Great Expectations
Students Teach Chapters
English I PreAP Sprinkle
Great Expectations Assignment and Guidelines for
oral reports/teaching the class:
1. Partners will be Assigned 2/3 Chapters to analyze and present.
2. Presentation will be NO longer than 20 minutes.
3. Students have to meet outside of class to prepare Chapters’ lesson.
From time assigned: 1 week/end to prepare so week present then class will
have reading HW.
4. Use Power Point or Prezi to present your chapters.
Students will be evaluated not only on your knowledge of the novel but also
on the effectiveness of teaching methods and style, so be creative and try
to engage audience fully in the subject matter through lively discussion.
Students need to present a provocative analysis that looks carefully at the
individual elements listed in the Guidelines below.
5. Do not give biographical information about the author in your presentation.
6. Student teacher information will be included on UNIT TEST!!
7. Save to Power Point to a flash drive to use in class to give presentation.
8. Make a copy of Power Point to give teacher.
Element GUIDELINES FOR Presentation:
Order of information1st slideType plot summary over chapters. Elements of fiction: Write a plot summary of
your chapter(s). Identify conflicts (internal/external) and discuss resolution if
there is one. Identify the setting for events in your chapter(s) and how the setting
affects the conflicts you’ve identified. Identify characters’ major recognitions
that occur in the chapter(s).
2nd slide and on…
Identify at least 8 of the following devices or references, which are most
significant to the meaning of assigned chapters. For all devices and referencesprovide page number and “concrete detail”.
Your students will annotate their novels with your notes. Do not simply just offer
“c.d.”, but as the teacher elaborate on importance through commentary,
explanation or in other words insight. CONNECT references & devices to
meaning!!!
1. Major issues raised in chapter(s): For example, identity, class, race, family
relations, church, social problems, education (formal and informal), and
ethical choices and dilemmas.
2. Dialogue: How is dialogue (even internal) used (i.e., to reveal character,
social problems)? What does dialogue reveal about British culture, fears,
and contradictions?
3. Literary elements: irony (verbal, situational, dramatic), imagery, metaphor,
symbols, simile, personification, parallel sentence structure, puns (play on
words), satire, tone, etc.
4. Syntax-word order or sentence structure.
5. When appropriate, give evidence of capitalism/Industrial Revolution in
your chapter(s).
6. Identify any motifs (repeated image) and discuss what the motifs suggest.
7. State the theme or the several themes of assigned chapter(s).
8. Identify questions or issues for discussion raised by the chapter(s).
9. Identify any historical allusions (reference to history, literature, art, etc.)
that appear in assigned chapter(s).
10. What moral virtues appear in assigned chapter(s) and who or what
demonstrates these virtues? What vices appear in your chapter(s) and
who or what demonstrates these vices.
Last slide…
1. Student teachers include 3 challenging questions at the end of
presentation chapter(s). Ex: Do you think…Why or How??
2. Student teachers must discuss a personal connection that they are
making with the novel.
ACTIVITY/PLAN: (Ninth grade, six weeks)
1. Lecture: Definition by the teacher of the genre, the four elements of fiction (character,
plot, setting, and theme), and many literary terms that will allow students an opportunity
to speak about the book.
2. Reading assignments: About 25 pages a night.
3. First 28 or 29 chapter(s): Reading quizzes on the nightly assignments (objective, noninterpretive questions) Also, notes on the rise of the novel, Dickens’s contribution to the
genre, and his symbolist method, his social and political changes and criticisms that the
novel presents to readers.
4. From Chapter 29, once the love story has begun, students take over teaching. Students in
groups of two or three are assigned two consecutive chapter(s) each. The aim is to
encourage students to take ownership of their learning and to develop cooperative and
respectful skills. Students have a week to prepare to teach their assigned chapter(s)
according to a required format. The format requires a handout, which should raise
themes, questions for discussion or essays, and propose motifs and major concerns raised
in the assigned chapter(s) regarding the elements of fiction. The format also includes
guidelines for evaluation—both the content and the form. Creativity is encouraged, as is
ownership of the novel and of the moral, social, and philosophical issues raised by the
text.
5. Students have a full class period to teach their chapter(s). They are in charge, deciding on
such matters as quizzes to give and so on, all under teacher guidance.
6. Students must reflect thoughtfully on their teaching and then write a five-paragraph essay
evaluating that experience, which is evaluated by the teacher. The essay should reveal
that learning is an active process, one in which the “teachers” make discoveries.