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 Unit  Plan  Template  

 
 
Unit  Title:  Jane  Eyre:  What’s  the  Theme  Here?   Name:  Alexandra  Davis  
Content  Area:  English   Grade  Level:  12  
CA  Content  Standard(s)/Common  Core  Standard(s):  
 
RL.  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.  
RL.  11-­‐12.7  Analyze  multiple  interpretations  of  a  story,  drama,  or  poem  (e.g.,  recorded  or  live  production  of  a  play  or  recorded  novel  or  
poetry),  evaluating  how  each  version  interprets  the  source  text.  
W.11-­‐12.1  1.  Write  arguments  to  support  claims  in  an  analysis  of  substantive  topics  or  texts,  using  valid  reasoning  and  relevant  and  
sufficient  evidence  
 
 
Big  Ideas/Unit  Goals:  
 
How  does  gender  affect  the  way  we  are  treated?    
How  does  our  society/culture  affect  how  we  act?      
Does  society  dictate  what  we  think  is  right  and  wrong?    
 
 
Unit  Summary:  
 
During  the  unit  on  Charlotte  Brontë’s  Jane  Eyre,  students  will  do  a  thorough  study  of  the  themes  developed  throughout  the  novel:  
gender  roles,  ethics  and  morality,  and  the  importance  of  education.  Provided  with  a  rich  background  on  Victorian  Era  England  
and  a  plethora  of  readings,  videos,  and  podcasts,  the  class  will  learn  to  read  through  an  analytical  lens,  consistently  question  the  
text,  build  a  journal  answering  thoughtful  questions  as  the  read  the  text  with  the  goal  of  working  towards  writing  a  comparative  
essay.    
 
 
 
 
Assessment  Plan:  
Entry-­‐‑Level:   Formative:   Summative:  
     
“What’s  the  Point?”:  Students  will  read  an  article    Victorian  Era  England  Quiz:  Students  will  be    
as  a  class  and  then  work  in  groups  to  figure  out   quizzed  on  the  Victorian  Era  England   Final  Essay  on  Jane  Eyre:  For  the  summative  
what  the  overall  message  or  moral  of  the  article   presentation  and  reading  to  be  sure  they  have  a   assessment,  students  will  write  a  comparative  
is.  When  the  groups  have  come  up  with  a  one   solid  idea  of  the  era  before  we  start  the  reading  of   essay  analyzing  the  development  themes  in  Jane  
sentence  summary  of  the  message  or  the  moral,   Jane  Eyre.     Eyre  (gender,  morality  ethics/education).  
they  will  also  work  to  provide  one  quote  from  the   Jane  Journals  Check  Up:  Throughout  the  reading   Students  will  use  excerpts  from  the  book  and  any  
text  to  support  their  idea.  Once  this  is  complete   of  Jane  Eyre,  students  will  be  prompted  to   of  the  readings,  video  or  audio  clips  we  watched  
they  will  come  up  to  the  board  and  write  their   complete  journal  entries  discussing  what  they   and  discussed  in  class  on  Victorian  society  and  
message  and  quote  down  and  the  class  will  work   have  read  thus  far  in  the  book.  At  the  halfway   the  themes  found  in  Jane  Eyre  to  support  the  
together  to  come  up  with  a  definitive  summary  of   point  in  our  unit,  the  students  will  pick  three   claims  made  in  the  essay.    
the  message  of  the  article.  This  will  gauge  where   journal  entries  that  they  think  is  particularly  well   Jane  Journals:  Throughout  the  reading  of  Jane  
students  are  at  with  their  ability  to  analyze  the   done  or  any  that  have  unanswered  questions  in   Eyre,  students  will  be  prompted  to  complete  
text  and  see  where  they  will  need  more  work  to   them  and  bookmark  them.  This  will  serve  at  a   journal  entries  discussing  what  they  have  read  
keep  up  with  the  rigor  of  Jane  Eyre.     “halfway  point”  checkup  to  see  where  students   thus  far  in  the  book.  After  all  the  journal  entries  
  are  in  their  understanding  of  the  reading  and   have  been  completed,  students  will  choose  five  
where  more  scaffolding  will  need  to  be  provided.     journal  entries  that  they  think  showed  that  they  
Jane  Eyre  Themes  Mind  Map:  Students  will  fill   learned  something/answered  a  question  that  they  
out  a  mind  map  on  each  of  the  themes  that  we   had  initially  in  the  book,  that  helped  them  develop  
have  been  studying  during  our  Jane  Eyre  reading   part  of  their  final  essay,  or  that  they  were  proud  
(gender,  education,  and  morality  and  ethics).  Each   of  the  way  that  the  journal  entry  turned  out.    
bubble  on  the  mind  map  will  be  examples  from    
the  text  that  they  think  shows  the  development  of  
the  theme  as  well  as  bubbles  meant  for  ideas  and  
or  analysis  explaining  why  they  chose  the  
examples.    
Rough  Draft  of  Jane  Eyre  Essay:  A  week  before  
the  final  essay  is  due,  students  will  turn  in  a  rough  
draft  of  their  essay  and  conduct  a  peer  review  
answering  a  provided  questionnaire  regarding  
their  partner’s  essay  as  to  help  each  other  in  the  
development  of  a  thorough  and  well  thought  out  
essay.    
 
 
 
 
 Lesson  1  (Teacher  Lecture)  
Student  Learning  Objective:   Acceptable  Evidence:   Lesson  A ctivities:  
     
Students  will  understand   Victorian  Era  England  Quiz     During  the  presentation  on  Victorian  Era  England,  students  will  fill  out  the  during  reading  
how  Victorian  society   notes  to  ensure  they  are  following  along  at  each  step.  At  the  end  of  each  section,  students  
shapes  the  themes  in  the   will  answer  a  thoughtful  question  analyzing  some  of  the  facts  that  they  learned  that  will  be  
novel.   used  to  start  their  “Jane  Journals,”  as  well  as  start  analyzing  the  concepts  that  they  will  be  
  reading  during  Jane  Eyre.    
Lesson  2  (Webercise/  iPad  Lesson)  
Student  Learning  Objective:   Acceptable  Evidence:   Lesson  A ctivities:  
     
Students  will  be  able  to   Prompt  in  “Jane   During  the  websercise,  students  will  be  prompted  to  answer  questions  about  nontraditional  
compare  and  contrast   Journals”/  Jane  Eyre  Final   gender  roles  by  searching  through  the  websites  provided.  The  questions  are  designed  to  
themes  (gender   Essay     both  practice  searching  the  interactive  website  as  well  as  learn  new  information  about  the  
roles)  found  in  this  book     spectrum  of  gender  and  how  traditional  gender  roles  can  be  limiting  to  a  variety  of  people.  
with  similar  themes  from   After  they  have  searched  the  websites  to  find  the  correct  answers,  students  will  choose  
contemporary  sources.   from  a  list  of  readings  on  the  gender  spectrum  and  answer  the  provided  questions  in  their  
“Jane  Journals.”  
Lesson  3  Graphic  Organizer)  
Student  Learning  Objective:   Acceptable  Evidence:   Lesson  A ctivities:  
     
Students  will  be  able  to   Jane  Eyre  Mind  Map/   Students  will  read  the  provided  article  on  antisemitism  and  fill  out  the  double  entry  diary  
compare  and  contrast   Jane  Eyre  Final  Essay     with  the  goal  of  answering  the  questions  on  the  prompt  by  finding  quotes  to  back  up  
themes  (ethics  and   commentary  they  have  while  reading  the  article.    
morality)  found  in  this  
book  with  similar  themes  
from  contemporary  
sources.  
Unit  Resources:  
 
Charlotte  Bronte’s  Jane  Eyre  
 
Useful  Websites:  
 
https://www.huffingtonpost.com/2013/10/16/jane-­‐‑eyre-­‐‑lessons-­‐‑_n_4101000.html  
https://writingproject.fas.harvard.edu/pages/designing-­‐‑essay-­‐‑assignments