I NTERPRETACIONES

This section contains 30 daily lessons. Each one has a specific objective and offers at least three (often more) ways to teach that objective. Lessons include classroom discussions, group and partner activities, in-class handouts, individual writing assignments, at least one homework assignment, class participation exercises and other ways to teach students about the text in a classroom setting. Use some or all of the suggestions provided to work with your students in the classroom and help them understand the text.

Lesson 1

Objective: Chapter 1 | Chapter 2 Great Expectations is a long book that involves a number of intertwining story lines, characters, and plot twists. Following this mess of literary devices can be difficult when coupled with the challenging language that Dickens uses. The objective of this lesson is to create a plot map so that following the rest of the book will be easier and enjoyable.

1) 1) Discuss some different ways of mapping the plot. Open it up for discussion and take ideas and suggestions from class members. Choose the way you wish to map the plot in the classroom, and then have each student choose their own personal way that will help them the most. Checking on this assignment can be a continual process.

2) Review each separate character that is in the introduction along with their descriptions. Have the students identify each character named, and the classify them as the protagonist, a main character, a minor character, a foil, etc.

3) Have a list of all the different settings that will be presented in this book. Have the students write down each of these settings, as well as which characters will appear in each setting.

4) Divide the group into 3 or 4 smaller groups, and have them each act out a piece of the first two chapters for the class.

Give them 10 minutes of preparation time, and perhaps a box of possible props and costumes. When they are finished, have the students write a quick synopsis about the character they played, and what they learned about that character from this exercise.

5) For Homework: Have the students read the next two chapters.

6) For Homework: Have the students write a one page essay about what they think will become of their favorite character thus far. Have them provide supporting details from the story for their answer.

Lesson 2

Objective: Chapter 3 | Chapter 4 The first few chapters set the stage for the rest of the book. The objective of this lesson is to explore some possible foreshadowing that happens in this scene, and to discuss some of the possible outcomes.

1) 1) Read aloud with the class the section where the convict promises the repay Pip for the kindness he has shown. Have the students each write a short prediction about what this promise could be foreshadowing. Do you believe this promise will be kept? Why or why not? What evidence is there in the scene to support your belief? Allow some volunteers to read their ideas.

2) Read aloud with the class the section where the soldiers arrive looking for the convict. Split the class into groups, and

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assign each group one of the characters in this scene. Have each group write a prediction about what they think will happen in this book to their assigned character due to this particular foreshadowed event. Make sure each group cites examples from the text to support their ideas.

3) Read aloud with the class the section where Mrs. Joe and her cruelty are described. Discuss this with the class. What do you think will happen to Mrs. Joe? How will her brother and husband respond to her cruel treatment? How would she react to any kind of authority? What are the possible consequences of this reaction on each other? Where will this branch of the plot go?

4) Have the students skim the first few chapters to find some more examples of possible foreshadowing. Write these examples on the board as they are called out. Have the students each choose one of these and write about what they think will happen as a result of this foreshadowing.

5) For Homework: Have the students read the next two chapters.

6) For Homework: Have the students write an essay about the pros and cons of Dickens' extensive use of foreshadowing.

Lesson 3

Objective: Chapter 5 | Chapter 6 Pip breaks the law a number of times in these chapters in an effort to save the convict from the marsh. The objective of this lesson is to discuss some of these instances and to discuss their effects on the convict Pip helps, as well as on his family.

1) 1) Have the students skim through the chapters and identify the laws that Pip breaks (i.e., aiding a convict, stealing, lying to state officials, obstructing justice, etc.) Have the students call them out as you write them on the board. Have the students write about how they would feel if they lived in this kind of environment. Allow a few students to read their work.

2) Read aloud with the class the section where the convict lies to protect Pip. Discuss this with the class. What happens?

Why is the convict doing this? What would you have done? Is Pip correct to allow the convict to lie for him? Why or why not? What do you think Pip should have done in this situation? How do you think this will effect the course of the plot?

3) Read aloud with the class the section that explains why Pip does not tell Joe about his strange experience with the convict in the marsh. Have the students write a personal narrative or inner monologue from Pip's point of view concerning this lie of omission. Make sure the students cite examples from the book to substantiate their ideas. Allow some volunteers to read their work.

4) Split the class into groups and assign each group one of the laws that Pip breaks while helping the convict. Have each group write about how this broken law affects the people included in this scene, and what future effect it could have on the plot. Allow each group to present their information.

5) For Homework: Have the students read the next two chapters.

6) For Homework: Have the students write an essay about their favorite "law breaker" that was discussed during class.

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Lesson 4

Objective: Chapter 7 | Chapter 8 Pip is sent to school, but is not really taught anything. The objective of this lesson is to discuss the importance of education, and to explore the value of objects and education over the basic needs of life.

1) 1) Read aloud with the class Pip's daily routine at school. Discuss this with the class. How does this differ from their own school experiences at that age? On the board, write a rough daily schedule for Pip. Next to this schedule, have the class help write out a rough schedule for their school life at Pip's age. Using this chart and the book as a guide, have the students write a compare/contrast essay about the two schedules.

2) Pip is not able to learn much while he is at school. Discuss this with the class. What kind of effect do you think this will have on his life? What effect would it have had on yours? How important is education to you? What things does Pip miss by being put to work instead of being taught? Have the students write a short description of where Pip's life could be if he were allowed a proper education. How would it differ from the life he is currently leading? Allow some volunteers to read their work.

3) Read aloud with the class the section where Estella mocks Pip for his coarse manners and appearance. Split the class into groups and assign each group one of the characters in these two chapters. Have each group study their character and describe their assigned character's view about education. Make sure they use citations from the book to substantiate their ideas. Allow each group to present their information.

4) For Homework: Have the students read the next two chapters.

Lesson 5

Objective: Chapter 9 | Chapter 10 Pip lies to his sister to save Miss Havisham from embarrassment. The objective of this lesson is to explore the ethics of this decision, and to discuss when it might be appropriate to abandon honesty to serve someone's greater needs.

1) 1) Read aloud with the class the section where Pip lies to his sister about his strange visit to Miss Havisham's house.

Discuss this with the class. Why does he do this? What would Mrs. Joe's reaction have been if Pip had been honest with her? Is this the right thing for him to do? Do you consider this to be dishonest? Why or why not? What would you have done in this situation?

2) We are taught from infancy to always tell the truth and to be honest, yet it seems that there are times when honesty could only hurt someone about whom we care. Pip keeps the truth from his sister because he is trying to spare Miss Havisham's feelings. Have the students write an essay about the differences between Pip's being dishonest and Pip's being ethical. How can these two things be present at the same time? Which one do you think fits this situation with Pip?

Have a few volunteers read their work.

3) Write the definition of "truth" or "honesty" on the board. Write the definition of "compassion" on the board. Below these definitions, write the old Chinese proverb that states, "Truth without compassion is brutality." Have the students write their feelings about this as it relates to Pip and his lie to his sister. Do you agree with the proverb? Are there times when truth and compassion simply cannot coexist? Is this one of them? Why or why not? Have some volunteers read their work.

4) Have the students write a pro/con list about Pip's lie. What are the benefits? What are the possible drawbacks? Allow

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each student to read their list. Write each original item on the board. Discuss this with the class. Which list is longer?

Which list is easier to write? Which list has more substantial items on it?

5) For Homework: Have the students read the next two chapters.

6) For Homework: Have the students expound upon one of their essays from class.

Lesson 6

Objective: Chapter 11 | Chapter 12 Miss Havisham has a number of strange eccentricities. The objective of this lesson is to discuss some of these strange characteristics and explore the reasons or messages behind some of these things may be.

1) 1) Read aloud with the class the section that describes how every clock in Miss Havisham's house is stopped at 20 minutes before 9. Have the students take a few minutes to write down all the possible reasons for this strange quirk.

Allow each student to read their list, and write each new item on the board. Discuss this with the class. Which of these seems the most fitting? Why is that?

2) Read aloud with the class the section where Miss Havisham tells Pip that, when she dies, she wants to be laid out on the table that held her wedding feast. Discuss this with the class. Why would she want this? Why would she be telling Pip this? How could she have had a wedding feast when she was never married? What does this say about her character?

3) Have the students skim through the chapter to find other strange eccentricities described. Write these items on the board as they are called out. Split the class into groups and assign each group one of these items. Have each group write about some possible reasons for, or meaning behind, their assigned eccentricity. Make sure they include examples from the book to substantiate their work. Allow each group to present their information.

4) Have the students choose one of the eccentricities discussed in class and write about what they think the eccentricity could be foreshadowing later in the story. Allow some volunteers to read their predictions.

5) For Homework: Have the students read the next two chapters.

6) For Homework: Have the students create a collage of Miss Havisham and her strange eccentricities. Have them also include an essay describing their artistic choices.

Lesson 7

Objective: Chapter 13 | Chapter 14 Pip is embarrassed by his low social standing due to his lack of education and refinement. The objective of this lesson is to discuss embarrassment and its affect on our lives, and to examine some of the different ways we can react to embarrassing associations.

1) 1) Read aloud with the class the section where Pip feels intense shame about his apprenticeship to Joe. Discuss this with the class. Why is Pip so embarrassed about this? What does he do? How does Estella create these embarrassing feelings in Pip? Do you think he is happy about being embarrassed so often? What does he do about the embarrassment?

What would you do?

2) Read aloud with the class the section where Pip is unable to truly celebrate his indenture to Joe at the Blue Boar with the rest of his family. Split the class into groups. Assign each group one of the characters present in this scene. Have each

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group write about how the character responds to the embarrassing situation of Pip's being indentured to Joe and being turned away from Miss Havisham's house. What coping strategies do they use? What does this say about the character?

Allow each group to present their information.

3) Have the students skim through these chapters to locate events that could provide embarrassment for another character. Write these on the board as they are called out. Have each student choose one of these events and write about what could have been done to avoid (or reconcile) this embarrassing moment. Allow some volunteers to read their work, one for each event if possible.

4) Embarrassment, particularly in social situations, is a major theme in this book. Have the students write about what underlying traits the feelings of embarrassment might indicate. Why would someone be embarrassed? Do secure people get embarrassed? Does someone who embarrasses other people have pride or stupidity? Make sure they use the book to support their ideas. Allow some volunteers to read their work.

5) For Homework: Have the students read the next two chapters.

6) For Homework: Have the students write an illustrated essay about what they think Pip views as his most embarrassing moment.

Lesson 8

Objective: Chapter 15 | Chapter 16 Jealousy is a theme in this book that will be seen a number of times. The objective of this lesson is to discuss the power of jealousy and to analyze how it might guide the future of this plot.

1) 1) Write on the board in large letters the word "jealousy." Have the students each write a list of ten one-word

responses they have to this word. Have each student read their responses, and write each new item on the board. Discuss this with the class. How many items are listed? Are you surprised? Is it more than you expected? Is it less than you expected? What are some common answers? What are some responses that surprise you? How can one term mean so many different things? How do you think this relates to the assigned reading?

2) Read aloud with the class the section where Orlick becomes jealous of the special treatment shown to Pip. Have the students write a personal response from the eyes of either Orlick or Pip concerning each other's place at the forge. What is the character thinking? How long has he been feeling this way? Is he surprised by this outburst? What does he plan to do in response to these envious feelings? Make sure the students cite examples from the book to support their ideas.

Allow some volunteers to read their work, one for each character if possible.

3) Jealousy is ripping apart the friendship between Orlick and Joe. Have the students write about how jealousy is affecting this friendship, and what this change could mean to the future of the story. Allow some volunteers to read their work.

4) It is evident that jealousy is the driving motivation for Orlick who is a great leader among his friends. Have the students split into groups. Have each group predict what they think will occur as a direct result of jealous feelings in this story. Allow each group to present their ideas.

5) For Homework: Have the students read the next two chapters.

6) For Homework: Have the students write about an instance of jealousy exhibited by another character in this book.

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Lesson 9

Objective: Chapter 17 | Chapter 18 Pip shows his unwavering ambitious spirit in these chapters. The objective of this lesson is to discuss the power that ambition can have, and to find some good ways to cultivate ambition in our lives.

1) 1) Write on the board in large letters the word "ambition." Have each student write down, and then read aloud, their definition. Now write the dictionary's definition on the board. Discuss this with the class. How can one word have so many different meanings? Which meanings are surprising? How does the dictionary's definition compare with the students' definitions? Is there something missing? What do we need to add to make it whole? How do you think this applies to the assigned reading?

2) Split the class into groups and assign each group one of the main characters from this book. Have each group compile a list of the ways their assigned character shows ambition. Make sure they cite examples from the text to support their ideas. Allow each group to present their lists.

3) Have the students write a compare/contrast essay about Pip and Joe. How are they similar in their desires? How do they differ in their approaches to reaching their goals? Make sure they cite examples from the text to substantiate their ideas. Allow some volunteers to read their work.

4) Pip's ambitious spirit allows him to succeed where Joe's lack of ambition leads him to a simple and mundane life.

Have the students write about how Joe's life might have been different had he shown some ambition along the way.

Allow some volunteers to read their work.

5) For Homework: Have the students read the next two chapters.

6) For Homework: Have the students write a pro/con list for Pip's ambition. How is it good? How could it possibly be harmful?

Lesson 10

Objective: Chapter 19 | Chapter 20 Self-image and confidence are two themes that are very present in this book. The

Objective: Chapter 19 | Chapter 20 Self-image and confidence are two themes that are very present in this book. The