Great Expectations

Essential Questions

  • How does one find fulfillment in life?
  • What happens when one allows society to shape the individual?
  • Is our identity predestined or do our choices shape who we become?
  • 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

Performance Task

Great Expectations by Charles Dickens

Wed 8/30
Collection of summer work and intro to the course

Setting up Remind

HW:  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?

Questionnaire on site (here), and bringing composition notebook for Tuesday’s class

Thurs 8/31
Reviewing “The Critic as Artist”

  • Dialectic
  • What does this mean for us as we approach literature this year?

Overview of Victorian Literature and intro to Dickens

HW:  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?  Also,  Chapter 7 is the end of the third weekly installment.  What is its structural purpose?  What does Dickens accomplish at the end of this chapter?

Fri 9/1

Tues 9/5
cont. overview of Dickens and narrative structure

Annotation Discussion

  • Character analysis
  • Patterns
  • Writing style

Understanding Pip and other characters

HW:  Chapters 9-12

Wed 9/6
Character Portrait Assignment

  • Pip (consider not only what I say but how I say it)
  • Joe & Mrs. Joe
  • Mr. Wopsle & Biddy & Pumblechook
  • Ms. Havisham
  • Estella
  • His convict & the other convict
  • Sarah Pocket, Camilla, Cousin Raymond
  • Man in the stairs at Satis and “pale young gentleman” in the courtyard
  • Satis House
  • The forge
  1. Using the text to inform your drawing, create a visual portrait of your character(s) or setting.  Consider a setting and/or objects to include.
  2. Consider their relationship with Pip.  We are going to map out the relationships. Where should s/he be in relation to Pip?
  3. Create 2 discussion questions that have been raised in this first part of the novel.

HW: Reading Chapters 13-17

Thurs 9/7
Counselors visit

HW:  Chapters 18&19

Fri 9/8
Finishing the portraits, reviewing, and mapping their relationship to Pip

HW:  Read Victorian Realism and annotate for main ideas and any confusing information and choose a passage from V1 for discussion on Monday

Mon 9/11
finish portrait overview

Discussion of first Volume

  • Pip’s change
  • Using discussion questions from last week and adding 1 question
  • Reviewing passages

HW:  Using your annotations of “Victorian realism” by Caroline Levine respond to the doc on Classroom

Tues 9/12
continuing discussion and reviewing main ideas about “Victorian Realism”

HW:  Response on V1

Wed 9/13
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.

  • London
  • Jaggers’s office
  • Bernard’s inn
  • Pocket household
  • Wemmick’s home
  • Jaggers’s home

Thurs 9/14

Fri 9/15

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&25

Mon 9/18
Reviewing the close reading

  • 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: 26-29.  Choose a passage that you want to discuss with the class.  Consider why you’re choosing it.  How does it relate to one of our essential questions or focuses for this unit?

Tues 9/19 
Looking at narrative structure and passages selected by students

  1. In your groups, share your passages.   Discuss why you chose this passage.  How does it relate to our essential questions and/or the focus for this unit?
  2. After having shared passages, choose one to look at more closely.  Re-read the passage for structure and writing techniques.  How does Dickens support meaning through structure and writing techniques?
    • Everyone should have individual notes on the passage
  3. 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. Include in your discussion how Dickens uses structure and writing techniques to support meaning.  Avoid mere plot summary.
  4. When finished, get started on the reading for tonight.

HW:  Chapters 30-34

Wed 9/20
Reviewing passage selections and thesis statements

  • The passage response overview

Thurs 9/21
No School

Fri 9/22
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?

Also read chapters 35&36

Mon 9/25
Adding to our character map

  • New characters
  • Adult view of former characters

Estella and Ms. Havisham analysis

HW:  Chapters 37-39

Tues 9/26
The Gothic in Great Expectations

Gothic Motifs

Review of two-nesses

  • applying concepts to discussion of Great Expectations

HW: V2 Reading Response Dialogue assignment on google classroom

Wed 9/27

Thurs 9/28
Chapters 40 & 41

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?

Fri 9/29
Reading 47 & 48 and online discussion

HW: Chapters 49-52

Mon 10/2
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

Tues 10/3
Finishing the novel and preparing for class discussion

Wed 10/4
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

Thurs 10/5
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?

Fri 10/6
Conferencing on proposal and writing workshop day

Mon 10/9

Tues 10/7
Ms. Weeks out – 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

Wed 10/8
Peer feedback

HW: incorporating feedback for revision

Thurs 10/9
Drafting and revision day

Fri 10/10
Essay Due on google classroom and Monday at the beginning of class