Subject: Language Arts Grade: Nine

Standard: #5 Writing Applications

Key Concept: Responding to literature in writing helps students to clarify meaning in the

literature.

Generalization: this lesson is based on characterization and plot in Great Expectations by

Charles Dickens. Students will choose two characters to compare in the

novel and will indicate how Dickens uses these characters to advance

the plot.

Background: Students have read the first nineteen chapters of the novel (Part I). They are working to understand the relationship between characterization and plot in the novel.

This lesson will take more than one class period.

This lesson is tiered in content according to interest.

Group students in three tiers according to interest in specific characters. All groups will examine the text to find evidence for the points they wish to make concerning the characterization and the way Dickens uses the specific characters to advance the plot.

All students have a writing task to think about as they work in groups. Specifically, all groups should do the following:

1. Generate two lists of ways these two characters are alike and are different in the first part of the novel. Physical characteristics, speech patterns, attitudes, and perception of other characters (both their perceptions toward others and others perceptions of them) should be considered in generating each list.

2. A second task is to locate specific text from chapter 1-19 to be referenced in points made.

3. A third task for the group is to discuss how Dickens uses two characters to advance the plot of the novel.

4. Time to work individually on ideas often is a productive way to begin. Then sharing individual lists and text found would serve to make group time more productive. The discussion of how the characters serve to advance plot provides excellent discussion material.

Tier I: Students who are interested in comparing the Convict and Mrs. Joe Gargery.

Tier II: Students who are interested in comparing Pip and Estella.

Tier III: Students who are interested in comparing Miss Havisham and Joe Gargery.

Note: These are just suggestions for comparison of characters. The text is rich in characters and if students desire a different set to compare, that is fine for this lesson. However, some agreement should occur so that students can work in groups.

Assessment: This is ultimately a writing task. Each group has read the same content and will write on the characters of most interest. The goal is to see the connection between characterization and plot. Students should construct a 500-750 word essay that focuses on how Dickens uses his characters to advance plot. The support for the thesis should come from the textual analysis the students have done in finding similarities and differences. This group activity serves as a prewriting task for group discussion, but each student is ultimately responsible to hand in a paper at the time designated by the teacher.

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9LI-FAD