Wheaton North: Advanced Freshman English
Great Expectations Reading / Assessment Schedule
DUE DATE CHAPTERS
WED (10/23)
CH. 1-10 Due +Articles 1 +2 Due (Jigsaw)
FRI
CH. 11-14 Due + Quiz #1+ Essential Response #1
(10/25)
MON (10/28)
CH. 15 + 16 Due
WED (10/30)
CH. 17-24 Due+ Articles 3 +4 Due (Jigsaw) +Quiz #2
FRI (11/1)
CH. 25-28 Due + Reading Quiz #3 + Essential Question #2
MON (11/4)
CH. 29 +30 Due
WED (11/6)
CH. 31-40 Due + Articles 5 +6 Due (Jigsaw) + Reading Quiz #4
FRI (11/8)
CH. 41-44 Due + Reading Quiz #5 Essential Question # 3
MON (11/11)
CH. 45 + 46 Due
WED (11/13)
CH 47-56 + Articles 7 +8 Due (Jigsaw)+ Reading Quiz #5
FRI (11/15)
CH. 57-59+ Reading Quiz #6 + First Ad Project Due Date
MON (11/18)
Great Expectations Test
TUES (11/19)
Journal Conference
WED (11/20)
Journal Conference
THURS (11/21)
Journal Conference
FRI (11/22)
First Draft of Great Expectations Paper Uploaded Due
Great Expectations Annotation Guide DIRECTIONS: Write one Annotation Per Chapter in your journal.
1) Thematic Questions/Ideas:
1) Is social status a true representation of one’s inner character? What is more important, wealth or
morality?
2) How does ambition and goals of self improvement affect someone? Is this a positive or negative way?
3) What makes a person valuable? How does one find their value and stay true to themselves?
2) Diction: * Look for imagery-evoking diction.
The words _________ help the reader feel…
The words _________ help the reader smell…
The words _________ help the reader touch…
The words _________ help the reader taste…
The words _________ help the reader hear…
Wheaton North: Advanced Freshman English
3) Syntax:

Look for very short sentences (telegraphic sentences: only the most important content words or
simple sentences: only one independent clause) vs. very long sentences (at least one independent and
two DCWs).
 What might be the purpose or the effect of these very short sentences versus very long sentences? Is
the character making a command, taking a note, giving a speech, daydreaming, etc.?
- Example of a telegraphic sentence: “Will set fire.”
- Example of a simple sentence: Our class is reading Great Expectations.
- Long sentences will take up at least two lines and include multiple punctuations and FANBOYS.
4) Literary Devices/ Ethos, Pathos, Logos

Look for literary devices or persuasive techniques that help develop our understanding of the
characters

5) Characterization using STEAL
1. Speech: What does the character say? How does the character speak?
2. Thoughts: What is revealed through the character’s private thoughts and feelings
3. Effect on Others: What is revealed through the character’s effect on other people? How do other
characters feel or behave in reaction to the character?
4. Actions: What does the character do? How does the character behave
5. Looks: What does the character look like? How does the character dress?
FORMAT OF ANNOTATIONS:
CH. 1 ANNOTATION:
1) IDENTIFY: _____________(the author) uses a scheme such as a
____________(metaphor, simile, personification: “_____________________________________”
(Author 90).
2) EFFECT: (How does this trope/scheme impact the reader?)
The trope/scheme impacts the reader because_____________________.
3) PURPOSE: (Why did the author put this trope/scheme here?)
The author chose to use ______________________because he wanted to
______________(infinitive) the reader of _________________________.
CH. 2 ANNOTATION:
1) IDENTIFY: _____________(the author) uses a scheme such as a
____________(metaphor, simile, personification: “_____________________________________”
(Author 90).
2) EFFECT: (How does this trope/scheme impact the reader?)
The trope/scheme impacts the reader because_____________________.
3) PURPOSE: (Why did the author put this trope/scheme here?)
The author chose to use ______________________because he wanted to
______________(infinitive) the reader of _________________________.
Wheaton North: Advanced Freshman English