Jane Eyre: Literary Context
Mr. Griffin / English 2 / Text: Jane Eyre / Date:Tuesday April 4, 2017
Instructional Objective: How is Jane characterized through her relationship with Rochester?
Connection to Larger Unit: How do Jane and Rochester complete each other in terms of intellect and passion?
CCLS Standards Addressed:
RL 9-10.1 – Evidence RL 9-10.1 – Appropriate level W 9-10.1C - cohesion
RL 9-10.4 – Meaning W 9-10.1 – Argument W 9-10.2D – Vocabulary
Learning Outcomes:
Big Idea:
· Rochester is the intellectual companion Jane longs for
Terms:
·
SWBAT
· Analyze the way that Bronte uses Rochester to show Jane’s character / Connected Assessments:
Formative assessment (What are students learning? What are students doing to learn it?)
Spotcheck that texts were annotated for homework.
Look for notetaking for terms
Listen to individual students as I peruse the room to ensure understanding of terms and concepts.
Constant monitoring of connection between text and concepts.
Exit Ticket:
Explain how this quote describes Jane’s predicament as a 19th century woman: “Thus I was shrined in double retirement” (6).
---Charlotte Bronte Jane Eyre, 1847
Materials:
Text and handouts
Name______Class______
Tuesday April 4, 2017 Mr. Griffin
http://griffin9museum.weebly.com
Do now: “I desired more of practical experience than I possessed” (112).
Aim: How can we describe Rochester’s character, and how does he compare to Jane?
Activity: Rochester p.
1. Make a chart for Rochester’s character.Quotes w. page numbers / Rochester’s character traits / Jane quotes / Jane’s character traits / Compare Jane and Rochester
2. Find evidence for character traits. (narration, thoughts, actions, dialogue)
3. Describe Rochester and Jane’s character as shown in the quotes.
4. Compare Rochester with Jane. What prediction can you make about their future interaction?
Exit: Turn in Chart
Homework: read Chapter 14 due Thursday