E. Quinson

Room D-201

English 9H, period 1

 

Monday, September 8, 2008

SWBAT:  immerse themselves in the marshes of Pip’s world in Great Expectations.

DO NOW:  Write an entry in your writer’s notebook:  what do you know about Charles Dickens?  Also!  Sign in your copy of Great Expectations.

MATERIALS:  copies of Great Expectations, reading schedule, vocabulary lists.

DEVELOPMENT:

  1. When students have had enough time to write what they know about Dickens, explain that we will be using our writers notebooks throughout the year for personal expression and reading response. 
  2. Discuss prior knowledge of Dickens and the Victorian Era.
  3. Discuss that this is a coming of age novel, a bildungsroman.  Also, a mystery, also a page turner, also a soap opera, also a commentary on society, also ….?
  4. Distribute reading schedule.  We will be reading it in the same installments in which is appeared in All the Year Round a magazine.  It was wildly popular at the time.  Discuss that students may read ahead if they like, but they must review the night’s reading as they go as there may be pop quizzes and we simply all need to be aware of what is going on to have good class discussions.
  5. Distribute vocabulary list.  Students will be expected to know the definitions of all these words and be able to use them in context.  They will be a part of some form of assessment on them:  quiz, part of the test.  I’m not sure.  Be sure you understand them and are able to use them appropriately.   J
  6. Read first two pages of the novel to the top of the third, “You young dog….” 
  7. Talk about narrative voice; genre.
  8. Look closely at the third paragraph.  Look at all the words or phrases which suggest sadness or darkness.  What impression is Dickens trying to create?
  9. How do we know when it was written? Look at the length of the sentences here.  Put “I also found that….” Instead of “and” after each semi-colon.  What is the difference?  What effect does Dickens create? 

H.W.:  1.  Read to page 37 (through Chapter 4).  2.  Write two pages in your writer’s notebook.  What are your impressions of Pip at this point in the novel?  3.   Summer reading Assignment will be completed soon, so make sure you have finished those books. 

 

Tuesday, September 9, 2008

GOAL:  to analyze, through discussion, characterization in Dickens’ Great Expectations.

DO NOW:   Write an entry in your writer’s notebook:  how do you envision the characters so far in Great Expectations? Do they remind you of anyone?  It could be someone you know personally or an actor or actress.  Most good readers do envision the characters and setting to some extent.  What do you envision?

DEVELOPMENT:

  1. Review DO NOW entry.
  2. Discuss CHARACTER ASSIGNMENT.
    1. Students will choose a character to follow throughout the novel. 
    2. Some will have much more information if you choose a major character. This may make it easier or more difficult, because you will be responsible for more. 
    3. Some will have less information if you choose a minor character.  This can make it easier or harder depending on how you look at it. 
    4. You are responsible for being the expert on this character and you will be reporting to the class on the character. 
    5. You will need to develop comprehensive knowledge of his or her characterization both in terms of personality and appearance.  (These are often linked in Dickens and other 19th Century novelists.  Names can be important, too. J ) 

                                                               i.      What effect might he or she have on the development of the plot and Pip’s Great Expectations. 

                                                             ii.      Also, by the end of the novel you should be able to analyze why Dickens might have created such a character.  What purpose does this character serve in the grand scheme of Dickens’ or Pip’s world. 

  1. Discuss:  Chaps.  1 –   4 pp. 9-37
    1. Bildungsroman – education novel
    2. First person retrospective  -- (teach 1st, 2nd, and 3rd persons)
    3. Describe Pip – based on how he behaves with the convict, Joe, Mrs. Joe, etc.
    4. Describe the convict
    5. Describe Mrs. Joe
    6. Describe Joe Gargery
    7. Consider Joe and Pip’s Relationship and how it is different from his relationship with Mrs. Joe
    8. Discuss comedy/horror/suspense/fear and the tension between them all in this novel.
  2. Review/summarize.  If time allows, students may begin reading for this evening.

HW:  1.  Chaps  5 – 7 pp.38-62. 2.  Write two pages in your reader’s/writer’s notebook:  discuss Dickens’ satirical look at education.  Compare his description of Mr. Wopsle's great aunt's evening school with your own experience.  Are there any similarities or differences?  What is Dickens saying about the state of education for the working classes in Pip’s town at the time?  Does he have anything to say to us?  Also, discuss Joe’s level of education and Pip’s.  How does this reflect Dickens opinions about the value of formal education? 3.  Summer Reading Assignment will be completed soon, so make sure you have finished those books. 

 

Wednesday, September 10, 2008

GOAL: to trace the developments in characterizations and their relationships in Dickens’ Great Expectations.

DO NOW entry:  POP Quiz!  Maybe the question will be…. Whom is Pip going to visit?  How is this character described?  Predict what importance this may have on the novel, on Pip?  On the rest of the family?

DEVELOPMENT:

  1. Pop Quiz.
  2. Student reports on their characters so far.  (Obviously, only students whose characters have appeared so far can report!)
  3. Discuss: Chaps  5 –  7 pp. 38-62
    1. Developments in the convict’s character
    2. Developments in Joe’s character
    3. Developments in Pip’s character, humorous at times, but realistic?
    4. Are these characters realistic?  Could they be real? 
    5. Discuss the realist tradition (versus the romantic tradition….?)
  4. Review/summarize.  If time allows, students may begin reading for this evening.

Homework:  1.  Reading, Chaps. 8 – 10, pp. 63-90.  2.  Write two pages in your writer’s notebook: Describe Pip and Joe’s outing to the Three Jolly Bargemen.  What scary event occurs?  What/whom does he see?  Why does he react the way he does?  What significance do you suppose this may have on events?  3.  Summer Reading Assignment will be completed soon, so make sure you have finished those books. 

 

Thursday, September 11, 2008

GOAL: to synthesize plot developments and their effect on the changes in Pip’s character in Dickens’ Great Expectations.

DO NOW entry:  Describe Miss Havisham and Estella.

DEVEOPMENT: 

1.      Student reports on their characters so far.  Miss Havisham and Estella! (Obviously, only students whose characters have appeared so far can report!)

2.      Discuss: Chaps  8 – 10 pp. 63-90

a.       Describe Miss Havisham

b.      Describe Estella

c.       How does Estella make Pip feel?  (ashamed, naked, uneducated, rough)

d.      What does Pip decide to do as a result of his visit to Satis House?  How might this affect the rest of the novel and Pip’s expectations? 

e.       Discuss H.W. entry:  escapade at the Three Jolly Bargemen

3.      Review/summarize.  If time allows, students may begin reading for this evening.

Homework:   1.  Reading, Chaps. 11 – 13, pp. 91-119.  2.  Write two pages in your w.n.:  Describe Miss Havisham’s residence:  Satis House.  3.  Summer Reading Assignment will be completed soon, so make sure you have finished those books. 

 

Friday, September 12, 2008

GOAL: to examine and analyze the author’s satire of the class system in 19th Century Britain in Dickens’ Great Expectations.

DO NOW entry:  Describe Mrs. Havisham’s relatives

DEVELOPMENT:

1.      Dicuss DO NOW

2.      Discuss: Chaps  11 – 13 pp. 91-119

a.       Discuss HW entry:  describe Satis House

b.      Discuss wedding cake, etc. – what mood is being set?

c.       Discuss class system in 19th Century Britain

                                                   i.      Lower/working classes

                                                 ii.      Middle classes

                                                iii.      Upper Middle – Bourgeosie  (have you heard this term in Social Studies?)

                                               iv.      Gentry

                                                 v.      Aristocracy

d.      Review DO NOW:  Describe Miss Havisham’s relatives

                                                   i.      Sarah Pocket, et al.

1.      How do they act?

2.      What do they want?

3.      Dickens is known for his panoply of characters (much like Matt Groenig in The Simpsons.  But like Groenig, characters serve a purpose.  Why does Dickens include these characters?

                                                 ii.      Describe Jaggers

e.       How are these experiences changing Pip? 

3.      Review/summarize.  If time allows, students may begin reading for this evening.

Homework:  1.  Reading, Chaps. 14 – 17, pp.120-148.  2.  W.N. Question Chaps 14 – 17, pp. 120-148: What happens to Mrs. Joe?  Describe at length the plot developments and predict how this will affect Pip.  3.  Summer Reading Assignment will be completed soon, so make sure you have finished those books. 

 

Monday, September 15, 2008

DEVELOPMENT:  to continue to trace the developments of Pip’s character in Dickens’ Great Expectations.

DO NOW entry:   Discuss Pip’s desire to become a gentleman.

DEVELOPMENT:

1.      Discuss: Chaps  11 – 13 pp. 91-119

a.       Discuss HW entry:  what happened to Mrs. Joe!

b.      Discuss and describe Orlick.  A pretty creepy character.  Who has him?  Report!

c.       Discuss further events at Satis House.

d.      Discuss changes in Pip.

e.       Discuss his feelings for Estella.

f.        Discuss and describe Biddy.

g.       Discuss DO NOW entry:

                                                   i.      What is a gentleman? 

                                                 ii.      Refer back to our discuss yesterday about the class system.

                                                iii.      Can one change one’s class?  In Britain?  In the U.S.?

                                               iv.      How might wanting to do so be good or bad?

                                                 v.      Why does Pip want to be a gentleman?

h.       How are these experiences/desires changing Pip? 

2.      Review/summarize.  If time allows, students may begin reading for this evening.

Homework:  1.  Reading, Chaps. 18 – 19, pp.149-177.  2.  Writer’s Notebook Question:  unsure yet….  Perhaps individual response?  3.  Summer Reading Assignment will be completed soon, so make sure you have finished those books. 

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