PRIDE AND

PREJUDICE
UNIT PLAN
Catherine Seng
Loras College
Edu 339
May 11, 2020
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Pride and Prejudice Unit

Grade: Sophomore Honors English
Teacher: Ms. Seng
Unit Duration: 7 days/ 7 lessons
Introduction:
The purpose of this unit is to familiarize students with the author Jane Austen and her famous work
Pride and Prejudice. Students will read and analyze the novel. From their reading, they will recognize
key themes and their importance to the overall understanding of the novel. Students will participate
in a variety of activities to help prepare them for the final unit exam where they will analyze and
explain key lessons they have learned throughout the unit.
Unit Objectives:
1. Students become familiar with the author, Jane Austen and they will demonstrate ways in
which her works are important and relevant in today’s world.
2. Students will be able to interpret literary terms and techniques and explain how they apply to
the novel.
3. Students will be able to recognize characteristic of the Regency Era in England and describe
what life looked like for those living at this time.
4. Students will be able to explore and analyze different points of view within the novel, Pride
and Prejudice.
5. Students will be able to see the value of understating different perspectives by effectively
using research and technology to put themselves in the character’s shoes during the Regency
Era that Pride and Prejudice is set in.
6. Students will be able to identify the characteristics of feminism and what qualities feminist
writers possess.
7. Students are able to demonstrate a thorough understanding of the lessons learned
throughout this unit and can effectively analyze the relevance of key themes.
Essential Questions:
1. Who is Jane Austen and why is she an important author to study today?
2. How does understanding literary terms and techniques help us to understand the novel on a
deeper level?
3. How does having a visual understanding of the setting/era help to understand the role of
society and class within the novel?
4. How does exploring different points of view help to understand the novel on a deeper level?
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5. How does altering one’s perspective allow for a deeper understanding of the characters in
the novel?
6. What impact have feminist writers had on the literature world?
7. What are the important themes in Pride and Prejudice and how do they influence ones
understanding of the text?
Procedures and Activities:
1. Students will create a 2-3 minute skit that demonstrates the “Austen lesson” from the video
that they are assigned.
2. Students will participate in a station activity that will interact with the terms/techniques from
the novel in different ways.
3. Students are instructed to create a Pinterest board that visually represents the Regency Era.
4. Students will be asked to write a letter from one character to another about a particular event
that has happened in the novel.
5. Students will be asked to create a podcast where they are to take on the role of a selected
character form Pride and Prejudice.
6. Students will be asked to put themselves in the shoes of a female character from Jane
Austen’s Pride and Prejudice by creating a diary entry as that character.
7. Unit Exam
Unit Content:
1. Introduction to Jane Austen
2. Literary Terms and Techniques
3. Society and Class
4. Point of View (1)
5. Point of View (2)
6. Feminist Authors
7. Unit Exam Day
Instructional aids/Resources:
1. Jane Austen’s Pride and Prejudice
2. Smartboard/laptops/iPads
3. Materials for class activities
4. Projector
Evaluation and Assessment:
1. Participation
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a. Completing homework (assigned reading and Relationship Logs)

b. Actively participates in classroom activities
c. Submits all work in timely manner
2. Daily Class work
3. Unit Exam
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1.Introduction to Jane Austen

Lesson Plan
Class: Honors English

Grade Level: Sophomore

Unit: Pride and Prejudice

Teacher: Ms. Seng

Common Core State Standards (CCSS)

Reading Standards for Literature 6-12
 Key Ideas and Details
o Employ the full range of research-based comprehension strategies, including making
connections, determining importance, questioning, visualizing, making inferences,
summarizing, and monitoring for comprehension.

Iowa Core Curriculum-Subject Area Standard(s)

Reading:
 Uses a variety of strategies and skills to comprehend and interpret complex literature.
Speaking
 Considers audience and variables in the speaking situation.
 Produces a coherent message.

21st Century Skill(s)

 Creativity and innovation
o Work creatively with others
 Demonstrate originality and inventiveness in work and understand the real
world limits to adopting new ideas

Essential Question
Who is Jane Austen and why is she an important author to study today?

Objectives
Students become familiar with the author, Jane Austen and they will demonstrate ways in which her
works are important and relevant in today’s world.

Anticipatory Set (15 min)

To begin this unit on Pride and Prejudice, it is important for students to have an understanding
about the author who wrote the novel. This is important to include when beginning any novel
because often times, understanding the author’s life will help to understand their writing. There are
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occasionally hints of where the author’s life experiences bleed into their works – this is particularly
true of Austen.
I will begin class with a Power Point detailing Austens background, her works, important themes,
and why her works are important and relevant today.
file:///C:/Users/cs533967/OneDrive%20-
%20Loras%20College/Documents/Who%20is%20jane%20Austen.pdf
Due to the vast amount of information on the background and importance of Jane Austen and her
works, we will watch a brief video clip that will help students understand the information further.
https://youtu.be/LIYiThAyY8s
Students will be given a worksheet to fill out that will come in handy for today’s activity.

Teaching: Activities (60 min)

As a way of helping students to get into the proper mindset to begin reading Austen’s novel Pride
and Prejudice, they will participate in a group activity that is intended to be fun and light-hearted,
while also giving them an understanding of the style in which Austen wrote.
From the video, there are four lesson that can be learned from Austen’s style of writing. These four
lessons will be what I use to put students into groups. There will be two groups for each lesson (So
8 groups total, with 2-3 students in each).
For this activity, students will create a 2-3 minute skit that demonstrates the Austen lesson that they
are assigned. Their worksheet will entail the way this lesson was taught in one of Austen’s novels,
but it is up to the students to convert this lesson into a more modern context.
Students will be asked to write a brief script that will be turned in to me. This should include what
Austen Lesson they are creating a scene for, the title they give their scene, each student’s role and
lines, and a brief explanation of why this lesson is important in today’s society.
These skits will then be presented to myself and their classmates. At the end of their skit, students
should explain the importance of this lesson.
This activity ties into the objective because students will develop a stronger sense of who Austen is
as a writer. They will also make connections between her novels and today’s world.

Closure
As a closure activity, students will be given a note card. On this note card, students will be asked to
write their favorite lesson from today (other than the one they acted out) and why they feel that this
is an important. This will be handed to me as students leave the classroom.

Independent Practice

Students will be asked to complete the assigned reading for Pride and Prejudice. As a part of their
reading homework, in a composition book, students will create a “Relationship Log.”
This is useful because there are a lot of characters in Pride and Prejudice and it can become
confusing. This Relationship Log will also help students see the ways that the theme of social
hierarchy is present throughout the novel. Students should keep track of romantic relationships as
well as siblings, parents and friends. Encourage student to keep track of the “drama.” This log will
be rather informal, but it will be a part of their assigned reading as a way for me to see that they are
keeping up with the novel. Students will be asked to write an entry each night that pertains to the
assigned reading. They may do this in whatever style they want (free writing, journal entry, webbing,
listing, etc.) but it must be done in their composition book and in the correct order. I will check
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these each day at the beginning of the class and they will also be submitted to me along with their
Final Essay at the end of the unit.

Assessment

The summative assessment for this unit will be a multiple choice/true false test with an
essay at the end. The essay question will be as follows:

Select one key theme we have discussed in this unit: Literary techniques, Society & Class,
Point of View, or Feminist Writing. In 3-4 paragraphs, please explain the importance of this
theme in the novel and how understanding this theme allows for a deeper comprehension of
the novel. Include one quote from the novel that supports where this theme can be seen in
the text.

*The multiple choice/short answer portion of the exam will be closed book. Students will
be asked to complete this portion of the exam first. When they have completed this portion,
they are to raise their hand and I will come by to collect their exam and I will distribute the
essay question. They will then be allowed to take out their book in order to directly quote
evidence from the text.*

This assesses the essential question for this lesson because the lesson focuses on the application of
the themes of Austen’s works to the world we live in today. The objective helps answer the essential
question because it requires that students demonstrate what they have learned about the lessons that
Austen aims to teach through her writing. Ideas from the Power Point will be used in the multiple
choice/true false section of the exam.

Materials

Power Point
file:///C:/Users/cs533967/OneDrive%20-
%20Loras%20College/Documents/Who%20is%20jane%20Austen.pdf
Pride and Prejudice
YouTube Video
Austen’s Lessons Worksheet
Composition Notebook (Homework – Relationship Log)
Notecards

Duration
90 min

Modified from Madeline Hunters Lesson Plan Design

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Austen’s Lessons
1. Let your lover educate you.
EX from Austen’s novel :

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________

2. We shouldn’t stop judging people; but we have to judge each other more
carefully.
Example from Austen’s novel:

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________

3. Take money seriously.

Example from Austen’s novel:

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________

4. Don’t be snobbish.
Example from Austen’s novel:

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________
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2. Literary Terms/Techniques
Lesson Plan
Class: Honors English

Grade Level: Sophomore

Unit: Pride and Prejudice

Teacher: Ms. Seng

Common Core State Standards (CCSS)

Reading Standards for Literature 6-12
 Craft and Structure
o Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create
such effects as mystery, tension, or surprise

Iowa Core Curriculum-Subject Area Standard(s)

Reading
 Uses a variety of strategies to understand unfamiliar vocabulary found in narrative text,
technical reading, and literary text.

21st Century Skill(s)

Collaborate with Others
 Demonstrate ability to work effectively and respectfully with diverse teams

Essential Question
How does understanding literary terms and techniques help us to understand the novel on a deeper
level?

Objectives
Students will be able to interpret literary terms and techniques and explain how they apply to the
novel.

Anticipatory Set (15 min)

As a way of introducing the students to the terms/techniques we will be studying in Pride and
Prejudice, we will begin by doing a notecard activity. Half of the class will be given the
term/technique and the other class will be given a note card with the definition. Students will be
asked to search for the card that matches with the term/technique or definition that they have. Once
the students think they have found their match, they are to raise their hands and I will come by to
check. We will do this several times, each time switching cards.
List of terms/techniques:
Irony, satire, feminist writing, simile, imagery, foil, vex, deign, rapture, surmise, elude
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Teaching: Activities (65 min)

This lesson will be set up in stations to allow the students to interact with the terms/techniques in
different ways. There will be two of each station, so six groups of students total (3-4 students per
group)
Station 1: Presentation: Above target – Explain
As a group, students are to select a passage from Pride and Prejudice and use this passage to create a
brief presentation (Prezi or Power Point). They are to identify and techniques being used and define
any difficult language/vocabulary that is unfamiliar to us today. At the end of their presentation they
should briefly explain why it is important to understand these terms and how understanding them
helps interpret the reading. They are to use these presentations to teach their classmates about the
terms and why they are useful/important. These do not need to be very long, but students must
demonstrate understanding of the content.
Station 2: Literary Techniques: On Target – evaluation
At this station, there will be several different passages from Pride and Prejudice. Students are to read
these over, and identify which literary technique is being applied here. The techniques students will
be looking for are satire, irony, simile, imagery, and foil. They are to work together as a group to
correctly match each technique with the correct passage.
(see passages below)
Station 3: Vocabulary terms: Below Target – match, define
At this station, students will be given a worksheet with common terms used in Pride and Prejudice
that are less commonly used today. Because this novel is from 19th century literature, some of the
vocabulary can be difficult to understand. This vocabulary worksheet will be helpful for students as
they interpret the literature.
(see worksheet below)

Closure
As a closure activity, students will be given a note card. This will be a 3, 2, 1 closure activity.
Students will write 3 things they learned today, 2 reasons terms/techniques are important, and 1
question they may have about the reading so far

Independent Practice

Students are to complete the assigned reading in Pride and Prejudice as well as keep up with their
Relationship Logs.

Assessment

The summative assessment for this unit will be a multiple choice/true false test with an
essay at the end. The essay question will be as follows:

Select one key theme we have discussed in this unit: Literary techniques, Society & Class,
Point of View, or Feminist Writing. In 3-4 paragraphs, please explain the importance of this
theme in the novel and how understanding this theme allows for a deeper comprehension of
the novel. Include one quote from the novel that supports where this theme can be seen in
the text.
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*The multiple choice/short answer portion of the exam will be closed book. Students will
be asked to complete this portion of the exam first. When they have completed this portion,
they are to raise their hand and I will come by to collect their exam and I will distribute the
essay question. They will then be allowed to take out their book in order to directly quote
evidence from the text.*

By answering the essential question for today’s lesson, students will better understand Pride and
Prejudice because they will be able to identify important techniques as well as understand the
terms/vocabulary used in the novel that are crucial to understanding it. The objective answers the
essential question because it requires students to be able to interpret and explain the language and
techniques of the novel.

Materials

Pride and Prejudice

Notecards

Worksheets

Duration
90 min

Modified from Madeline Hunters Lesson Plan Design

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Literary Techniques Passages

“It is a truth universally acknowledged that a single man in possession of a good fortune, must be in
want of a wife” (Austen 1)
 Irony

“With weary ankles, dirty stocking, and a face glowing with the warmth of exercise. She was shewn
into the breakfast parlour, where all but Jane we assembled, and where her appearance created a
great deal of surprise.” (Austen 21)
 Satire

“Your profusion makes me saving; and if you lament over him much longer, my heart will be as light
as a feather.” (Austen 152)
 Simile

“Smiles decked the face of Mrs. Bennett, as the carriage drove up to the door; her husband looked
inpenetrably grave; her daughters, alarmed, anxious, and uneasy.” (Austen 210)
 Imagery

“Bingley was sure of being liked wherever he appeared, Darcy was continually giving offense.”
(Austen 10)
 Foil

*This is just a sheet of the correct answers for the teacher. For the activity, the quotes and
terms will be cut up and placed at a table for students identify which term goes with which
passage.*
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Literary Vocabulary
Word Bank:
a. vex i. surmise
b. haughty j. mortified
c. impertinent k. elude
d. deign l. affectation
e. commendation m. provoke
f. entreaty n. engrossed
g. rapture o. dispose
h. render p. countenance

Definitions:
1. make receptive or willing towards an action or attitude
2. disturb, especially by minor irritations
3. do something that one considers to be below one's dignity
4. a state of being carried away by overwhelming emotion
5. infer from incomplete evidence
6. escape, either physically or mentally
7. the appearance conveyed by a person's face
8. a deliberate pretense or exaggerated display
9. make receptive or willing towards an action or attitude
10. having or showing arrogant superiority
11. a message expressing a favorable opinion
12. cause to become
13. made to feel uncomfortable because of shame or wounded pride
14. improperly forward or bold
15. provide the needed stimulus for
16. earnest or urgent request
17. giving or marked by complete attention to
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3.Society and Class

Lesson Plan
Class: Honors English

Grade Level: Sophomore

Unit: Pride and Prejudice

Teacher: Ms. Seng

Common Core State Standards (CCSS)

Reading Standards for Literature 6-12
Key Ideas and Details
 Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text

Iowa Core Curriculum-Subject Area Standard(s)

Writing
 Engages in the information literacy process: accesses, evaluates, and communicates
information and ideas.
 Incorporates technology as a tool to enhance writing.
Viewing
 Analyzes the effects of visual media on society and culture.
 Uses a range of strategies to interpret visual media.

21st Century Skill(s)

Media Literacy
Create Media Products
 Understand and utilize the most appropriate media creation tools, characteristics and
conventions
ICT Literacy
Apply Technology Effectively
 Use technology as a tool to research, organize, evaluate and communicate information

Essential Question
How does having a visual understanding of the setting/era help to understand the role of society
and class within the novel?

Objectives
Students will be able to recognize characteristic of the Regency Era in England and describe what
life looked like for those living at this time.
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Anticipatory Set (20 min)

This lesson is focused heavily on society and class and the role they play within the novel Pride and
Prejudice. These elements can of course be picked up on in the reading, however, I feel that it is
beneficial to visually see what the world looked like at the time of the novel in order to understand
the classes.
At this time in England, an industrial revolution was taking place, allowing more access to material
goods to the middle class. This could range from fabrics to kitchenware.
Austen has a particular style of writing that does not lend itself to very much physical description –
that means attire, interior design, exterior architecture, landscapes, etc. So, in order for students to
get a better “picture in their head” about what life looks like in the novel, we will begin class by
watching a 15 minute clip of Pride and Prejudice
At this time in England, an industrial revolution was taking place, allowing more access to material
goods to the middle class. This could range from fabrics to kitchenware.
https://www.youtube.com/watch?v=LjmjaFjHT2M
*only a portion of this video will be used for time’s sake*

After watching this clip, we will have a class discussion answering the following questions:
-What are some physical elements that help you to see someone’s class ranking?
-Describe the places these characters live in/where they socialize
-Who appears to have the highest class ranking, and what makes you think so?
- What does it seem that Austen is suggestion about marrying for money?
-Does she endorse it?

Teaching: Activities (60 min)

Today’s lesson will focus on creating a visual representation of the world in which the characters of
Pride and Prejudice lived in. This will help students see the vital role that money, and status plays in
the novel.
For this activity students will be paired up. With their partner, students are to research what life in
Regency England looked like. Regency England is the period from 1800-1820 when King George
was deemed mentally ill and unfit to serve as king. This time included a rising middle class, a rising
consumer culture and a move from agrarian economy to an industrial one. This created a lot of
social instability.
They are to gather factual information as well as images from this time period. Together they will
write up a brief report on their findings.
Next, students are instructed to create a Pinterest board that visually represents this time period.
This should include furniture, clothing, dining sets, lighting, home décor, transportation means, etc.
Essentially, this board should be an accurate depiction of the setting for Pride and Prejudice.
When completed, students are to send me a document that has their written report on the Regency
Era as well as a link to their Pinterest Board.

Closure (10 min)

For a closure activity, students will be asked to leave their computers open to their Pinterest board.
Students will be free to roam around the room to view their classmates work. On a notecard,
students are to write what they feel is the biggest difference between what the world looked like
during the Regency Era compared to what the world looks like today.
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Independent Practice

Students are to complete the assigned reading in Pride and Prejudice as well as keep up with their
Relationship Logs.

Assessment

The summative assessment for this unit will be a multiple choice/true false test with an
essay at the end. The essay question will be as follows:

Select one key theme we have discussed in this unit: Literary techniques, Society & Class,
Point of View, or Feminist Writing. In 3-4 paragraphs, please explain the importance of this
theme in the novel and how understanding this theme allows for a deeper comprehension of
the novel. Include one quote from the novel that supports where this theme can be seen in
the text.

*The multiple choice/short answer portion of the exam will be closed book. Students will
be asked to complete this portion of the exam first. When they have completed this portion,
they are to raise their hand and I will come by to collect their exam and I will distribute the
essay question. They will then be allowed to take out their book in order to directly quote
evidence from the text.*

This assesses the essential question because it asks students to draw conclusion from the lesson for
today in regards to the importance of social class. The objective helps to answer the essential
question because it requires students to research and summarize their findings about the Regency
Era – the era in which Pride and Prejudice is set.

Materials
Pride and Prejudice
YouTube link (anticipatory set)
Student Laptops
Notecard

Duration
90 Min

Modified from Madeline Hunters Lesson Plan Design

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4. Point of View
Lesson Plan
Class: Honors English

Grade Level: Sophomore

Unit: Pride and Prejudice

Teacher: Ms. Seng This Photo by Unknown Author

is licensed under CC BY-NC
Common Core State Standards (CCSS)
Reading Standards for Literature 9-10
Craft and Structure
 Analyze a particular point of view or cultural experience reflected in a work of literature
from outside the United States, drawing on a wide reading of world literature. (RL.9-
10.6.)

Iowa Core Curriculum-Subject Area Standard(s)

Reading
 Uses a variety of strategies and skills to comprehend and interpret complex literature
Writing
 Uses knowledge of purpose, audience, format, and medium in developing written
communication.

21st Century Skill(s)

Creativity and Innovation
Think Creatively
o Use a wide range of idea creation techniques (such as brainstorming)  Create
new and worthwhile ideas (both incremental and radical concepts)

Essential Question:
How does exploring different points of view help to understand the novel on a deeper level?

Objective:
Students will be able to explore and analyze different points of view within the novel, Pride and
Prejudice.

Anticipatory Set (20 min): As a class, we will discuss particular dramatic scenes from Pride and
Prejudice (that I have pre-selected). On the board, we will write out the characters involved in the
scene, along with a brief description of the events that took place. Next, students will be asked to
stand on a line and they will be asked a question pertaining to the text. For example, “Mr. Bingley,
Mr. Darcy, and Elizabeth discuss the merits of changing your mind because a friend persuades you
to. If you agree with Mr. Bingley’s opinion step forward, if you agree with Mr. Darcy’s opinion
 S e n g | 17

remain on the line, and if you agree with Elizabeth’s opinion, step backward.” This will be repeated
with several additional scenes. This allows students to connect with the text on a more personal
level, as well as engage with other students about how they feel about the characters.
To connect this anticipatory set to the activity we will discuss how understanding each character’s
point of view allows students to understand and enjoy the novel on a deeper level.
https://lorasedu-
my.sharepoint.com/personal/cs533967_loras_edu/Documents/Documents/Point%20of%20View
%20PP.pdf

Teaching Activity (60 min):

Students will be asked to write a letter from one character to another about a particular event that
has happened in the novel. It is important to consider and include the emotions of the character
they are writing as. The letter should mainly be about their reactions to events and how they were
affected by them. This letter is to be written in the style and language of Jane Austen. When finished
writing, students are encouraged to share their letter with the class if they feel comfortable.
Next, students will be put into groups of 2 or 3. They will select one of their letters to be converted
from the style and language of Jane Austen into the modern style and language we use today in a
text message conversation. Each group will be given a poster board and markers to create a poster
of this text message conversation. This activity is intended to be fun, so students are encouraged to
use shorthand, emojis, etc. These posters will be hung around the classroom when completed, and
kept up throughout the unit. This activity is another way of helping students relate to a text that
initially can seem very intimidating because of the dated language that is used. Additionally, students
will naturally form opinions about characters within the novel which will help understand the text.

Closure (10 min): At the end of class, students will be asked to pick a character that they connect
with the most. We will do a simple “raise your hand if you connect most with Elizabeth” exercise
and we will keep a tally on the board of how many votes each character got.

Independent practice:

Students are to complete the assigned reading in Pride and Prejudice as well as keep up with their
Relationship Logs.

Assessment:

The summative assessment for this unit will be a multiple choice/true false test with an
essay at the end. The essay question will be as follows:

Select one key theme we have discussed in this unit: Literary techniques, Society & Class,
Point of View, or Feminist Writing. In 3-4 paragraphs, please explain the importance of this
theme in the novel and how understanding this theme allows for a deeper comprehension of
the novel. Include one quote from the novel that supports where this theme can be seen in
the text.

*The multiple choice/short answer portion of the exam will be closed book. Students will
be asked to complete this portion of the exam first. When they have completed this portion,
they are to raise their hand and I will come by to collect their exam and I will distribute the
 S e n g | 18

essay question. They will then be allowed to take out their book in order to directly quote
evidence from the text.*

Materials:
Pride and Prejudice
Notebook paper
Poster board
Markers

Duration: 90 min

Modified from Madeline Hunters Lesson Plan Design

 S e n g | 19

5.Point of View Cont.

Lesson Plan
Class: Honors English

Grade Level: Sophomore

Unit: Pride and Prejudice

Teacher: Ms. Seng

Common Core State Standards (CCSS)

Speaking and Listening Standards 6-12
Comprehension and Collaboration
 Initiate and participate effectively in a range of collaborative discussions (one on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
o Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
Iowa Core Curriculum-Subject Area Standard(s)
Work Creatively with Others
 Demonstrate originality and inventiveness in work and understand the real world limits to
adopting new ideas
 View failure as an opportunity to learn; understand that creativity and innovation is a long-
term, cyclical process of small successes and frequent mistakes
Global Awareness
 Learning from and working collaboratively with individuals representing diverse cultures,
religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and
community contexts

21st Century Skill(s)

Writing
 Incorporates technology as a tool to enhance writing.
Viewing
 Understands how literary forms can be represented in visual narratives.

Essential Question
How does altering one’s perspective allow for a deeper understanding of the characters in the novel?
 S e n g | 20

Objectives
Students will be able to see the value of understating different perspectives by effectively using
research and technology to put themselves in the character’s shoes during the Regency Era that
Pride and Prejudice is set in.

Anticipatory Set (15 min)

We will begin class by looking at several different images from the Regency Era. These pictures will
include ones of landscape, particular individuals, city life, etc. Students will be asked an array of
questions including:
“Describe the individuals”
“What does their clothes say about them?”
“Where do they live?”
“What is their social ranking?”
“What do you notice about this space?”
The purpose for this anticipatory set is to prepare the students to put themselves into the shoes of a
Jane Austen Character living in this time period. This will be important for the students as they
begin the activity for the day. Additionally, providing images is useful and effective for students who
are more visual learners.
https://lorasedu-
my.sharepoint.com/personal/cs533967_loras_edu/Documents/Documents/The%20Regency%20
Era.pdf

Teaching: Activities (65 min)

For today’s activity, students will be asked to create a podcast where they are to take on the role of a
selected character form Pride and Prejudice.
Students will be in groups of 2-3. They will be asked to address particular topics such as: What is
currently going on in the world they live in, describe the setting in which they live, address their own
social status as well as others, address the importance of being wealthy, etc. Students should be
thorough and detailed in their explanations. Information should be accurate and relevant to the
novel. Given that each student in the group will be a different character, they should engage in
dialogue that is true to the character from the book.
Students should begin by researching and gathering information about the world that their
characters are living in. They should individually research and come together as a group to share
their findings. Next, a script should be written. Students will be required to turn in a hand written or
printed script to me as part of their final product. Finally, students will record their podcast using
Audible.
These podcasts will be submitted to me. I will create a word document that contains each group’s
podcast. This document will be emailed to all the students so that they can listen to their classmates
work.

Closure (10 min)

As a form of closure, students will be asked to take out a sheet of notebook paper. On this, students
should answer the following question: If you were in the novel Pride and Prejudice, would you be
friends with the character you represented in your podcast? Why or why not?

Students should write 3-4 sentences and will hand me their responses as they leave class.
 S e n g | 21

Independent Practice

Students are to complete the assigned reading in Pride and Prejudice as well as keep up with their
Relationship Logs.

Assessment

The summative assessment for this unit will be a multiple choice/true false test with an
essay at the end. The essay question will be as follows:

Select one key theme we have discussed in this unit: Literary techniques, Society & Class,
Point of View, or Feminist Writing. In 3-4 paragraphs, please explain the importance of this
theme in the novel and how understanding this theme allows for a deeper comprehension of
the novel. Include one quote from the novel that supports where this theme can be seen in
the text.

*The multiple choice/short answer portion of the exam will be closed book. Students will
be asked to complete this portion of the exam first. When they have completed this portion,
they are to raise their hand and I will come by to collect their exam and I will distribute the
essay question. They will then be allowed to take out their book in order to directly quote
evidence from the text.*

Students will see the value in shifting ones perspective in order to gain understanding. Students will
also develop their 21st century skills as they use technology to gather research and record their
podcasts. The information learned today will be helpful for the essay portion of the test. This lesson
will help students to have a better understating of the complex characters in the novel.

Materials
Pride and Prejudice
Power Point
Laptop with microphone
Audible.com
Notebook paper

Duration
90 min

Modified from Madeline Hunters Lesson Plan Design

 S e n g | 22

6. Feminist Authors
Lesson Plan
Class: Honors English

Grade Level: Sophomore

Unit: Pride and Prejudice

Teacher: Ms. Seng

Common Core State Standards (CCSS)

Writing Standards for Literature 9-10
Production and Distribution of Writing
 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (W.9-10.4)

Iowa Core Curriculum-Subject Area Standard(s)

Writing
 Uses writing as a tool for learning
Speaking
 Participates appropriately in one-on-one situations and group settings.
 Recognizes the role of evaluation in oral communication.

21st Century Skill(s)

Creativity and Innovation
 Be open and responsive to new and diverse perspectives; incorporate group input and
feedback into the work

Essential Question:
What impact have feminist writers had on the literature world?

Objectives:
Students will be able to identify the characteristics of feminism and what qualities feminist writers
possess.

Anticipatory Set (20 min):

To an understanding of what the students understand about the topic of feminism, I will have them
take out a sheet of paper and write a list of characteristics/qualities that they believe feminist authors
possess. Students will be asked to share a few examples, which will be written on the board.
We will begin class with a brief presentation over famous feminist writers across history. This
presentation will begin with an overall description of the main characteristic of feminist writes. It
will then show prominent female figures, both from the past and the present, with a brief quote
from their writing. Students will be asked to identify what feminist qualities can be found within the
 S e n g | 23

quote. Lastly, we will identify the qualities that Jane Austen possesses that qualify her as a feminist
author.
As we go through the presentation, we will draw connections to the student’s words written on the
board about what they believe a feminist author is and how these ideas were reinforced or possibly
shifted.
https://lorasedu-
my.sharepoint.com/personal/cs533967_loras_edu/Documents/Documents/Prominent%20Femi
nist%20Authors%20PP.pdf

Teaching: Activities (60 Min):

Students will be asked to put themselves in the shoes of characters from Jane Austen’s Pride and
Prejudice. They will select a female character and create a diary entry from that woman’s perspective.
Students should consider the following questions when creating their diary entries: How is she
struggling to fit into the society she lives in? Is she happy with her life? Does she have personal goals
or dream? Does she want more for herself than just marriage?
This should be a hand written letter of about 1-2 pages in length.
After students complete their diary entry, they will be put into groups of 2-3 to share and discuss
what they have written. Then we will discuss as a class common sentiment that the diary entries
contain. I will let students know that each group will be asked to share with the class with their
group discussed. This discussion is beneficial to students because it will open the floor for
discussion about topics, such as feminism, that are relevant and important today.

Closure (10 min):

As a closure activity, students will be asked to create a slogan that collectively demonstrates values of
feminist authors. Students will write their slogan down on a notecard and submit them to me as they
leave class.

Independent Practice:

Students are to complete the assigned reading in Pride and Prejudice as well as keep up with their
Relationship Logs.

Assessment:

The summative assessment for this unit will be a multiple choice/true false test with an
essay at the end. The essay question will be as follows:

Select one key theme we have discussed in this unit: Literary techniques, Society & Class,
Point of View, or Feminist Writing. In 3-4 paragraphs, please explain the importance of this
theme in the novel and how understanding this theme allows for a deeper comprehension of
the novel. Include one quote from the novel that supports where this theme can be seen in
the text.

*The multiple choice/short answer portion of the exam will be closed book. Students will
be asked to complete this portion of the exam first. When they have completed this portion,
they are to raise their hand and I will come by to collect their exam and I will distribute the
 S e n g | 24

essay question. They will then be allowed to take out their book in order to directly quote
evidence from the text.*

After this lesson, students will understand qualities of feminist writing, how their writing is
impactful, and where it can be seen today. This lesson will prepare students for the essay portion of
the exam if they select this theme to discuss. Elements of feminist literature will also be incorporated
in the multiple choice/true false sections.

Materials:
Pride and Prejudice
Power Point (used during Anticipatory Set)
Scratch paper
Writing utensils

Duration: 90 min

Modified from Madeline Hunters Lesson Plan Design

 S e n g | 25

7.Unit Exam
Class: Honors English

Grade Level: Sophomore

Unit: Pride and Prejudice

Teacher: Ms. Seng

Common Core State Standards (CCSS)
Writing Standards 6-12
 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
o Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence

Iowa Core Curriculum-Subject Area Standard(s)

Writing
 Engages in the information literacy process: accesses, evaluates, and communicates
information and ideas.
 Is able to write on demand.

21st Century Skill(s)

 Critical Thinking and Problem Solving
o Using Systems Thinking
 Analyze how parts of a whole interact with each other to produce overall
outcomes in complex systems

Essential Question:
What are the important themes in Pride and Prejudice and how do they influence ones
understanding of the text?
Objective:
Students are able to demonstrate a thorough understanding of the lessons learned throughout this
unit and can effectively analyze the relevance of key themes.
Activity/Assessment: (students will have full 90 min for exam)
Exam *attached below*
Closure:
When students are done with their exam, they are to read a book of their choice and remain silent.
No Phones.
 S e n g | 26

Pride and Prejudice Unit Exam

Name: ______________________________________________________
Date: ___________ Class Period: _________________

Multiple Choice (2 pts each)

1. Where did Jane Austen receive her education?
a. She educated herself
b. She went to America
c. In her home and at boarding school
d. At her local church
2. What year was Pride and Prejudice published?
a. 1801
b. 1813
c. 1850
d. 1899
3. ___________ is defined as: to disturb, especially by minor irritations
a. Render
b. Elude
c. Surmise
d. Vex
4. __________ is defined as: infer from incomplete evidence
a. Surmise
b. Engross
c. Dispose
d. Render
5. ___________ is defined as: the appearance conveyed by a person's face
a. Mortified
b. Affectation
c. Countenance
d. Commendation
 S e n g | 27

6. ____________ is defined as: make receptive or willing towards an action or attitude

a. Engross
b. Dispose
c. Deign
d. Elude
7. What era is Pride and Prejudice set in?
a. Edwardian
b. Renaissance
c. Regency
d. Discovery
8. What was of most importance to women in this novel?
a. Marriage
b. Career
c. Education
d. Hobbies
9. Who does Elizabeth Bennett marry at the end of the novel?
a. Mr. Bingley
b. Mr. Collins
c. Mr. Darcy
d. Mr. Wickham
10. What is the goal of feminist writing?
a. Challenge gender norms
b. Advocate for change
c. Express injustice
d. All of the above
 S e n g | 28

Short Answer (10 pts each)

1. “It is a truth universally acknowledged that a single man in possession of a good fortune,
must be in want of a wife” (Austen 1)
What literary theme is being used here and why is it important to the novel?
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2. Why is marriage so important to the characters of Pride and Prejudice?
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3. What qualifies Jane Austen as a feminist author?
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4. Describe what the Austen Lesson “let your lover educate you” means in the context of this
novel.
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You’re doing great! Once you have finished this portion of the exam, raise your hand and I will come
pick it up. I will then hand you the essay portion of the exam. This is open book. Use extra notebook
paper if necessary.
 S e n g | 29

Pride and Prejudice Essay

Select one key theme we have discussed in this unit: Literary techniques, Society & Class, Point of
View, or Feminist Writing. In 3-4 paragraphs, please explain the importance of this theme in the
novel and how understanding this theme allows for a deeper comprehension of the novel. Include
one quote from the novel that supports where this theme can be seen in the text.
If you run out of space, please continue onto notebook paper and staple them together. 
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