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

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 Eyre

Grade 12, Advanced Placement English Literature and Composition

Essential Question: Where have I been, and where am I going?

Charlotte Bronte’s Jane Eyre

Brandon Bolyard

Vallivue High School, Vallivue School District

Caldwell, Idaho

The Core Teacher Program

A program of the Idaho Coaching Network

Idaho Department of Education


Directions: Please type your name and unit title in the header. Then check each box that applies to your unit. Please note that while some categories were intentionally

built into your unit via the online course modules (e.g. UDL and Webb’s DOK), others were not explicitly included and may not apply to your unit.

Universal Design for Learning (UDL)

X Multiple Means of Engagement Multiple Means of Expression X Multiple Means of Representation

Differentiated Instruction

Remediation ESOL Gifted/Talented

X Acceleration

Webb's Depth of Knowledge - Level 1 (Recall)

X Who, What, When, Where, Why Label Recite

X Define

List

Recognize

X Identify

Match

Report

X Illustrate

Measure

Use

Webb's Depth of Knowledge - Level 2 (Skill/Concept)

Categorize Estimate Observe

Classify

Graph

Organize

Collect and Display

Identify Patterns

X Predict

X Compare

X Infer

X Summarize

X Construct

X Interpret


Webb's Depth of Knowledge - Level 3 (Strategic Thinking)

X Assess

Differentiate X Hypothesize

Construct

X Draw Conclusions Investigate

X Critique

Explain Phenomena in Terms of Concepts X Revise

Develop a Logical Argument Formulate Use Concepts to Solve Non-Routine Problems

Webb's Depth of Knowledge - Level 4 (Extended Thinking)

X Analyze X Create Prove

X Apply Concepts

X Critique

Synthesize

X Connect

X Design

Bloom's Taxonomy

X Remembering X Applying X Evaluating

X Understanding

X Analyzing

X Creating

Grouping

Heterogeneous grouping Individualized instruction Small group instruction

X Homogeneous grouping

X Large Group instruction

X Non-graded instructional grouping


Teaching Methods

X Cooperative learning Lecture X Think Pair Share

X Direct Instruction Lab Experiential learning

Team teaching Hands-on instruction

Gardner's Multiple Intelligences

Bodily-Kinesthetic X Linguistic Naturalist

X Interpersonal Logical-Mathematical Spatial

X Intrapersonal Musical


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 and

contemplating 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.

https://docs.google.com/document/d/17tsXX3yUoDvI90uDuCBbA8qbg5nNroE7nC-pV5wJGJA/edit?usp=sharing


elements 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…

Language

11-12.3. 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: Lexile 840

Range: 780-890

Associated Band Level: 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:


The 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.


For 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 Sequence

Frontloading/Anticipatory Set Lesson 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 Characters

Directions 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

http://tinyurl.com/JaneEyreUnit

https://www.youtube.com/watch?v=ax3tFfG6css

https://www.youtube.com/watch?v=o98TR6n0rH8

http://learning.blogs.nytimes.com/2014/11/13/500-prompts-for-narrative-and-personal-writing/?_r=0

http://blog.adambabcock.com/wp-content/uploads/2013/03/Costa-House-Levels-of-Questions.pdf


being 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 with

characters/

Building background

knowledge HW: Questions/

Observations


Tea Party/

Frontloading descriptions (see

frontloading activity

above)

based on

activities

Tuesday: Ch. 1 First Impressions

of Character/

Setting

HW: 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 imagery

symbolize a feeling connected

with the characters? In what


ways does the description of the

setting influence characters’

actions or readers’

understanding of the plot?

Wednesday: Student directed

questions for

clarification of

chapters HW: 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 Practice Small group discussion

Writing checks

for

Academic: reflect, describe

Warm Up: Describe your childhood home.


discussion 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 summary

o 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


you capture tone/voice

in the dialogue?

Use quiz to discuss text.

Week Two





of Composing)

Formative



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 of

goals and objectives III.8.1)

Tuesday: Excerpt from

“The Memory

Place” - In class

reading/

discussion HW: 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 paragraphs

o 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


o Setting – green

o Character –

yellow

o 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 practice

will check

students’

Academic:

develop, explain Content:

Two prompts:

Students choose a favorite

souvenir from a vacation and


narrative 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 “minimize

threats” (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 writing

assessment.

Week Three






of Composing)

Formative



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

discussion

HW: 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

Activity HW: 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


including 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 in

writing.

Thursday:

HW: 36-38 Finish 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 of

requirements 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 out

Thornfield)

Week Four





of Composing)

Formative



Content:

Instructional Notes


Monday: House Concept

Maps - Small

groups create

maps to

demonstrate

understanding of

significant

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’ concept

maps.

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 details

o Use of italics -

Why does Meeks

do this?

o Moments of

reflection

Is there something Meeks

does as a writer you could

model in your own

narrative?

Thursday:

In class essay

Previous AP prompts Composing to Practice for AP

exam

Academic:

explain, identify,

Suggested prompts available

from AP Central: 2008, 2012,


based on previous

AP prompt

analyze, evaluate Content: narrative,

dialogue, setting,

situation,

figurative

language

2013

Friday:

“Once More to

the Lake”

Quick Reference

Guide Due

Essay Student collaboration, close

reading

Continuing 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’s

responses on a separate

piece of paper.


Week Five - Days for this week will be used to transition to the next unit.





of Composing)

Formative



Content:

Instructional Notes

Monday:

Discuss essay

Continue small group

discussion based on

analyzing

style/setting.

Student collaboration, close

reading Continuing 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)

https://docs.google.com/presentation/d/1GkLJS9kZAMJrcrMfOrzA0vl_CQqT2TcEZw891F38r1I/edit?usp=sharing


Integrated Literacy Mini-Lesson When 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 Eyre

from Ch. 23 Context: 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.”


Focus 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?


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.

Close Reading Activity When 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 desolate

to 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.


poverty, 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 Extensions

UDL Components: 2.3 Support decoding of text...and symbols

3.1 Activate or supply background

knowledge

3.2 Highlight patterns, critical features, big

ideas, and relationships 5.1 Use multiple media for communication 5.2 Use multiple tools for construction and

composition

7.1 Optimize individual choice and

autonomy

7.2 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.


8.3 Foster collaboration and community 9.3 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 further

vocabulary 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 definition

Vocabulary Word

Illustration Synonyms, antonyms, or nonexamples

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.

http://www.penguin.com/static/pdf/teachersguides/JaneEyreTG.pdf

http://mrsrochester.hubpages.com/hub/translation-of-french-in-jane-eyre

Documents

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