Co- Teaching Lead Teaching Assisting Lead Teacher Small Group Teaching

Aurora Staggs
Lesson 3: Jump in Time Activity
Sophomore Honors English
Time Length: 40 minutes
Topic: Great Expectations

Standards (include NCTE/NCSS/NGSS/NCTM/ACTFL):

NCTE/IRA.3

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.

Educational Objectives:
● The students will be able to rewrite a passage from Great Expectations to reflect what
would happen if it took place in modern times.

Assessment on Learning:
● The students will rewrite a passage from the novel as if it took place in modern times.

Central Focus
● The students will be able to use their knowledge of Great Expectations and of the world
they live in to connect the two through writing.

Accommodations for students with specific learning needs:

● Not Applicable

Academic Language
Language Function (select 1):
 Analyze Compare/Contras Construct Describe Evaluate
t

Examine Identify Interpret Justify Locate

Explain Prove Argue Synthesize

Identify a learning task from your plan that provides students with opportunities to
practice using the language function identified above:

The students will use their knowledge of Great Expectations and the world around them to
create a scene from the novel set in the modern world.
Additional Language Demands. Given the language function and learning task identified
above, describe the following associated language demands (written or oral) students need to
understand and/or use:
● Reading Comprehension’
● Writing

Vocabulary:
● Dialogue- a conversation between two or more people as a feature of a book, play, or
movie
● Characterization- used step-by-step in literature to highlight and explain the details about
a character in a story
● Imagery- visually descriptive or figurative language, especially in a literary work
● Tone- an attitude of a writer toward a subject or an audience, generally conveyed through
the choice of words, or the viewpoint of a writer on a particular subject
● Plot- the events that make up a story, or the main part of a story that relate to each other
in a pattern or a sequence.

Plus at least one of the following:

Syntax- the way in which words and sentences are placed together

Materials:
Teacher:
● Printouts of Activity Sheet (enough for each student to have their own)
● Chalkboard and chalk
● Copy of Great Expectations
● Printouts of passages from Great Expectations (enough for each group to have one)
Students:
 ● Paper
● Writing utensils

Anticipatory Set/ Attention Getter:

● Ask a question/Take a mini poll
○ Give each student one sticky note
○ Write “relatable” on one side of the board and “not relatable” on the other
○ Have the students place their sticky note on the side the board they agree with in
regards to Great Expectations
● Discuss the outcomes of the mini poll.
○ If the majority finds the book relatable, ask and discuss how/why they do.
○ If the majority does not, ask and discuss how/why they do not.

Questions to Ask
1. Synthesis- How could you change the passage to set it in the modern world?
2. Analysis- How does the setting (time period) of Great Expectations compare to the world
today?
3. Evaluation-Why did you make the changes you did to the passage?

Sequence of Events (include time needed):

1. Start class with anticipatory set
a. This should take about 5 minutes.
2. Explain activity
a. Isabel and Iram will pass out the Activity Sheet as the directions are being given
verbally
b. Go over directions on the Activity Sheet and make sure all students understand by
asking, “Does everyone understand the activity?”
i. If they do not, clarify points that they are unsure of.
c. This should take around 5 minutes
3. Give example
a. “I had not seen Mr. Wemmick for some weeks, when I thought I would write him
a note and propose to go home with him on a certain evening. He replied that it
would give him much pleasure, and that he would expect me at the office at six
o’clock. Thither I went, and there I found him, putting the key of the safe down
his back as the clock struck.(Dickens 204)
b. I hadn’t hung out with Mr. Wemmick in a while, so I sent him a text asking if he
wanted to walk around after work that night. He replied, “sure bro meet me at 6”.
I got there just as he was locking up.
c. Example should take no more than 5 minutes
4. Have students get in groups of 4-5 spread out across the room
 a. Isabel and Iram can help hand out passages to each group
b. Transition should take between 60 and 90 seconds
5. Students will rewrite the passage given according to the Activity Sheet
a. Give them 15 minutes and check in with them after 14 minutes. If more time is
needed, give them five more minutes.
b. Aurora, Isabel, and Iram will walk around and check in with groups periodically
to monitor progress.
6. After they have completed the activity, each group will have one person read their edited
version of the passage aloud.
7. At the end, the rewritten passages will be scanned by Aurora, Isabel, and Iram.
Conclusion/Summary:
● Recap the activity
○ The students used their knowledge of Great Expectations and the world around
them to connect the two together.
○ Ask if anyone has any final questions.

*Some lesson plan prompts come from SCALE.