Great Books: Wuthering Heights: Teacher’s Guide
Grade Level: 9-12
Curriculum Focus: Literature
Lesson Duration: Three to four class periods
Program Description
On the cold, damp moors of England burned a love that transcended death. Emily Brontë’s novel
of thwarted passion and cruelty was considered immoral when it was first published. The central
character, Heathcliff, became an archetype for the modern anti-hero. This program compares
Heathcliff’s character to Brontë’s life of isolation and rejection.
Onscreen Questions
Before watching the video
•
In this program, learn about the classic works of Emily, Charlotte, and Ann Brontë. See how
writing together allowed each of the sisters to find her own voice during the restrictive
Victorian era.
•
Think about how aspects of Emily Brontë’s personality are reflected in her characters.
After watching the video
•
Catherine tries to explain her love for Heathcliff by saying, “He’s more myself than I am.” What
did she mean by this statement? Emily Brontë identified strongly with these words.
•
Discuss how Heathcliff’s personality and life reflect the author’s.
Lesson Plan
Student Objectives
•
Read the novel Wuthering Heights.
•
Review a summary of the novel’s plot and major characters.
•
Analyze a theme.
•
Teach a theme-based unit to the class.
Great Books: Wuthering Heights: Teacher’s Guide
2
Materials
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Wuthering Heights by Emily Brontë (one for each student)
•
Computer with Internet access
•
Poster board, markers, and other materials for creating visuals
Procedures
1. After students have read Wuthering Heights, review its plot and major characters with the class.
You may choose to ask students to summarize each chapter. Write the names of characters on
the board as they are introduced. When each chapter has been summarized, ask the class to
brainstorm words and phrases that describe the characters.
2. Divide the class into two groups and assign each one a theme (see #3). Explain that each group
must answer questions about their theme. Then each group will have one class period to
prepare a unit on their theme and another class period to teach it to the class.
3. Give each group its theme questions:
Theme: The Role of Social Class
•
Describe the social class of the Earnshaws, the Lintons, and Heathcliff. Which are of a
higher social class? Why is this significant?
•
How does social class motivate Catherine’s actions? How does she try to change her
class?
•
How does Heathcliff’s social class influence the way he is treated and his own actions?
How does Heathcliff’s class change?
•
What is the role of class in the novel? How do tensions in the book result from class
struggles?
•
What role do the servants Nelly, Joseph, and Zillah play in the novel?
Theme: The Significance of Setting
•
Describe the setting of the Yorkshire moors.
•
Describe the houses Wuthering Heights and Thrushcross Grange. Include descriptions
of architecture and the surrounding landscape.
•
How do the houses reflect their inhabitants?
•
Do the houses symbolize their inhabitants? Give examples.
•
How do the settings influence the novel’s characters?
4. Have student groups develop a unit based on their theme. Each should begin with an overview
of the theme; answers to the questions above should suffice. Each unit will also include a
creative or visual presentation, such as posters or drawings, a reenactment of a scene, or a
presentation of modern parallels. The groups should prepare questions that will encourage the
class to participate in a discussion.
Published by Discovery Education. © 2005. All rights reserved.
Great Books: Wuthering Heights: Teacher’s Guide
3
5. Have each group teach their theme-based unit.
Assessment
Use the following three-point rubric to evaluate students’ work during this lesson.
•
3 points: Students were highly engaged in class discussions; gave thorough and clear
summaries of the plot and character descriptions; developed creative, thoughtful units on a
theme that answered all questions provided.
•
2 points: Students participated in class discussions; gave adequate summaries of the plot
and character descriptions; developed units on a theme that answered some of the questions
provided.
•
1 point: Students participated minimally in class discussions; gave incomplete summaries of
the plot and character descriptions; developed units on a theme that answered few or none
of the questions provided.
Vocabulary
moor
Definition: A wide open area of high land that is usually too wet for farming
Context: The writers Emily, Charlotte, and Ann Brontë lived on the moors in Yorkshire,
England.
plot
Definition: The pattern of events or main story in a narrative or drama
Context: As the chief narrator, Nelly recounts the many twists and turns of the novel’s plot.
setting
Definition: The environment in which a story takes place
Context: Emily Brontë’s environment of desolate windswept expanses is the setting of Wuthering
Heights.
social class
Definition: People having the same social or economic status
Context: Despite her love for Heathcliff, Catherine married Edgar Linton to enter a higher social
class.
wuthering
Definition: A local term describing the fierce and wild winds that blow during storms on the
moors
Context: In the novel, the house was named Wuthering Heights because it was exposed to the
moor’s harsh weather.
Published by Discovery Education. © 2005. All rights reserved.
Great Books: Wuthering Heights: Teacher’s Guide
4
Academic Standards
National Council of Teachers of English (NCTE )
The National Council of Teachers of English (NCTE) and the International Reading Association
have developed national standards to provide guidelines for teaching the English language arts. To
view the standards online, go to http://www.ncte.org/about/over/standards/110846.htm.
This lesson plan addresses the following standards:
•
Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
•
Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different
purposes.
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education
addresses 14 content areas. To view the standards and benchmarks, visit link:
http://www.mcrel.org/compendium/browse.asp
This lesson plan addresses the following national standards:
•
Language Arts—Reading: Uses reading skills and strategies to understand and interpret a
variety of literary texts
Support Materials
Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools
offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a
Custom Classroom account for future use. To learn more, visit
•
http://school.discovery.com/teachingtools/teachingtools.html
Published by Discovery Education. © 2005. All rights reserved.