Morales 1 12th Grade AP English Syllabus August 13th-December 13th …moralesteachingportfolio.weebly.com/uploads/4/0/4/1/... · 2019-08-01 · 4. (20 Minutes) The teacher will then

12th Grade AP English Syllabus

August 13th-December 13thSchool Days: 7014 Weeks

Week 1King Lear (Obviously this will not be the entire play. I will take excerpts from the play to use for class discussions and activities.)

Week 2The Royal Game

Weeks 3Brother Jacob

Weeks 4-7Jane Eyre

Weeks 8The Secret Agent

Weeks 9-12Dr. Jekyll and Mr. Hyde

Weeks 13-14Heart of Darkness

Week 15An American Outlook: The Yellow Wallpaper, The Tell-Tale Heart, etc.

Formal Research Paper 25%Reading Quizzes 15%Creative Projects 20%Vocabulary Quizzes 15%Participation 10%In Class Writing 15%

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Average Week- I will try to model each of my weeks to look approximately like this. Of course, things will change or be altered as needed for the students.

Monday: Introduction to new vocabulary. We will go over the vocabulary together as a class and I will keep a list on the board as well so that when we come across these words in our readings, I can point to them and remind the class of definitions. We will have a vocabulary quiz every Friday. The list of vocabulary words will be 20 words and they must know all of them but I will only test them on 15. We will then go over the agenda for the week. I want students to understand the upcoming tasks so they know what is expected of them. Using a certain number of words in a sentence, mad libs, generating sentences to make the class laugh- tone/diction.

Tuesday: Personal Writing Time: 30 Minutes The class will look at an image or piece of art that in someway connects to what we are discussing that day, or a piece of music that I think will provoke thought or just self reflection are a few of the options. Students will do some in class writing today but I will try and make it different every time so that they don’t become bored with a prompt or activity.

Wednesday: Some sort of group work will occur in regards to whatever novel we are reading that week. I like the ideas of projects and activities that get the students up and moving so that they aren’t stuck sitting at their desks for 90 minutes everyday. I think that group work is very important to create a strong classroom environment where everyone feels comfortable working together.

Thursday: Personal Writing Time: 30 Minutes The class will look at an image or piece of art that in someway connects to what we are discussing that day, or a piece of music that I think will provoke thought or just self reflection are a few of the options. Students will do some in class writing today but I will try and make it different every time so that they don’t become bored with a prompt or activity.

Friday: Students will be given a vocabulary test today. They will be tested on 15 words randomly chosen from the 20 on the list. We will spend 30 minutes on the vocabulary test so that the students will have ample time to take it. The rest of the class period will be spent discussing the novel we are reading that week, or the students will do an activity relating to the novel.

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The Secret Agent: Day One

Essential Questions for this Week:

1. What does it mean to have a Mental Illness or Disorder?

2. What are the stereotypes of someone with a Mental Disorder?

3.How are mentally ill people treated? How should they be treated?

4. What does it mean to be “normal”?

1. (20 minutes) Attendance and Prep —Teacher will take attendance and check all students have a pencil or pen out for the opening activity. Teacher will then pass out the essential questions, explaining the instructions once everyone has gotten them.2. (10 minutes) The students will share their answers to the questions in small groups, which will range from depending on the students awareness of mental illnesses or disorders. While the students are discussing the answers, the teacher will roam the classroom, checking for understanding and answering any questions that may arise.3. (15 Minutes) Whole Class Discussion- The students will participate in a whole class discussion of the essential questions and will share their answers and their rationale. The teacher will facilitate the discussion by posing questions such as: Why do you think people with mental disabilities are so often the butt of jokes? Do think society as a whole makes people with mental disabilities something to joke about? The teacher will record the student responses on the board so that we can begin to see what the class consensus on the subject is. 4. (20 Minutes) The teacher will then introduce Joseph Conrad’s “The Secret Agent” to the class. The class will also be given a handout giving them a brief introduction to Joseph Conrad and a brief overview of the novel itself. Students will then be handed a list of vocabulary words from the text that they probably wouldn’t know or just skip over while reading. We will go over each word so that they have a clear understanding of the definitions. I will also remind the students that at the end of the week there will be a vocabulary test.5. (20 Minutes) The last 20 minutes of class will be spent reading the first page of the novel. The students will take turns reading sections out loud to ensure that everyone is paying attention. We will stop frequently to break down the descriptions that Conrad gives to ensure that understand his writing style and what he is trying to portray. 6. (5 Minutes) Exit Slip- I will have the students write me an exit slip explaining their feelings towards the materials we have covered today. I will ask them to be honest in their feelings whether they be curious, anxious, etc about the novel. Students will then turn in their exit slips and I will read them to gauge how everyone is initially feeling about the novel so I can figure out if I need to slow down and break down the novel even more.

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Homework: Students will not read the novel on their own yet as it is still very foreign to them. Once they become more comfortable with the novel, I will assign them short sections to read and they will possibly have reading quizzes to ensure they are reading.

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The Secret Agent: Day Two

1.(5 minutes) Attendance and Prep —Teacher will take attendance and check all students have a pencil or pen out for the opening activity.

2.(30 Minutes) Students will be asked to take out their journals and prepare for the personal writing assignment for the day. I will explain to the students that they will be listening to a song from a movie version of The Secret Agent. They will listen to the song twice, once they will just listen to it and on the second play through, they will write down what they believe it is attempting to evoke. I will ask them to use detailed imagery to paint a picture of what they believe the music to be expressing. They will be allowed to share their responses if they would like.

3.(10 Minutes) We will take 10 minutes to recap what we discussed about the novel on day 1 so that the students are ready to move on.

4.(40 Minutes) We will continue to read the novel together at a slow pace so that none of the students become confused. Ideally I would like to get through Chapter 3 today but again it depends on easily the class is understanding the novel. Students will take turns “popcorn reading” so that they are paying attention. We will review the vocabulary words for this week before we begin reading so that if we come across those words, we will recognize them. Today we will focus on understanding who all of the characters are and their personality traits. Every time we meet a new character, the students will write it down in their notes and we will write it up on the board so that we can keep them all straight. The first three chapters introduce to quite a few characters and I don’t want the students to become so overwhelmed that they become uninterested in the characters. We will also discuss the characterization of Stevie and whether or not his portrayal is a positive or negative one.

5.(5 Minutes) We will end reading for the day and I will explain to the students what their homework is. The sticky note assignment is something they will be familiar with as I will have implemented it from the beginning of the school year.

Homework: Read Chapter 4 by yourself. You will be required to use at least three sticky notes while you are reading. You will stick the notes in places that you were confused or didn’t understand something. You will need to ask deeper level questions, and if you need a refresher as to what constitutes deeper level questions, then please refer to your handouts. We will be discussing the questions in class tomorrow and you will be docked participation points if you do not do the homework as it will be turned into group work tomorrow.

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The Secret Agent: Day Three

1.(5 minutes) Attendance and Prep —Teacher will take attendance and check all students have a pencil or pen out for the opening activities.

2.(25 Minutes) Students will get into groups and they will discuss the questions or confusions they wrote down on their sticky notes during yesterday’s class. The students will share their sticky notes and the rest of the students in their group will help them to either answer their question or help to clarify something that they didn’t understand. I will be walking around the classroom while students are in their groups and I will be observing what types of questions or concerns are popping up. If a question or theme is popping up several times in several groups, we will go over it as a class so that everyone has clarification. I will attempt to stay uninvolved in the conversations because I want the students to build off each other.

3.(45 Minutes) I will call on students to give brief recaps on what happened in chapter four to ensure that everyone read. Because we already did the sticky note activity, there will be no reading quiz for today’s reading. We will continue reading the novel and try to get through chapters four and five today. Again, we will be reading slowly to ensure that the students are understanding the text. Today, I will give the students a little more control of class discussion because I don’t want them to expect me to give them the answers. I will step in if the conversations gets off track. I will again ask them about Stevie and the way he is treated throughout the novel. We will refer back to the essential questions for the week in order to have a fulfilling discussion.

4.(15 Minutes) I will remind students about the vocabulary test that will be happening on Friday. I will also be asking them to to read through chapters seven and eight in their own tonight for reading. I will warn them that there will be a reading quiz tomorrow to ensure that they did the reading.

5.(5 Minutes) I will have the students write me an exit slip explaining what they have found difficult about the novel this far and why they find it difficult. I want to check in with the students repeatedly throughout this novel to ensure that they are understanding what they are reading and why they are reading it.

Homework: Students will be asked to read chapters seven and eight tonight on their own. While they are reading through the two chapters, I will ask them to write down at least five details that they think are important to the storyline. They will have to explain why they believe these details are important. I believe this assignment will help them focus on what they are reading and help them look at details that they would otherwise overlook.

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The Secret Agent: Day Four


2. (10 Minutes) Students will take a brief reading quiz to see see if they did their reading. The test will consist of ten fill in the answer questions that will be rather obvious if the students do the reading. I will give out the reading quizzes sporadically throughout the unit so that the students don’t know when they will be given one.

3. (25 Minutes) Students will use their homework from the night before in their personal writing time. I will ask them to take their details and what we have read so far in the book and make a prediction as to what they believe the outcome of the book is going to be. They will have to support their claim with their homework and other examples from the novel. Students can share their predictions with the rest of the class if they would like.

4.(40 Minutes) Students are then going to get into reading groups and will read Chapter 9 together and have group discussions. I wanted to change up the format as to how we are reading the book in class because it will get monotonous if we do the same thing over and over again. I think the reading groups will be a good way to get the students talking amongst themselves about the book. I will walk around the classroom while the students are reading and discussing to ensure that they are actually talking about the novel. At the end of class, I will ask for each group to turn in a synopsis of what they have read to ensure they have actually been doing the assignment.

5.(10 Minutes) I will remind the students that the vocabulary test will be tomorrow. There will be no reading so that they can focus on the vocabulary words.

Homework: Students will be reminded of the vocabulary test and that there will be no reading due.

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The Secret Agent: Day Five


2.(30 Minutes) Students will be given a vocabulary test today. They will be tested on 15 words randomly chosen from the 20 on the list. We will spend 30 minutes on the vocabulary test so that the students will have ample time to take it.

3.(30 Minutes) We will read through chapter 10 together in the same format we have been using all week with the “popcorn reading” but after we finish the chapter, I will pose a question to the class and we will have a discussion. I will ask the class whether or not they believe Verloc is the “villain” of the story. If they agree then they will have to explain why and if they believe he isn’t or perhaps that someone else is, they will have to support their arguments. I will ask the students to support their arguments with contextual evidence from the novel and our class discussions. I think this is a great discussion to have with this novel because there is an argument for both sides.

4.(10 Minutes) I will explain the homework to the students and that we will be finishing the novel in class tomorrow.

Homework: For homework, the students will read chapters 11 and 12 so that we will be able to finish the novel in class the next day. There will be a reading quiz, but I am not going to tell the students. For homework, they will have to write a half page reaction to what has happened in these chapters as 11 and 12 are where Winnie stabs Verloc and decides to runaway Ossipon. So much happens in these two chapters and it will be interesting to see how they react to them.

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The Secret Agent: Day Six


2.(30 Minutes) I will have the students get into groups and discuss their reactions to the chapters assigned. I will be walking around the classroom to listen to the student discussions to make sure they stay on task. I think it important that the students are in charge of their own discussions because this is a 12th grade AP class. The students should be familiar with many literary terms by their senior year and should be able to analyze a text thoroughly. We will then come together briefly as a class to see how everyone reacted to the events in chapters 11 and 12 and then we will move on to the final chapter in the book. Students will lead the discussion on the novel after we are done.

3.(20 Minutes) As we are discussing the novel, I would like the students to focus on the character’s development through the novel. We will also discuss the significance of Winnie leaving behind her ring when she dies and other key moments towards the end of the novel. After we finish the discussion, the students will have the rest of the period to do a creative project that somehow relates to the novel.

4.(40 Minutes) The students will be asked to do a small creative project that somehow relates to the novel. They will pretty much have free reign as long it can relate back to the novel. Some of the options could be could be illustrating a certain scene from the novel, or perhaps writing a comic strip of another of Verloc’s missions, etc. They will have the entire rest of the period to work on the projects and

The Secret Agent: Day SevenWe will wrap up our section on “The Secret Agent” by watching one of the movie versions of the novel . The students will be required to be actively watching the movie and taking notes so that they will be able to contrast the two. After the movie is over, I will explain the assignment that will be due in tomorrows class. The students will be asked to write a short paper contrasting the movie and the book. I will ask them to note some of the obvious differences and some of the of things they liked that the book had that the movie didn’t and vice versa. The students will have to use textual evidence from the novel to support their contrasts. The minimum requirement for the paper is a page and a half.

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Joseph Conrad Quick Bio:

Joseph Conrad (born Józef Teodor Konrad Korzeniowski; 3 December 1857 – 3 August 1924) was a Polish author who wrote in English after settling in England. He was granted British nationality in 1886, but always considered himself a Pole. Conrad is regarded as one of the greatest novelists in English, though he did not speak the language fluently until he was in his twenties (and always with a marked accent). He wrote stories and novels, often with a nautical setting, that depict trials of the human spirit in the midst of an indifferent universe. He was a master prose stylist who brought a distinctly non-English tragic sensibility into English literature.

Writing in the heyday of the British Empire, Conrad drew on his native Poland’s national experiences and on his personal experiences in the French and British Merchant navies, to create short stories and novels that reflect aspects of a European-dominated world, while plumbing the depths of the human soul. Appreciated early on by literary cognoscenti, his fiction and nonfiction have gained an almost prophetic cachet in the light of subsequent national and international disasters of the 20th and 21st centuries.

The Secret Agent: A Simple Tale is a novel by Joseph Conrad and was published in 1907. The story is set in London in 1886 and deals largely with the life of Mr. Verloc and his job as a spy. The Secret Agent is also notable as it is one of Conrad's later political novels, which move away from his typical tales of seafaring. The novel deals broadly with the notions of anarchism, espionage, and terrorism. It portrays anarchist or revolutionary groups before many of the social uprisings of the twentieth century. However, it also deals with exploitation, particularly with regard to Verloc's relationship with his brother-in-law Stevie. Because of its terrorist theme, The Secret Agent was noted as "one of the three works of literature most cited in the American media" around two weeks after 11 September 2001.The Secret Agent was ranked the 46th best novel of the 20th century by Modern Library.

(The Joseph Conrad Society)

The Secret Agent Vocabulary for the unit:1. Humbugging2. Rousing3. Affability4. Doleful5. Modulation6. Heralding7. Taciturnity8. Panjandrum9. Execration10. Bosh

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Jane Eyre: Day 1

1. (5 minutes) Attendance and Prep —Teacher will take attendance and check all students have a pencil or pen out for the opening activities.

2. (15 Minutes) I am going to give the students a quick introduction to Charlotte Bronte so that they understand who she is and the time period in which she would be writing Jane Eyre. It is important to get the background information so that the students will have a more enriching experience while we read the novel.

3. (20 Minutes) After the initial intro, I will the give introduction to Jane Eyre, the novel as a whole. For both of the introductions, they will also be receiving handouts so that they have this information on hand while we are reading. I will also explain that the book can be very dense if taken in too big of a chunk. We will be separating the book into the different periods in Jane Eyre’s life. I will explain that each student will also be creating a timeline of Jane’s life because the novel expands such a long period of time. The timeline will help students remember all of the events that happen in the novel so that as we progress, they can recall the events more clearly.

4. (20 Minutes) Because there is such a large amount of vocabulary in the novel, I will be dividing it up to correlate with the way I am dividing up the chapters into different sections. I will remind the students of the weekly vocabulary tests but because I am dividing up the vocabulary, they will only have 10 words a week instead of 15 or 20.

5. (30 Minutes) The last 30 minutes in class, we will spend reading the first chapter together so that the students become familiar with the language that Bronte uses. We will stop to explain confusing language or to analyze something of importance. Because this is the middle of the semester, we are going to do most of the reading in class because I want to ensure that the students are actually doing their readings and I want to ensure that we are having meaningful discussions about the book. Many students have a bad experience with Jane Eyre because it isn’t broken down into pieces or discussed a way that seems relevant to students I want to take my time on the unit so that the students understand the novel on a meaningful level.

Homework: There will be no reading assigned for tonight. I will however ask that the students begin their timelines. I will explain that the timelines will count towards their creative projects grade so I would like them to be neatly laid out and readable.

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Day 2: Jane Eyre


2. (25 Minutes) We will begin class with a personal writing activity about appearances. I will ask the students to reflect on just how importance appearances are. The students will have a large amount of class time for this activity because I want them to really reflect on their experiences involving appearances. Because this is a senior level AP class, I will be asking them to write quite a bit. I will also be asking them to write on a more complex level because by this point they should have had plenty of writing instruction. I will ask the students to be as honest as they can in their reflections because I want them to have a great discussion when we talk about Jane’s appearance later on. I think appearance will be an easy topic for teenagers to discuss and will make for a very interesting discussion when we get to talking about Jane’s appearance.

3. (15 Minutes) Because the novel begins with a statement on weather, I think it is an important motif to talk about before we continue reading the novel. We will focus on that opening statement so that the students will begin to notice the motif every time it occurs. By senior year, the students should have a grasp on what a motif is and be able to have a meaningful discussion on what it brings to the novel. I want the students to understand that the weather in this book has a direct correlation to the emotions that the characters are feeling.

4. (15 Minutes) After the weather discussion, I will introduce the students a new activity that we will come back to again and again as we dive deeper into the novel. We will be mapping the characters and their journeys from beginning to end. We meet so many characters in the novel and I don’t want the students to become confused or forget characters of importance. The students will write down the name of each character that we meet and their distinguishing characteristics.

5. (30 Minutes) The last 30 minutes of class, we will be reading the novel. The students will lead the reading and the conversation. We will attempt to get through chapters 2-4 because they are shorter chapters. We will be stopping when necessary to map the characters and have discussions about important plot points.

Homework: Reminder of Vocabulary

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Day 3: Jane Eyre


2. (30 Minutes) I will ask the students to get into groups so that we can do a group write/response. Now that we have spent a few chapters getting to know Jane, I will ask the groups to discuss their first impressions of Jane. I would like to have the students focus on her personality and if she would be valuable as a friend. I would also like them to discuss which of her personality traits that would make friendship difficult for her. I really expect the students to become familiar with Jane so that she becomes a real person to them. Bronte gives us such a detailed account of Jane Eyre’s life that I really want the students to immerse themselves in it.

3. (30 Minutes) Together the class will be reading chapters 5-7. Again, the students will be in control of the conversation because I want them to be able to contextualize the novel on their own without having to be prompted by a teacher. Because this is an AP class, it is assumed that these students will be going to college. In college, they will have to be able to contextualize a novel and support their claims without any help from the professor. By preparing for this now, it will be easier for them to do later on.

4. (15 Minutes) After we finish with the day’s readings, I want the students to move to a character analysis of Jane Eyre vs. Helen Burns. These characters are very different from each other. I want the students to discuss the difference in their attitudes towards the injustices that they face. I want the students to discuss how their different actions may reflect on their respective personalities.

5. (10 Minutes)Everyday that we are reading, I am going to set aside a couple of minutes for the students to work on their character mapping. I want to make sure that the students are keeping up on their mapping because they are going to be turning it in at the end of this unit for points.

Homework: Study for vocabulary quiz.

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Day 4: Jane Eyre


2. (25 Minutes) I think it important to explain the working conditions that children would have been going through during the time period that Jane Eyre would have been growing up in. It is important to give them the historical background so that they understand that the context in which Bronte would have been writing in. I think pictures of the conditions the students would have been exposed to at a school like Lowood would also really hit the message home. I want the students to understand that this novel really is grounded in reality and that some of the experiences come from Bronte’s own life. I want to instill in students that novels must be looked at with background information as well because it can definitely add to one’s understanding of the novel.

3. (30 Minutes) Personal Response Time: I want the students to respond to the following question: As you know, Mr. Brocklehurst is the head of Lowood school. He believes that the hardship the children will go through at his school will build strong character. What do you think about this belief?

By this point in the novel, we will have seen quite a bit of Mr. Brocklehurst’s iron fist and I really want the students to reflect on his treatment of the children. I will ask them to imagine if they were attending Lowood and how they would feel being treated the way those children were. I think that this is a really important part of the book because it shapes Jane’s personality and how she acts in the future.

Homework: Study for vocabulary quiz and read chapters 8-10.

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Day 5: Jane Eyre


2. (25 Minutes) The first 25 minutes of class will be spent on the vocabulary test. I will give the students ample time for the test.

3. (20 Minutes) I will then handout the new vocabulary that correlates with chapters 11-20. Again, because I am splitting up the novel into periods of time, I am also dividing up the vocabulary that coincides with those chapters. So the students will have less vocabulary words a week than normal.

4. (25 Minute) I will ask the students to write some personal responses to the novel. I will ask the students to put themselves in Jane’s shoes. We have seen a large chunk of Jane’s lie in the first 10 chapters and she has overcome quite a few obstacles. I want the students to imagine how they would rect if they were put into those situations.

5. (15 Minutes) Now that we have entered the next phase in Jane’s life, we will also be introduced to several new characters. I will make sure that the students are continuing to keep their character maps and timelines up to date.

Day 6: Jane Eyre


2. (10 Minutes) Brief introduction to this section of the novel. This portion of the novel takes place at Thornfield Hall now that Jane is a governess. Now that she is older, we will focus on her relationship with Rochester and how they interact with each other.

3. (45 Minutes) In this section of the novel, we will focus on Jane’s relationship with Rochester. Students will get into groups and create a chart of personality traits that could be factors of attraction. I will then have the groups rate each of those characteristics on a scale on 1 to 10. 1 being least important and 10 being most important. I think that the students will enjoy this activity because it deals with romance and attraction. I am trying to keep By having the students do this activity, I am setting the purpose for this section of the novel.

4. (20 Minutes) Now that we are at Thornfield Hall, I think that it is important that we talk about the Gothic elements of the novel. I think that discussing this is important for the students because it is a large part of the setting and really sets the tone of this section of the novel.

Homework: Read chapters 11 and 12.

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Day 7


2. (25 Minutes) The students will be asked to give a personal response regarding their first impressions of Thornfield Hall. What do you think the strange noise is that Jane hears while she is touring the house? How is Jane’s new pupil? I want them to compare Jane’s life from Lowood to now. Is it better? Worse? They will have to use textual evidence from the novel to support their claims.

3. (35 Minutes) The class will be reading chapters 13-15. I will ask the students to closely observe the relationship between Rochester and Jane. This will be something that I will continually ask them to pay attention to as the novel continues. How do Jane and Rochester act toward each other when they are having a conversation?They will also have to explain whether or not they believe that Rochester is a believable character and their reaction to Jane’s attraction to him.

4. (25 Minutes) Creative Project: Because Art is a large part of Jane’s life, I think it would be interesting for students to attempt to recreate some of her artwork that is described in chapter 13. I think it will be interesting to see how students decide to interpret Bronte’s descriptions.

Homework: I will ask the student to finish their re-creation project.

Day 8


2. (35 Minutes) The students will read chapters 17 & 18 in groups and discuss the major plot points of the novel. We are now seeing Jane as a young woman and things are drastically different than they were at Lowood. During the reading, I want the students to have their timelines and character maps out so that while we are reading, they can add new information.

3. (35 Minutes) Diary Writing: I want the students to imagine that they are Jane and that they are keeping a diary of their experiences as a new governess. What would she write about? Perhaps for the first entry you would reflect on your initial tour of Thornfield. Or when you first meet the new pupil that you are going to teach. This will be a great way for the students to exercise their creative muscles. I think it will be a very immersive activity that will be fun for the students to do.

4. (15 Minutes) We will continue to add major milestones of Jane’s life to her character map and the timeline so that at the end of the novel, we can see how far she has come. Again, because this is such a long novel, I think that it is vital to keep a timeline and character maps because it will help to keep the students organized and they will be able to recall characters and events more easily.

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Homework: Read Chapters 19 and 20 and write two more days in Jane’s shoes. I think this will be a great exercise in creative writing for the students. By this point, they should be very familiar with Jane and her personality so writing for her should not be an issue.

Day 91. (5 minutes) Attendance and Prep —Teacher will take attendance and check all students have a

pencil or pen out for the opening activities.2. (35 Minutes) Personal Reading Response: Think of an adjective or phrase that you think

describes Jane or her personality. Then go through the chapters that we have read up to this point and find evidence to support your claim. Turn to a partner and share your adjective and support to see how you interpreted the assignment.

3. (30 Minutes) Students will get into groups and discuss the character of Mason. Who is he? How does Rochester act when he learns of Mason’s arrival? What is the strange incident that occurs involving Mason bringing Jane to Rochester’s aid once again? What do all of these events tell us about the relationship between Rochester and Mason? Is it a good relationship or a bad one?

4. (20 Minutes) Now that we have finished this part of the novel, the class will discuss how Bronte creates suspense, tension and uncertainty in these chapters. This will be a student led discussion and I will ask them to use ample amounts of textual evidence to support their statements.

Homework: Students will be reminded of the timeline projects, the character mapping and that the second vocabulary test of the unit is coming up.


pencil or pen out for the opening activities.2. (25 Minutes) We will spend the first 25 minutes of class on the second vocabulary test.3. (25 Minutes) We will have a class discussion on Blanche Ingram and the role that she has

played in these chapters. I wan the students to focus on her relationship with Rochester. Is he in love with her? Has there been any indication that he may have feelings for Jane? I will ask the students to go back and find evidence to support their claims. This discussion will require close readings of specific sections that they will have to pick evidence from. I really want the students to lead this discussion because I want them to be able to sift through the evidence and make a conclusion without me prompting them.

4. (15 Minutes) I will then introduce the new vocabulary that correlates with chapters 21-27. We will review the words and I will always give the page numbers of where these words fall in the novel so that the students can see the words in context.

5. (10 Minutes) By this point in the novel, we have seen a large portion of Jane’s life. I want the students to look at their timelines and observe just how far Jane has progressed.

6. (15 Minutes) I would like the students to write me an exit slip explaining what they believe is going to happen in the second half of the novel.

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Homework: The students will be given a prompt that I would like them to write at least a full page on. I will ask the students if they have ever faced a tough decision and if so, how did they make up their minds. How do you figure out what the best way to handle it? Was the decision guided by guilt, or persuasion by others?This homework is preparing the students for the next large conflict in the novel about an important decision that Jane makes.


pencil or pen out for the opening activities.2. (15 Minutes) Sharing of homework. For those students who feel comfortable sharing, I will

allot some time for them to share their conflict reflections. Today will be all about conflict in the novel up to this point. By this point in their education, my students should be very familiar with both internal and external conflict and should be comfortable discussing it in regards to our novel.

3. (20 Minutes) I will discuss the concept of the Byronic hero with the class. I think it is an important concept for students to know because they will most likely be reading Bronte in at least one college class.

4. (25 Minutes) Figuring out Rochester. Is he the Byronic Hero? Does Rochester exemplify or contradict the Byronic hero. This will be a student led discussion because now that we are more than halfway through the novel, I am expecting them to understand the format of our discussions so that they can be in charge of what we discuss.

5. (25 Minutes) Conflict discussion: Bronte is concerned with portraying Jane’s struggles from the very beginning of the novel. As a child, Janes has a conflict with Mrs. Reed and later she has a conflict with Mr. Brocklehurst at Lowood School. What are some other internal/external conflicts we have seen her go through throughout the novel? How does she handle conflicts? Does she seem to handle conflicts differently as she grows older? I will pose these questions to the students as we are discussing conflicts.


pencil or pen out for the opening activities.2. (30 Minutes) Character Chart: The relationship between Rochester and Jane. The class will

chart the relationship between Rochester and Jane up to this point. Because it is such an important part of the latter half of the novel, I really want the students to focus on this relationship. I will have them working in groups so that they can bounce ideas off of each other and can help each other remember important aspects of the relationship.

3. (30 Minutes) Personal Response: How do you feel about Jane’s decision to leave Rochester? Are her actions believeable in light of her character? Would you leave Rochester if you were Jane, why or why not? I am going to give the students ample time to answer these questions because I really want them to reflect on this part of the novel because it is such an important plot point. Because I want this to be a writing intensive class, I will give the students a large

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chunk of class time in order to compile their thoughts and write a clear and well though out response.

4. (25 Minutes) Several times throughout this unit, we will be comparing recent Jane Eyre movie to the novel. For today’s class, we will focus on the scene of Jane leaving Rochester. We will then have a class discussion to compare the similarities and differences between the two/ We will also discuss whether the movie did something that the movie couldn’t or vice versa.

Day 131. (5 Minutes) Attendance and Prep —Teacher will take attendance and check all students have a

pencil or pen out for the opening activities.2. (30 Minutes) We will have a reading quiz today. All of the following questions will be

questions on the quiz as I want the students to focus on the important events that happen. We will use all of these questions to lead the rest of the class discussion for the day.

3. (55 Minutes) These are the main questions that will lead the class discussion for the day after we have the reading quiz.

When Jane revisits Gateshead, what letter does Mrs. Reed show her?How does Jane react to the letter? Do you agree with her reaction?How does this change Jane’s feelings towards Mrs. Reed?What surprising admission does Rochester make to Jane?What does Jane mean when she says “I could not, in those days, see God for his creature: of whom I had made an idol.”

Homework: Read through the wedding day.


pencil or pen out for the opening activities.2. (30 Minutes) I will ask the students to get into groups to answer the following questions: What

disastrous events happen on Jane’s wedding day? Who is Bertha? How does Jane react to Bertha? What does Jane decide to do and why? I will ask the groups to give me a full page of writing to answer these questions. They will need to include several textual examples to support their claims in order to receive credit.

3. (30 Minutes) Comparing the movie to the novel: The Wedding Day. Students will be asked to compare and contrast the wedding scene from the novel and from the film adaption. Their comparisons will have to be at least half of a page long and they will be turned in at the end in class.

4. (25 Minutes) Foreshadowing in these chapters: Students will get into groups and discuss three examples of foreshadowing that we have seen in these chapters. Textual evidence will obviously be the emphasis of this exercise but students will also need to be able to properly interpret their evidence.

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Homework: I will pose this question to the students: In Victorian, England a man could not divorce his wife, even if she was insane. Given this fact, was Rochester justified in asking Jane to marry him. Why or why not? Students will need to write at least a page on what they think.


pencil or pen out for the opening activities.2. (20 Minutes) I give ample time for the students to take their vocabulary test. 3. (25 Minutes) Class Activity: Bertha I will pose the following questions to the students and we

will have a large class discussion about them. Because Bertha is such a large part of the second half of the novel, we will spend a large chunk of this class period discussing her. The students will be leading the discussion because I am curious to see how they react to Bertha and her role in the novel.

Is she an obstacle to Richester’s happiness? Does her character represent something larger in the novel? 4. (40 Minutes) Think of interview questions that you would pose to the characters to help

understand them better. With a partner, ask each other your interview questions and ask them to answer as the character. I think this is a great activity to help the students get into the role of the characters and I also think that this is a fun activity that the students will enjoy.

Homework: I will ask the students to read through chapter 33 so that we will be ready to have a discussion of the next section of the novel.


pencil or pen out for the opening activities.2. (15 Minutes) I will hand out the new vocabulary for the last week of this unit. 3. (20 Minutes) Because St. John Rivers is such a major character in the latter half of the novel. I

will spend a portion of class time creating his character mapping. 4. (30 Minutes) Movie Comparison: We will focus on the scenes in which Jane and St. John are

meeting for the first time. Focus on the way they interact with each other and compare it to the novel.

5. (20 Minutes) We will have a discussion regarding these questions: Do any of the events that occur in Chapters 28-33 seem unrealistic, or improbable? Why? What happens to Jane on the way to Marsh End? How does Jane respond to the Rivers family?

How does St. John help Jane? What news does he bring to Jane? Use support from these chapters in our discussion.

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pencil or pen out for the opening activities.2. (20 Minutes) The students will have a reading quiz and the questions will be the basis for the

rest of the days discussion. 3. (65 Minutes) These questions will outline the class discussion for the day: Why does St. John

ask Jane to come to India? What is her answer? What do you think that Jane means when she says, “If I join St. John, I abandon half myself.”Jane comes close to changing her mind about marrying St. John. Why? What does her response to Rochester’s voice suggest about her values and feelings? What conflicts seem to be troubling her?

Homework: Read through Chapter 37


pencil or pen out for the opening activities.2. (30 Minutes) Personal Response. Students will be asked to reflect on the following question

Jane has mixed feelings about St. John. How do you feel towards him? What seems to make him tick has a person? How does he behave towards his sisters and what does that tell us about his character? Analyze the character in your personal response.

3. (30 Minutes) Group Discussion: Students will get into groups and discuss Jane’s reunion with Rochester. As the students are finding textual evidence for their discussions, I will ask the students to focus on Jane’s comments of their reunion and how her attitude has changed since her time with St. John.

4. (20 Minutes) As a class we will compare their reunion in the novel to that of the reunion in the film adaptation. I want the students to focus on the similarities and differences between the two and how the film did things the novel couldn’t and vice versa.

Homework: Finish the novel and write at least full page and a half reflection on the novel. Likes, dislikes, etc. I will ask the students to use several pieces of textual evidence as examples.


pencil or pen out for the opening activities.2. (30 Minutes) I will allow the students class time to finish their character maps and timeline as

they will be due tomorrow. I will again remind them that both of these projects should be neat and thoroughly well thought out because we have been working on them for quite some time.

3. (55 Minutes) The majority of the class time will be spent comparing the end of the novel to the ends of two different film adaptations. We will also have a final class discussion of the novel in its entirety. Because we have spent so much time on the novel, I expect the students to contribute on a deeper level than just superficial answers like “I liked it”. We will discuss the characters and their growth throughout the novel and focus specifically on Jane.

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Homework: Work on your timelines and character maps as they are due tomorrow. Remember to study for your vocabulary test as it is also tomorrow.


pencil or pen out for the opening activities. 2. (20 Minutes) I will give the students ample time to take their vocabulary test.3. (65 Minutes) Because the end of this unit falls near the middle of the quarter, I will give an

introduction to the final paper. Because it is a large percentage of their final grade, I want the students to feel as though they are properly prepared for the task at hand. I will hand out the instructions and expectations and we will go over them as a class. I will then give the students a brainstorming activity so we can work on their writing skills. It will not count towards their final paper grade but it will help to get them thinking creatively.

Homework: None.

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Jane Eyre Vocabulary Words:

Week 11. Antipathy2. Ardently3. Ascertain4. Audacious5. Chastisement6. Ravenous7. Solace8. Desist9. Perfidious 10. Ignominious

Week 21. Hector2. Imperious3. Neophyte4. Nonchalantly5. Piquant6. Prattle7. Quell8. Remorse9. Tenacious

Week 31. Atone2. Balm3. Dubious4. Feign5. Impediment6. Inquisitive7. Presentiments8. Rake9. Vehemence10.Verge

Week 41. Approbation2. Austere3. Averse4. Despots5. Discourse

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6. Famished7. Fetters8. Inexorable9. Stoicism10. Countenance11. Lachrymose

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Meeting Charlotte Bronte

Charlotte Brontë was born in 1816, the third daughter of the Rev. Patrick Brontë and his wife Maria. Her brother Patrick Branwell was born in 1817, and her sisters Emily and Anne in 1818 and 1820. In 1820, too, the Brontë family moved to Haworth, Mrs. Brontë dying the following year. In 1824 the four eldest Brontë daughters were enrolled as pupils at the Clergy Daughter's School at Cowan Bridge. The following year Maria and Elizabeth, the two eldest daughters, became ill, left the school and died: Charlotte and Emily, understandably, were brought home. In 1826 Mr. Brontë brought home a box of wooden soldiers for Branwell to play with. Charlotte, Emily, Branwell, and Ann, playing with the soldiers, conceived of and began to write in great detail about an imaginary world which they called Angria. In 1831 Charlotte became a pupil at the school at Roe Head, but she left school the following year to teach her sisters at home. She returned returns to Roe Head School in 1835 as a governess: for a time her sister Emily attended the same school as a pupil, but became homesick and returned to Haworth. Ann took her place from 1836 to 1837.

In 1838, Charlotte left Roe Head School. In 1839 she accepted a position as governess in the Sidgewick family, but left after three months and returned to Haworth. In 1841 she became governess in the White family, but left, once again, after nine months. Upon her return to Haworth the three sisters, led by Charlotte, decided to open their own school after the necessary preparations had been completed. In 1842 Charlotte and Emily went to Brussels to complete their studies. After a trip home to Haworth, Charlotte returned alone to Brussels, where she remained until 1844.

Upon her return home the sisters embarked upon their project for founding a school, which proved to be an abject failure: their advertisements did not elicit a single response from the public. The following year Charlotte discovered Emily's poems, and decided to publish a selection of the poems of all three sisters: 1846 brought the publication of their Poems, written under the pseudonyms of Currer, Ellis and Acton Bell. Charlotte also completed The Professor, which was rejected for publication. The following year, however, Charlotte's Jane Eyre, Emily's Wuthering Heights, and Ann's Agnes Grey were all published, still under the Bell pseudonyms.

In 1848 Charlotte and Ann visited their publishers in London, and revealed the true identities of the "Bells." In the same year Branwell Brontë, by now an alcoholic and a drug addict, died, and Emily died shortly thereafter. Ann died the following year. In 1849 Charlotte, visiting London, began to move in literary circles, making the acquaintance, for example, of Thackeray. In 1850 Charlotte edited her sister's various works, and met Mrs. Gaskell. In 1851she visited the Great Exhibition in London, and attended a series of lectures given by Thackeray.

The Rev. A. B. Nicholls, curate of Haworth since 1845, proposed marriage to Charlotte in 1852. The Rev. Mr. Brontë objected violently, and Charlotte, who, though she may have pitied him, was in any case not in love with him, refused him. Nicholls left Haworth in the following year, the same in which Charlotte's Villette was published. By 1854, however, Mr. Brontë's opposition to the proposed marriage had weakened, and Charlotte and Nicholls became engaged. Nicholls returned as curate at Haworth, and they were married, though it seems clear that Charlotte, though she admired him, still did not love him.

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http://www.victorianweb.org/authors/bronte/cbronte/thormahlen.html

http://www.victorianweb.org/authors/bronte/cbronte/thormahlen.html

In 1854 Charlotte, expecting a child, caught pneumonia. It was an illness which could have been cured, but she seems to have seized upon it (consciously or unconsciously) as an opportunity of ending her life, and after a lengthy and painful illness, she died, probably of dehydration.

(The Victorian Web)

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Some Autobiographical Elements of Jane Eyre

Introspection, half-belief in the supernatural, conflicting emotions, gushing description appear throughout Jane Eyre. Rochester's mention of prescience — both foreshadowing and premonition — come up again and again throughout the work. "I knew. . . you would do me good in some way . . . I saw it in your eyes when I first beheld you," Rochester tells Jane. Both he and she believe implicitly the things they read in eyes, in nature, in dreams. Jane has dreams which she considers unlucky, and sure enough, ill fortune befalls her or her kin. When she is in a garden which seems "Eden-like" and laden with "honey-dew", the love of her life proposes to her. However, that very night the old horse-chestnut tree at the bottom of the garden is struck by lightning and split in half, hinting at the difficulties that lie in store for the couple.

The turbulent exploration of Jane's emotions so characteristic of the text reveals some of Brontë's most prevalent ideas — that judgment must always "warn passion," and that the sweet "hills of Beulah" are found within oneself.

As Jane grows throughout the book, one of the most important things she learns is to rule her heart with her mind. When a child at Gateshead she becomes entirely swept up in an emotional tantrum, which proves to be the most painful memory of her childhood. At the pivotal point in the plot when Jane decides to leave Rochester, she puts her love for him second to the knowledge that she cannot ethically remain with him - the "counteracting breeze" once again preventing her from reaching paradise. Only when Rochester has become worthy of her, and judgment and passion move toward the same end, can she marry him and achieve complete happiness./

Charlotte Brontë, like her heroine, traveled to wondrous lands within the confines of her own head. While Jane, engrossed in Bewick's History of British Birds, was mentally traversing "solitary rocks and promontories", her creator might have been calling to mind memories of her own sojourns in imagined lands. By the time she was a teacher at the Roe Head school, Charlotte and her brother Branwell had been writing stories and poems about an African kingdom called Angria for many years. While she was away at the school, the fate of the inhabitants of the country lay in Branwell's hands, which made her very nervous, as he was given to intrigue and violence. She was unhappy with her situation, loathing the available company and describing herself as "chained to this chair prisoned within these four bare walls," and so her happiest hours were spent in the wild landscapes of her mind. "What I imagined grew morbidly vivid," she says, and indeed her visions of Angria are almost more real to her than what is actually happening around her. "All this day I have been in a dream, half miserable and half ecstatic: miserable because I could not follow it out uninterruptedly; ecstatic because it shewed almost in the vivid light of reality the ongoings of the infernal world. (She sometimes referred to Angria as"infernal" or below.") When pupils or fellow teachers interrupt her reveries she is furious, saying once, "But just then a dolt came up with a lesson. I thought I should have vomited."

About 1839 Brontë finally left Angria, saying 'still, I long to quit for a while that burning clime where we have sojourned too long . . . The mind would cease from excitement and turn now to a cooler region, where the dawn breaks grey and sober and the coming day, for a time at least, is subdued in clouds " (all materials from the Norton critical edition of Jane Eyre). Though she did at last consent to leave her imaginary world behind, it played such a large part in her child and

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early adulthood that there is no doubt her recollections of time spent there affected Jane's experience.

(The Victorian Web)

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Creative Brainstorming Activity

Student Instructions: Read through this list and find 3 questions from this list that you believe pertains to Jane Eyre. Once you have chosen them, respond to each of them with at least a paragraph, and include textual evidence to support your statements.

1. What is the setting for this story? Does the author include enoughinformation for you to see the setting in your mind as you read? Give examples of some vivid imagery that allows you as the reader to imagine the setting in vivid detail.

2. Choose one of the conflicts that we have discussed from the novel. Does the conflict make complete sense to you as you read the story? How is the conflict resolved? Do you agree with the resolution? Why or why not?

3. Does the story end effectively? When you reached the ending of the novel, do you feelsatisfied that enough of the conflicts had been effectively solved? Explain what you did or did not like the ending and perhaps how you would have had it end.

4. What do you believe the strongest part of the novel was? Why? Support your claim by using an ample amount of textual evidence from the novel.

5. What do you believe the strongest part of the novel was? Why? Support your claim by using an ample amount of textual evidence from the novel.

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Morales 1 12th Grade AP English Syllabus August 13th-December 13th …moralesteachingportfolio.weebly.com/uploads/4/0/4/1/... · 2019-08-01 · 4. (20 Minutes) The teacher will then

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