminology) 

Antagonist 

Protagonist

Comic relief 

Role

Set

Props (properties) 

Hand props 

Subtext 

Write this vocabulary down in their columns 

Tick the words off as you use them in your written and spoken work. 

Read Act 1 

Guided textual analysis - Example extract 

1.  Read the practice extract from Act I. 
   
2. Highlight the key words in the guiding question.
3. Annotate the extract using the instructions and the guiding question to inform your annotations. 
4.  Develop a thesis statement
5. Plan your response using an MPO. Aim to have at least four pieces of evidence to support your claims. 
6. For your evidence, discuss the influence this authorial choice has on the playwright - audience relationship (effect) 

Ideas and techniques 

1. In the left-hand margin write down, for each section, what the main idea, message or topic is. You can pick out a word(s) from the text or use your own words.

2. In the right-hand margin, write and highlight or underline the techniques that you find. These will be language, diction and other dramatic techniques. 

Consider as well tone and punctuation to convey topics, concepts or themes. 

Constructing a thesis statement 

1. Carefully read the Guiding Question and determine the focus and key words that must be implemented in the thesis statement.  The key words will typically be the literary or linguistic element from the Guiding Question.

2. Look for the “insightful ideas” from your (left margin) annotations while also considering the key words of the Guiding Question.

3. Flip the Guiding Question into a thesis statement.

4. Use evaluative language in your thesis statement. 

How and to what effect has Ibsen developed some of the central concepts at this point in the play? 

Constructing a thesis statement 

In Act 1, Ibsen has convincingly developed the concept of identity and gender roles through dramatic techniques and stylistic choices, revealing the playwright's concern with the unequal expectations for men and women and the development of Nora's understanding of her identity. 

Diction choices 

Repetition 

hyperbole

stage directions /speech directions

Monologues 

Interrogatives - question forms

Symbols 

When 

Evaluative language 

Techniques 

Guiding question 

Effect - insightful idea

Gathering ideas and evidence 

Look at the support material in the file A Doll's House ManageBac  - drama terminology

Earmark terminology that you will use in your response.

 

Constructing a thesis statement 

1. Carefully read the Guiding Question and determine the focus and key words that must be implemented in the thesis statement.  The key words will typically be the literary or linguistic element from the Guiding Question.

2. Look for the “insightful ideas” from your (left margin) annotations while also considering the key words of the Guiding Question.

3. Flip the Guiding Question into a thesis statement.

4. Use evaluative language in your thesis statement. 

How and to what effect has Ibsen developed the character of Torvald at this point in the play? 

Constructing a thesis statement 

In Act 2, Ibsen has convincingly revealed Torvald's negative character traits through dramatic techniques and stylistic choices to reveal his overriding concern with appearances and his petty and narrow-minded character traits. 

Diction choices 

Repetition 

hyperbole

stage directions 

Monologues 

Interrogatives 

When 

Evaluative language 

Techniques 

Effect - insightful idea

MPO

1. Download the MPO from MB files 
   
2. Complete the planning document including your thesis statement, topic sentences and the evidence you will use. You should have at least four pieces of evidence per topic. 
   
3. Try to construct your topic sentences and your thesis statements around ideas and not techniques. 
   

Words to use/learn (AWL list 1) 

Assume 

Available 

Consistent 

Identify 

Interpretation 

Occur 

Section 

 

Words to learn/use (terminology) 

Plot 

sub-plot  

Exposition 

complication 

resolution/denouement

Well-made play 

parallels & contrasts 

Write this vocabulary down in their columns 

Tick the words off as you use them in your written and spoken work. 

Maxine 

Ariel 

Sienna 

Aral

Milou 

Maximilian 

Rishabh 

Nikita 

Lara 

Kirill 

Kyra

William 

Sofie 

Ariana 

Alyssa

Mika

Rio 

Sacha 

Tehia  

Max 

Front - board 

quizlet.com

How and to what effect has Ibsen developed some of the central concepts at this point in the play? 

Cut out the thesis statements and order them, as a group, from the most successful to the least. 

Discuss what makes a successful and an unsuccessful thesis statement for this extract and this guiding question. 

How and to what effect has Ibsen developed some of the central concepts at this point in the play? 

How did you make your decision? 

What criteria made a successful thesis statement? 

What criteria made a less successful thesis statement? 

Discuss and then record in your exercise book your findings. 

How is the symbolism of the Christmas tree developed in the opening stage directions of Act 2? 

           Symbols are objects, characters, figures, or   

     colours used to represent abstract ideas or concepts.

The Christmas tree, a festive object meant to serve a decorative purpose, symbolises Nora’s position in her household as a plaything who is pleasing to look at and adds charm to the home. There are several parallels drawn between Nora and the Christmas tree in the play. Just as Nora instructs the maid that the children cannot see the tree until it has been decorated, she tells Torvald that no one can see her in her dress until the evening of the dance. Also, at the beginning of the second act, after Nora’s psychological condition has begun to erode, the stage directions indicate that the Christmas tree is correspondingly “dishevelled.” 

Note if you notice that the stage direction indicates that a character should move towards or away from the Christmas tree. 

Read Act 1 

See: What do you notice in the scene at the beginning of Act 2 when Nora and the Nurse converse ? (dramatic dialogue, stage direction, diction choice, modality, tone, dramatic conventions etc)

Think: What do you think the subtext is?

Wonder: What questions do you have about the characters’ motivations or future actions?

Read Act 1 

Read the stage directions at the beginning of Act 2 and up until Mrs Linde enters.  

1. How could the "burned to their sockets" (p. 63) reflect Nora's mood?

2. The stripped Christmas tree shows that time has passed, but it also could have a symbolic weight. What abstract idea could the Christmas tree symbolise? Look back to Act 1 to find references to the Christmas tree. 

3. What are the implications of Nora saying about her fancy dress that she "should like to tear them into a million pieces!" (p. 63)? 

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Read Act 2 p. 63 - 90

Words to use/learn (AWL)

Evident 

Indicate 

Interpret 

Significant 

Specific 

Acquire 

Complex 

Equate 

Words to learn/use (terminology) 

Articulation 

Aside 

Catharsis 

Dramatic irony 

Mannerism 

Melodrama 

Monologue 

Write this vocabulary down in their columns 

Tick the words off as you use them in your written and spoken work. 

Rising tension 

1. Look at the exchange between Nora and Anne (the nurse) concerning the children. What sense is there that tragedy may be on its way? 

2. Discuss, in writing, the methods Nora uses to get her husband to employ Krogstad. How do these contribute to the changing atmosphere in the play? 

3. Once again, darkness falls in the act. What does Doctor Rank reveal  during this conversation with Nora?  Why do you think that Nora responds to him in the way she does? 

Although in the play Dr. Rank's ailment is called "spinal consumption", critics generally agree that the disease is actually syphilis. Ibsen suggests that the Doctor inherited the disease from his father, who was known to have lived a dissolute life with a number of different mistresses.

Find and note quotes that are relevant for these questions. 

1. Nurse " What out again in this dreadful weather? You'll catch a chill, madam" (63)

2. Nora "Yes, but, Anne-Marie, from now on I shan't be able to spend so much time with them" (63)

3. Nora "Do you think so? Do you think they'd forget their mother if she went away from them - for ever?" (64)

4. Nora "Oh if only I dared to go out! If I could be sure no one would come and nothing would happen, while I was away!" (65) 

1. Nora "Wonderful! But wasn't it nice of me to give in to you?" (69) 

2. Nora "If your little squirrel asked you really prettily to grant her a wish -" (69) 

3. Nora "I'd turn myself into a fairy, and dance for you in the moonlight, Torvald." (69)

4. Nora " This man writes for the most beastly newspapers - you said so yourself. He could do you tremendous harm. I'm so dreadfully frightened of him." (70)

5. Nora "Torvald - we could be free from every worry - you I and the children." (70) 

Infantilisation 

loss of social status

Danger to the family. Loss of reputation. 

Flattery

In Act 1, Ibsen has expressed the concepts of marriages/ relationships as well as gender roles very well through the use of linguistic techniques, which expresses how unfair society is due to how men treat women especially in relationships.

In Act 1 of A Doll’s House, Henrik Ibsen has successfully brought to light the concepts of relationships , gender , and money through the use of dramatic irony, symbolism, and natural dramatic dialogue, depicting the playwright’s critique with the societal expectations that compel (force) people to tell untruths and build false identities, suggesting that deception and lies become a survival mechanism when living an oppressive domestic life.

Language and Literature Thesis statements top 4 

In Act 1, Ibsen successfully develops the concept of relationships through the use of dramatic techniques and stylistic choices, showing the way Nora and Torvald interact through manipulation and how Nora’s opinion changes on her role as a mother.

Ibsen uses dramatic techniques to develop the concept patriarchy, to show the relationship between Hemler and Nora and the roles they take because of this.

In act one of A Doll’s House, Ibsen highlights the concept of ethics through the use of dramatic techniques and stylistic choices, revealing the severity of the consequences regarding forging a signature ultimately leading to further guilt in Nora

Language and Literature Thesis statements top 4 

In the end of Act 1, A Doll’s House, Ibsen expertly develops the concepts of gendered roles and justice through a range of dramatic and literary techniques, which reflect his critique of crushing expectations that suffocate women and the flawed system, built upon a foundation of biases, that reflect the inequitable justice found in society.   

Throughout act 1 of ‘A Doll’s House’, Ibsen has masterfully weaved together the concepts and themes of gender and status. Through the utilization of various techniques such as stage/speech directions and symbolism, the playwright is able to convey both the messaging of the play, and his real-world concerns surround the expectations, patriarchal dominance and inequality faced by women in the 1800s.

 Literature Thesis statements top 4 

By the end of Act 1, Ibsen has developed the concept of gender roles and justice through dramatic and language techniques, showing his intention to portray the instability of marriages at the time due to high expectations for women, and the infantilisation of Nora in her own marriage.

In act 1 of the Doll’s House, Ibsen underscores the central concept of Gender Roles through the enhancement of dramatic techniques and stylistic choices, conveying Ibsen’s intent to expose patriarchal structures within families, and the consequent stereotypical actions and presumptions which men possess in relation to their wife.

Literature Thesis statements top 4 

1. Rank " These last few days I've been going through the books of this poor body of mine and find I am bankrupt." (74)

2. Rank "I'll have a pretty accurate idea of when the final disintegration is likely to begin." (74)

3. Rank " And all this to atone for someone else's sin? " (74) 

4. Rank " My poor innocent spine must pay for the fun of my father" (74) 

5. Nora [looks at him for a moment] Shame on you! [Flicks him on the ear with the stockings.] Take that. [Puts them back in the box.] (76)

Rising tension 

4. Krogstad raises a hideous vision of Nora’s body being found after she has committed suicide. How far does the audience believe this is a likely outcome? 

5. How are blackmail and manipulation used to dramatic effect in this act? 

Find and mark quotes that are relevant for these questions. 

 Krogstad "However much money you offered me now I wouldn't give you back that paper" (81) 

Krogstad "Or even something worse --" 

Krogstad "I'm not asking your husband for money" (82) 

Krogstad "I want to rehabilitate myself "

 Krogstad "I want to get to the top. And your husband's going to help me" (83) 

Krogstad "Under the ice? Down in the cold, black water? And then, in the spring, to float up again ugly, unrecognizable, hairless --? (83) 

Add to your vocabulary  

obstinate: unreasonably determined, especially to act in a particular way and not to change at all, despite what anyone else says

Narrow-minded = not willing to accept ideas or ways of behaving that are different from your own.

Petty = complaining too much about things that are not important:

Flattery = excessive and insincere praise, given especially to further one's own interests.

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Lucid 

Word of the day

Lucid (n) - clearly expressed and easy to understand, or (of a person) thinking or speaking clearly.

Write down three antonyms for the word lucid. 

He didn’t seem very lucid after the accident.

cloudy, confused, dark, murky, obscure, vague, unclear

Dilemmas for Victorian women 

1. In your group, discuss the dilemma you have been given. 
   
2. From the information you have in your exercise book - Cornell notes -, what do you think the options would be for a middle-class woman living in 1875? 
   
3. Research further on your dilemma.
   
4. Present your dilemma to the class and explain the options that are available. 
   

Step inside questions - Act 2 

1. What can this person see, observe or notice?

2. What might this person know, understand, hold true or believe?

3. What might this person care deeply about? 

4. What might this person wonder about or question? 

Sit in your character groups 

What does your character feel about Nora’s situation?

What would they say if they knew the full truth?

Present the character’s viewpoint as a short monologue

We will hot seat the character. 

Dramatic dialogue 

Monologue 

Combination 

I minute 

Act 2 

1. What was in Krogstad's letter to Helmer?

2. How does Mrs. Linde plan to help Nora?

3. By the end of Act Two, Nora has come to a decision. What is it?

Word of the day

Emulate (vb) - to try to equal by imitating. 

Use emulate in your own sentence that shows your understanding of the word. 

Many teenagers try to emulate their favourite influencers by copying their fashions. 

Write down three key events in Act 1 

Krogstad - evolving 

Krogstad’s entrance via the backstairs p.80, shows a new bravado; Ibsen marks this with costume. In Act 1, when on legitimate business, he comes through the front door and is announced by the maid.p.43 However, he is now in outdoor clothes, suggesting that he has pushed past the maid, "Is he waiting in the kitchen?[...} he came up the back way" p.80 His boots and fur cap indicate the freezing cold, and remind the audience of darkness and cold- both real and metaphorical- into which Nora will step at the end of the play.

1. Write one paragraph analysing the use of costume and props in the play to symbolise the idea of freedom or lack of freedom. 

Krogstad - evolving 

Krogstad’s exit is a piece of carefully crafted suspense. 

The audience is teased with the idea that he may not leave the letter. Then it arrives, and is a visual reminder of the danger that Nora is now in. It also symbolises Nora’s confinement as she cannot read the letter herself, her husband holds the key to the letter box.  

Symbolism 

 Letters and letter boxes play an important part in A Doll's House. 

1. State three or more ways in which letters or messages help build suspense in A Doll's House. 

2. How does Ibsen use letters as a symbol-a physical representation of something abstract-of the fact that Nora and Torvald have not communicated honestly over the years? 

Think about the way Nora repeatedly tries to keep messages from being sent or received.

Tarantella

is a folk dance of Italy characterized by light, quick steps and teasing, flirtatious behaviour between partners; women dancers frequently carry tambourines. The music is in lively 6/8 time. The tarantella’s origin is connected with tarantism, a disease or form of hysteria that appeared in Italy in the 15th to the 17th century and that was obscurely associated with the bite of the tarantula spider; victims seemingly were cured by frenzied dancing. All three words ultimately derive from the name of the town of Taranto, Italy. Tarantellas were written for the piano by Frédéric Chopin, Franz Liszt, and Carl Maria von Weber.

Goals today

The symbol of the Tarantella 

Close analysis of an extract 

Construction of a thesis statement and two body paragraphs 

Uploading your body paragraphs and thesis statement - homework for 25th November 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Luminary 

Word of the day

Luminary (n) - a person who is famous and important in a particular area of activity

"lamp, light-giver, source of light," from Old French luminarie (12c.), later from 15th c in the figurative sense attached to a person

He has played saxophone with all the great jazz luminaries.

cloudy, confused, dark, murky, obscure, vague, unclear

Tarantella - dance of death

Nora is performing a kind of dance of death, expressing her thoughts of suicide and the fact that she is one of the ‘lying mothers,’ that Helmer has been condemning, ‘she is poisoning her own children with her lies and deceit.’ p. 61 As those who were afflicted by the spider, thought they could dance themselves to a miracle, so Nora believes she could dance herself to a "miracle" p.90 As Helmer notes that she "is dancing as if [her] life depended on it.” p.88

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Act 1

Concepts HL lang & lit 

A Doll's House 

Concepts we generated: 

Identity, (marriage) relationships, ethics, gender roles, money 

Read Act 1 

Comparative 

What are the differences and similarities between the two productions of the Tarantella in A Doll's House? 

Aspects	similarities Young Vic 2012 BBC 1992	Differences Young Vic BBC 1992
Mood/atmosphere
Concept(s)
Physicality
Development Nora's character
Free choice

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Translucent 

Word of the day

Translucent (adj) - If an object or a substance is translucent, it is almost transparent, allowing some light through it in an attractive way

Some light sources are translucent, for instance "light sticks," which contain liquids that are luminescent when mixed

Read Act 1 

Guiding question 

In what ways does Ibsen use Nora’s performance of the tarantella at the end of Act 2 to explore concepts of control and desperation?

Make a plan for a one or two paragraph response. The number of paragraphs is dependent on the number of main topics or points that you wish to make. 

Ideas and techniques 

1. In the left-hand margin write down, for each section, what the main idea, message or topic is. You can pick out a word(s) from the text or use your own words.

2. In the right-hand margin, write and highlight or underline the techniques that you find. These will be language, diction and other dramatic techniques. 

Consider as well tone and punctuation to convey topics, concepts or themes. 

Techniques 

Symbols - piano, tambourine, shawl, hair coming loose, stove, macaroons, champagne 

Punctuation- exclamation marks, dashes - emphasis, uncertainty. 

Dramatic irony 

Imperatives 

Modality - use of modals 

Diction choices 

stage and speech direction 

Euphemism 

Repetition 

Constructing a thesis statement 

1. Carefully read the Guiding Question and determine the focus and key words that must be implemented in the thesis statement.  The key words will typically be the literary or linguistic element from the Guiding Question.

2. Look for the “insightful ideas” from your (left margin) annotations while also considering the key words of the Guiding Question.

3. Flip the Guiding Question into a thesis statement.

4. Use evaluative language in your thesis statement. 

In what ways does Ibsen use Nora’s performance of the tarantella at the end of Act 2 to explore concepts of control and desperation?

Read Act 1 

Guided textual analysis - Example extract 

1. Read the practice extract from Act II.

2. Highlight the key words in the guiding question. 

3. Annotate the extract using the instructions and the guiding question to inform your annotations. 

4. Develop a thesis statement and two topic sentences. 

5. Upload your thesis statement and one (two)  body paragraphs in the dropbox open for Tuesday 25th  November 

Read Act 1 

-Construct a topic sentence that can be debated and include the insightful idea = topic, thesis or theme of this extract and why Ibsen includes it in the play. 

- short summary of the content of the extract. 

- two, three or more quotes from the extract to support your TS.

- analysis of the the reason why Ibsen included these techniques in this extract. 

-Link to your Topic sentence

What you should include in your paragraph 

Write your paragraph(s) in a Word doc 

Read Act 1 

Act 3 stage set description. 

1. What has changed? 

2. What does the staging suggest about Act 3? 

3. Does this stage set suggest Nora's departure? 

• The characters are anchored at the table for most of this scene, which places them on an equal footing. Previously, the space has tended to symbolise the differences in the sexes.
  
• This neutral arrangement foreshadows the sobering settling of accounts.
  

social and historical context 

Patriarchal ideals were supported and reinforced by a social structure in which women had little overt political or economic power. They were economically,

socially, and psychologically dependent upon men and especially dependent upon the institutions of marriage and motherhood.

Overt

Patriarchal ideas : ideas ruled or controled by men. 

The patriarchy: a society in which the oldest male is the leader of the family, or a society controlled by men in which they use their power to their own advantage:

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Abstain 

Root of the day 

Ab- "away" from Latin 

Word of the day

Abstain (v) - to stop oneself from doing something, to refrain. To hold off from.

Write three antonyms for abstain 

A growing number of people are attempting a "Dry January" during which they abstain from alcohol to see if it improves their health. 

continue, accept, embrace, encourage, use, want, meet, face 

Krogstad 

Use the link in MB to the Padlet and complete your answers to these questions exploring the motivations and experiences of Krogstad. 

Log one key quote that you feel reflects Krogstad's world view

Read Act 1 

Are you happy with ...? 

What are your concerns or worries ...? 

Isn't it true that ...? 

Why did you react ...? 

What makes you ...? 

How will you ...? 

Other questions 

Words to use/learn (AWL)

Alternative 

Circumstance 

Consent 

Dominate 

Interact 

Justify 

Outcome 

Sequence 

Words to learn/use (terminology) 

Antagonist 

Protagonist

Comic relief 

Role

Set

Props (properties) 

Hand props 

Subtext 

Write this vocabulary down in their columns 

Tick the words off as you use them in your written and spoken work. 

Constructing a thesis statement 

In Act 2, Ibsen has convincingly revealed Torvald's negative character traits through dramatic techniques and stylistic choices to reveal his overriding concern with appearances and his petty and narrow-minded character traits. 

Diction choices 

Repetition 

hyperbole

stage directions 

Monologues 

Interrogatives 

When 

Evaluative language 

Techniques 

Effect - insightful idea

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Aberration 

Word of the day

Aberration (n) - a temporary change from the typical or usual way of behaving; a change from what is typical or usual, especially a temporary change

Write three synonyms for the word aberration. 

The police described the outbreak of violence in the area as an aberration. It was not the norm in that neighbourhood. 

deviaton, difference, departure from, peculiarity, oddity, quirk, irregularity 

Texts speaking to texts 

Respond to the following quotes and questions:​

From Sir Walter Scott’s " Marmion":​

“Oh what a tangled web we weave, When first we practice to deceive!” ​

Questions:​

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?​

​

Texts speaking to texts 

From Shakespeare’s As You Like It:​

“All the world’s a stage, and all the men and women merely players.”​

Questions:​

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.​

​

Read Act 1 

Read the extract from the end of Act 2 

1. Where does this extract appear in the play? What happens before and after it? Think of the position it takes in the narrative arc or in Freytag's pyramid. 

2. Annotate all stage and speech directions. How do these convey information about the mood and tension in this part of the play? How do they convey information regarding symbols in the play? 

3. Look closely and annotate the diction choices that Ibsen gives to each character. How do these choices reflect their position in the patriarchal system and their relationship to other characters? 

Goals today

An extract to consider from Act 2 

Constructing a body paragraph and topic sentences 

Beginning of act 3 

Share your topic sentence

Read Act 1 

Write your paragraph(s) in your exercise book.

Read Act 1 

Topic sentence - a debatable topic which links to and supports the thesis statement. 

Short summary of the content of the extract 

3 - 4 quotes that support the topic sentence 

Analysis of why Ibsen includes these techniques in this extract 

Link to the the topic sentence 

Read Act 1 

In this extract taken from the end of Act 2, Ibsen successfully conveys Nora’s desperation and increases the tension in the play. In the extract Nora practices dancing the Tarantella to distract Torvald from looking at the letters in the letter box and thus discovering Nora’s secret. Dr Rank and Mrs Linde act as onlookers and are witnesses to the conflict in the Helmer’s relationship. Ibsen employs stage directions to reveal the integral use of symbols which support the concept of marital relationships. Nora "seizes the tambourine and a long multi-coloured shawl" these props conceal her true nature and emphasise her embody the role that she has assumed within her marriage. Further the stage direction states that her  “hair comes down and falls over her shoulders”; however, she pays no heed to this. This stage direction adds to her loss of control and her anxiety. Her carefully constructed exterior pose is starting to unravel and, similarly to the Christmas tree, become dishevelled. 

Read Act 1 

Furthermore, Nora’s despair is highlighted through her interaction with Torvald, Dr Rank and Mrs Linde. Ibsen uses specific diction choices to illustrate a change in Torvald and Nora’s relationship. Whereas Torvald referred to Nora using pleasant endearments in Act 1, he now reveals his frustration with her and tries to exert his control again by using extreme infantilizing and demeaning phrases. For example, “you helpless little mortal” and “The child shall have her way”. The relationship with Dr Rank has also changed during Act 2. When he states, “Let me play for her”, the audience understands how poignant his role has become as supporter and secret admirer. Torvald’s cry of “this is sheer madness” reveals how Nora is viewed by the two male characters, and Mrs Linde stands “spell-bound in the doorway” and only utters "Oh!" This confirms for the audience that Nora has become isolated from these characters and is starting to feel that her position is hopeless. All her tricks to manipulate the other characters appear to no longer be working.

Read Act 1 

1. Consider the role language plays in how the characters interact (the most obvious early in the play are the “pet names” Torvald uses for Nora). How does this relate to Act 2? Provide an answer WITH SPECIFIC examples.

2. Consider the way the playwright challenges (or maybe asks his audience to think about) the concepts of marriage, motherhood and social responsibility. Choose one of these topics and discuss where you see this in Act 2 WITH SPECIFIC examples.

3. In A Doll’s House, Ibsen is exploring the idea that our identity and how we see ourselves as well as how we think we should be is shaped by society. How is this seen in Act 1 and Act 2 of the play? Provide an answer WITH SPECIFIC examples.