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An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre

The Importance of Narrative and Setting in Jane EyreGrade 12, Advanced Placement English Literature and Composition

Essential Question: Where have I been, and where am I going?Charlotte Bronte’s Jane Eyre

Brandon BolyardVallivue High School, Vallivue School District

Caldwell, Idaho

The Core Teacher ProgramA program of the Idaho Coaching Network

Idaho Department of Education


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Idaho Core Teacher Network Unit Plan Template

Unit Title: Where Have I Been, and Where am I Going? : The Importance of Setting and Narrative in Jane Eyre

Created By: Brandon Bolyard, Vallivue High School

Subject: Advanced Placement English Literature and Composition

Grade: 12

Estimated Length (days or weeks): Approximately 4 1/2 weeks (50 minute class periods)

Unit Overview (including context):The central text for the unit is Charlotte Bronte’s Jane Eyre. While AP English 12 students read the text for character, plot, and thematic significance, a major focus will be put on the importance of setting to the main character. Jane’s character develops over the course of the novel, and the development is often in direct relation to her location. Students will analyze the influence of setting on the character and apply this type of influence of setting to their own lives by reading supplemental essays that focus on setting/place and writing their own narrative that reflects on the significant influence a setting has had on their own lives. By this point in the school year, students will have read approximately seven novels and plays and completed several analytical writing assignments based on theme, character, and style. Because of the nature of the AP class, reading will mostly take place outside of class, which makes the reading schedule more rapid than what one might have in a general education class. Also, because of the timing of the unit during the school year, students may have reading assigned over Spring Break, which would alter the daily reading schedule. The daily reading schedule could be lengthened depending on school schedules, class period length, etc. Some class time to read could also be given to students based on teacher discretion.

Unit Rationale (including Key Shift(s)):The timing for this unit is about two months before the AP exam and three months before students graduate. Because of this, I hope the unit fulfills two purposes: provide study of a commonly used text for the AP exam and provide students with a chance to not only make a personal connection with a text but extend that connection through narrative writing. While students mostly focus on analytical writing in AP English Literature and Composition, according to the College Board’s course description, “well-constructed creative writing assignments may help students see from the inside how literature is written. Such experiences sharpen their understanding of what writers have accomplished and deepen their appreciation of literary artistry.” The idea of the unit is to marry the idea of analytical and narrative writing by connecting to evidence from the central text Jane Eyre. (Key Shift Two: Students will participate in Reading/Writing/Speaking that is grounded in evidence from the text, across the curriculum.) The placement of the unit in the spring of students’ senior year is purposeful; students are poised to be reflective on their journeys as students andcontemplating the next steps and the next places they will discover. The unit encourages students to be not only analytical about literature but reflective about their own lives.


Targeted Standards: Idaho Core Grade- Level Standards:

Central Standard:11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences.

Complementary Standards:Reading Informational Texts:11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Reading (Literature):11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate

Essential Question(s)/Enduring Understandings:Essential Question:Where have I been, and where am I going?

Enduring Understandings:The significance of place and how we explain that is one of the biggest takeaways for the unit. Students should become reflective in their reading of a text and wear two hats as readers: one as analyzer and one as personal connector.Students will focus on the evidence explicitly given in a text (as well as evidence gathered through inference) and apply the analysis of the evidence to their own writing. The goal is for students to extend this thinking to texts beyond the central text during the unit as well as texts they encounter in the future. Ultimately, students should realize the importance of places in our lives and be able to write about the significance of different locations in our lives.

Measurable Outcomes:Learning Goals:

1. Students will identify significant settings in Jane Eyre.

2. Students will interpret the significance settings had to the main character of the text (Jane Eyre and supplementary texts).

3. Students will compare the settings in narratives and reflect on how the settings influence characters.

4. Students will apply concepts of narrative writing in order to write their own personal narratives.

Student-Friendly Learning Targets:1. I understand that writers of narratives

use effective technique.2. I understand that well-chosen details

are in a narrative.3. I understand that a narrative can be

about real or imagined experiences.4. I understand narratives use well-

structured sequences.5. I understand there are multiple ways

to set up a narrative.6. I understand narrative techniques

include dialogue, description, plot development, and characterization.

7. I understand writers use precise diction, details, and sensory language to convey ideas in a narrative.

Success Criteria: See narrative rubric.

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyreelements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Writing:11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Speaking and Listening:11-12.1. Initiate and participate effectively in a range of collaborative discussions…with diverse partners…building on others’ ideas and expressing their own clearly and persuasively.

● Come to discussions prepared, having read and researched material under study…

● Work with peers to promote civil, democratic discussions…

● Propel conversations by posing and responding to questions that probe reasoning and evidence…

● Respond thought to diverse perspectives…

Language11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) or guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.


Summative Assessment:● Summative Assessment Description:

The summative assessment is a 3-4 page narrative essay. The essay will demonstrate understanding of narrative writing focused on the importance of setting. The essay is a way for students to apply their analysis of setting in Jane Eyre to a significant setting in their own lives.

● Depth of Knowledge (DOK) Explanation:● Because the central standard is W.11-12.3, having students write an essay seems to be the most appropriate assessment. Before students write

the essay, they will examine several different texts (including the central text) to serve as models. In this process, students will be hitting a variety of levels before creating the essay, which should hit Level 4 for Depths of Knowledge. For example, in class, students will participate in discussion or work simply to identify significant places Jane lives (Level 1). Then, they will summarize the impact these places have had on Jane (Level 2) before comparing and contrasting how different places might have had an effect on the character (Level 3). Students will then try to connect with Jane by creating a narrative in which they show how a place left a significant impact (positive or negative) on their lives (Level 4). This is a bit of a simplified process since students will be analyzing aspects of the novel and supplementary essays along the way, but the goal is to scaffold lessons and texts up to the assessment. Along the way, the formative assessments or assignments will guide students toward more independence and autonomy in the summative assessment (their own narrative).

● Rubric or Assessment Guidelines: See attached rubric.

Central Text: Jane Eyre by Charlotte Bronte

Text Complexity Analysis:● Quantitative:

Quantitative Measure of the Text: Range: Associated Band Level:Lexile 840 780-890 4-5

● Qualitative:Text Structure:

The text is moderately complex. The plot is chronological, broken down into chapters, and linear. There is a single plot line that spans several years and locations, but what adds to the complexity are the characters and their situations. The characters and their interactions are complicated. There are also mysterious elements of plot that keep the reader from knowing exactly where the plot will go. While there is dialogue, the book is paragraph heavy, so students may feel intimidated and need to build their reading stamina to feel more comfortable with the longer paragraphs.

Language Features:

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane EyreThe novel is slightly to moderately complex. Because of the era in which it was written, the sentence structure tends to be complicated and lengthy. There are few examples of simple sentences, and there are moments where vocabulary will be unfamiliar to students.There are regional references to setting, but some editions will have footnotes to help students. There are also bits of dialogue in French that may or may not be translated for students depending on the edition.

Meaning/Purpose:Though the Lexile level is low, the novel explores themes more appropriate to teen and adult readers. Ultimately, Jane realizes she can live and love on her own terms. This means abandoning the man she loves to maintain her morality, denying another man who offers her a life she doesn’t want to lead, and being independent for a good portion of the third section of the book. Throughout the novel, examining the importance of setting and its impact on the characters leads to a richer understanding of how characters are impacted by their surroundings (including physical settings and people in those settings). Readers will not be able to consider theme without reading the full text. Each chapter builds on the previous and ultimately leads to Jane’s understanding of her own life.

Knowledge Demands:The themes are moderately complex. Some students will be better able to connect with the characters and themes than others. However, all students could relate to Jane’s search for self. Teen readers could use the book as a way to reflect on their childhoods and also think about the direction their lives are going post high school. There could be challenges because of the differences in setting and time, but the themes in a coming of age novel are universal.

● Reader-Task:Potential Challenges this Text Poses:According to the Lexile level, the text shouldn’t pose much of a challenge to students. However, the density of the text and the amount of introspection Jane goes through could pose challenges for students. Students unfamiliar with boarding schools and life in mid-19th century England could struggle to find a connection with the story. The protagonist is female, so some male students might struggle to find a connection with her and her situation.

Differentiation/Supports for Students:Students will need some background on characters and set up for the overall focus for the text. To help students read the text (mostly independently), students will need a focused reading schedule and knowledge of the reading purpose. If students know what the expectations for reading are and what the ultimate goals are, they might find the text easier to read. Students will also need multiple opportunities to discuss and pose questions to help clarify understanding and process their understanding of the text.

Possible Support: Reading groups could be used to facilitate conversation among students. Just as writing groups could be used for students to discuss their narrative practices, a small reading group (made up of a mixed level of students) could provide a resource beyond the teacher for discussing challenging portions of the central text. By incorporating a book club, teachers could consider specific roles for students. For example, one students can be in charge of questions, one in charge of character discussion, one in charge of emerging thematic ideas, and one focused on author’s style (or setting or other literary elements). Depending on the nature of the class (and the time allowed), these book clubs could be heavily structured by the teacher or more free form to allow students to direct the conversation as needed.

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane EyreFor the writing assessment, students will need models and clear expectations for the writing task. Teachers will need to give time for analyzing models and writing the narrative as well as offering conferencing time (student/student and student/teacher) during the writing process.Encouraging students to share their writing can help strengthen their comfort level leading up to peer editing rough drafts of essays. Students should be encouraged to share their writing with partners and the whole class. In doing so, teachers might use a protocol focused on offering praise. (In the beginning, students and teachers might only offer praise, and as students become more comfortable sharing their writing, the protocol could be shifted to include praise, questions, and suggestions for polishing writing.)

Other materials/resources (including images and videos):Handouts, presentations, and miscellaneous documents can be accessed by going to: http://tinyurl.com/JaneEyreUnit

● Supplementary Essays:● “The Memory Place” - Barbara Kingsolver (in Heart of the Land Ed. Joseph Barbato and Lisa Weinerman)● Where the Morning Light’s Still Blue (Ed. William Studebaker and Rick Ardinger)

■ “Ranching in the Sugar Loaf Valley” - Lynn Meeks● “Once More to the Lake” - E.B. White with discussion questions from 50 Essays (Ed. Samuel Cohen)

● Selected clips from Jane Eyre (2006) – end of film● YouTube: https://www.youtube.com/watch?v=ax3tFfG6css● YouTube: https://www.youtube.com/watch?v=o98TR6n0rH8

● Writing Prompts: New York Times Learning Network ○ These can be used for daily warm ups.

● Costa's Levels of Questioning

Instructional SequenceFrontloading/Anticipatory SetLesson plan or outline:Students will participate in a “tea party” activity that introduces characters and significant settings. Some roles might be doubled depending on the number of students in a class. The descriptions should be put on slips of paper, cut, and handed out to students.

Tea Party – Getting to Know CharactersDirections to students: Start with writing information down for your character or setting and circle that character’s/setting’s name. Then, write information about the people/places you meet while mingling during the tea party for Jane Eyre. (You might meet yourself during this process. Don’t worry. Act normally, politely excuse yourself, and find someone else to talk to.) After the tea party, we will discuss who you met, and you will complete the assignment on the back.

Jane Eyre - I am the protagonist of the novel. Though the epitome of the term “plain Jane,” I am determined to live life on my own terms. Neither my cruel aunt, the mysterious Mr. Rochester, nor the possibly good intentioned St. John, will make me lead my life in a particular way. I am a free human

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyrebeing with an independent will.

Mr. Rochester - I am the brooding lord of Thornfield Hall. I often seem to prefer the company of my dog Pilot, though I am quick to buy gifts for my ward Adele, so I’m not entirely unfeeling. I may be courting Miss Ingram, but I also have my eyes on another. However, secrets from my past might affect these pursuits.

Mrs. Reed - The despicable Jane is my niece, and I’d rather lock her away in the dreadful red room than see her face. She is far from perfect - unlike my own precious children John, Eliza, and Georgiana. I’m just waiting to be rid of the child. Perhaps Lowood would like another lost soul for its school.

Helen Burns - That poor Jane. When she arrived at Lowood, I knew she needed a friend, and I intend to be just that. I can be independent when needed, and I’m willing to face the punishment that comes with it. I know that all our hardships in this life will be rewarded in heaven.

Bertha Mason - Be careful. If you cross me, I might try to hurt you. Some think I’m crazy. Just because I might be tempted to set someone’s bedroom on fire… is that so crazy? The real craziness is the truth about who I am.

Adele - Bonjour! Je suis une petite fille qui habiter a Thornfield Hall. Je parle francais et Jane est ma gouvernante. J’aime beaucoup les robes belles. Ma mere etait francaise et peut-etre elle a adore Monsieur Rochester. Malheureusement, ma mere est morte.

Grace Poole - I’m a servant at Thornfield Hall. I’m quiet, even though I often get blamed for loud laughter that comes from the attic of the manor. I prefer to be pretty private, while my job is to be a servant, there’s a secret reason I’m at Thornfield Hall.

Miss Ingram - I’m beautiful, I’m wealthy, and I have my eye on Mr. Rochester. If I play my cards right, we’ll be married!

St. John (pronounced Sin-jun) - My sisters and I help Jane when she shows up basically destitute and homeless. I have a plan for the future that involves mission work and Jane. Does love matter in a marriage? I’m not sure, but I know Jane Eyre would make a fine wife and be suitable for the life of a missionary.

Gateshead - I’m where the novel opens. Jane never seems happy here. Is it because of her cruel family members? The red room she is locked in that feels haunted? Jane can’t wait to leave me.

Lowood School - Most of my inhabitants are orphans. My teachers keep a strict schedule as directed by Mr. Brocklehurst. Living conditions are austere and food portions are meager, but this should build character.

Thornfield Hall - I am an impressive manor owned by Mr. Rochester. Portions of me are often closed up because my lord is away in France. However, when he returns, and when Jane becomes governess to his young French ward, Mr. Rochester spends more time here hosting well to do families for days at a time.


Moor House - I become a sanctuary for Jane. After leaving Thornfield Hall, Jane takes refuge with St. John and his sisters here. Jane stays long enough to get on her feet.

Morton - Here Jane takes on the challenge as a teacher with students who seem rudimentary and ill-prepared. However, Jane feels she is meant to be here and strives to make the best of the situation.

After the tea party, answer the following questions:

1. Did you find your character had connections with others? If so, explain.

2. What questions do you have about your character? Write at least three (Consider Costa’s Levels of Questions – Focus on Levels 2 and 3 if possible).a.b.c.

3. What questions do you have about others? Write at least three. (Consider Costa’s Levels of Questions – Focus on Levels 2 and 3 if possible). a.b.c.

4. Write three predictions you have about the characters or the book. a.b.c.

Week One

Activity/Strategy Texts and Resources Sequencing and Scaffolding (building knowledge, guided practice, student grouping, independent practice, 5 Kinds of Composing)

Formative Assessments

Targeted Vocabulary Academic:

Content:

Instructional Notes

Monday:Unit Overview

Handout withcharacters/

Building backgroundknowledge

HW: Questions/Observations

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane EyreTea Party/ Frontloading

descriptions (see frontloading activityabove)

based on activities

Tuesday: Ch. 1First Impressions of Character/ SettingHW: Ch. 2, 3

Building knowledge/ familiarity with the text

Academic: describe, explain, analyze Content: setting, character, protagonist, conflict, tone, imagery, metonymy

Warm Up:Excerpt from Erica Jong’s introduction to the text. Focus on critical reception and books that might have been popular with the public but received bad reviews.Think aloud with students through part of the first chapter. This is a good spot to help students start to identify setting and character details (gloomy weather, challenges with aunt/cousins). While some students might familiar with a term like “metonymy,” others will not. A definition can be provided by the teacher.Students should make connections with other texts where authors use metonymy. (For example, if students have read Frankenstein, Mary Shelley consistently uses weather description to set up the mood of the novel.) Students could practice looking for sections in the first few chapters where Bronte uses metonymy; they should identify the section but note what the effect is: How does the imagerysymbolize a feeling connected with the characters? In what

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyreways does the description of the setting influence characters’ actions or readers’ understanding of the plot?

Wednesday: Student directed questions for clarification of chaptersHW: 4-6

Costa’s Levels of Thinking handouts

The questions students write in groups can be used to develop the reading quiz given at the end of the week.

Academic: clarify, explain, identify, examine, compare/ contrast Content:

Warm Up:“Think of a place from your childhood that scared you. In what ways did your imagination make this place scarier than it really was? Describe the place and what made it scary. Choose to either describe it using the voice of a child or your current age. Write as much as you can in 10 minutes.”Students create Level 2 and 3 questions to pose in small group discussion. Students could self select groups to act as mini book clubs. These groups could, later on, be used as writing groups as students start to experiment with narrative writing.If needed, review with students the different levels of Costa’s questioning. Teachers could model a Level 1 (identify) question as well as a Level 2 (inference) question. Discussion of the questions and what it means to compare/contrast,explain, etc. could help students write their own questions.

Thursday:Focused

Reflection on Ch. 1-6 Guided PracticeSmall group discussion

Writing checksfor

Academic:reflect, describe

Warm Up:Describe your childhood home.

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyrediscussion and writing on Gateshead/ Lowood School HW: 7-9

understanding of significance of Gateshead/ Lowood School

Content: setting, character, symbolism

Do you think you have an accurate memory of it, or have things changed with time?

● Have students focus on establishing setting: concrete details, play with language, choose one image/sentence to revise

Alternative prompt: Provide students with descriptions of Gateshead and Lowood. Ask students to create a symbol for each location and what it means for Jane at this point in her life.

Small group discussion with assigned chapters:o Write a brief summaryo Describe one character

(physical and character traits) using evidence for support.

o Choose an important aspect of setting. Using support from the text, what role does the setting play at this point in the novel?

o Everyone should jot notes down during discussion

Friday: Reading Quiz HW: 10-13

Quiz (plot questions)

Warm Up:Describe your relationship with one family member. Is there a moment that stands out that symbolizes this relationship?

● Incorporate dialogue into writing. How can

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyreyou capture tone/voice in the dialogue?

Use quiz to discuss text.Week TwoActivity/Strategy Texts and Resources Sequencing and Scaffolding

(building knowledge, guided practice, student grouping, independent practice, 5 Kinds of Composing)



Content:

Instructional Notes

Monday: Sensory Details Chart - Based on Lowood School HW: 14-16

Handout for sensory details (See below)

Independent practice Academic: discuss, explain, identify Content:imagery, sensory details

Warm Up:Students write about their first day of school (at any level).Discuss setting up a writing portfolio/track warm ups, etc. (UDL Heighten salience ofgoals and objectives III.8.1)

Tuesday: Excerpt from “The Memory Place” - In class reading/ discussionHW: 17-18

Essay Excerpt: “The Memory Place” by Barbara Kingsolver

5 Kinds of Composing: Composing to Plan (essay provides sense of purpose for future writing)

Warm Up:Do you wish to return to a place/moment from your past? Why or why not? Describe why you would return.For essay:

o Number paragraphso Read through the lens of

a writer: What does Kingsolver do to evoke setting and emotion?

o Work in small groups to focus on certain lenses. Pull ideas from rubric (Development section)

o Annotate and use highlighters:

o Imagery – blue

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyreo Setting – greeno Character –

yellowo Reflection - pink

Wednesday: Discussion of essay/writing response to essay HW: 19-21

Academic: describe, explain, analyze Content:

Warm Up:Describe a place you never want to return to. Explain why you never want to visit again.

Discussion Questions:o What moments from the

essay stand out? Why do these moments appeal to you as a reader/writer?

o Compare and contrast Kingsolver’s style with Bronte’s.

o What are three techniques/elements from Kingsolver’s writing you want to remember when you start your own narrative?

This discussion could take place with partners or small groups before whole class discussion. Encourage students to make connections between Kingsolver’s essay and Jane’s experience with remembering her past.

Thursday:Practice with symbolism/

Independent Practice: Work with developing a symbol

Symbol practicewill check students’

Academic:develop, explain Content:

Two prompts:Students choose a favorite souvenir from a vacation and

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyrenarrative writing HW: 22-24

understanding of applying a symbol to their own writing.

symbolism, narrative

use this as a symbol of the vacation.

Students also choose an animal to symbolize themselves and explain why this animal works as a symbol.

Students spend class time writing and sharing with peers.

Use writing groups to help strengthen work and connection between reading as readers and writers. Students will self select groups to help “optimize individual choice and autonomy” and “minimizethreats” (UDL III.7.1, III.7.3)

Friday: Symbolism Activity (Integrated Literacy Activity below)HW: 25-27

Activity below Academic: develop, explain, analyze, compare/ contrast, tone, purpose Content: symbolism, narrative, figurative language

Review with students how tone is derived from an author’s style (including analysis of devices such as symbolism and figurative language). By analyzing style, students can identify and analyze the author’s tone, which leads to understanding the meaning of a work. The Integrated Literacy Activity encourages students to use a Frame, Focus, Fine Tune strategy to work with figurative language and symbolism before completing a formative writingassessment.

Week Three

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane EyreActivity/Strategy Texts and Resources Sequencing and Scaffolding




Content:

Instructional Notes

Monday: Reading Quiz HW: 28-30

Reading Quiz Reading quiz: Use reading quiz to guide discussion and gauge students’ understanding of the text.

Warm Up:Where do you go when you need to get away?

Tuesday:Small group/whole class discussionHW: 31-33

Small Group Discussion Questions/ Costa’s Levels of Thinking

The questions/ answers students have will act as a formative assessment and check for understanding of the assigned chapters.

Warm Up:What role does nature play in your life? Is there a specific place in nature you enjoy going to?Discussion: Focus on Jane’s life with St. John and his sisters.Have students discuss whether or not Jane made the right choice to leave Rochester.

Wednesday: Close Reading ActivityHW: 33-35

Activity below Independent practice followed by student collaboration/discussion

Brief essay checks for understanding of significance of place in the text

Academic: develop, explain, evaluate, cite Content:details, setting, tone, situation, evidence, metaphor

Warm Up:Have you ever moved to a new town? Describe the experience. (If students haven’t moved, they could write about starting a new school.)The Close Reading Activity will take two days. Today can be focused on reading the passage and answering the questions/discussing ideas with others.Emphasize the importance of

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyreincluding evidence/support in their responses. Students will have had a great deal of practice blending text into responses at this point in the school year. If students need more practice, model how to incorporate short phrases as evidence as well as commenting on the claims/evidence used inwriting.

Thursday: HW: 36-38Finish Close Reading Activity/ Essay portion

Activity below 5 Kinds of Composing: Composing to Practice (written task with close reading activity practices analysis skills for house concept map)

Students will write the essay for the Close Reading Activity in class. This can be seen as a 25- 30 minute essay (similar to the time students have for the SAT). Because it’s an in class essay, teachers should focus more on holistic grading of ideas rather than a range ofrequirements often found in a processed essay.

Friday: Discussion of end of text

Film clip(s) Part of today’s discussion can use film clips from the 2011 film version of the text. Show the last scene when Jane returns to Rochester for an idea of the end setting (a burned outThornfield)

Week FourActivity/Strategy Texts and Resources Sequencing and Scaffolding

(building knowledge, guided practice, student grouping, independent practice, 5 Kindsof Composing)



Content:

Instructional Notes


Monday: House Concept Maps - Small groups create maps to demonstrateunderstanding ofsignificant settings

Central text, writing from close reading activity, butcher paper, markers

5 Kinds of Composing: Student collaboration

The concept map is a check for understanding of the importance of setting in the text.

Academic: create, discuss, understand, Content: symbolism, setting, tone, theme

Students work in small groups to create posters that represent an assigned setting. The poster will have literal and/or symbolic pictures as well as quotes that help show the significance of the setting to Jane.

Tuesday: Finish concept maps

Students could present concept maps formally or via a gallery walk. Regardless of the way students present, they could complete a “See, Think, Wonder” notecatcher to capture ideas about others’ conceptmaps.

Wednesday: Narrative Essay Assignment

Meeks Essay

Narrative Assignment Sheet/ Rubric

Building knowledge: Focus on narrative form (starting close to home [literally with writing about Idaho])

Academic: develop, explain, write, reflect Content: symbolism, narrative, setting, dialogue, character

Students will choose their own focus for the writing (UDL III.7.1).In class reading/discussion of writing techniques.

Read with pen in hand. Take note of

o Setting detailso Use of italics -

Why does Meeks do this?

o Moments of reflection

Is there something Meeks does as a writer you couldmodel in your own narrative?

Thursday:In class essay

Previous AP prompts Composing to Practice for APexam

Academic:explain, identify,

Suggested prompts availablefrom AP Central: 2008, 2012,

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyrebased on previous AP prompt

analyze, evaluate Content: narrative, dialogue, setting, situation, figurativelanguage

2013

Friday:“Once More to the Lake”

Quick Reference Guide Due

Essay Student collaboration, close readingContinuing to build knowledge/provide samples of narrative essays

Academic: explain, identify, analyze, evaluate Content: narrative, dialogue, setting, situation, figurative language

Warm Up:Brainstorm narrative: 3 act format (Situation/Problem, Obstacles, Resolution)

● Students can do an informal brainstorming of their narrative through writing, poetry, or drawing. Make the connection to the pacing/plotline sections of the rubric.

Quick Reference Guide: This assignment is something students complete with each major text in the AP class. The template can be found at the end of the unit

“Once More to the Lake” Small group discussion focus for students:

Individually read the essay and answer the figurative language question at the end.

Work as a group to answer the seven questions on the copy. Write your group’sresponses on a separate piece of paper.


Week Five -Days for this week will be used to transition to the next unit.Activity/Strategy Texts and Resources Sequencing and Scaffolding




Content:

Instructional Notes

Monday: Discuss essay

Continue small group discussion based on analyzing style/setting.

Student collaboration, close readingContinuing to build knowledge/provide samples of narrative essays

Academic: analyze, characterize, indicate, identify, argue Content: tone,figurative language, theme

Small groups discuss essay followed by whole class discussion.Handout: Reading for Style and Rhetorical Devices

Tuesday: Peer editing

5 Kinds of Composing: Composing to Finalize (editing/discussion process)

Editing/Feedback could take place on a Google doc. depending on computer lab availability.On the resources website is a link to an Expert Editing activity.

Wednesday: Students will work on revising drafts outside of class. These days are used to shift focus to the next unit.Thursday

Friday:Final narratives due

Essays will be submitted electronically via Google Drive. Students complete a self reflection on the process (UDL III.9.3)

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane EyreIntegrated Literacy Mini-LessonWhen will the mini-lesson occur in the unit? :The lesson occurs about halfway through the text (Week 3). This moment in the text is important since it helps develop Jane as a character independent of what others might desire of her.

Mini-lesson focus (academic vocabulary, word study, grammar in context, etc.):Academic vocabulary: figurative language/symbolism

Mini-lesson outline or lesson plan:Jane Eyrefrom Ch. 23Context: Mr. Rochester has just suggested he is to be married soon, which causes Jane to mistakenly believe he refers to Miss Ingram. In believing so, she decides she should leave Thornfield Hall.

“I tell you I must go!” I retorted, roused to something like passion. “Do you think I can stay to become nothing to you? Do you think I am an automaton?—a machine without feelings? and can bear to have my morsel of bread snatched from my lips, and my drop of living water dashed from my cup? Do you think, because I am poor, obscure, plain, and little, I am soulless and heartless? You think wrong!—I have as much soul as you,—and full as much heart! And if God had gifted me with some beauty and much wealth, I should have made it as hard for you to leave me, as it is now for me to leave you. I am not talking to you now through the medium of custom, conventionalities, nor even of mortal flesh;—it is my spirit that addresses your spirit; just as if both had passed through the grave, and we stood at God’s feet, equal,—as we are!”

“As we are!” repeated Mr. Rochester—“so,” he added, enclosing me in his arms. Gathering me to his breast, pressing his lips on my lips: “so, Jane!”“Yes, so, sir,” I rejoined: “and yet not so; for you are a married man—or as good as a married man, and wed to one inferior to you—to one with whom you have no

sympathy—whom I do not believe you truly love; for I have seen and heard you sneer at her. I would scorn such a union: therefore I am better than you—let me go!”“Where, Jane? To Ireland?”“Yes—to Ireland. I have spoken my mind, and can go anywhere now.”“Jane, be still; don’t struggle so, like a wild frantic bird that is rending its own plumage in its desperation.”“I am no bird; and no net ensnares me; I am a free human being with an independent will, which I now exert to leave you.” Another effort set me at liberty, and I stood erect before him.“And your will shall decide your destiny,” he said: “I offer you my hand, my heart, and a share of all my possessions.” “You play a farce, which I merely laugh at.”“I ask you to pass through life at my side—to be my second self, and best earthly companion.” “For that fate you have already made your choice, and must abide by it.”“Jane, be still a few moments: you are over-excited: I will be still too.”A waft of wind came sweeping down the laurel-walk, and trembled through the boughs of the chestnut: it wandered away—away—to an indefinite distance—it died. The

nightingale’s song was then the only voice of the hour: in listening to it, I again wept. Mr. Rochester sat quiet, looking at me gently and seriously. Some time passed before he spoke; he at last said—

“Come to my side, Jane, and let us explain and understand one another.”“I will never again come to your side: I am torn away now, and cannot return.” “But, Jane, I summon you as my wife: it is you only I intend to marry.”

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane EyreFocus on Figurative Language/Metaphor/Symbolism

Step 1:Complete a close read of the passage. Read specifically for metaphor/symbolism and what is revealed through the characters’ dialogue. Complete the Author’s Palette below as a note catcher.

Action Verbs Insightful Imagery

Delicious Diction Powerful Punctuation

Step 2:Complete a Frame, Focus, Fine Tune activity for the passage. Remember each section is a mini analysis paragraph. Try to blend text in each section.

● Frame: What is your personal response? What do you feel as you read the passage?● Focus: What is the author trying to convey? What are the main ideas in the passage?● Fine Tune: How does the author establish the tone of the passage? What tools does she use, and what is the effect?

Step 3:Consider Jane’s statement: “I am no bird; and no net ensnares me; I am a free human being with an independent will, which I now exert to leave you.” Using the information from your Fine Tune paragraph, extend your thinking and writing by adding in a focus on Jane’s statement and the symbolism Bronte uses.

Questions to consider:● Where in the text has bird/cage symbolism been used before? How is its use here similar or different to previous examples? Why is

this a fitting symbol for Jane?● This passage is dialogue heavy. Why would Bronte choose to emphasize the conversation between Jane and Rochester rather than

summarize it in a reflective paragraph from Jane’s point of view?


Close Reading ActivityWhen will the close reading activity occur in the unit?Students will complete this activity approximately ¾ through the text. The activity helps reiterate the settings they have encountered in the text and calls for them to compare and contrast the new setting in Morton with previous settings Jane has lived in.Text Excerpt:Ch. 31 – Jane Eyre

My home, then, when I at last find a home,--is a cottage; a little room with whitewashed walls and a sanded floor, containing four painted chairs and a table, a clock, a cupboard, with two or three plates and dishes, and a set of tea-things in delf. Above, a chamber of the same dimensions as the kitchen, with a deal bedstead and chest of drawers; small, yet too large to be filled with my scanty wardrobe: though the kindness of my gentle and generous friends has increased that, by a modest stock of such things as are necessary.

It is evening. I have dismissed, with the fee of an orange, the little orphan who serves me as a handmaid. I am sitting alone on the hearth. This morning, the village school opened. I had twenty scholars. But three of the number can read: none write or cipher. Several knit, and a few sew a little. They speak with the broadest accent of the district. At present, they and I have a difficulty in understanding each other's language. Some of them are unmannered, rough, intractable, as well as ignorant; but others are docile, have a wish to learn, and evince a disposition that pleases me. I must not forget that these coarsely-clad little peasants are of flesh and blood as good as the scions of gentlest genealogy; and that the germs of native excellence, refinement, intelligence, kind feeling, are as likely to exist in their hearts as in those of the best-born. My duty will be to develop these germs: surely I shall find some happiness in discharging that office. Much enjoyment I do not expect in the life opening before me: yet it will, doubtless, if I regulate my mind, and exert my powers as I ought, yield me enough to live on from day to day.

Was I very gleeful, settled, content, during the hours I passed in yonder bare, humble schoolroom this morning and afternoon? Not to deceive myself, I must reply--No: I felt desolateto a degree. I felt--yes, idiot that I am--I felt degraded. I doubted I had taken a step which sank instead of raising me in the scale of social existence. I was weakly dismayed at the ignorance, the

Text-Dependent Questions

Start with the close reading AVID strategy for annotating:● Read the excerpt without marking the text.● Number paragraphs.● Re-read the text and circle important words/key terms.● Underline main ideas.● Write notes in the margins and make connections.

Questions:● What details does Jane use to describe her new house in

Morton? Compare this house to other places she has lived in the text.

● How does Jane describe the students she has? Cite specific evidence in your answer.

● Track Jane’s thought process about her school and its population. How does she feel about her situation as a teacher, and how does she envision her future? What evidence from the text supports your answer?

● Citing evidence from the text, explain Jane’s internal conflict about her current life and the life she could have had with Rochester.

Mini-assessment:Students will demonstrate understanding of symbolism within the text through their writing and use of blended evidence from the text. The paragraphs are considered focus, mini analysis, so while the paragraphs might not be lengthy and the writing is not a full essay, the writing should be insightful, analytical, and focused on incorporating an understanding of the bird symbolism and how Bronte uses the symbolism through elements of writing (diction, imagery, details, language, syntax). (The Frame, Focus Fine Tune activity and mini analysis/blending text practice is something that can be introduced in earlier units.)

Students will be encouraged to transfer two elements of this process to their narrative writing at the end of the unit: extended metaphor or symbolism and dialogue. This activity helps connect understanding an author’s craft with students’ own roles as authors.

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyrepoverty, the coarseness of all I heard and saw round me. But let me not hate and despise myself too much for these feelings; I know them to be wrong- -that is a great step gained; I shall strive to overcome them. To- morrow, I trust, I shall get the better of them partially; and in a few weeks, perhaps, they will be quite subdued. In a few months, it is possible, the happiness of seeing progress, and a change for the better in my scholars may substitute gratification for disgust.

Meantime, let me ask myself one question--Which is better?--To have surrendered to temptation; listened to passion; made no painful effort--no struggle;--but to have sunk down in the silken snare; fallen asleep on the flowers covering it; wakened in a southern clime, amongst the luxuries of a pleasure villa: to have been now living in France, Mr. Rochester's mistress; delirious with his love half my time--for he would--oh, yes, he would have loved me well for a while. He DID love me--no one will ever love me so again. I shall never more know the sweet homage given to beauty, youth, and grace--for never to any one else shall I seem to possess these charms. He was fond and proud of me--it is what no man besides will ever be.--But where am I wandering, and what am I saying, and above all, feeling? Whether is it better, I ask, to be a slave in a fool's paradise at Marseilles--fevered with delusive bliss one hour- -suffocating with the bitterest tears of remorse and shame the next- -or to be a village-schoolmistress, free and honest, in a breezy mountain nook in the healthy heart of England?

Yes; I feel now that I was right when I adhered to principle and law, and scorned and crushed the insane promptings of a frenzied moment. God directed me to a correct choice: I thank His providence for the guidance!

● What is “the silken snare” Jane references? What other descriptions does Bronte use to explain this, and why does Bronte choose the words “silken snare” in Jane’s description?

● To whom does Jane give credit to her current situation, and what is her attitude toward this person. Provide textual evidence for your answer and explanation of Jane’s tone.

● Given Jane’s situation in Morton and what she has experienced, did she make the right decision in leaving Rochester or leaving Moor House? Use evidence from this passage and earlier sections of the novel to support your claim.

Writing task:Using the answers to your questions, write a brief essay in which you examine Jane’s state of mind as she begins her new life in Morton. Use evidence from the passage to describe Jane’s current situation and compare it with previous situations at Gateshead Hall, Lowood, Thornfield Hall, and Moor House.

Scaffolds and ExtensionsUDL Components:2.3 Support decoding of text...and symbols3.1 Activate or supply background knowledge3.2 Highlight patterns, critical features, big ideas, and relationships5.1 Use multiple media for communication5.2 Use multiple tools for construction and composition7.1 Optimize individual choice and autonomy7.2 Optimize relevance, value, and authenticity

Support for students who are ELL, have disabilities or read well below grade level text band:

● Differentiate supplemental essays for struggling readers. Any essay with a strong sense of setting can be used for the unit.

● Provide summaries of reading prior to reading chapters.

● Using a graphic novel or film clips could help students visualize key scenes in Jane Eyre.

Directed vocabulary instruction could be

Extensions for advanced students:● Challenge students to use more than minimum

required narrative techniques in summative assessment.

● Students who are able, might write a longer narrative to explore further the significance of their chosen setting.

● Advanced students might do more comparison with other texts to find similarities and differences between the settings in multiple texts and the settings significance/relationship with the main characters.

An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre8.3 Foster collaboration and community9.3 Develop self-assessment and reflection

used during the reading process. Students might keep a vocabulary journal to record unfamiliar words in each chapter. Journal entries could be set up to encourage students to write the word, a definition in their own words, and a picture to help them remember what the word means.Though a list of words could be given to students prior to each chapter, the teacher could give students choice and allow them to create their own glossary of words. If a teacher is using groups to discuss the novel, some of the students’ discussion could be focused on vocabulary they are gleaning from the text. Students could share/teach their chosen vocabulary words to others. See notes below for furthervocabulary activities.

Other (important elements not captured in this template, explanation, reflection):The reading schedule may feel pretty tight with students reading 30-40 pages each night. This was doable with the class, but if time allows, teachers might add a week of reading time to give students more time to read. If a week can be added, time could be used during this week to focus on other narrative techniques, more practice writing, brainstorming of ideas, or reading checks on the text. This would also be a good time to incorporate other mentor texts/supplemental essays students could use as models to set up their own narratives. I found there were days where an activity or discussion might not take as long as anticipated. On these days, I tended to give students time to read in class, which is generally rare during the school year.Because the reading schedule was compressed, I often checked in with students to see how the reading was going to gauge if some time needed to be incorporated into the class period for a little bit of reading.

The Sensory Details activity based on imagery of Lowood School could also be used as a brainstorming tool for students’ own narratives. Students could use a draft of their essay to highlight how they are using sensory details in their own narratives, or the handout could be used as part of the peer editing process to see if students are using sensory details in their essays.

Because of the time of year this unit was taught, the academic vocabulary is being reinforced rather than explicitly taught. Students will already have done quite a bit of work with analyzing, explaining, etc. that is required for this unit. However, if the unit or activities will be taught earlier in the school year, a teacher should consider how to use the text, specific passages, or mentor texts to help students understand what it means to analyze setting, work with characterization, make inferences, etc.


Pages 11-15 in the Penguin Teacher’s Guide for Jane Eyre provides a list of words that might be unfamiliar to students. Teachers who use Sadlier- Oxford’s Vocabulary Workshop Levels F-H might notice several words appear in Jane Eyre. (Words include: interloper, propensity, avaricious, bilious, opprobrium, sanguine, ameliorate, soporific, fastidious, salubrious, anathema, acumen, odious, morass.) This could be an opportunity for students to connect to prior knowledge or review vocabulary.

Teachers should be cautioned against simply providing the list of words to students. Possible activities for working with vocabulary include: Using concept cards with unfamiliar words:

Formal definition Paraphrased definitionVocabulary Word

Illustration Synonyms, antonyms, or nonexample A word wall could be used to capture vocabulary with students. Creating a bulletin board with vocabulary can help keep words present in

students’ minds as they work their way through the novel. (The word wall could include Tier II and Tier III vocabulary.) During quick writes or as students are working on their final narratives, students could be encouraged to incorporate words from the word wall into their writing. Teachers could add a requirement to use a certain number of vocabulary words in the final essay.

If students keep a notebook/create a glossary of unfamiliar words they encounter, they could create a comic strip based on Jane Eyre that uses the vocabulary. (This could also be a formative assessment of students’ understanding of literary elements of the text.) Students could also create a comic strip based on their personal narrative and use the vocabulary in caption boxes. This would be a way to see students transfer their understanding of vocabulary to a new context.

In book clubs, students could play a game of charades or Taboo using vocabulary. Students would need to first make sure they have a shared understanding of the vocabulary, especially if they independently chose the words. This would provide students some practice in using the words.

There is some French sprinkled throughout the text. Some students might have taken French and can understand some of the conversation; others might be able to use cognates to make sense of the conversation; others could be completely lost. If needed, consult the following website that gives translations of all of the French in the text: Translation of French in Jane Eyre.

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