1. Do Now
What do you think of when you hear the word success? What does it mean to you?

2. Great Expectations by Charles Dickens
LEARNING GOAL: SWBAT gain background knowledge
to better understand Charles Dickens’s Great Expectations
Great Expectations by Charles Dickens

3. Background on England in the 1800s
The 1800s were a turbulent time in England.
Poverty and disease were rampant.
The legal system was unjust.
Many abuses
No rights for children
Money could solve any problem
Women had few legal rights.
If a divorce should occur, the husband received the children and any and all property or belongings of the wife, even if they were in her possession before the marriage.

4. Charles Dickens 1812-1870 Worked in a factory as a child
This experience had a profound effect on his writing.
Campaigned for social reform
Critique of the harsh living conditions of England are often seen in his novels
One of the most celebrated and important English authors of the Victorian Era
Wrote some of the most memorable characters in all of literature
Ebenezer Scrooge
A Christmas Carol 1843
Oliver Twist
February 1837 – April 1839
David Copperfield
May 1849 – November 1850
Wrote Great Expectations in weekly installments in the publication All the Year Round from December 1860 to August 1861

5. Applying New Knowledge to Text
Search the text to identify episodes of the poverty and social unrest.
What comparisons can you make to The Good Thief?
What is each author saying about these topics?

6. Guiding Questions
BEGINNING: What does it mean to have “great expectations”?
MIDDLE: How do the hopes and dreams of the characters in the book grow and change as the story progresses?
END: What are the possible benefits and downfalls of achieving everything you have ever wanted? How does this relate to the characters in the book?

7. STYLE - Bildungsroman Story is an example of a bildungsroman
A German word meaning “a novel of self-cultivation”
a novelistic form that concentrates on the development and growth of the protagonist usually from childhood to maturity
“Coming of age story”
The protagonist goes on a journey of some kind.
The novel ends with an understanding by the protagonist of himself/herself and his/her new place in the world.

8. Characters
Pip = Protagonist: Phillip Pirrip – “Pip” 1st person point of view (we can read between the lines to understand things the narrator does not )
Mrs. Joe = Pip’s grumpy sister who brought her up “by hand”.
Joe Gargery = Pip’s brother-in-law.
Abel Magwitch = The convict.( There are two secrets about him.)

9. Characters...continued
Miss Havisham = has remained in her wedding dress, let no sunlight into her house, and let the clocks stop. Everything is left just as it was the day of her heartbreak. Pip’s “benefactor”.
Estella = The apple of Pip’s eye. Also, Miss Havisham’s beautiful, young, and proud ward. ( Two secrets here too :)
Jaggers = The powerful, foreboding lawyer hired by …?

10. Characters...continued
Herbert Pocket = Pip’s best friend that Pip stays with for five years. Matthew Pocket’s son.
Wemmick = Jaggers’s clerk and Pip’s friend.
Biddy = Pip’s first BF and Mrs. Joe’s care worker.
Molly = Jaggers’ housekeeper. (one secret)
Compeyson = A criminal and the former partner of ...? (one secret- what’s with all these secrets?)
Bentley Drummle = Estella’s husband. However, he is the most repulsive of Pip’s acquaintances.
Uncle Pumblechook  = Pip’s uncle-in-law

11. Homework Reminder
Read Chapters 3-8 of Great Expectations and complete corresponding questions.
Literary Focus: Be aware of the subtle shifts between a child’s and an adult’s perspective that constantly occur in this novel.

12. Homework Reminder Continue reading and complete worksheet.
How would you respond if you had an encounter like Pip’s in the cemetery?
In what two ways does Pip help the convict?
A) B)  
What do you notice about Pip’s relationship encounter with the convict compared to Ren’s relationship to Dolly in The Good Thief?
Explain the relationship between Pip and Joe. Explain the relationship that they have with Pip’s sister.
How would you characterize Estella’s behavior toward Pip? What does her behavior indicate about her?

13. Great Expectations by Charles Dickens
LEARNING GOAL: SWBAT analyze and explain Charles Dickens’s developing topic of morality in Great Expectations

14. Do Now
The feeling of loneliness is an inevitable part of the human experience. However, some people’s lives are particularly lonelier than others. How is loneliness embodied in the opening chapters of the story?

15. Group Work Critical Thinking and Reading
How do Mrs. Joe’s mannerisms and gestures reveal her character?
What can be inferred about Pip’s moral values from his judgment of his own behavior?
Discuss the author’s emphasis on right and wrong or good and evil found in these first chapters.
How is the relationship between Pip and his sister different from the relationship between Pip and Joe?
YOU MUST SUPPORT YOUR RESPONSES WITH TEXTUAL EVIDENCE!

16. Exit Slip
What do you think it says about a person when he is willing to offer compassion to another who may not necessarily be deserving of such a feeling? How is this exemplified in Great Expectations?
Compare and contrast how Hannah Tiniti illustrates this quality in The Good Thief?

17. Entrance Slip – Quote Analysis
From Chapter 3:
“I was soon at the Battery, after that, and there was the right man waiting for me. He was obviously cold, and his eyes looked so awfully hungry. He did not turn me upside down, this time, to get what I had, but left me right side upwards while I opened the bundle and emptied my pockets” (730).
Who said it? 
What is the context? 
How does this passage set the tone for things to come? 
Find four examples of the author’s word choice, or diction, that contributes to the overall mood and explain.

18. Homework Review
Continue to read the assigned chapters and complete corresponding questions.

19. Great Expectations by Charles Dickens
LEARNING GOAL: SWBAT analyze and explain symbolism in Charles Dickens’s Great Expectations

20. Classwork - Symbolism Light/Darkness Mist on the Marshes
When Dickens creates a universe of darkness juxtaposed with lightness (whether from the sun or from some other artificial source), we pay attention. The constant contrast between the two also emphasize the Gothic quality of the novel and helps create a visual impression. Find at least two examples of the authors use of lightness and darkness and explain their symbolism.
Mist on the Marshes
What does the mist on the marshes symbolize? Again find evidence to support your claim(s).
They reveal truths rather than obscure them and oftentimes they can be dangerous.

21. Name Symbolism
Estella – Latin for “star” (out of reach, aloof, corresponds with symbolism of lightness and darkness)
Pip – a small seed (potential for growth)
Jaggers - Similar to “Jagged” or “Dagger”—shows this character’s rough edges and lack of sympathy
Satis House - Latin for “enough”—shows the irony of Miss Havisham’s dilapidated house and life
Handel - A German composer who wrote the classical piece, “The Harmonious Blacksmith”
The Pockets - Symbolic for trying to deepen their pockets with Miss Havisham’s inheritance
Mrs. Joe - Shows the lack of connection to Pip’s parents and reflects a masculinity of character

22. Homework
Read assigned chapters and complete corresponding questions: Thurs., 10/13 – Great Expectations chapters 9-15 (with study guide questions) due.

23. Great Expectations by Charles Dickens
LEARNING GOAL: SWBAT examine the effects of figurative language in Charles Dickens’s Great Expectations

24. Do Now
Write three to four original sentences summarizing the text, which you read in the most recent homework. In the response, emulate sentence structures or specific vocabulary found in the text.

25. Classwork
Tip: to determine the effect, ask: How would the meaning change if the language changed?
PAGE
EXAMPLE FROM
THE NOVEL
TYPE OF
FIGURATIVE
LANGUAGE
EFFECT OF THE
FIGURATIVE LANGUAGE
ON READERS 23
“We dined on these occasions in
the kitchen, and adjourned, for
nuts and oranges and apples, to
the parlour, which was a change
very like Joe’s change from his
working clothes to his Sunday
dress.”
Analogy/simile
The comparison made me laugh
because I remembered how funny Joe seemed dressed in the clothes that didn’t suit him. It
also helped me understand that the “parlour” must have been
formal and uncomfortable.

26. Examples of Figurative Language
“Show me the way he went. I’ll pull him down like a bloodhound” (19). Simile using “like”
“I struggled through the alphabet as if it had been a bramble-bush, getting considerably worried and scratched by every letter” (43). Simile using “as”
“Here comes the mare, ringing like a peal o’ bells” (49). Metaphor
“A frowzy mourning of soot and smoke attired this forlorn creation of Barnard, and it had strewed ashes on its head, and was undergoing penance and humiliation as a mere dust-hole” (171). Personification
“I never had one hour’s happiness in her society, and yet my mind all round the four-and-twenty hours was harping on the happiness of having her with me unto death” (302). Irony
“It was wretched weather; stormy and wet, stormy and wet; mud, mud, deep in all the streets” (314). Repetition

27. Exit Slip
How does Dickens’s use of figurative language effect the overall meaning of the text?

28. Homework
Read assigned chapters and complete corresponding questions: Great Expectations chapters (with study guide questions) due.

29. Great Expectations by Charles Dickens
LEARNING GOAL: SWBAT identify and analyze positive and negative changes in Pip at this place in the novel.

30. Do Now
In the novel, Pip’s values are changing for various reasons. Has there ever been an instance in your life when something that occurred changed your values or views dramatically?

31. Conflict Analysis
Pip is about to learn that he is to have “great expectations,” that is to become a gentleman. The purpose of today is to make a focused list on the changes that Pip must face from being a “coarse and common” blacksmith to being an educated gentleman (most often education can change a person’s social status), but with it’s benefits, there are costs.

32. Classwork
Focus:
In these chapters, a huge change occurs in Pip’s life. It seems that a great wish has been granted, but this change in circumstances cause him to leave everyone he knows and loves. Identify and analyze episodes of change as you read the following chapters and see how Pip reacts to his new situation.
Positive effects
Negative effects

33. Homework
Read Chapters of Great Expectations chapters and answer corresponding questions.

34. Great Expectations by Charles Dickens
LEARNING GOAL: SWBAT examine Dickens’s use of sensory detail to create accurate, detailed pictures of his settings in the reader’s mind.

35. Do Now
In the novel, Pip’s eyes are being opened to things that he has not previously considered. Specifically, his view of right and wrong is being altered. Can you remember an event in your life that changed your view of right and wrong? How does it compare to Pip’s?

36. In Class Activity
The setting refers to time and place of the events as well as the clothing, customs, and occupations that reflect the time and place. Through careful description of details such as these, Dickens creates an atmosphere, or mood, which gives a special flavor to each part of the story. Prepare a sensory language chart and note how Dickens’s details create atmosphere.
Sights
Sounds
Smells
Tastes
Touch

37. Homework
Read Chapters of Great Expectations and answer corresponding questions.

38. Great Expectations by Charles Dickens
LEARNING GOAL: SWBAT analyze the development of a theme in Charles Dickens’s Great Expectations

39. Do Now
These next chapters of the novel are exciting because they contain the climax. Pip finally meets his benefactor, whose identify is something of a shock to him. This causes even greater inner conflict. Think of a time when you learned that something was not what you expected. Write a few sentences describing the way you thought events would turn out and the reasons why you thought this. Then explain what actually happened and your reaction to the situation.

40. Literary Focus
The central theme concerns Pip’s resolution of the conflicts in his life, trapped as he is between Miss Havisham’s vindictiveness and Magwitch’s gratitude. As always in Dickens, the abstract concepts are personified in larger-than-life figures of good and evil, with good ultimately prevailing.

41. Themes
You will be assigned a theme starter in your group Consider Dickens’s message for your assigned theme and look for relevant quotes that reflect the themes of the novel.
Struggles between social classes ________ .
Ambition and self-improvement often_____.
The burden of guilt_____________.
NEXT, create a thesis that suggests the author’s message conveyed in the suggested theme.

42. Homework
Read Chapters of Great Expectations and complete corresponding questions.

43. Great Expectations by Charles Dickens
LEARNING GOAL: SWBAT understand the novel as a whole.

44. Do Now
In these chapters, Wemmick shows his true friendship to Pip. In what instances has a friend shown his/her loyalty to you? What were the circumstances surrounding the showing of friendship?

45. Classwork for chapters 44-45
In your group, categorize the characters in the novel as those that harm others, those that are harmed or hurt by others, and those who help others. Cite specific examples.

46. Classwork for chapters 48-49
With your partner, look for instances of where Dickens's storytelling makes it evident that the story was published in installments and discuss the effects on the story. Cite specific examples.

47. Chapters 50-51 Discuss the prison system in the 19th century.
Discuss the court system regarding children in the 19th century.

48. Using Criteria to Evaluate the Novel
Criteria are the standards by which a work is judged. You can develop criteria for evaluating a novel by answering the following questions about its elements.
Does the POV involve you in the events?
Are the characters interesting and believable?
Does the writer pace events so they do not move too quickly or too slowly?
Does the writer describe the setting vividly. Is the central idea about life important?
Does this idea flow naturally?
Create a chart with the headings Criteria, Opinions & Evidence. Under Criteria, list the questions, plus some of your own. Note your answers in the Opinions column. Then, under Evidence, list passages from the book for support.