Working in Groups to Determine Mood Changes in Chapter 5 (Day 2 of 2)

2 teachers like this lesson
Print Lesson


SWABT cite strong and thorough textual evidence to support their analysis of the mood in chapter by working in groups to determine the most fitting word.

Big Idea

Teenagers, by nature, understand mood swings. In this lesson, we use this knowledge to determine the mood established by Dickens throughout chapter 5.

Finishing the Chapter

20 minutes

Because students did such a great job finding supporting evidence in the chapter to support their mood word, we did not finish reading the chapter in one class period. We will spend the first 15-20 minutes today finishing the reading and determining the mood of the chapter overall. I am hoping for the same enthusiasm. Yesterday, they were protective of "their" mood word and even worked to convince the other groups why their supporting evidence was the best. Here is a snapshot of our discussion, as captured by the board notes.


5 minutes

The end of chapter 5 is ironic: Pip's criminal is basically working to get himself back into jail, just so that the other escaped criminal goes back as well. We will spend a few minutes copying the Prentice Hall definition of irony into our notebooks: "a literary technique involving surprising, interesting, or amusing contradictions." I always give the example of a fireman who starts fires to help them understand. They will also briefly take notes on the three most common forms of irony: verbal, dramatic, and situational. 

An understanding of irony will become key as we read. In many ways, the themes of this text are ironic, because they are exactly the opposite of what Pip works toward most of his life (RL.11-12.6). Focusing on irony in this scene will therefore help them understand the theme later (RL.9-10.2). 


25 minutes

Students will have an opportunity to draw one scene from chapters three, four or five. They can pick any scene that they want, but must include a corresponding quote and a personal analysis on the page somewhere. We stopping to draw today because we have read a lot in the last week and we need some time to digest. Moreover, I'm still trying to beef-up their analysis because analysis proves an active mind. It's the proof that they understand how a particular scene can highlight theme (RL.9-10.2).

I found that illustrating the scene has really helped them in the early chapters. They ask such interesting questions about the characters and the scene as they are trying to decide what to draw, which tells me that they are understanding the text in a deeper way. They also comb through the text looking for descriptions that would help them add details to their illustration. This video shows what I am looking for when I say analysis.

I will try to focus their attention on the analysis piece, which they always put off until last, and which therefore often becomes too plot-specific. I want to make sure that they know the difference between merely repeating the plot and creating meaning analysis (RL.9-10.1). 

Wrapping Up

10 minutes

I will use the last 10 minutes of class to check in on their outside reading book. I want to know how the reading is going, if they are enjoying their books, and to just generally get a sense if they are doing their work.