Name: Salina Salway Lesson Plan Title

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Name: Salina Salway
Lesson Plan Title: Pride and Prejudice
Date/Duration/Grade: 10th February, 2010/ four 50 minute periods/9-10th Grade
Lesson Overview: This lesson will give students an opportunity to demonstrate their familiarity with Pride and Prejudice by updating a selected scene from it to the 21st century.
Content Objectives

Students will:

  • Be able to update a scene from Pride and Prejudice to modern times.

Assessment: Students will work in groups to rewrite a selected scene from the novel. The rewritten work should include the use of modern day English, clothes and setting.

Pre-production, early production and speech emergence students will not be able to accomplish this objective. Intermediate fluency students will participate in the activity with the rest of the class.

  • Identify common universal themes found in Pride and Prejudice.

Assessment: Students will identify the themes of the novel within a classroom discussion.

Pre-production, early production and speech emergence: The students will identify the theme of love in the novel.

They will draw an illustration of one of the relationships in the book, (Elizabeth and Darcy, Charles and Jane, Mr. and Mrs. Bennet etc.) that shows what kind of relationship exists 1between the two. Speech emergence students will be given sentences with fill in the blank worksheets to help them write about their illustrations. Intermediate fluency students will participate in the activity with the rest of the class.

  • Compare dramatizations of the work to the original text.

  • Assessment: Students will complete a book and movie comparison/contrast guide for two of the movie clips comparing it to two sections of the novel.

Pre-production and early production: The students will draw two pictures of one of the characters. One picture will illustrate how the person is described in the novel and one will illustrate how they are described in the movie.

  • Speech emergence: The students will complete a book and movie comparison/contrast guide for one of the clips from the movie to the novel. (Each category in the guide will have an example accompanied by a picture).

  • Intermediate Fluency: Students will complete a book and movie comparison/contrast guide for two of the movie clips comparing it to two sections of the novel. (Each category in the guide will have an example accompanied by a picture).

Linguistic Objectives: The students will be able to identify nouns and adjectives that are found in the novel.

Pre-production: The student will be given a passage from the novel. They will point to nouns and adjectives from the passage.

Early Production: The student will be given nouns from the novel and write two adjectives, for each, which can be used to describe them.

Speech Emergence: The student will define a list of nouns using words (should include one adjective where possible) and/or drawings.

Intermediate Fluency: The students will be given a list of adjectives and nouns. They must write a paragraph using at least five nouns and five adjectives.
Cultural Objectives: Students will compare the family relationships from the novel with their own family relationships.

Pre-production and early production: The students will compare and contrast one of their family members to one of the novel’s characters. They will draw pictures to illustrate the characteristics. (For example, they can compare their mother to Mrs. Bennet. They might say that Mrs. Bennet is loud but their mother is quiet and illustrate quiet and loud through drawings.)

Speech emergence: The students will compare and contrast one of their family members to one of the novel’s characters. They will be provided with fill in the blank worksheets to aid them in their descriptions (E.g. My mother is _______ but Mrs. Bennet is ________).

Intermediate Fluency: The students will compare and contrast one of their family members to one of the novel’s characters. They will write a paragraph in which they will compare a chosen character to one of their family members.
Sunshine State Standards:

LA.910.2.1.4: The student will identify and analyze universal themes and symbols across genres and historical periods, and explain their significance.

LA.910.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining).

Instructional Resources and Lesson Materials Needed:

  • The novel, Pride and Prejudice

  • Clips from Pride and Prejudice (2005- Keira Knightley version)

  • Clip 1: Elizabeth meets Darcy p.p. 10-12 (Chapter 2, 3 minutes 30 seconds, and 7:10-10:40).

  • Clip 2: Jane gets sick & Elizabeth goes to meet her p.p. 34-37 (chapter 3, 1 minute 44 seconds, 17:02-18:46).

  • Clip 3: Elizabeth, Darcy, Mr. & Ms. Bingley are sitting in the drawing room p.p. 51-58 (chapter 3, 3 minutes 23 seconds, 19:56-23:19).

  • A scene from Clueless, the recent teen soap opera loosely based on Austen’s Emma

  • Copies of a passage from Emma

  • Book and Movie Comparison/Contrast Guide

Additional Resources and Lesson Materials for ESOL students:

  • Modified Book and Movie Comparison/Contrast Guide

  • Pride and Prejudice (Puffin Classics, Paperback, ISBN: 978-0140373370)
  • Pride and Prejudice by Jane Austen (Naxos Young Adult Classics: Abridged, Audio book, Audio CD, UPC: 812864010251)

  • Emma by Jane Austen (Barbara Mackay: editor, ISBN: 9780194243452)

  • Emma by Jane Austen (Naxos Young Adult Classics: Abridged, Audio book, Audio CD, UPC: 730099009522)

Lesson Sequence:

Day 1

Introduction/Lead-in/ Focus (15 minutes):

  • To begin the lesson, play the music video of Uptown Girl by Billy Joel (The song is about 3 minutes and can be found on -

Ask the students the following questions:

What is going on in the song? (A poor guy is in love with a rich girl.) A song is a set of words that someone sings like the one we just watched. Point to the video while saying this and sing a part of the song if needed for clarification.

Do you know any stories or songs that carry a similar idea? In this lesson, we are going to study the story of a man and a woman who came from different social classes and fell in love with each other.

  • We are going to study the novel, Pride and Prejudice and compare it to the film version. How many of you have seen the movie Pride and Prejudice or read the novel? What do you know about Pride and Prejudice from the movie or novel? Why do you think it is so popular?

  • After students have had some time to think about the question of Pride and Prejudice’s enduring popularity, ask students to list the elements of the novel that are universal. Below are some examples.

  • It’s a great love story with twists, turns, and obstacles, and the right girl(s) and guy(s) ending up with each other.

  • In addition to the multifaceted Elizabeth and Darcy, the novel presents stock characters we all understand (the interfering, well-intentioned but ridiculously foolish mother; the pompous, bumbling Mr. Collins; the snobbish Miss Caroline Bingley; and the scoundrel Wickham).

Explicit Instruction (35 minutes):

        • Turn to page 10 and read through to page 12. (Students may be asked to volunteer in reading.) Then show clip 1 which corresponds to those pages, where Elizabeth meets Darcy. Point out a difference you noticed between the novel and the film and take note of it in the compare/contrast guide. Make the guide visible to the class either by drawing it onto the board or displaying it on the Elmo. Then ask the students to tell you what differences they notice. Remember to write it in the guide.

        • Now handout copies of the comparison/contrast guide. Provide a copy of the list of clips along with their corresponding pages (this can be found under the instructional resources and lesson materials) to the students. Show clip 2 (Jane gets sick & Elizabeth goes to meet her). Instruct students to now open their books to the appropriate page (p.p. 34-37) and read. Demonstrate this by opening the book. Have students complete the comparison/contrast guide. Show them the table again and mimic the action of writing in the table. (Allow the students 10 minutes to complete this exercise. Unfinished work can be completed as homework.)

        • ESOL students will have a modified assignment which is described on the first page of the lesson plan (under the 3rd content objective). ESOL students will be provided with an audio version of the required passages which they will listen to as they follow along in a modified version of the novel. The modified version of the novel will have only the necessary passages along with pictures to illustrate the storyline.

        • Show clip 3 (Elizabeth, Darcy, Mr. & Ms. Bingley sitting in the drawing room). Then have students repeat the same exercise as before. Allow students the rest of the period to complete the assignment.

Day 2

  • To begin the lesson show a scene from the movie Clueless (made in the 1990s and loosely based on Austen’s novel Emma. make sure the clip is appropriate). ESOL students will be provided with a script for the clip to follow along as the clip is played. Next hand out copies from Emma that correspond to the selected clip from Clueless and have someone read it aloud while everyone follows along. ESOL students will be provided with a modified passage taken from an abridged version of Emma. Pictures will be included illustrate the passages and help them better understand it.

  • Together complete a comparison/contrast guide for the film and the passage. Repeat the instructions of the last class if necessary using gestures to indicate what they should do. Read over the passage (illustrate reading the passage) and choose what similarities or differences can be found in the movie and the novel. Then write down the comparisons into the guide.

  • Then, discuss as a class what was done to turn the novel into a modern day film. Ask questions such as

  • How trendy were the locales and clothes?

  • Did the characters speak in a local dialect or in a language understandable throughout the English-speaking world?

    • What setting was used? Did they keep the same setting or change it? How did the altered setting reflect the old setting?

To help the ESOL students understand speak at a slower pace and clearly pronounce your words. Ask one question at a time and point to different objects when asking the question which will help them understand what you are asking, for example, when talking about clothes point to your clothes. Draw pictures to help illustrate a question when the students are having difficulty understanding.

  • Have the students turn to section in the novel, Pride and Prejudice (you may use the scene where Elizabeth meets Darcy p.p. 10-12). Explain to the students that you are going to update a passage from Pride and Prejudice into a modern day text, similar to how the passage from Emma was turned into a movie. It will be in the form of a narrative though and not in the form of a script or film (That means that stage directions and other necessary elements of a script do not need to be included.) Make sure to clearly explain this with the use of gestures and illustrations.

  • Below are some questions to help generate ideas.

    • If this were happening today would they meet in the same place? Or would they meet in a different place? What kind of place? (a club, homecoming ball, dance class etc.)

    • How would Darcy look? (tall, dark and handsome or blond and blue eyes?) Would his name still be Darcy? Would he be a preppy rich boy? What about Elizabeth? How would she look?

    • How could a dialogue be updated into modern language? (“Come, Darcy,” said he, “I must have you dance.” could be said as “Grab a girl Darcy and dance.”)

    • What was done in the movie Clueless to help update the scene to modern day?

Again ask the questions one at a time and demonstrate what you are asking in the form of demonstrations, illustrations and gestures.

  • Write or type out the class’ narrative and display the paragraph to the class. Remember to include a descriptive paragraph of the setting and characters and the dialogue of Darcy and Bingley using modern day language. Have the students draw pictures to help illustrate the updated passage. If possible include details of the altered setting and characters. ESOL students may join in drawing the illustrations but this activity is to be done as a class.

Day 3

  • As the students enter the class hand them pictures of a character from the novel (Darcy, Elizabeth, Bingley, Jane, Mrs. Bennet, Wickham). The students will be divided into groups based on the character that they received.

  • Hand out selected passages from Pride and Prejudice and the questions used for discussion in the last class to each group. Include an abridged version of the passage for the ESOL students along with pictures or drawings to help illustrate the storyline. The questions also need to be in simplified language with an example and an illustration where possible.

They will work together to update their passage into a modern day text similar to the activity of the last class. Allow the students the rest of the class to work together on their project. Students should be prepared to present their work for next class. While the students work together on their group work circulate around the classroom and help the groups who need help. Go to each group at least once. This is a great time to provide extra help and clarification for your ESOL students.

  • Leave ten minutes at the end of the class explain to students what they are supposed to do for the home fun and for any questions they may have.

Home Fun: Design a scene that depicts your family- a daily scene at home, include all your family members and at least five home articles in your depiction (bed, couch, lamp, chair etc.). Also interview at least two family members to find out where is their favorite place in the house and why. Include an illustration of that room and if possible a sentence stating why it is their favorite room. (For example, if their favorite place is the bedroom a picture of a bed would be enough to depict it.) The depiction can be in any form of your choice (poster, 3-D model: clay, wood etc., family scrapbook, storybook etc.)
Lesson Plan Extensions and Modification Ideas:

Writing up the Wedding

A recent trend in newspaper stories about weddings is to describe not only the wedding and the participants but also the evolution of the newlyweds’ relationship. These stories often include anecdotes and interviews with those who know the just-married very well. (You can review the Sunday edition of the New York Times for examples of this kind of story each week and share them with your students.)

Ask students to write a similar wedding news story about Elizabeth and Darcy. Their stories can include the traditional information—site of the nuptials, the names and careers of the parents of the bride and of the groom, a list of wedding attendants, and a description of what the bride and groom wore—as well as fictionalized quotations and anecdotes about the courtship by others in the novel. You may want to enhance this activity by asking your students to research wedding customs of Austen’s time.
Tackling Prejudice in Fiction

In Pride and Prejudice, Austen displays a keen insight into human relationships through her portrayal of the manner in which Darcy and Elizabeth overcome their prejudices and learn to love each other. Ask your students whether they have ever had to overcome prejudice in any of their personal relationships—not only with romantic partners but also with friends and family members. Ask students to consider the sources of their misperceptions and prejudices and the steps they took to clear them up; then lead a discussion about these experiences. What dramatic elements might they contain?

When the discussion is complete, ask your students to write a brief scene based on the preceding discussion or from a short story or play in which some form of prejudice or misunderstanding gets in the way of two characters falling in love with each other. Then have students trade stories with one another, read one another’s work, and suggest ways the authors might depict the characters overcoming their prejudices. Give the writers time to finish their stories by resolving the conflicts they had set up.
Discussion Questions

1. Consider the kinds of marriages that appear throughout Pride and Prejudice, including the marriage of Elizabeth and Darcy. What kinds of relationships between a man and a woman did Jane Austen idealize?

2. Throughout Pride and Prejudice, Austen makes many statements about personal relationships. What are these statements? Are they still valid today? Why or why not?

3. The members of British society in Pride and Prejudice are very class conscious. Debate whether class consciousness is a part of American society. If not, do you think that affects our enjoyment and understanding of Austen’s novel? Why or why not?

4. Identify the main characters in the novel and discuss what you feel is Austen’s attitude toward each of them. Are the verbal portraits she paints flattering or otherwise?

5. Debate whether Elizabeth Bennet would still be considered a remarkable woman in the modern-day United States.

6. Although its setting and characters are certainly “dated,” Pride and Prejudice has remained a popular novel for almost 200 years. Why do you think this is the case?

Book and Movie Comparison/Contrast Guide





Plot Events:

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