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
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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.
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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.
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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.
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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:
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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.
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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.
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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.
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
you capture tone/voice
in the dialogue?
Use quiz to discuss text.
Week Two
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: 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
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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: 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
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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
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
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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,
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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.
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
Week Five - Days for this week will be used to transition to the next unit.
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:
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)
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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.”
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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?
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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.
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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.
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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.
An Idaho Core Teacher Program Unit Developed by Brandon Bolyard Unit Title: The Importance of Narrative and Setting in Jane Eyre
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.