Women writers in the Victorian times
prof. Dario Cigliola 18/03/'25
Start
Overwiew
6. Materials
1. Context
2. Class
7. Teaching strategies and activities
3. Global Aims
8. Inclusion strategies
9. Lesson steges
4. Specific Aims
10. Assessment
5. Pre-requisites
Context
School: It is scientific high school with recognised musical studies, where students are very diligent and attentive to their studies, but also very involved in the afternoon musical rehearsals. Area: North of Italy, Parma Cultural background: The majority of them are into music and reading. The cultural level is good and the families are very involved with the school and the subjects covered.
+ info
Class
- 18 Students: 10 girls and 8 boys
- Mixed ability class: from B1 to B2+ (CEFR level)
- SEN students: 1 student with Auditory Processing Disorder
+ info
- Time of the year: First term
TIMING: 5 hours
ENVIRONMENTS: Classroom
+ nfo
Global Aims - Lifelong Skills
Key Competences for Longlife learning 2018 (involved 6 out of 8)
Literacy
Digital Competences
Citizenship
Multilingual Competences
Learning to learn
Cultural awareness
Common European Framework of Reference for Languages (CEFR)
- Reading comprehension: can scan quickly through long and complex texts, locating relevant details.
- Oral production: Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Can formulate follow-up questions to a member of a group to clarify an issue that is implicit or poorly articulated.
- Written production: Can produce an essay or report which develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail.
Can give clear, detailed descriptions on a variety of subjects related to their field of interest.
- Can give a review of a film, book or play.
Specific Aims
Knowledge
Competences
By the end of the lesson students will know: The plot of Jane Eyre, Wuthering Heights and Goblin Market. Life condition of women in the Victorian times
Students can apply knoledge and skills in a project based plan
Skills
By the end of the lesson students will know: How to analyze a poem Speak and debate about the topic Practice listening and writing skills
Pre-requisites
Being capable of analyzing a poem Being capable of recognise the main figures of speech Being capable of using the digital tools involved in the lessons
Being familiar with the historical context of the Victorian Age
Being familiar with the genre of Victorian novel and poetry
Being familiar with the concept of first-person narrator
.......
Tools and materials
- IWB
- Sudent Digital Devices (BYOD)
- Wordcloud
- Padlet
- Kahoot
- Youtube videos
- Dictinary.com
- Newspaper and magazines
- Paper and scissors
Methodologies and approaches
The ability to identify connections between fields, ideas, and concepts.
ESA
Engage, Study, Activate
Social costructivism
Learner centred
Jigsaw
Think Pair
Connectivism
Inductive Learning
Learner as active social agent
Debate
Cooperative work
Inclusion Strategies
For the student with auditory processing disorder, the teacher will:
- Read carefully the PEI
- Collaborate with the support teacher
- Use visual aids
- Use strategic seating in order to stay close to the student
- Providing subtitles for the video
- Use a microphone if needed
Lesson stages - Day 1 (1 hour E.S.A.) Jane Eyre by Charlotte Brontë
Review of pre-requisite(10 MIN)
Engage 5 MIN
Study/Activate 35 MIN
Wrap Up 5 MIN
Warm-up 5 MIN
Reflection on the role of women in the Victorian times -Brainstorming on Wordcloud/Padlet
Jigsaw: Reconstructing the story of Jane Eyre
Video of British Library: Jane Eyre and the role of women
Students' feedback
Kahoot for a quick review of pre-requisite
T: Guide/ Facilitator
T: Resumer
T: Presenter
T: Facilitator
T: Facilitator
Jigsaw: "Reconstructing the Story of Jane Eyre"
Objective: Understand the plot of Jane Eyre through collaborative reading and synthesis. 1) The class is divided into 5 groups by the teacher who provides each group with a handout containing a section of the novel's plot (5 MIN) 2) Reading and Synthesis (10 MIN)
- Group members read their assigned section together and discuss its key points.
- They create a brief summary (5-6 sentences) and identify 3 key words along with one question to ask the other groups about their part of the story.
3) Sharing and Reconstruction (10 MIN) 4) Final discussion (10MIN):
- Which part of the story impacted you the most?
- What challenges did Jane face and how did she overcome them?
- In what ways does this story reflect the condition of women in the Victorian era?
End of day 1: Homework
"Conduct a research on the first-person narrative technique in Jane Eyre." Then answer the following qustions:
- Why does the author choose the first-person narrator?
- What's the difference between Jane narrator and Jane caracter?
- What is the effect of the adult narrator's voice on the narration?
- How does the perception of Rochester change through Jane’s eyes?
- "Are there moments when the narration seems less reliable? Why?
Lesson stages - Day 2 (1 hour E.S.A.) Wuthering Heights by Emily Brontë
Engage 10 MIN
Warm-up 5 MIN
Wrap Up 5 MIN
Study/Activate 40 MIN
Students' feedback
Homework check and explanation of SRM
Station Rotation Model and list of words related
Video of British Library: Bronte sisters childhood
T: Guide/ Facilitator
T: Presenter
T: Guide
T: Resumer
Day 2 - Station Rotation Model
Station 1
Station 2
Station 3
Station 4
At this station a group of student watch a video about the use of violence and the characters in Wuthering Heights
At this station students make a list of words they think are related to this novel on Wordcould/Padlet
At this station a group of student read the plot of the novel
At this station a group of student watch a video about the use of fantasy and realism in Wuthering Heights
Lesson stages - Day 3 (1 hour E.S.A.) Goblin Market by Christina Rossetti
Engage/Study 15 MIN
Warm-up 5 MIN
Wrap Up 5 MIN
Activate 35 MIN
Analysis of an excerpt from the text and of the plot
Students' feedback
Exagonal Thinking
Buy a wish
T: Guide/ Facilitator
T: Presenter
T: Facilitator
T: Resumer
Day 3: Exagonal Thinking
After a first brainstorming on the metaphores and symbols of the poem, the students collect their ideas on WORDCLOU/PADLET. In group of 3/4 students and using the words and ideas collected in the 3 lessons they create an exagonal thinking.
Homework
The students will develop one of the following themes:
- Education and Work → Jane Eyre and Women's Opportunities Today.
- Marriage and Independence → Catherine in Wuthering Heights and the Freedom of Choice Today.
- Sexuality and Reputation → Goblin Market and the Concepts of Purity and Transgression.
Material: books, handouts, internet, newspaper and magazine.
Lesson stages - Day 4 (1 hour E.S.A.) Final assignment
Project launch 55 MIN
KWL chart
Teacher introduces the project objective and expectations, including the final goal "debate comparing the Victorian women's condition with today's
Students' feedback
T: Resumer
T: Guide
10
Assessment
Summative assessment
Teacher self assessment
Formative assessment
Oral and written production will be valuated by the teacher with the grid included in the PTOF
Continuous observation
on Inclusion on motivation By Google form
Immediate feedback, for both teacher and students
KWL chart
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With Genially templates, you can include visual resources to leave your audience speechless. You can also emphasize a specific phrase or fact that will be etched in the memory of your audience, and even embed external content that surprises: videos, photos, audios... Whatever you want!
Did you know that Genially allows you to share your creation directly, without the need for downloads? Ready for your audience to view it on any device and spread it anywhere.
Do you have an idea?
With Genially templates, you can include visual resources to leave your audience amazed. You can also highlight a phrase or specific piece of information that will be etched into your audience's memory, and even embed external content that will surprise them: videos, photos, audios... Whatever you want!
Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also emphasize a specific phrase or fact that will be etched in the memory of your audience, and even embed external content that surprises: videos, photos, audios... Whatever you want!
Wrap Up
The teacher provides the students with a form to share their thoughts or suggestions
Wrap Up
The teacher provides the students with a form to share their thoughts or suggestions
Wrap Up
The teacher provides the students with a form to share their thoughts or suggestions
If you could buy a wish in a magical market, what would it be?
Formative assessment
The teacher provides the students with a KWL chart as a final assessment
Women writers in the Victorian times
Dario Cigliola
Created on February 22, 2025
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Transcript
Women writers in the Victorian times
prof. Dario Cigliola 18/03/'25
Start
Overwiew
6. Materials
1. Context
2. Class
7. Teaching strategies and activities
3. Global Aims
8. Inclusion strategies
9. Lesson steges
4. Specific Aims
10. Assessment
5. Pre-requisites
Context
School: It is scientific high school with recognised musical studies, where students are very diligent and attentive to their studies, but also very involved in the afternoon musical rehearsals. Area: North of Italy, Parma Cultural background: The majority of them are into music and reading. The cultural level is good and the families are very involved with the school and the subjects covered.
+ info
Class
+ info
TIMING: 5 hours
ENVIRONMENTS: Classroom
+ nfo
Global Aims - Lifelong Skills
Key Competences for Longlife learning 2018 (involved 6 out of 8)
Literacy
Digital Competences
Citizenship
Multilingual Competences
Learning to learn
Cultural awareness
Common European Framework of Reference for Languages (CEFR)
- Reading comprehension: can scan quickly through long and complex texts, locating relevant details.
- Oral production: Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Can formulate follow-up questions to a member of a group to clarify an issue that is implicit or poorly articulated.- Written production: Can produce an essay or report which develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail.
Can give clear, detailed descriptions on a variety of subjects related to their field of interest.Specific Aims
Knowledge
Competences
By the end of the lesson students will know: The plot of Jane Eyre, Wuthering Heights and Goblin Market. Life condition of women in the Victorian times
Students can apply knoledge and skills in a project based plan
Skills
By the end of the lesson students will know: How to analyze a poem Speak and debate about the topic Practice listening and writing skills
Pre-requisites
Being capable of analyzing a poem Being capable of recognise the main figures of speech Being capable of using the digital tools involved in the lessons
Being familiar with the historical context of the Victorian Age
Being familiar with the genre of Victorian novel and poetry
Being familiar with the concept of first-person narrator
.......
Tools and materials
Methodologies and approaches
The ability to identify connections between fields, ideas, and concepts.
ESA
Engage, Study, Activate
Social costructivism
Learner centred
Jigsaw
Think Pair
Connectivism
Inductive Learning
Learner as active social agent
Debate
Cooperative work
Inclusion Strategies
For the student with auditory processing disorder, the teacher will:
Lesson stages - Day 1 (1 hour E.S.A.) Jane Eyre by Charlotte Brontë
Review of pre-requisite(10 MIN)
Engage 5 MIN
Study/Activate 35 MIN
Wrap Up 5 MIN
Warm-up 5 MIN
Reflection on the role of women in the Victorian times -Brainstorming on Wordcloud/Padlet
Jigsaw: Reconstructing the story of Jane Eyre
Video of British Library: Jane Eyre and the role of women
Students' feedback
Kahoot for a quick review of pre-requisite
T: Guide/ Facilitator
T: Resumer
T: Presenter
T: Facilitator
T: Facilitator
Jigsaw: "Reconstructing the Story of Jane Eyre"
Objective: Understand the plot of Jane Eyre through collaborative reading and synthesis. 1) The class is divided into 5 groups by the teacher who provides each group with a handout containing a section of the novel's plot (5 MIN) 2) Reading and Synthesis (10 MIN)
- Group members read their assigned section together and discuss its key points.
- They create a brief summary (5-6 sentences) and identify 3 key words along with one question to ask the other groups about their part of the story.
3) Sharing and Reconstruction (10 MIN) 4) Final discussion (10MIN):End of day 1: Homework
"Conduct a research on the first-person narrative technique in Jane Eyre." Then answer the following qustions:
Lesson stages - Day 2 (1 hour E.S.A.) Wuthering Heights by Emily Brontë
Engage 10 MIN
Warm-up 5 MIN
Wrap Up 5 MIN
Study/Activate 40 MIN
Students' feedback
Homework check and explanation of SRM
Station Rotation Model and list of words related
Video of British Library: Bronte sisters childhood
T: Guide/ Facilitator
T: Presenter
T: Guide
T: Resumer
Day 2 - Station Rotation Model
Station 1
Station 2
Station 3
Station 4
At this station a group of student watch a video about the use of violence and the characters in Wuthering Heights
At this station students make a list of words they think are related to this novel on Wordcould/Padlet
At this station a group of student read the plot of the novel
At this station a group of student watch a video about the use of fantasy and realism in Wuthering Heights
Lesson stages - Day 3 (1 hour E.S.A.) Goblin Market by Christina Rossetti
Engage/Study 15 MIN
Warm-up 5 MIN
Wrap Up 5 MIN
Activate 35 MIN
Analysis of an excerpt from the text and of the plot
Students' feedback
Exagonal Thinking
Buy a wish
T: Guide/ Facilitator
T: Presenter
T: Facilitator
T: Resumer
Day 3: Exagonal Thinking
After a first brainstorming on the metaphores and symbols of the poem, the students collect their ideas on WORDCLOU/PADLET. In group of 3/4 students and using the words and ideas collected in the 3 lessons they create an exagonal thinking.
Homework
The students will develop one of the following themes:
Material: books, handouts, internet, newspaper and magazine.
Lesson stages - Day 4 (1 hour E.S.A.) Final assignment
Project launch 55 MIN
KWL chart
Teacher introduces the project objective and expectations, including the final goal "debate comparing the Victorian women's condition with today's
Students' feedback
T: Resumer
T: Guide
10
Assessment
Summative assessment
Teacher self assessment
Formative assessment
Oral and written production will be valuated by the teacher with the grid included in the PTOF
Continuous observation
on Inclusion on motivation By Google form
Immediate feedback, for both teacher and students
KWL chart
Did you know that Genially allows you to share your creation directly, without the need to download it? Ready for your audience to view it on any device and spread it anywhere.
Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also emphasize a specific phrase or fact that will be etched in the memory of your audience, and even embed external content that surprises: videos, photos, audios... Whatever you want!
Did you know that Genially allows you to share your creation directly, without the need for downloads? Ready for your audience to view it on any device and spread it anywhere.
Do you have an idea?
With Genially templates, you can include visual resources to leave your audience amazed. You can also highlight a phrase or specific piece of information that will be etched into your audience's memory, and even embed external content that will surprise them: videos, photos, audios... Whatever you want!
Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also emphasize a specific phrase or fact that will be etched in the memory of your audience, and even embed external content that surprises: videos, photos, audios... Whatever you want!
Wrap Up
The teacher provides the students with a form to share their thoughts or suggestions
Wrap Up
The teacher provides the students with a form to share their thoughts or suggestions
Wrap Up
The teacher provides the students with a form to share their thoughts or suggestions
If you could buy a wish in a magical market, what would it be?
Formative assessment
The teacher provides the students with a KWL chart as a final assessment