- Is our identity predestined or do our choices shape who we become?
- How have we created, adopted, and forced to be different selves based on our experiences and environments?
- How does one find fulfillment in life?
- How does reading literature shape and provide insight in our own identity?
- How do Victorian authors create the novel form to reflect and challenge the society of their time?
- What are the timeless themes found in Victorian novels?
Students will know and be able to:
- Define, identify, and analyze an author’s use of literary terms including bildungsroman, narration, exposition, denouement, prolepsis, hyperbole, paradox, and antithesis
- Discuss and analyze an author’s use of structure as it applies to meaning
- Discuss and analyze an author’s use of characterization as it relates to a theme
- Analyze a character’s development over time
- Identify and support a theme in the text
- Great Expectations Essay that responds to one of the prompts for inquiry
Great Expectations by Charles Dickens
With your group read over your quote and briefly discuss.
- What key words stand out to you?
- What parts of the quote do you like?
With your group, rewrite the quote as a new sentence.
HW Due Wednesday:
Read and sign the syllabus.
Sign up for remind.
Reading “from The Critic as Artist” by Oscar Wilde. Annotate for:
- Wilde discusses the criticism as “the art of estimating the qualities of literary or artistic work; the function of the critic” (Oxford English Dictionary.
- How does he define criticism?
- What is the role of the critic?
In class passage response
HW: Due Wednesday (see above)
Reviewing “The Critic as Artist”
Working in groups, students will then work through a close reading of the text for their assigned pages.
- 794-bottom 796
- bottom 798-mid 800
- mid 800-end part 1
- part 2
- Summarize main ideas
- Key quotes and define any terms
- What do you think about these ideas? Has it made you consider criticism and the critical approach in a new or different way?
Reflective component: Working with this text is the very first thing you’ve experienced in this class, what does this mean for you as a student in this class moving forward?
- What does this mean for us as we approach literature this year?
- What are your great expectations for the year?
Counselors – Senior Meeting
HW: Overview of Victorian Literature and Intro to Dickens notes
Cont. with Wilde
Reviewing the essential questions to the unit
Annotation expectations for reading chapters 1-8
- To guide your annotations: Pay attention to Pip’s character development. This is a bildungsroman, so what passages and quotes stand out to you in Pip’s long and arduous process of maturation?
Review of Victorian Lit
Overview of characters and revisiting opening passage
HW: Chapters 9-12
Reviewing first passage responses
Revising the passage response
HW: Reading Chapters 13-17
Portraits – How we see ourselves and how others see us
- Practicing in blind contour drawing
- Viewing portraits
Self-portrait assignment due Tues 9/18
HW: Chapters 18&19 and discussion questions
Discussion of first Volume – Socratic Seminar
- Create three discussion questions that address character change, setting, tensions within the novel, theme, and other details you wish to discuss with your peers
- Choose one passage that you would like to examine more closely in discussion with your peers
HW: Self-portrait due Tues. This is not an art class, but this is a class where details and patterns matter. What I’m looking for:
- Thought – how did your work on noticing deeply and the recognition of patterns contribute to your self-portrait?
- Intentionality – how purposeful are you in creating your self-portrait?
Gallery of selves
HW: V1 Response on classroom
Reading Chapters 20-23
Annotation guide: Some attribute Dickens’ attention to details and description of objects to his days as a reporter. When Pip goes to London, it’s a whole new world for him and he takes in his surroundings. Pay attention to those details and make connections with his descriptions of his Kentish life in chapters 20-31.
- Jaggers’s office
- Bernard’s Inn
- Pocket household
- Wemmick’s home
- Jaggers’s home
HW: Finish reading 20-23 and Victorian Realism
Small group close reading:
- Pip’s impression of London – chapter 20
- Pip’s impression of Mr. Jaggers – chapter 20
- Pip’s impression of Mr. Wemmick – chapter 21
- Herbert Pocket and Pip’s friendship – chapter 22
- The Pocket household – chapter 23
- Upon a second close reading of passages, what do you notice about the language?
- What insight does it provide to Pip?
HW: Reading chapters 24-27
Reviewing the close reading
Reading 35 & 36 in class
HW: Reading 37-39
With your group choose a passage you find worth of close reading from chapters 24 and beyond
Looking at narrative structure and passages selected by students
- Re-read the passage carefully paying attention to details, patterns, and connections now that you’ve read the entirety of V2. Consider writing techniques.
- Discuss why you chose this passage. How does it relate to our essential questions and/or the focus for this unit?
- Consider how does Dickens support meaning through structure and writing techniques?
- Everyone should have individual notes on the passage
- Craft individual thesis statements to the following prompt for the passage:
- In a well organized essay, explain how this passage contributes to the overall meaning to Great Expectations (thus far). Include in your discussion how Dickens uses structure and writing techniques to support meaning. Avoid mere plot summary.
- When finished, get started on the reading for tonight.
Writing the passage response
HW: Revising the passage response and writing the reflection on the same doc
- What went well with the writing in class? What were you able to accomplish?
- After reviewing your in class response, what areas did you feel needed revision?
- As you continue to write in class, timed responses, what will you need to work on?
Character additions and their impact on Pip
- New characters
- Adult view of former characters
Estella and Ms. Havisham analysis
HW: Chapters 37-39
The Gothic in Great Expectations
Review of two-nesses
- applying concepts to discussion of Great Expectations
HW: V2 Reading Response Dialogue assignment on google classroom
Independent Reading of V3
HW: Chapters 42-46. What are your feelings toward Ms. Havisham? Is she cruel? What is Pip’s attitude toward her in the end? Is that feeling warranted?
Reading 47 & 48 and online discussion
HW: Chapters 49-52
The turning point for Pip
- Identifying three expectations that Pip held when he first learned about his anonymous benefactor and how those expectations have been met or changed
Reading day – Chapter 53
HW: Chapters 54-56
Finishing the novel and preparing for class discussion
Whole Class Discussion and reflection
HW: Reading “Getting Launched” and on classroom writing a short reflection on how this process compares with your own writing practice
Reading the essay assignment
- What is this assignment asking you to do?
Writing the proposal on google classroom
- What line of inquiry are you following?
- What would you like to examine and discuss?
- What are your initial thoughts?
Conferencing on proposal and writing workshop day
In class writing and conferencing day
Visit WC if you need feedback either during or outside of class
In class writing day
Visit WC if you need feedback either during or outside of class
HW: Print out working draft – must have introduction and two body paragraphs
HW: incorporating feedback for revision
Drafting and revision day
Essay Due on google classroom and turnitin.com Monday at the beginning of class