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."