About the Question Portion of the Assignment:
* Your four carefully chosen questions should be woven into your presentation and help your peers connect your information to the text.
For example: Now that we have talked about women's roles in domestic settings, why do you think Ibsen made the child in the play female?
*You do not have to explain to the group why you are asking the question - that part is for me and will be turned in - but you need simply ask your group the question at the appropriate time.
*You are responsible for helping the question along and guiding a discussion on it in your group
*Clarify the type of questions you are asking your group in the paper you turn in to me. Some different types of questions (refer to Blooms taxonomy online)
-Knowledge Level: The recall of specific information
-Comprehension Level: An understanding of what was read
-Application Level: The converting of abstract content to concrete situations
-Analysis: The comparison and contrast of the content to personal experiences
-Synthesis: The organization of thoughts, ideas, and information from the content
-Evaluation: The judgment and evaluation of character, actions, outcomes, etc...
About the Visual Portion of the Assignment:
*This will look a bit like the process you went through with the dystopian project, although less intense. You should have a visual that is richer than simply a printed out picture from the internet. You might include a printed or manufactured picture but you should add your own interpretation.
For example: You might draw a picture of what a stage set up would have looked like and include bright glossy pictures from magazines of all the little details a playwright would have suggested - a green lamp, a cracked teacup, etc. This would lead to a discuss on why modernist playwrights insisted on certain details to authentically portray a middle-class situation
Example: One image might be a map of Europe on top of which you have added printed pictures of art of the time period and placed them around the map according to where they came from. This could be used to lead into a lecture on the absence of influence in Norway and Ibsen's subsequent self-exile.
Example: you might draw a venn diagram for a lead character in our play and the other play you read, you could write some of the similarities and difference, and then draw the similarities and difference that are worth noting and highlight a certain trend/theme.
Example: One page might be a comic strip in which you related the story line of the play, the history of Norway, etc. This should require you to pick out key events and lead to a discussion on their role.
About the Annotated Bibliography:
*This is purely for turning-in purposes. You do not need to talk about these with your group. Of course the articles will inform everything you are teaching but you don't need to read bibliography.
*Not all of you information with connect directly to Wild Duck but you research should be tailored to point toward at least the ideas and an understanding of the play and/or Ibsen.
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