Grade Level: 9 English I Pre AP



Grade Level: English I Pre AP Thematic Title: Jane Eyre (or similar appropriate text)

Genre: Novel Time Frame: 5 weeks

Enduring Understanding: Our choices reveal who we are.

Essential Questions:

1. How does one deal with injustice—accept in silence or fight back?

2. What effect does rejection and abuse have on a developing child?

3. Can an immoral action be justified by a moral objective?

4. How does one reconcile duty with desire, passion with reason?

5. Is all adversity, pain, and suffering bad?

6. How do one’s values influence the decisions an individual makes?

7. How do people react when they are in a situation they cannot change?

8. Can our laws, moral, political or religious, guide us into making better decisions in times of strife?

| | |Vocabulary Development | |Instructional Activities/ | |

|Standard |Indicators | |Assessment Strategies |Extension Activities |Resources |

|Standard E1-1 |E.1-1.1/E2-1.1 Compare/contrast ideas within and across literary|Inferences |United Streaming quiz on video |Make connections between historical information of Enlightenment |United Streaming video “The |

|The student reads and |texts to make inferences. | | |period with information on Bronte sisters |Bronte Sisters” |

|comprehends print and non-print | |Gothic elements |Completion of study guide | | |

|literary text from a variety of | | | |Study guide |Jane Eyre by Charlotte Bronte |

|cultures and eras. | | | | | |

| | | | |Discussion and recognition of gothic element |Center for Learning Curriculum |

| | | | | |Unit: Jane Eyre |

|Standard E1-2 | | | | | |

|The student reads and | | | | | |

|comprehends print and non-print | | | | | |

|informational text. | | | | | |

| |E1-1.2/E2-1.2 Analyze the impact of point of view on literary |“Breaking the 4th wall” |Sample paragraphs with different narrative | | Jane Eyre |

| |texts. |1st person narrator |techniques. Have students identify the type| | |

| | |omniscient narrator |of narrator |“Images of Self” Handout 17 |Center for Learning Curriculum |

| | |3rd person narrator | | |Unit: Jane Eyre |

| | |unreliable/reliable narrator | | | |

| | | | | | |

| | |purpose | | | |

| | |voice | | | |

| | |draw conclusions | | | |

|Standard E1-1 |E1.-1.3 Interpret devices of figurative language (including | | | | |

|The student reads and |extended metaphor, oxymoron, pun, and paradox). | | | | |

|comprehends print and non-print | | | | | |

|literary text from a variety of |E2-1.3 Analyze devices of figurative language (including | | | | |

|cultures and eras. |extended metaphor, oxymoron, pun, and paradox). | | | | |

| | | | | | |

| | | | | | |

|Standard E1-2 | | | | | |

|The student reads and | | | | | |

|comprehends print and non-print | | | | | |

|informational text. | | | | | |

| |E1.1.4/E2-1.4 Analyze the relationship among character, plot, |Character |Completion and discussion of Handouts 15, |Study guide: identification of characters, places |Jane Eyre |

| |conflict, and theme in a given literary text. |Protagonist |16, 18, 19 |“Minor Characters and their Major Effects” Handout 15 | |

| | |Antagonist | | |Center for Learning Curriculum |

| | |Static/dynamic characters | |“Conflicts—Without and Within” Handout 16 |Unit: Jane Eyre |

| | |Flat/round | | | |

| | |characters | |“Your Words Reveal You” Handout 18 ~ Jane’s changing character | |

| | |Plot | | | |

| | |Conflict | |“Timeline (Point of View) Handout 19 | |

| | |Internal/external | | | |

| | |Theme | |“Themes According to Jane” handout 24 | |

| |E1-1.5/E2-1.5 Analyze the effect of the author’s craft |Tone |Students will identify examples of each in |Find examples of foreshadowing and symbolism in Jane Eyre |Jane Eyre |

| |(including tone and the use of imagery, flashback, |Foreshadowing |teacher-made test format. | | |

| |foreshadowing, symbolism, irony, and allusion) on the meaning of|Irony (verbal, situational dramatic) | |“Images that Meet the Eye” Handout 21 |Center for Learning Curriculum |

| |literary texts. |Allusion |Completion and discussion (Socratic |Allusion worksheet Handout 22 |Unit: Jane Eyre |

| | |Symbolism |Seminars) of Handouts 13, 14, 21, 22, | | |

| | |Allegory | |“Places of the Heart” Handout 13 and “Structure (Picturing the | |

| | | | |Plot)” handout 14 | |

|Standard E1-1 |E1-1.6/E2-1.6 Create responses to literary texts through a | | | | |

|The student reads and |variety of methods (for example, written works, oral and | | | | |

|comprehends print and non-print |auditory presentations, discussions, media productions, and the | | | | |

|literary text from a variety of |visual and performing arts). | | | | |

|cultures and eras. | | | | | |

| | | | | | |

| | | | | | |

|Standard E1-2 | | | | | |

|The student reads and | | | | | |

|comprehends print and non-print | | | | | |

|informational text. | | | | | |

| |E1-1.7/E2-1.7 Compare/contrast literary texts from various |Genres |Written works | |Movies: |

| |genres (for example, poetry, drama, novels, and short stories). |Drama |Oral and auditory presentations | | |

| | |Graphic novels |Discussions | |Jane Eyre |

| | | |Media productions | | |

| | | |Visual and performing arts | | |

| |E1-2.1/E2-2.1 Compare/contrast theses within and across | | | | |

| |informational texts. | | | | |

| | | | | | |

| |E1-2.2/E2-2.2 Compare/contrast information within and across | | | | |

| |texts to draw conclusions and make inferences. | | | | |

| |E1-2.3/E2-2.3 Analyze informational texts for author bias | | | | |

| |(including word choice, the exclusion and inclusion of | | | | |

| |particular information, and unsupported opinions). | | | | |

| |E1-2.4/E2-2.4 Create responses to informational texts through a | | | | |

| |variety of methods (for example, drawings, written works, oral | | | | |

|Standard E1-2 |and auditory presentations, discussions, and media productions).| | | | |

|The student reads and | | | | | |

|comprehends print and non-print | | | | | |

|informational text. | | | | | |

| |E1-2.5/E2-2.5 Analyze the impact that text elements have on the | | | | |

| |meaning of a given informational text. | | | | |

| |E1-2.6/E2-2.6 Analyze information from graphic features (for |chiaroscuro |Your Turn: Analyze symbolic meaning and |Choose paintings from the enlightenment period. Have students |Jane Eyre |

| |example, charts and graphs) in informational texts. | |irony in a painting |analyze them for evidence of Enlightenment period or gothic | |

| | | | |elements. | |

| |E1-2.7/E2-2.7 Analyze propaganda techniques in informational | | | | |

| |texts. | | | | |

| | | | | | |

|Standard E1-3 |E1-3.1/E2-3.1 Use context clues to determine the meaning of | |quiz |Handout 3 Vocabulary list: Use context clues to determine word |Center for Learning Curriculum |

|The student uses word analysis |technical terms and other unfamiliar words. | | |meanings; make an educated guess, then look up word for actual |Unit: Jane Eyre |

|and vocabulary strategies to | | | |definition | |

|read fluently. | | | | | |

| |E1-3.2/E2-3.2 Analyze the meaning of words by using Greek and | | | | |

| |Latin roots and affixes. (See Instructional Appendix: Greek and | | | | |

| |Latin Roots and Affixes.) | | | | |

|Standard E1-3 |E1-3.3/E2-3.3 Interpret euphemisms and the connotations of words|Euphemisms |Students will locate and list examples of | |Jane Eyre |

|The student uses word analysis |to understand the meaning of a given text. |Connotations |euphemistic and connotative language in the | | |

|and vocabulary strategies to | | |text. | | |

|read fluently. | | | | | |

| |E1-3.4/E2-3.4 Spell new words using Greek and Latin roots and | | | | |

| |affixes (See Instructional Appendix: Greek and Latin Roots and | | | | |

| |Affixes.) | | | | |

|Standard E1-4 |E1-4.1/E2-4.1 Organize written works using prewriting | |Outline of essays |Discussion of 5-paragraph essay |Jane Eyre |

|The student creates writing |techniques, discussions, graphic organizers, models, and | | |Backwards outlining | |

|which includes a clear focus, |outlines. | | | | |

|coherent organization, | | | | | |

|sufficient elaboration, | | | | | |

|effective voice, | | | | | |

|and appropriate use of | | | | | |

|conventions. | | | | | |

| |E1-4.2/E2-4.2 Use complete sentences in a variety of types | | |Sentence Structure Handout 20 |Jane Eyre |

| |(including simple, compound, complex, and compound-complex). | | | | |

| | | | | |Center for Learning Curriculum |

| | | | | |Unit: Jane Eyre |

| |E1-4.3/E2-4.3 Create multiple-paragraph compositions that have | |In class essays—possible revisions later |Chapters 1-10: |Jane Eyre |

| |an introduction and a conclusion, include a coherent thesis, and| | |Write an essay using this thesis statement: In Jane Eyre, | |

| |use support (for example, definitions and descriptions). | | |Charlotte Bronte depicts Jane as an outsider through her initial | |

| | | | |struggle to find herself, her physical struggles in the Reed | |

| | | | |home, and her initial social struggles at Lowood School. | |

| | | | | | |

| | | | |Chapters 11-19: | |

| | | | |Multiple examples of Gothic imagery/allusions/elements are used | |

| | | | |throughout this novel. Develop a paper which illustrates why Jane| |

| | | | |Eyre is a considered a Gothic novel. | |

| | | | | | |

| | | | |Chapter 20-27: In following with the Gothic theme in Jane Eyre, | |

| | | | |Charlotte Bronte includes “presentiments” and signs.” Discuss the| |

| | | | |dreams and signs in the text that suggest future events. | |

| | | | | | |

| | | | |Final unit essays: | |

| | | | |1980: A recurring theme in literature is the classic war between| |

| | | | |passion and responsibility. For instance, a personal cause, a | |

| | | | |love, a desire for revenge, a determination to redress a wrong, | |

| | | | |or some other emotion or drive may conflict with moral duty. In | |

| | | | |Jane Eyre, choose a character who confronts the demands of a | |

| | | | |private passion that conflicts with his or her responsibilities. | |

| | | | |In a well-written essay show clearly the nature of the conflict, | |

| | | | |its effect upon the character, and its significance to the work. | |

| | | | |2002: Morally ambiguous characters – characters whose behavior | |

| | | | |discourages readers from identifying them as purely evil or | |

| | | | |purely good – are at the heart of many works of literature. In | |

| | | | |Jane Eyre identify a morally ambiguous character who plays a | |

| | | | |pivotal role. Then write an essay in which you explain how the | |

| | | | |character can be viewed as morally ambiguous and why his or her | |

| | | | |moral ambiguity is significant to the work as a whole. Avoid | |

| | | | |mere plot summary. | |

| | | | |2010: Palestinian American literary theorist and cultural critic | |

| | | | |Edward Said has written that “Exile is strangely compelling to | |

| | | | |think about but terrible to experience. It is the unhealable | |

| | | | |rift forced between a human being and a native place, between the| |

| | | | |self and its true home: its essential sadness can never be | |

| | | | |surmounted.” Yet Said has also stated that exile can become “a | |

| | | | |potent, even enriching” experience.” | |

| | | | |Choose a character in Jane Eyre who experiences such a “rift” and| |

| | | | |becomes cut off from “home,” whether that home is the character’s| |

| | | | |birthplace, family, homeland, or other special place. Then write| |

| | | | |an essay in which you analyze how the character’s experience with| |

| | | | |exile is both alienating and enriching, and how this experience | |

| | | | |illuminates the meaning of the work as a whole. Do not merely | |

| | | | |summarize the plot. | |

|Standard E1-4 |E1-4.4/E2-4.4 Use grammatical conventions of written Standard | |Essay |In-text documentation required in all essays |Jane Eyre |

|The student creates writing |American English, including | | | | |

|which includes a clear focus, |subject-verb agreement, | | | | |

|coherent organization, |pronoun-antecedent agreement, | | | | |

|sufficient elaboration, |agreement of nouns and their modifiers, | | | | |

|effective voice, |verb formation, | | | | |

|and appropriate use of |pronoun case, | | | | |

|conventions. |formation of comparative and superlative adjectives and adverbs,| | | | |

| |and | | | | |

| |idiomatic usage. | | | | |

| |(See Instructional Appendix: Composite Writing Matrix.) | | | | |

| |E1-4.5/E2-4.5 Revise writing to improve clarity, tone, voice, | |Essay |Opportunity at end of unit to revise all essays |Jane Eyre |

| |content, and the development of ideas. (See Instructional | | | | |

| |Appendix: Composite Writing Matrix.) | | | | |

| |E1-4.6/E2-4.6 Edit written pieces for the correct use of | |Essay |Opportunity at end of unit to revise all essays |Jane Eyre |

| |Standard American English, including the reinforcement of | | | | |

| |conventions previously taught. (See Instructional Appendix: | | | | |

| |Composite Writing Matrix.) | | | | |

|Standard E1-5 |E1-5.1 Create informational pieces (for example, memos, letters |Resume |Writing |Write Jane’s job request notice for the paper when she is ready |Jane Eyre |

|The student writes for a variety|of request, inquiry, or complaint) that use language appropriate|Memo | |to leave Lowood | |

|of purposes and audiences. |for the specific audience. |Letter of request | | | |

| | |Letter of inquiry | |Write a resume for Jane when she leaves Thornfield | |

| |E2-5.1 Create informational pieces (for example, resumes, memos,|Letter of complaint | | | |

| |letters of request, inquiry, or complaint) that use language |Audience awareness | | | |

| |appropriate for the specific audience. | | | | |

| |E1-5.2/E2-5.2 Create narrative pieces (for example, personal |Haiki |Writing |Write a journal or poem from Jane’s point of view as she is |Jane Eyre |

| |essays, memoirs, or narrative poems) that use figurative |Parts of speech poems | |falling in love with Rochester and / or watching him flirt with | |

| |language and word choice to create tone and mood. | | |Blanche | |

| |E1-5.3/E2-5.3 Create descriptive pieces (for example, personal | | | | |

| |essays, travel writing, or restaurant reviews) that use sensory | | | | |

| |images and vivid word choice. | | | | |

| |E1-5.4/E2-5.4 Create persuasive pieces (for example, editorials,|Lead (newspaper) |Writing |Write the news story of the botched marriage and revelation of |Jane Eyre |

| |essays, speeches, or reports) that develop a clearly stated | | |Rochester’s wife as a tabloid news article | |

| |thesis and use support (for example, facts, statistics, and | | | | |

| |first-hand accounts). | | | | |

|Standard E1-5 The student writes|E1-5.5/E2-5.5 Create technical pieces (for example, proposals, | | | | |

|for a variety of purposes and |instructions, and process documentation) that use clear and | | | | |

|audiences. |precise language suitable for the purpose and audience. | | | | |

|Standard E1-6 |E1-6.1/E2-6.1 Clarify and refine a research topic. | | | | |

| | | | | | |

|The student accesses and uses | | | | | |

|information for a variety of | | | | | |

|purposes. | | | | | |

| |E1-6.2E2-6.2 Use direct quotations, paraphrasing, or summaries | | | | |

| |to incorporate into written, oral, auditory, or visual works the| | | | |

| |information gathered from a variety of research sources. | | | | |

| | | | | | |

| |E1-6.3/E2-6.3 Use a standardized system of documentation | |Create an annotated bibliography using MLA |Research the Enlightenment period, women’s position in society |Media Center, Internet, |

| |(including a list of sources with full publication information | |style on the resources available in the |and the caste system |computers |

| |and the use of in-text citations) to properly credit the work of| |media center | | |

| |others. | | | | |

| |E1-6.4/E2-6.4 Use vocabulary (including Standard American |Colloquial language | |essays |Jane Eyre |

| |English) that is appropriate for the particular audience or | | | | |

| |purpose. | | | | |

|Standard E1-6 |E1-6.5/E2-6.5 Create written works, oral and auditory | | | | |

| |presentations, and visual presentations that are designed for a | | | | |

|The student accesses and uses |specific audience and purpose. | | | | |

|information for a variety of | | | | | |

|purposes. | | | | | |

| |E1-6.6/E2-6.6 Select appropriate graphics, in print or | | | | |

| |electronic form, to support written works, oral presentations, | | | | |

| |and visual presentations. | | | | |

| |E1-6.7/E2-6.7 Use a variety of print and electronic reference | | | | |

| |materials. | | | | |

| |E1-6.8/E2-6.8 Design and carry out research projects by | | | | |

| |selecting a topic, constructing inquiry questions, accessing | | | | |

| |resources, evaluating credibility, and organizing information. | | | | |

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