ging and, at times, perplexing dilemma for our students as they are preparing to make the transition from grade school to high school. There are decisions to be made concerning the choice of a high school which bears heavily on the decision as to what future career might be suitable for the individual student. All too often my students have no frame of reference for these decisions and, in effect, are searching for their own identity. This set of circumstances makes Great Expectations a perfect novel for use in the eighth grade. Students should readily be able to identify with Pip as he makes the transition from a youngster to an apprentice to a gentleman. Our eighth grade students experience familial pressures daily as did Pip in the Gargery household. Our eighth grade students are subject to peer pressure not entirely unlike the pressure Pip felt as he embarks upon his program of cultural refinement. Indeed, eighth grade is often the awakening in our students of love interests with the opposite sex similar to Pip’s being smitten by the beautiful Estella.I plan to use this unit within the confines of a single marking period ranging from eight to ten weeks. A schedule of independent reading will be devised depending upon the ability of the particular class experiencing the unit. This reading will be supplemented by reading in class and by my reading to the class. At least one day each week will be devoted to discussion of prior reading and will be the impetus for writing assignments that will be scheduled. Once again the time period for teaching this unit need not be strictly followed as more able classes may proceed more quickly and less able groups slower. The user of this unit should monitor the progress of it by spot checking the assigned reading through a series of questions related to the story line. Such a strategy will allow the teacher to gauge which students are doing the reading while assuring that those who are not at ...
