dickens_questions.mov - Section 2: Background Information
What the Dickens? Analyzing the Author's Life to Understand the Novel
Lesson 1 of 10
Objective: SWBAT initiate and participate effectively in a collaborative discussion about the life of author Charles Dickens and how it overlaps with his characters by taking notes and learning about his biography.
Big Idea: An understanding of Dickens can help us know his characters in deeper, more meaningful ways.
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Getting Started
At the beginning of Great Expectations, I like to give a motivational speech about the rigor of an honors class. I explain that only the honors level classes read this text because it’s lengthy and the language is difficult; therefore, they need to be focused and persistent. I tell them that I expect them to have a hard time, especially at first, but that it will get easier.
Like all dedicated teachers, I have high expectations. This brief intro talk reminds them that the expectations are such and that they need to act accordingly. Plus, it makes them feel special-- most of their friends are not reading Dickens-- which in turn builds confidence. Only the honors classes read Great Expectations because it is complex and can require months of class time (RL.9-10.10), but I think that a motivational speech and a reminder that this is doable and worthwhile can make all the difference.
Background Information
Through powerpoint, I present on the life and career of Charles Dickens. The presentation is just under an hour and through it, I aim to make Dickens relatable and human, instead of an old, dead, white guy (SL.9-10.1). I’ve tried other ways to get this information across, such as through webquest, but ultimately, I’ve found that my presentation is more time-effective and thorough than the other methods I’ve tried.
I lecture exactly three times a year. And today is one of those days. I don't really enjoy doing it; my theory is, if I'm doing all the work for an hour, what are they doing? But, at times, it is the best plan. I feel that I'm able to make Dickens more human and fun than a computer screen or the preface of a book can. I also try to integrate the information from today throughout the reading; here's one way I try to do that.
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Wrapping Up
At the end of the presentations, students need to write two comments and a question on an exit slip. Since I did most of the talking this hour, I want to check in on their understanding (SL.9-10.1c). I find that this is a good way to do so, since it is quick and informal.
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- UNIT 1: Great Expectations Ch. 1-6: Foundation
- UNIT 2: Great Expectations Ch. 7-18: Applying Knowledge
- UNIT 3: Serial Writing: A Creative Outlet While Reading Great Expectations
- UNIT 4: Great Expectations: Extending Knowledge
- UNIT 5: Great Expectations: Pulling Everything Together
- UNIT 6: Great Expectations: The Final Assessment
- UNIT 7: Writing Before and After Vacation
- UNIT 8: Long Composition on Choice Reading
- UNIT 9: Fahrenheit 451: The Hearth and the Salamander
- UNIT 10: Fahrenheit 451: The Sieve and the Sand
- UNIT 11: Fahrenheit 451: Burning Bright
- UNIT 12: Introduction to Romeo and Juliet
- UNIT 13: Vocabulary Acquisition
- UNIT 14: Romeo and Juliet Act 1: Character Introduction and Analysis
- UNIT 15: Romeo and Juliet Act 2: Analysis of Character and Tension
- UNIT 16: Romeo and Juliet Act 3: Analysis of Character Development and Film to Text Comparisions
- UNIT 17: Romeo and Juliet Act 4: Reading, Performing, and Writing
- UNIT 18: Romeo and Juliet Act 5: Theme Analysis, Comparing Text to Film, and Analytical Writing
- UNIT 19: Creating Book Trailers in iMovie for Choice Reads
- UNIT 20: Serial Writing
- LESSON 1: What the Dickens? Analyzing the Author's Life to Understand the Novel
- LESSON 2: Using the Setting of Chapter 1 to Determine Theme
- LESSON 3: Charting our Great Expectations: Personal Timelines
- LESSON 4: Analyzing Character Development and Point of View in Chapter 2 (Day 1 of 2 Days)
- LESSON 5: Visualizing how Setting and Plot Influence Character Development in Chapter 2
- LESSON 6: Analyzing Character and Point of View in Chapter 3
- LESSON 7: Building Relationships with the Characters through Illustrations and Reader's Theatre
- LESSON 8: Working in Groups to Determine Mood Changes in Chapter 5 (Day 1 of 2)
- LESSON 9: Working in Groups to Determine Mood Changes in Chapter 5 (Day 2 of 2)
- LESSON 10: Sparking Curiousity: Selecting Outside Reading Books at the Library
