Parent plan · Week 20 · Research proposal and A Doll’s House Act I — English 10: Choices, Conscience & Consequences

Parent teaching plan · 36 weeks

Units to teach or revisit

Chapter 5 · Research & Source-Based Writing

Assigned readings

Parent teaching schedule: assign the linked chapter and unit lessons alongside sustained reading and writing. Week numbers organize pacing; student lesson names remain Chapter / Unit.

This week’s goals

Read the first half of A Doll’s House Act I, ending before Krogstad’s first substantial conversation with Nora. Begin a research notebook.

Plan five sessions of about 45–55 minutes, plus 20–30 minutes of sustained reading most days. Adjust for comprehension and writing stamina; a unit may span several sessions. The parent may combine exam sessions to provide the full time stated on the paper.

Session 1 · Literal scene log

Establish literal understanding before interpretation. Identify the speaker, event, and location; separate observed information from a later explanation. Use the linked unit method and the exact assigned text.

Your task

Record who enters, what each person wants, and what Nora discloses in early Act I.

  1. Prepare (5 minutes): retrieve the relevant unit method and state the task.
  2. Read/study (10–15 minutes): locate and annotate the assigned evidence or draft.
  3. Apply (20–25 minutes): respond independently with precise references or explained language choices.
  4. Reflect (5 minutes): compare with the criteria, explain a choice, and record a next step.
Hint and response guidance

Use the named text or your own draft; start with a precise reference. Separate summary from interpretation and compare the support for a competing claim.

Track Torvald, Mrs. Linde, Rank, and Nora using actual dialogue. The information about the loan changes the reader’s account of cheerful surface exchanges.

  • Respond accurately to the stated task.
  • Use precise relevant evidence, references, or an explained revision.
  • Explain the reasoning and preserve a meaningful qualification.

Session 2 · Research question

Test a claim against a second relevant detail. Explain what each detail establishes, its scope, and any contradiction. In a language task, explain grammatical relationships and preserved meaning.

Your task

Draft three research questions about responsibility or independence, then select one with a manageable scope.

  1. Prepare (5 minutes): retrieve the relevant unit method and state the task.
  2. Read/study (10–15 minutes): locate and annotate the assigned evidence or draft.
  3. Apply (20–25 minutes): respond independently with precise references or explained language choices.
  4. Reflect (5 minutes): compare with the criteria, explain a choice, and record a next step.
Hint and response guidance

Use the named text or your own draft; start with a precise reference. Separate summary from interpretation and compare the support for a competing claim.

A useful question specifies the play and an interpretive problem, such as how financial secrecy changes trust. It can be answered with textual evidence and bounded contextual inquiry.

  • Respond accurately to the stated task.
  • Use precise relevant evidence, references, or an explained revision.
  • Explain the reasoning and preserve a meaningful qualification.

Session 3 · Source inventory

Organize the response around the task and audience. Explain the evidence-to-claim relationship; a quotation or rule label alone is insufficient. Compare relevant functions rather than surface resemblance.

Your task

Classify the play, Wollstonecraft chapter, cleanup packet, and a source you locate as primary, fictional exercise, or contextual evidence.

  1. Prepare (5 minutes): retrieve the relevant unit method and state the task.
  2. Read/study (10–15 minutes): locate and annotate the assigned evidence or draft.
  3. Apply (20–25 minutes): respond independently with precise references or explained language choices.
  4. Reflect (5 minutes): compare with the criteria, explain a choice, and record a next step.
Hint and response guidance

Use the named text or your own draft; start with a precise reference. Separate summary from interpretation and compare the support for a competing claim.

The play and historical essay are primary texts for their own representation; the invented cleanup sources are practice material. A contextual source needs provenance and relevance, not simply an authoritative appearance.

  • Respond accurately to the stated task.
  • Use precise relevant evidence, references, or an explained revision.
  • Explain the reasoning and preserve a meaningful qualification.

Session 4 · Research plan

Apply the method independently, then request specific feedback. Revise meaning, evidence, and organization before editing. Keep original and revised versions so the purpose of a change can be discussed.

Your task

Write a proposal stating your question, evidence already available, source needs, and limits.

  1. Prepare (5 minutes): retrieve the relevant unit method and state the task.
  2. Read/study (10–15 minutes): locate and annotate the assigned evidence or draft.
  3. Apply (20–25 minutes): respond independently with precise references or explained language choices.
  4. Reflect (5 minutes): compare with the criteria, explain a choice, and record a next step.
Hint and response guidance

Use the named text or your own draft; start with a precise reference. Separate summary from interpretation and compare the support for a competing claim.

The proposal should distinguish textual interpretation from claims requiring historical evidence. Specify a source for an actual contextual claim rather than promising a broad history of all gender relations.

  • Respond accurately to the stated task.
  • Use precise relevant evidence, references, or an explained revision.
  • Explain the reasoning and preserve a meaningful qualification.

Session 5 · Conference and narrowing

Check the published criteria and explain your reasoning. Record one specific next step supported by this week’s work. Use model guidance after the independent attempt, and keep unseen assessment answers closed.

Your task

Discuss the proposal with a parent and narrow an overbroad question using the opening scene.

  1. Prepare (5 minutes): retrieve the relevant unit method and state the task.
  2. Read/study (10–15 minutes): locate and annotate the assigned evidence or draft.
  3. Apply (20–25 minutes): respond independently with precise references or explained language choices.
  4. Reflect (5 minutes): compare with the criteria, explain a choice, and record a next step.
Hint and response guidance

Use the named text or your own draft; start with a precise reference. Separate summary from interpretation and compare the support for a competing claim.

Replace a universal question with a bounded one tied to words, actions, or assumptions. Record why the revised scope is feasible for the available reading and writing time.

  • Respond accurately to the stated task.
  • Use precise relevant evidence, references, or an explained revision.
  • Explain the reasoning and preserve a meaningful qualification.

Submit this week

Parent / teacher weekly conference

Historical legal claims require verified jurisdiction/date-specific sources. A play’s representation alone is not proof of a country’s law.

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