আমার অনুমতি ছাড়া এই ব্লগের লেখা কোথাও প্রকাশ করা যাবে না।

Chapter Activity I Oral reading by teacher; teacher-led discussion II Teacher-led class discussion III Small-group discussion IV Mime presentation of Dunstan from his approach to Silas' cottage through his departure; small-group discussions. V Journal writing (Individual responses to the questions are written during and after the reading of this chapter.) VI Readers' theater presentation of Rainbow Inn scene (Selected students, after a brief practice session, read aloud the various characters' parts to the class; teacher-led class discussion.) VII Readers' theater presentation of Rainbow Inn scene; teacher-led class discussion. VIII Panel discussion IX Panel discussion X Teacher-led class discussion XI Oral reading of parts by students; teacher-led class discussion XII Teacher-led class discussion XIII Teacher-led class discussion XIV Small-group discussion XV Small-group discussion XVI Teacher-led class discussion XVII Small-group discussion XVIII Small-group discussion XIX Teacher-led class discussion XX Written answers by individual students XXI Teacher-led class discussion Conclusion Teacher-led class discussion BEFORE READING THE NOVEL An initial exposition of the main substantive thematic issues will lead readers past surface difficulties such as the setting or some vocabulary, engaging them with the heart of the work. Ways of dealing with such possible impediments are addressed in the opening portions of the next section, While Reading the Novel. Likewise, the large number of characters may be a problem for some readers. A listing activity is suggested to help these students. Students should give thoughtful consideration to at least some of the following questions. One possibility is for students to write about one or more of them and then discuss their thoughts and feelings with classmates who chose the same questions. These discussions can be in small groups, with group responses shared with the total class for additional comment. • What are the consequences of being the victim of lies, gossip, or rumors? • If you had three minutes to evacuate your home because of a fire, what would you try to save? Explain your choices. • How does home environment influence people? Give examples. • What is essential for happiness? Defend your choices. • Some people are lucky, while others never have good fortune. True or false? Explain. • What connections does social class have with happiness or with responsibility, both personal or social? WHILE READING THE NOVEL Getting Started The teacher should read the first chapter aloud to help involve students in the novel's action. The following questions should be written on the board for students to keep in mind as they listen: • What kind of person is the main character? • How is he viewed by others? • Are their views justified? • Class Attitudes in The Westminster Review and Jane Eyre li>Contextualizing Racialized Interpretations of Bertha Mason's Character • Nature and Religion, Nature or Religion • Fantasy, Realism, and Narrative in Jane Eyre and Alice in Wonderland. • '[S]he bit me . . . like a tigress': Charlotte Bronte's construction of the Other in Jane Eyre • Fairy Tales in Alice's Adventures in Wonderland and Jane Eyre • Dreams in Jane Eyre • Fighting Back • Angry Angels: Repression, Containment, and Deviance, in Jane Eyre • Jane Eyre and Through the Looking-Glass as Coming-of-Age Stories • Differing Views of Masculinity in Victorian and Modern Texts — Brontë, Browning, Byatt, Carlyle, and Wolfe • Love and Death inJane Eyreand Tennyson's "Tithonus" • Nature in Tennyson's In Memoriam and Jane Eyre • Passion, Dreams, and the Supernatural in Jane Eyre • Conflict between Emotion and Passion in Jane Eyre and Through the Looking Glass • Passion versus Judgement in Jane Eyre • The Fated Modernist Heroine: Female Protagonists in Jane Eyre and Wide Sargasso Sea • Pride and Self-Delusion in Tennyson's "Tithonus" (1833) and Jane Eyre • Snobbery in Through the Looking-Glass and Jane Eyre • Food and Famine in Victorian Literature: Hunger in Jane Eyre • Rochester Should Say "I am the Walrus" • Spiritual Revelation in Jane Eyre • Questioning Evangelical Religion in Brontë and Dickens • Strength in Times of Sorrow • The Passion of True Love • Thomas Carlyle's attacks on the Wealthy in "Hudson's Statue" (1851) and Punch • The Mind-Body Connection in Jane Eyre • Transformation of Fantasy into reality in Alice's Adventures in Wonderland and Jane Eyre • Introduction: Angel or Vampire — the Portrayal of Women's Morality and Sensuality in Jane Eyre • "An Interior Confronting": Death in Jane Eyre and Dombey and Son • Rochester vs. St. John Rivers: or Why Jane Eyre Preferred a Cynical Sinner to a Religious Zealot • Food as a Metaphor for Deeper Hungers in Pickwick and Jane Eyre • Shades of Yellow: Representations of Change and Decay in Jane Eyre • The Tension between Reason and Passion in Jane Eyre • Law, Insanity and Self-Respect in Jane Eyre • Teaching Jane Eyre