A Streetcar Named Desire UbD Unit Plan

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Subject: English

Course: English IV

Grade:12

Level: 1, 2, H

Mr. Whiteside: Stratford Public Schools

Concepts: Inhumanity, Alienation, Life's Journey

Projected Dates of Unit: MP3, Week 1-5

Standard 1: Reading and Responding

Overarching Idea: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

Guiding Question: How do we understand what we read?

Component Statements:

1.1 Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2 Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3 Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4 Students communicate with others to create interpretations of written, oral and visual texts.

Standard 2: Exploring and Responding to Literature

Overarching Idea: Students read and respond to classical and contemporary texts from many cultures and literary periods.

Guiding Question: How does literature enrich our lives?

Component Statements:

2.1 Students recognize how literary devices and conventions engage the reader.

2.2 Students explore multiple responses to literature.

2.3 Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4 Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.

Standard 3: Communicating with Others

Overarching Idea: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

Guiding Question: How do we write, speak and present effectively?

Component Statements:

3.1 Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task.

Standard 4: Applying English Language Conventions

Overarching Idea: Students apply the conventions of standard English in oral, written and visual communication.

Guiding Question: How do we use the English language appropriately to speak and write?

Component Statements:

4.1 Students use knowledge of their language and culture to improve competency in English.

4.2 Students speak and write using standard language structures and diction appropriate to audience and task.

4.3 Students use standard English for composing and revising written text.

District and Content Standards
ENGLISH / LANGUAGE ARTS / READING

1. Students read, write, speak, listen, and view to construct meaning of written, visual, and oral text.
2. Students choose and apply appropriate strategies that facilitate the development of fluent and proficient use of the language arts including the use of technology.
3. Students use language in visual, oral, written, and performance-based forums.
4. Students write in the four modes of discourse (description, narration, exposition, and persuasion) for various purposes and audiences.
5. Students examine, understand, and respond to a variety of literature from diverse cultures and historical periods.
6. Students employ processes that encourage them in becoming independent, life-long learners in English Language Arts.

Powered and Unwrapped Standards

Standard

Verbs/Skills

Nouns/Knowledge

1.1

use

reading strategies

1.1

construct

meaning

1.2

interpret

Text

1.2

analyze

text

1.2

evaluate

text

1.2

extend

understanding

1.2

extend

appreciation

1.3

select

word recognition strategies

1.3

apply

word recognition strategies

1.3

develop

vocabulary

1.3

comprehend

text

1.4

communicate

interpretations of texts

1.4

create

interpretations of texts

2.1

recognize

literary devices

2.1

recognize

conventions

2.2

explore

multiple responses to literature

2.3

recognize

Influence of contemporary and classical literature on human thought

2.3

appreciate

Influence of contemporary and classical literature on human thought

2.4

recognize

social, cultural and historical influences

3.1

use

descriptive, narrative, expository, persuasive and poetic modes

3.2

prepare

work appropriate to audience, purpose and task

3.2

publish

work appropriate to audience

3.2

present

work appropriate to audience

4.1

use

knowledge of their language and culture to

4.1

improve

competency in English

4.2

speak

using standard language structures and diction

4.2

write

using standard language structures and diction

4.3

use

standard English for

4.3

composing

written text

4.3

revising

written text

Enduring Understandings/Big Ideas:

·         A Streetcar Named Desire shows the impact of the modern industrial world on traditional values and the human spirit. Human wants and needs can be powerful and even destructive forces in life’s journey.

Essential Questions:

• Life’s Journey: What does the individual learn from success and failure?
• Will to Power: Is power, by its nature, corruptive?
• Indomitable Human Spirit: How do individuals respond to adversity and how does their response affect the greater society?
• Inhumanity and Alienation: What causes societies to become unjust and how do individuals respond to injustice?

Additional Questions:

·         How does suffering lead to dehumanization?

·         Are human beings inherently evil?

·         How does society treat those who are different?

·         What responsibility does society have to preserve the dignity of its members?

·         What kinds of circumstances can lead to a loss of faith?             How does an individual find a place in the world?

·         How does experience shape an individual?

·         What does it mean to be human?

·         What does it mean to be responsible for one’s actions?

·         How does power influence our place in the world?

·         What can the individual learn from failure?

·         What do journeys teach us about ourselves?

·         How is the journey a metaphor for life?

·         What constitutes a “complete journey”?

·         How can attitude influence life’s journey?

·         To what extent does society value good deeds?

·         How does reading require specialized and unique strategies?

·         How do literary devices and conventions affect perspectives and messages in a work of literature?

·         How does the message of the text apply to the past historical events, personal lives and the world at large?

·         What conventions of standard written English are important to effective communication?

·         In what ways is the play about reality and fantasy?

·         How is sound used as a dramatic device?

·         How are people products of their past?

·         How is Blanche a tragic heroine?

·         How do tensions and animosities affect relationships?

·         How does the use of light affect the play?

·         What do the character’s lives say about human desire?

·         How is A Streetcar Named Desire mourning the passing of the genteel Old South?

·         In what ways are the names of places (e.g. Desire, Elysian, Cemeteries) symbolic?

·         Does the protagonist have to win in order to be considered successful?

·         In understanding himself or herself, is the protagonist self-reliant or does he or she look to society for answers?

·         Have writers embraced or challenged the literary traditions established by literature of the western world in the so-called "classics"?

·         How does the community influence the values and beliefs of the individual?

·         How do relationships between characters develop the major themes of the text?

·         What are the contrasts between dreams and realities?

Topics: Literary Devices such as: Flashback, Plot, Conflict, Minor characters, Tragic Hero, Fatal Flaw, Elements of literature, Themes such as: Desire, Appearances, Power, Guilt, Fate, Responsibility, Ambition, Disillusionment, Duality of man, Self-awareness, Respect, Retribution, Justice, Loyalty, Love, Supernatural, Fate, Fatalism, Historical Accuracy, Responsibility, and Reading strategies.

Process: Reading, writing, speaking, listening, viewing, responding, interpreting, analyzing, discussion.

Skills: Use reading strategies, construct meaning, interpret text, analyze text, evaluate text, extend understanding, extend appreciation, recognize literary devices, recognize conventions, recognize social, cultural and historical influences, prepare work appropriate to audience, purpose and task, publish work appropriate to audience, present work appropriate to audience, speak using standard language structures and diction, write using standard language structures and diction..

Assessment: SAT Rubric, Tasks, Assignments and Activities, Projects, Quizzes and tests.

I.E.P. Lesson Modifications: Preferential seating. Extended time. Computer access. Prior notice of tests and assignments. Alternate setting. Organizational help. Cue expected behavior. Positive reinforcement. Check for understanding. Check work. Provide models. Repeat instructions. Encourage participation. Graphic organizers. Use of agenda. Repeat instructions. Multiple modalities. Communication with resource and home. See Study Guide and individual IEPs.

Engaging Scenario:

Learning Activities/Tasks:

In Class

Homework

Pre-reading group activity

Pre-reading letter writing activity

Essential Understanding/ Questions Notes

Pre-Reading Questions

Read chapters

Chapter Questions

Chapter Quizzes

Journal Entries

Chapter Summaries

Characterization Notes

Characterization chart

Characterization Comparing two characters

Two character chart

Symbol Chart

Found Poetry

Video Questions

SAT Essay

Theme Project

Video Journal

Lyrics Project

Test

Theme Project

Senior LESSON PLANS

M

Remove all work

Binder Check

Collect classroom folders

Portfolio check

Grade Check

Collect books

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

10 min

15 min

15 min

Portfolios, UBD unit

EU/EQ

Pre-reading CATAPULT Activity

Hand out books

Vocabulary activities; copy words

Streetcar pre reading questions

HW: Streetcar pre reading questions

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar, vocabulary,

Streetcar pre reading

Reading

HW: Questions

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar, vocabulary,

Streetcar pre reading

Reading

HW: Questions

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar, vocabulary,

Streetcar pre reading

Reading

HW: Questions

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar, vocabulary,

M

Reading

HW: Questions

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

35 min

10 min

UbD Unit, D.O.L., Streetcar, vocabulary,

T

Reading

Sketch scene

Streetcar reading questions

Character Chart

Vocabulary activities cosmopolitan

HW: Questions

To use graphic organizers to increase understanding.

To use appropriate strategies before, during, and after reading in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar, vocabulary,

W

Collect Vocabulary activities (atrocity) synonyms, definitions, sentences, matching

Vocabulary quiz

HW: Introduction questions

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar, vocabulary,

Th

Reading

Streetcar reading questions

Vocabulary activities

HW: Questions

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar, vocabulary,

F

Reading

Streetcar reading questions

Vocabulary activities

HW: Questions

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar, vocabulary,

M

Collect Streetcar reading questions

Vocabulary activities

Active Viewing

HW: Questions

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar

Vocabulary activities

Active Viewing: Journal

HW: Journal

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar

Vocabulary quiz

Active Viewing: Journal

HW: Journal

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

35 min

10 min

UbD Unit, D.O.L., Streetcar

Active Viewing

Streetcar Journal

Vocabulary activities

HW: Journal

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar, vocabulary

T

Streetcar test

Vocabulary Quaint

Complete journal

HW: Complete all scene questions

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar

Folders

Portfolios

Binder Check

Active Viewing

Streetcar Journal

Vocabulary activities

HW: Journal

Active Viewing

Streetcar Journal

Vocabulary activities

HW: Vocabulary

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar

Theme Essays

Vocabulary Quiz

Collect circles

Vocab worksheet

Active Viewing

Streetcar Journal

HW: Journal

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar

Active Viewing

Streetcar Journal

Independent reading assignment

New Vocabulary activities

HW: Journal make-up, reading

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

35 min

10 min

UbD Unit, D.O.L., Streetcar

Collect Streetcar Journal

Independent reading assignment

HW: Journal make-up, reading

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

35 min

10 min

UbD Unit, D.O.L., Streetcar

Review:

Vocab circles

Vocab worksheet

Vocabulary Quiz

Streetcar Journal

Independent reading assignment

Active Viewing Streetcar Simpsons

Books

HW: Make-up Journal

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, D.O.L., Streetcar, vocabulary

Pre-Reading

Read Hamlet

HW: Questions

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, Hamlet

Reading Activity

Read Hamlet

HW: Questions

Student accountability.

To use appropriate strategies before, during, and after in order to construct meaning.

To interpret, analyze, and evaluate text in order to extend understanding and appreciation.

To select and apply strategies to facilitate comprehension.

To recognize how literary devices and conventions engage the audience.

15 min

15 min

15 min

UbD Unit, Hamlet

Reading Activity

Read Hamlet

HW: Questions

Comprehension

Interpretation

15 min

15 min

15 min

UbD Unit, Hamlet

Reading Activity

Read Hamlet

HW: Questions

Comprehension

Interpretation

15 min

15 min

15 min

UbD Unit, Hamlet

Enduring Understandings LESSON PLAN

Major Activity

Enduring Understandings notes

Purpose

Exposure to Enduring Understandings

Parameters

10 minutes adjusted as needed

Resources

Web site, data projector

Essential Questions LESSON PLAN

Major Activity

Essential Questions notes

Purpose

Establish parameters for unit

Parameters

10 minutes adjusted as needed

Resources

Web site, data projector

Previewing LESSON PLAN

Major Activity

Previewing Project

Purpose

Activating prior knowledge, creating interest

Parameters

One class period, adjusted as needed

Resources

Web site, data projector, collaborative groups, additional materials

Pre-Reading Questions.

1.             Why would a woman stay with a man who abuses her?

2.             Why are some women attracted to “bad boys”?

3.             Is your first loyalty to be with your spouse or with your best friend or sibling?

4.             Consider the “either saint or slut” theory. Does our society categorize women in this manner? If yes, how and why?

5.             If a friend of yours is happily dating someone and you find out something bad about that person, should you tell your friend?

6.             Why do people pretend? When do they lie to themselves and others? When is it innocent? When does it become dangerous?

7.             When and how do people find comfort in “the kindness of strangers?” What might that term mean?

8.             What is expected of a woman in today’s society? Consider career, marriage, family. Now consider what is expected of a man?

9.             What do men expect of wives? Consider physical qualities as well as personality and how it is different for women.

10.           What do women expect of husbands? Consider physical qualities as well as personality and how it is different for men.

CATAPULT INTO LITERATURE

Covers (front and back): What do the covers (words and pictures) show us about what we might visualize in the story? What does the back cover tell us about the story (the words, pictures, or both)?

Author: What is the author’s background? Has he or she written any other stories that might be like this?

What were they about? Are the same characters in this story as in the others?

Title: What does the title lead us to predict about the story? What questions do you have about the title?

Audience: For whom was this story written? Old; young; male; female; city-dwelling; country-dwelling; past, present, or future readers?

Page 1: Read page 1 and think about what the story might be about.

Underlying message or purpose: With what you have thought about so far, what message or purpose might the author have for the readers? What might be the deeper meaning? How might it connect to your life?

Look at any visuals, maps, and sketches in the text. As we look through the story, what do the pictures, sketches, diagrams, or maps tell us?

Time, Place, Characters: From clues so far, what can we say about when the story takes place, where it takes place, and the characters? What can we guess might happen to the characters?

Historical Perspective LESSON PLAN

Major Activity

Historical Perspective

Purpose

Historical Perspective of novel

Parameters

30 minutes adjusted as needed

Resources

Web site, data projector, United Streaming video

Plot LESSON PLAN

Major Activity

plot notes and chart

Purpose

Literary element of plot

Parameters

20 minutes adjusted as needed

Resources

Web site, data projector, students, text, chart, graph, notes

Scaffolding and Modification LESSON PLAN

Major Activity

Modify all lessons and activities as appropriate for individual needs

Purpose

Scaffolding learning

Parameters

As needed

Resources

Web site, data projector, students, text, questions, notes, resource, IEP

Reading  LESSON PLAN

Major Activity Read

Task: Read and respond to comprehension, application & prediction questions. Students will read, teacher will check for understanding and comprehension. Students will write answers to understanding and comprehension questions. Students will build on understanding and comprehension through discussion and group work. Teacher will provide instruction, guided discussion and collaborative tasks. Students will write answers to understanding and comprehension questions.

Purpose

Comprehension analysis and understanding

Parameters

30 minutes adjusted as needed

Resources

Web site, data projector, text, class, comprehension questions, additional materials

A Streetcar Named Desire Reading Questions

Write complete answers to the questions on a separate piece of paper.

Introduction:

1.     What does the house look like and what does the Kowalski apartment look like? -13

2.     What city is the play set in and what is the city famous for? -13

3.     What themes might the setting suggest? What ideas will the play be about, and why?

Scene 1:

1.     What might be the symbolic meanings of the names of the places: Desire, Elysian, Cemeteries? -15

2.     What is Blanche like and why is she described as being moth-like? -15

3.     How is she like and unlike her sister Stella in appearance, class, attitude, and behavior? -15

4.     What would it have been like growing up at the plantation, Belle Reve (Beautiful Dream)? -17      

5.     What is the relationship between the sisters like? -19

6.     Exactly, how was the plantation Belle Reve lost? -27

7.     What could be the reasons for Blanche’s drinking?

8.     SKIP for now. Why does she bathe so often?

9.     How do Stanley Kowalski and Blanche compare and contrast? -30

10.   Why does Blanche flirt with Stanley and what might it lead to? -31

Scene 2:

1.     How does Stella deal with the differences between Blanche and her husband? -36

2.     What does Blanche mean when she says that a "woman’s charm is fifty percent illusion" and how does this apply to her? -41

3.     What does Blanche think about fibs and lies? -41

4.     Why is Stanley so concerned about Belle Reve?

5.     Why does he tear through the dresses and the furs?

6.     What do you think of the Blanche-Stanley scene where she asks him to button her dress, etc…

7.     Why does Stella leave to get the drink for Blanche?

8.     What happened to Belle Reve?

9.     How does Stanley react to women who think they look good?

10.   Why did they compare the Kowalskis and the DuBois?

Scene 3:

1.     How does Mitch compare and contrast with Stanley? -46

2.     What does Mitch’s relationship with his mother and the other men say about him? -46

3.     How do Mitch and Blanche compare and contrast? -53-58

4.     How do Mitch and Blanche respond to each other? -52-58

5.     What is Blanche's response to the bare light bulb in scene three and why is the paper lantern important to her? -55

6.     How is color imagery used in the play symbolic (white and black, green poker light, red lantern, blue)?

7.     How are Eunice and Steve used as a foil or contrast to the major characters?

8.     How are the music and songs in the first three scenes significant and symbolic?

9.     How does the sexual desire between Mitch and Blanche seem different from the attraction between Stanley and Stella? -60

10.   What does Blanche mean when she says that she and Stella need to mix their blood with someone like Stanley? -

Scene 4:

1.     Why does Stella go back to Stanley after the fight and what would most women have done in her position? -63

2.     Is Stanley and Stella’s relationship based on love or something else?

3.     What does Blanche want to do about Stanley's violence during the poker game? -65

4.     What does Stella want to do? -66

5.     What is Blanche saying about Stanley and the type of person he when she says, "On the contrary, I saw him at his best! What such a man has to offer is animal force and he gave a wonderful exhibition of that!"?

6.     What does Stella suggest is the foundation of her marriage with Stanley? -70

7.     Where is Stanley while Blanche is talking and what does he overhear? -71

8.     What is Blanche’s opinion of Stanley? -72

9.     In what ways is Stella being asked to choose between her sister and her husband?

10.   Why does Stella run to Stanley and hug when Stanley returns to the apartment at the end of the scene? -73

Scene 5:

1.     In what ways are Blanche’s plans involving Shep Huntleigh dishonest? -74

2.     What does the relationship between Steve and Eunice say about marriage and love in the play?

3.     How does the conflict in scene five between Stanley and Blanche end when Stanley asks about Shaw and the Flamingo?

4.     What is Blanche looking for when she flirts with the newspaper boy and what does she need? -82

5.     How does Blanche treat Mitch when he comes with flowers for her? -84

Scene 6:

1.     What is Blanche looking for in a relationship with Mitch? -87

2.     What does the relationship between Blanche and Mitch say about love and marriage? -87

3.     Why does Blanche prefer dim light?

4.     Why doesn’t Blanche want to give in to Mitch’s advances? 87

5.     What does Blanche discover about her young husband and what indications should she have had before?

6.     How does she react to her discovery and what does it say about her? -95-96

7.     What does her husband do and how does Blanche respond to his death? -95-96

8.     What does this polka music repeating in her mind symbolize for Blanche? -96

9.     What other things are happening during the play that also indicate Blanche’s state of mind?

Scene 7:

1.     How does Stanley feel about Blanche's baths and why does he feel that way? -97 bourgeois

2.     Why does Blanche bathe so often and for such long periods of time? -97

3.     What does Stanley tell Stella about Blanche? -99

4.     What "truth" about Blanche has Stanley discovered? -99

5.     How does the song “It’s Only a Paper Moon” that Blanche is singing in chapter 7 reflect what is being discussed by Stanley and Stella? -100

6.     What is Blanche singing in the bathroom and what could it signify about the way she is living her life? -100

7.     What are the two lies that Stanley refutes? She’s not a lily, she is not on vacation -100

8.     What is the Flamingo Hotel and what does it suggest about Blanche?

9.     What has Blanche done to lose her teaching job? -101

10.   What are Stanley's motives for telling Mitch about Blanche's lies? -103

11.   How does Mitch respond to the news about Blanche that Stanley told him? -106

12.   What does it say about Stanley that he says, "Every Man is a King!" -106

Scene 8:

1.     What has happened and why isn’t the birthday party going as planned?

2.     How does Stanley clear his place and why? 107

3.     What happens when Blanche calls Mitch? 108

4.     What does Blanche think of the candles and what do they symbolize? 109

5.     What does it say about Stanley that he says, "But what I am is one hundred percent American, born and raised in the greatest country on earth and proud as hell of it, so don’t ever call me Polack."? -110

6.     Why does Stella try to stop Stanley from going bowling?

7.     How does Stanley view the fact that he "pulled you down off them columns? -112

8.     What does Stanley give Blanche and why does he want her to leave? -111

9.     What is Blanche's birthday party like? -112

10.   What is happening to Stella at the end of the scene?

Scene 9:

1.     How does Blanche try to laugh off the way Mitch comes to visit?

2.     What does he mean when he asks Blanche if she’s boxed out of her mind?

3.     When Mitch shows up, why does he tear off the paper lantern? -117

4.     What does Blanche mean when she says, "I don't want realism. I want magic. I try to give that to people. I misrepresent things to them. I don't tell truth, I tell what ought to be truth." -117

5.     Why would Blanche call the Flamingo the "Tarantula Arms"? -118

6.     Why did Blanche have so many "intimacies with strangers"? -118

7.     What is the effect or symbolic meaning of the Mexican woman calling, "Flores para los muertos" during Mitch and Blanche’s argument? -119

8.     What does Mitch want from Blanche at the end of the scene and how does Blanche respond? -120

9.     Why does this proposal not fit her need for intimacies?

10.   What is ironic about what Mitch says to her about not taking her home, given that her name is Blanche?

Scene 10:

1.     Blanche again mentions Shep Huntleigh; what does he represent to her? -124

2.     What does Stanley mean when he asks Blanche, "Shall we bury the hatchet and make it a loving-cup"? -125

3.     What does Blanche mean when she says that she "cast her pearls before swine"? -126

4.     What is the symbolic meaning or significance of the prostitute and the drunkard -128

5.     What does Stanley mean when he says, "We’ve had this date with each other since the beginning."? 130

6.     Why does Stanley do what he does to Blanche? What is the symbolic meaning of it? -130

Scene 11:

1.     What could be the significance of symbolic meaning of the card game and how could it portray the lives of men in the play? -131

2.     How has the relationship between Stanley and Mitch changed and why? -131

3.     How does Blanche initially respond to the Doctor and the Matron and why is the presence of the matron a problem for her? 133

4.     Where is Stella sending Blanche away to and what has caused Blanche’s madness? -134

5.     Why would Stella have decided to send Blanche there and what might her options have been? 136-139

6.     Why does Blanche later offer her hands to the Doctor when he has the Matron back off? -141

7.     What does Blanche mean when she says, "Whoever you are, I have always depended on the kindness of strangers" and how has this affected her life? -142

8.     What is the relationship between Stanley and Stella like at the end of the play, after Blanche has left and how is this significant?-142

9.     What could the title of the play mean, A Streetcar Named Desire?

Scene

Questions

Score (1 pt. each)

Intro

3

1.      

10

2.      

3

3.      

10

4.      

10

5.      

5

6.      

7

7.      

10

8.      

4

9.      

6

10.    

6

11.    

9

Journal  LESSON PLAN

Major Activity Respond to Journal prompts

Task: Students will read, write answers to understanding and comprehension questions, build on understanding and comprehension through discussion and group work. Teacher will provide instruction, guided discussion and collaborative tasks. Students will write responses to journal prompts to extend understanding.

Purpose

Extension of learning

Parameters

30 minutes adjusted as needed

Resources

Web site, data projector, text, class, comprehension questions, journal prompts, additional materials

Vocabulary  LESSON PLAN

Major Activity Vocabulary

Task: Teacher will provide instruction, guided discussion and collaborative tasks. Students will complete vocabulary activities.

Purpose

Increase vocabulary and reading comprehension

Parameters

30 minutes adjusted as needed

Resources

Web site, data projector, text, class, dictionary, vocabulary practice, additional materials

Page

Word

Definition

Sentence

(13)

cosmopolitan

composed of or containing people from different countries and cultures

New Orleans is a cosmopolitan city.

(13)

evoke

to bring to mind a memory or feeling, especially from the past

A corresponding air is evoked by the music.

(15)

incongruous

unsuitable or out of place in a specific setting or context

Her appearance is incongruous to the setting.

(15)

valise

a small piece of luggage

Blanche comes around the corner carrying a valise.

(18)

vivacity

liveliness and high-spiritedness

She begins to speak with feverish vivacity.

(29)

emblem

a badge or sign that represents a person, group, or organization

The channels of his life bear his emblem as a seed-bearer.

(35)

preen

to spend a long or excessive time attending to personal appearance

Look at these feathers and furs that she has brought here to preen herself with.

(36)

appraise

to make or give an estimate of how much money something is worth

I’d have him in here to appraise these jewels

(40)

primitive

crudely simple in design or construction

You are simple, straight-forward and honest but a little on the primitive side.

(41)

treachery

betrayal or deceit

You act as if I am attempting some kind of treachery on my sister.

(43)

improvident

careless; irresponsible

Our improvident fathers exchanged the land for their epic fornications.

(43)

peruse

read through

Take the papers, peruse them, commit them to memory.

(55)

vulgar

rude; offensive

I can't stand a naked light bulb, anymore than I can stand a rude remark or a vulgar action

(57)

lunacy

insanity; madness

It is lunacy, absolute lunacy to behave like that.

(63)

row

an uproar; a brawl

It isn’t all right to make such a terrible row and fuss.

(65)

emphatic

expressed or performed emphasis

She said it in a slow and emphatic manner.

(65)

incredulous

skeptical; disbelieving

Blanche was incredulous and looked at Stella as if she couldn’t believe it.

(71)

bestial

beastly; brutal

There is something downright bestial about Stanley.

(74)

peal

a loud burst of noise

Suddenly, she burst into a peal of laughter.

(76)

Dote

to show excessive love or fondness

They love to bang things around and dote on noise.

Word

Definition

cosmopolitan

composed of or containing people from different countries and cultures

evoke

to bring to mind a memory or feeling, especially from the past

incongruous

unsuitable or out of place in a specific setting or context

valise

a small piece of luggage

vivacity

liveliness and high-spiritedness

emblem

a badge or sign that represents a person, group, or organization

preen

to spend a long or excessive time attending to personal appearance

appraise

to make or give an estimate of how much money something is worth

primitive

crudely simple in design or construction

treachery

betrayal or deceit

improvident

careless; irresponsible

peruse

read through

vulgar

rude; offensive

lunacy

insanity; madness

row

an uproar; a brawl

emphatic

expressed or performed emphasis

incredulous

skeptical; disbelieving

bestial

beastly; brutal

peal

a loud burst of noise

Dote

to show excessive love or fondness

(76)

Quaint

nicely odd or strange

I’m compiling a notebook of quaint little words and phrases I’ve picked up here.

(76)

wince

to flinch

Each noise makes Blanche wince slightly.

(79)

morbid

gruesome; grisly

I don’t want to listen to you when you are being morbid.

(84)

coquettish

flirtatious

Blanche was being coquettish and pressed them to her lips.

(87)

precede

to come before

Blanche decided to precede him into the kitchen

(88)

solemn

deeply serious

You have been anxious and solemn all evening

(95)

deluded

be mentally deceived

Blanche thought that she had all the men deluded.

(99)

contemptible

despicable

Blanche said that they were contemptible lies

(106)

dismal

dreary; dreadful:

The three people are completing a dismal birthday supper

(106)

repertoire

the range of skills or accomplishments of a person or group:

Blanche says that she must run through her repertoire

(106)

sullen

gloomy or somber

Stanley appears sullen after Stella leaves him

(113)

uncouth

crude; unrefined

Blanche accuses Mitch of wearing uncouth apparel

(126)

enrich

to make more meaningful or more rewarding

A woman of intelligence and breeding can enrich a man’s life immeasurably

(126)

implore

to beg for urgently

He tried to implore for my forgiveness

(126)

slander

a false and malicious statement about someone

And to repeat slander to me, vicious stories that he had gotten to you

(126)

transitory

short-lived or temporary

Love turned out to be a short transitory possession

(127)

conceit

a fanciful thought or idea

Mitch was upset about Blanche’s lies and conceit and tricks

(128)

grotesque

ugly; monstrous

The shadows are of a grotesque and menacing form

(131)

callous

emotionally hardened; unfeeling

I always did say that men are callous things with no feelings

(139)

sinister

suggesting or threatening evil

Lurid reflections appear on the walls in odd, sinister shapes

appraise

bestial

callous

conceit

contemptible

coquettish

cosmopolitan

deluded

dismal

dote

emblem

emphatic

enrich

evoke

grotesque

implore

improvident

incongruous

incredulous

lunacy

morbid

peal

peruse

precede

 preen

primitive

quaint

repertoire

 row

sinister

slander

solemn

sullen

transitory

treachery

uncouth

valise

vivacity

vulgar

wince

1.     _______________ the range of skills or accomplishments of a person or group

2.     _________________ a false and malicious statement about someone

3.     _________________ a fanciful thought or idea

4.     _________________ a loud burst of noise

5.     _________________ a traveling bag; a suitcase

6.      _________________ an uproar; a brawl

7.     _________________ be mentally deceived

8.     _________________ beastly; brutal

9.      _________________ bring to mind; suggest

10.   _________________ careless; irresponsible

11.    _________________ crude; unrefined

12.   _________________ deceit; betrayal

13.   _________________ deeply serious

14.   _________________ despicable

15.   _________________ dreary; dreadful:

16.    _________________ emotionally hardened; unfeeling

17.   _________________ expressed or performed emphasis

18.   _________________ flirtatious

19.   _________________ gloomy or somber

20.   _________________ gruesome; grisly

21.   _________________ insanity; madness

22.   _________________ liveliness; energy

23.   _________________ nicely odd or strange

24.   _________________ out of place; incompatible

25.   _________________ read through

26.   _________________ rude; offensive

27.   _________________ short-lived or temporary

28.   _________________ simple; crude

29.   _________________ skeptical; disbelieving

30.   _________________ sophisticated; worldly

31.   _________________ suggesting or threatening evil

32.   _________________ symbol; sign

33.   _________________ to assess; to evaluate

34.   _________________ to beg for urgently

35.    _________________ to clean; to groom

36.   _________________ to come before

37.   _________________ to flinch

38.    _________________ to make more meaningful or more rewarding

39.   _________________ to show excessive love or fondness

40.   _________________ ugly; monstrous

appraise

bestial

callous

conceit

contemptible

coquettish

cosmopolitan

deluded

dismal

dote

emblem

emphatic

enrich

evoke

grotesque

implore

improvident

incongruous

incredulous

lunacy

morbid

peal

peruse

precede

 preen

primitive

quaint

repertoire

 row

sinister

slander

solemn

sullen

transitory

treachery

uncouth

valise

vivacity

vulgar

wince

1.     A corresponding air is _______________ by the music.

2.      A woman of intelligence and breeding can _______________ a man’s life immeasurably.

3.     And to repeat _______________ to me, vicious stories that he had gotten to you.

4.     Blanch says that she must run through her _______________.

5.      Blanche accuses Mitch of wearing _______________ apparel.

6.     Blanche comes around the corner carrying a _______________.

7.     Blanche decided to _______________ him into the kitchen.

8.     Blanche said that they were _______________ lies.

9.      Blanche thought that she had all the men _______________.

10.   Blanche was being _______________ and pressed them to her lips.

11.   Blanche was _______________ and looked at Stella as if she couldn’t believe it.

12.   Each noise makes Blanche _______________ slightly.

13.   He tried to _______________ for my forgiveness.

14.   Her appearance is _______________ to the setting.

15.   I always did say that men are _______________ things with no feelings.

16.   I can't stand a naked light bulb, anymore than I can stand a rude remark or a _______________ action

17.   I don’t want to listen to you when you are being _______________.

18.   I’d have him in here to _______________ these jewels.

19.   I’m compiling a notebook of _______________ little words and phrases I’ve picked up here.

20.   It is _______________, absolute lunacy to behave like that.

21.   It isn’t all right to make such a terrible _______________ and fuss.

22.   Look at these feathers and furs that she has brought here to _______________ herself with.

23.   Love turned out to be a short _______________ possession.

24.   Lurid reflections appear on the walls in odd, _______________ shapes.

25.   Mitch was upset about Blanche’s lies and _______________ and tricks.

26.   New Orleans is a _______________ city.

27.   Our _______________ fathers exchanged the land for their epic fornications.

28.   She begins to speak with feverish _______________.

29.   She said it in a slow and _______________ manner.

30.   Stanley appears _______________ after Stella leaves him.

31.   Suddenly, she burst into a _______________ of laughter.

32.   Take the papers, _______________ them, commit them to memory.

33.   The channels of his life bear his _______________ as a seed-bearer.

34.   The shadows are of a _______________ and menacing form.

35.   The three people are completing a _______________ birthday supper.

36.   There is something downright _______________ about Stanley.

37.   They love to bang things around and _______________ on noise.

38.   You act as if I am attempting some kind of _______________ on my sister.

39.   You are simple, straight-forward and honest but a little on the _______________ side.

40.   You have been anxious and solemn all evening.

appraise

bestial

callous

conceit

contemptible

coquettish

cosmopolitan

deluded

dismal

dote

emblem

emphatic

enrich

evoke

grotesque

implore

improvident

incongruous

incredulous

lunacy

morbid

peal

peruse

precede

preen

primitive

quaint

repertoire

 row

sinister

slander

solemn

sullen

transitory

treachery

uncouth

valise

vivacity

vulgar

wince

1.     A corresponding air is _______________ by the music.

2.     I can't stand a naked light bulb, anymore than I can stand a rude remark or a _______________ action

3.     I don’t want to listen to you when you are being _______________.

4.     I’d have him in here to _______________ these jewels.

5.     A woman of intelligence and breeding can _______________ a man’s life immeasurably.

6.     And to repeat _______________ to me, vicious stories that he had gotten to you.

7.     Blanch says that she must run through her _______________.

8.      Blanche accuses Mitch of wearing _______________ apparel.

9.     Blanche comes around the corner carrying a _______________.

10.   Blanche said that they were _______________ lies.

11.    Blanche thought that she had all the men _______________.

12.   Blanche was being _______________ and pressed them to her lips.