Great Expectations by Charles Dickens

Literature Lesson Plans - Sykalo Eugen 2024

Great Expectations by Charles Dickens

Grade Level: 9-12 (This lesson plan can be adapted for different grade levels by adjusting the complexity of the text excerpts and discussion questions)

Subject: English Language Arts, Social Studies

Time Allotment: Three class periods (can be adjusted based on class discussion and activities)

Learning Objectives:

  • Students will be able to analyze the social hierarchy and class structure depicted in Great Expectations.
  • Students will be able to identify and interpret literary devices like symbolism and characterization.
  • Students will be able to discuss the theme of identity and self-discovery in the novel.

Materials:

  • Copies of excerpts from Great Expectations (focusing on Chapters 1-5)
  • Whiteboard or projector
  • Markers or pens
  • Chart paper or handout for brainstorming
  • Images depicting Victorian-era social classes (optional)

Lesson Procedure:

Day 1:

Introduction (10 minutes):

  • Begin with a warm-up activity to introduce the concept of social class. Divide students into groups and have them brainstorm words or phrases associated with different social classes (e.g., wealthy, poor, privileged, disadvantaged).
  • Briefly introduce Charles Dickens and his social commentary through literature. Mention his focus on poverty and societal inequalities in Victorian England.

Setting the Stage (15 minutes):

  • Distribute excerpts from the beginning of Great Expectations (Chapters 1-3).
  • These excerpts should showcase Pip's life as an orphaned child, his encounter with the convict, and his interactions with Joe Gargery and Mrs. Joe.
  • Have students read the excerpts silently.

Understanding the World of Pip (25 minutes):

  • Facilitate a group discussion about the excerpts. Ask questions to guide students' analysis, such as:

✵ How does Dickens portray Pip's social standing?

✵ What are the living conditions like for Pip and Joe?

✵ What is Mrs. Joe's character like? How does her behavior reflect social expectations?

✵ What is significant about Pip's encounter with the convict?

Visualizing the Classes (10 minutes):

  • (Optional) Show students images depicting different social classes in Victorian England. Discuss the visual cues that differentiate the classes (clothing, housing, etc.)

Day 2:

Literary Devices and Symbolism (20 minutes):

  • Focus on specific examples of characterization and symbolism used by Dickens in the excerpts.
  • Ask students to identify these examples and explain how they contribute to the development of Pip's character and the themes of the novel.
  • Consider using a graphic organizer or chart paper to categorize and analyze these elements.
  • For example, analyze how Pip's interactions with Joe and Mrs. Joe symbolize contrasting ideas of nurturing and harshness.

The Mystery of the Expectations (20 minutes):

  • Shift the discussion to Pip's encounter with Miss Havisham and Estella.
  • How does this encounter introduce the concept of "great expectations"?
  • What are Pip's initial feelings towards Miss Havisham and Estella? How do these feelings reveal his yearning for a different social class?
  • Have students brainstorm a list of words or phrases that describe Pip's "great expectations."

Day 3:

Identity and Transformation (20 minutes):

  • Introduce the theme of identity and self-discovery.
  • How do Pip's experiences and encounters in the beginning of the novel shape his sense of identity?
  • How does his desire for wealth and social status influence his perception of himself and his surroundings?
  • Encourage students to consider how Pip might change throughout the novel based on the themes and character development established in the early chapters.

Creative Project (20 minutes):

  • Have students create a short journal entry from Pip's perspective, reflecting on his life, his social standing, and his newfound "great expectations."
  • This activity allows them to internalize Pip's character and motivations.

Wrap-up and Discussion (10 minutes):

  • Lead a final discussion about the themes explored in the lesson.
  • How does Great Expectations offer a critique of Victorian social structures?
  • What are some of the messages Dickens might be conveying about social mobility and the pursuit of wealth?

Differentiation:

  • Provide scaffolding for struggling readers by offering sentence starters or graphic organizers for their journal entries.
  • Challenge advanced readers to research the specific social and economic conditions of the working class in Victorian England and present their findings to the class.

Extension Activities:

  • Students can create a timeline depicting significant events in Pip's life at the beginning of the novel, highlighting how these events shape his "great expectations."