Inter American University

San German Campus

Spiritual Dislocation and Cultural Anxieties: Two

Social Issues presented in Tennessee William’s Play

“The Night of the Iguana”

Cristina O’Farrill

Olga Sanchez

Dramatic Literature

Dr. Carol Moe

Description:

This paper includes two activities inspired by Tennessee Williams’ play titled The Night

of the Iguana. The activities consists of two parts: (a) Vocabulary, and (b) Passages from the

play. Each part includes two activities. Students will work with context clues, and comparison

and contrasting skills to understand the play.

Through these activities, students will learn how Tennessee Williams' personal life and

experiences have been the direct subject matter for his plays and how his experiences are used

and reflected in The Night of the Iguana. Even though the play reflects a range of social issues,

this paper will only focus on two issues: spiritual dislocation and cultural anxieties.

Audience:
The audience will be ESL college students.

Possible Outcomes:
Work on these activities could lead to the achievement of outcomes in the following

areas:

 Speaking and listening (contextual understanding)

 Reading (contextual understanding)

 VOCABULARY ACTIVITIES
Activity #1: Solving word meanings
In this activity students already have knowledge on the four common types of context clues:
definition, antonym (contrast), synonym (restatement), and inference. Each student has a handout
which they will use during the activity.

 Objective: Develop inferential comprehension skills by "solving" unknown words using

context clues
Instructions: For this activity you will work in groups of 2 - 4. Look at the words from the word
bank and complete each step. In step 1 talk to your group and discuss what you know about each
word. Make sure to write down your answers- only the words you are familiar with. In step 2 you
will answer the questions. Use the handout of the four common types of context clues to help
you find the meaning of the words found in the play The Night of the Iguana. Now that the text
helped you solve the meaning of each word, write down your own definition in Step 3.

Word bank:

Petulant defrocked asylum atheism

Question 1: How does the word petulant help you visualize the “man” mentioned on the last
passage from p. 34? What type of context clues helped you solve the meaning of the word?
Question 2: How does the word defrocked let you understand that Shannon was not completely
let go from church? (first passage from p. 35) What type of context clues helped you solve the
meaning of the word?
Question 3: What does Shannon mean when using the phrase “private asylum” in the fourth
passage from page 35? What type of context clues helped you solve the meaning of the word?
Question 4: How does the word atheism relate to religion? (fifth passage from p. 56) What type
of context clues helped you solve the meaning of the word?

Constraints: This assignment consists of three parts: a paper on what you know about each
word, a sheet with the answers of the questions, and a list of your own definitions. You will be
evaluated on all three portions of the assignment. Each step must be answered on different sheets
of paper. Label each sheet Step 1, 2, and 3.
Specific guidelines for this assignment include:
 Correct grammar, punctuation, spelling, and language use
 A written response as described above (Step 2)
 A list of definitions for each word (Step 3).
Activity #2: Vocabulary Game
In this activity students already have knowledge on the four common types of context clues:
definition, antonym (contrast), synonym (restatement), and inference. They also know the
meaning of each word from the word bank, which was discussed in the first activity.
 Objective: Students will use vocabulary presented from a text and apply it in context.

Instructions:
In our first activity, you learned the meaning of each vocabulary word. Now you will use them to
complete the following passage found below. Next you will write your own sentence with each
vocabulary word. At the end, create a simple word game. Share it with your peers or the whole
class.

atheist defrocked asylum petulant

The old man looked ____________________________ within the discussion. He was

observing a man who has been ____________________________ from his church. He thought

to himself that the man should be sent to an ______________________ in order to clear his

mind. As the other man kept talking, the old man had come to a conclusion that the fellow was

an ___________________.

Constraints: In this activity you will apply what you have learned about using context clues to
solve the meaning of a word. Now, you will create a simple word game that will include
sentences of each word; if you like, you may include the definitions. Create a catchy name for
your game. Below are examples of games you can use:
Guess the Word
Vocabulary Memory
Fill in the Blank
 ACTIVITIES THAT INVOLVE PASSAGES FROM THE PLAY
Activity #3: Meet the Author

 Objective: In this activity, students will learn how to connect their ideas by using
comparison and contrasting transition words.

Instructions:

The following videos of Tennessee Williams is provided so that you might become more familiar
with his life and his life experiences that possibly influenced his writing. As you listen to both
interviews, write down facts of his personal life, as well as his life as a writer. When you are
done viewing the videos, complete the exercise below.

Videos:

1. Tennessee Williams Bio (https://www.youtube.com/watch?v=4CFdrPD7Bsg)

2. Tennessee Williams: A Life of Theater (https://www.youtube.com/watch?v=763wrhAthqE)

Exercise:

In Act II from Williams' play, The Night of the Iguana, you will find how social issues such as
spiritual dislocation and cultural anxieties affect Shannon’s life. Choose one social issue to
compare and contrast Shannon’s life with Tennessee William’s personal life. Find passages from
the play to support your ideas.

Constraints: This assignment consists of two parts: list of facts from Tennessee William’s
personal life, as well as his life as a writer, and the written response (question). You will be
evaluated on both portions of the assignment. Your list needs to include no less than five facts
for each side (personal life and writer life). In terms of the written response, you will need create
a clever title that incorporates the social issue you choose. By focusing on the social issue
chosen, explain in detail how William’s life compares and contrasts with Shannon’s life. In
particular, you will want to include facts from your list, and passages from the play to support
our idea. There is a list of transition words provided for you that include words used when
comparing and contrasting. While it is important to use transition words in your writing, you
don’t want to over use them. You do not need to start each sentence with a transitional word or
phrase. Three or four transition words is a good number for one paragraph.

Specific guidelines for this assignment include:

 A list of facts or a chart
 A 1-2 page written response as described above.
 Correct grammar, punctuation, spelling, and language use.
Comparison Contrast
 in the same way  yet
 by the same token  and yet
 similarly  nevertheless
 in like manner  nonetheless
 likewise  after all
 in similar fashion  but
 also  however
 as well as  though
 both…and  otherwise
 equally  on the contrary
 each of  in contrast
 notwithstanding
 on the other hand
 at the same time
 a clear difference
Activity #4: Symbolism in Literature

In this activity students will use the play The Nigh of the Iguana as the basis for the study of
symbolism.

 Objective: Write informative/explanatory texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.

Instructions: Write a literary symbol analysis by answering the following question.

Throughout the whole play Maxine has an iguana tied up under the verandah, but Shannon
decides to release it at the end. He mentions to Maxine that he set it free “so that one of Gods’s
creatures could scramble home safe and free. A little act of grace, honey.” (p. 77) What does
Shannon mean by this? What does the iguana symbolize in the play? How could you relate it to
Shannon’s life? Explain by using details from the play.
Constraints: In this assignment you have to have read the whole play. But you will focus on
page 77 to develop a one-page interpretation of the iguana’s representation in the play. You will
write what you consider to be a possible way for the play to be understood. You may use any of
the phrases below to help you get started. Add a catchy subject line for your work.
By using the image of the iguana…
The iguana is a symbol of …
The iguana represents…
The iguana stands for…
The iguana can be seen as…
 Reference

ELA common core lesson plans. Studio Press. Retrieved from

http://www.elacommoncorelessonplans.com/literature-reading-standards/exemplars-g-9-
10/short-story-guides-lessons/teaching-symbolism/symbolism-in-literature-lesson-plan.html

Greenward, S. (nd) & Flanigan, K. (nd). Solving word meanings: engaging strategies for
vocabulary development. International Literacy Association. Retrieved from:
http://www.readwritethink.org/classroom-resources/lesson-plans/solving-word-meanings-
engaging-1089.html?tab=4

Williams, T., & Wright, D. (2009). The night of the iguana. New York: New Directions Pub.