Bolded throughout the plan are the adaptations.

They are written in places where the

lesson could either allow for these adaptations or could be modified (by taking out
other components) with these being used in place.
Procedure:
1. Students need to show their completed admission tickets to enter class. Any students without
their admission ticket must wait outside and use their smart phones to help them complete the
assignment (all students have this technology).
a. The admission ticket will ask students: What was the Regency Era? When was it?
b. Students who have their tickets prepared when they come in will receive homework
credit for their work.
c. 2 minutes to check tickets
2. ADAPTATION 1 VISUALIZING THE REGENCY ERA
3. Students will be asked to take out their notebooks and the class will complete a clustering
activity as a whole.
a. Students will be asked to share what they wrote on their admission tickets. As they
share, the teacher will write their response on the SmartBoard. Once at least half the
class has shared (by volunteering or by being called upon), the teacher will ask the
students if there are any connections that can be made based on the things that are on
the board. Note repeats will not be noted on the board. If students need prompting,
the teacher might ask: Do any of these statements have things in common? This could
be based on their topic- government? Society? Life? History?
b. Words that have associations and connections will be linked through lines on the board
and labeled based on the class discussion.
c. 8-10 minutes
d. Students are expected to copy the clustering notes in their notebooks to have as a
reference.
4. Students will complete a non-stop writing activity where they will be asked to make
connections to the Regency Era. Are there any similarities between the Regency Era and our
society today? Does this society remind you of any books? Movies? What issues do you think
are still relevant today? (5 minutes)
a. After students finish, the teacher will prompt students to get into groups of 3-4 to
discuss their connections to the Regency Era. The non-stop writes will be collected and
read as an informal assessment. Credit will be given, but they will not be formally
graded. (5 minutes to share)
5. Students will watch a short video to introduce them to Jane Austens texts and allow them to
visualize life in the Regency Era.
a. https://www.youtube.com/watch?v=jQ61uIlyXxM
b. 4 minutes
6. ADAPTATION 2 PRIDE & PREJUDICE COLLAGE
7. After the film, two words will be written on the board: Pride and Prejudice (the words will not
be written together, but on different parts of the board so lists can be made under each
word).
a. Students will be asked to take 3 minutes and brainstorm using these words. Under
each word in their notebooks, they will need to create their brainstorm. It can be lists,
short phrases, or sentences, but remember they will only have 3 minutes for both
words. They will be prompted with: What are the first things you think of when you see
these words? What associations do you make when you hear them? Definitions?
Connotations?
b. After students are given their time to brainstorm, the teacher will ask students to share
their brainstorms verbally and will record the findings in lists under each word. Students
will not be required to write the collaborative list in their notebooks.
c. Once the list is created, students will be asked: Do these words have negative or
positive connotations? When do you most often hear them? (Connections from history?
Television? Film?)
d. 15 minutes 45 minute period, the 1
st
class is going to end either after or during this
portion of the activity
8. Pride and Prejudice will be distributed to the students. (5 minutes)
9. ADAPTATION 3 SATIRE VIDEO
10. ADAPTATION 4 SATIRIZE YOUR LIFE
11. Students will be asked to turn to the first chapter (page 5) and the teacher will read the first
line aloud to the class as well as have the line written out on the SmartBoard.
a. IT is a truth universally acknowledged, that a single man in possession of a good
fortune must be in want of a wife. (Austen)
i. A class discussion will be sparked: What does this quote mean? Is there pride or
prejudice in it? Who is saying this? Is this a male or female perspective? How can
you tell? Why begin the novel with this line? What does it do for you as a reader?
What do you think this book is going to be about?
ii. Students will be given the definition of satire.
1. Satire - Satire is a technique employed by writers to expose and criticize
foolishness and corruption of an individual or a society by using
humor, irony, exaggeration or ridicule. It intends to improve humanity by
criticizing its follies and foibles.
2. Students will be asked what they think Jane Austen might be satirizing
based on the first sentence.
3. Students will be explained how marriage worked during the Regency Era.
That it was typically an arrangement made for social standing, monetary
gain or stability, and rarely (from a womans viewpoint) for love (again,
social class determined this).
iii. 15-20 minutes
b. Students will be prompted to read the first chapter and complete the chapter 1 reading
questions.
c. ADAPTATION 5 POTENTIAL FOLLOW-UPS