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Great Expectations Unit Plan

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Samantha Morison

on 7 May 2014

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Transcript of Great Expectations Unit Plan

Is there one definition of innocence or guilt?

Are the expectations we set for ourselves realistic?

Why should we read the classics or any older novels?
Essential Questions and Enduring Understandings
Lesson 1
Lesson 2
Common Core Standards
Samantha Morison
ENGL 710

Great Expectations Unit Plan
There is no one definition of what is good and what is bad, everything is based on circumstance. You must use your own critical thinking to decide what is moral and immoral, who is guilty and who is innocent.
As we mature we realize that circumstances change, we don’t always get what we want, and that we must learn to accommodate our expectations for ourselves. We learn through experience, and reality is often different from expectations.
Reading literature, like Great Expectations, from historic time periods emphasizes the universality of the human experience.

-Watch the opening scene of 2012 Masterpiece Great Expectations. Students will note differences between the novel and movie in their reading journals. (Clip may need to be played more than once)

-In small groups students will discuss the differences and their effects on the characters, and story as a whole, teacher will ensure discussion by sitting in on groups and asking probing questions.

-As a class students will be asked to stand and choose a side for a set of questions, i.e. Which opening scene do they prefer? Is stealing always bad? Is Mrs.Joe a good mother?

-Students will then write a few sentences answering their choice for one of the above questions.While students answer teacher will hand out the assignment sheet and Rubric for the Character Blog.

Students will begin by answering in their reading journal what Pip means when he says “It is a most miserable thing to feel ashamed of home.”ch14 Why is he saying this? What has just happened? What happens next? Why does pip feel so ashamed?

-Students will pair and share quickly about their answers/interpretations while teacher walks around to observe

-In groups some students will create posters in which they show how Pip’s expectations for himself have evolved and others will discuss pips issues with guilt. They will be using words, pictures, or graphic organizers (Venn diagrams etc.) They will use evidence in the form of quotes and citations to back up their reasoning.

-Students will present their posters to the class
Lesson 3
Students begin with answering in the reading journal the following: Think of a time in your life when you greatly looked forward to something only to be disappointed. How can you relate that experience to Pip’s? Use evidence to support your claims.

-Teacher will show Masterpiece 2012 Great Expectations clip 2 (Scene where Joe comes to visit) Using the literature and film handout, students will discuss the changes made and possible reasoning behind those changes through the use of a graphic organizer. They may work in pairs but everyone must fill out their own sheet.

Lesson 4
-Class begins with students pinning their word [from reading journals] to the “word board” Teacher will share own word from the reading, what s/he thought it meant (how and why), and the actual definition. Students will be called upon to share their own words following the same format being sure that students share their own methods for determining meaning before turning to the dictionary.

-Teacher asks students to explain when they think they need to use citations. Students and teacher make a list together on the board.

-Teacher and students use Lesson 4 handout to review different types of citations, including how they will be used in their own essays. Students will be asked to make notes on the handout
Lesson Five
-In their journals, students will be asked to compare Pip’s treatment of Provis/Magwitch with his treatment of Joe when he came to visit in London. How are the two characters similar for pip? Citing evidence.

-Students will pair and share about their reflections and/or the evidence they found to support it. They will then fill out a comparison chart. One from the pair will share at least one conclusion with the class, including their evidence (either a quote, or explanation with page number)

-Students will break up into groups to discuss the events in chapters 44-46. How do they show how Pip’s relationship has changed with: Estella, Miss Havisham, Herbert, Wemmick, and Magwitch/Provis? Teacher will go around to encourage discussion points, help students dissect the reading, and the events, as well as their meaning in relation to the novel.

Lesson 6
-After a discussion about Dickens two different endings (using some of the questions to the left) students will watch the end of the Masterpiece 2012 Great Expectations. Students should take notes.

-Discuss how students interpret the ending the director chose, why the choices were made, what does this ending predict for Pip and Estella?

-Students will then work in groups to write a version of their own ending of Great Expectations, they may borrow from any of the endings they have seen or create a totally new one. Students will provide a short explanation for why they chose to end the story in the manner they chose, and how it reflects the novel as a whole.

-Teacher will hand out Final Essay description and rubric
-Teacher will begin the class by emphasizing writing as a process from pre-writing to publishing. Students will provide the steps of writing as previously reviewed.

-Students will work on outlining their essays, working on their rough drafts, and/or finding supporting evidence

-Teacher will be going around to each student to offer help/answer questions
Lesson Seven
Lesson 8
-To emphasise the importance of writing as a process that can be messy and involve constant editing, and re-working, students will be given a photocopy of a page from the Great Expectations manuscript and the corresponding page number in their books.

-Before students break into pairs the teacher will present at least one example of a change between the manuscript and novel

-In pairs students will review the manuscript and note any changes they observe, and any effect the change may have had or does have on the novel.

Lesson Nine

-Students will first edit their own essay with the Editing Checklist, making changes according to the proofreading marks worksheet, then they will pass the paper off to a peer for review.

-Students who finish early will begin making the changes on their essays or may work on any final changes for their blogs.

Lesson 10
-Students will present their blogs to the class, they will share one post they have made and one comment.

-After presenting their blogs students will reflect on the process of creating, editing, and commenting through their blog as a character from the novel.
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