Objectives

• Analyse how Dickens uses narrative voice and imagery to present Pip's guilt and fear in the opening chapters.
• Explain how Estella and Miss Havisham function as agents of Pip's social shame, with close reference to Dickens's language.
• Trace the moral consequences of the revelation of Magwitch as Pip's benefactor, tracking the shift in Pip's values across the novel.
• Evaluate how Dickens presents the law and justice as corrupt or theatrical, using characters including Jaggers, Wemmick, and Magwitch.
• Write a sustained, evidenced analytical essay that argues a clear interpretation of Pip's moral development across the whole novel.

The sequence

1. Lesson 1: Guilt, Fear, and Narrative Voice: Chapters I–VI

   60 min · ch. 1, 2, 3, 4, 5, 6

   Do now

   Write two sentences: what does the word "conscience" mean to you? Can you recall a moment — from a book, a film, or real life — when someone felt guilty for something they didn’t actually do wrong? You have four minutes. No discussion yet.

   Teacher input

   Close Reading of Key Passages from Dickens

   In the passage, "everything seemed to run at me. This was very disagreeable to a guilty mind" from Chapter III, Dickens skillfully turns the landscape into an accuser. The verb "run" gives the marshes a sense of life, almost as if they are chasing after Pip. This imagery mirrors Pip's inner conflict; the term "guilty mind" shows that his self-criticism is at work, rather than an outside judgment being imposed on him.

   This theme carries on in Chapter II with the line, "Conscience is a dreadful thing when it accuses man or boy; but when, in the case of a boy, that secret burden co-operates with another secret burden down the leg of his trousers." Here, Dickens uses bathos, creating a contrast between the heavy moral weight of conscience and the ridiculousness of a secret burden tucked away in Pip's trousers. This abrupt shift from serious thought to humorous imagery not only provokes laughter but also underscores the depth of Pip's guilt.

   The adult Pip, looking back on these experiences, is key to both effects. His reflections add complexity, mixing humor with the harsh reality of his childhood mistakes. This blend enables readers to connect with Pip while also recognizing the absurdity of his predicament.

   Independent task

   Students will write one analytical paragraph using the PEEL structure to answer the question: how does Dickens use the landscape and Pip's narrative voice to convey guilt in Chapters I–III? They need to include quotes from at least two of the following lines: 'everything seemed to run at me', 'Conscience is a dreadful thing', or 'I was too cowardly to do what I knew to be right, as I had been too cowardly to avoid doing what I knew to be wrong' from Chapter VI. The paragraph should also comment on the impact of the adult narrator reflecting on his childhood self. Paragraphs are to be submitted at the end of the lesson.

   Exit ticket

   In one sentence, explain what the phrase 'guilty mind' in Chapter III tells us about the relationship between Pip's conscience and the world around him. Write your sentence on a sticky note and leave it on the desk.

2. Lesson 2: Shame and Social Identity: Satis House in Chapters VIII–XIV

   60 min · ch. 8, 9, 10, 11, 12, 13, 14

   Do now

   Read the following two quotations silently and pick one surprising word from each. You have four minutes. Do not discuss yet.

   Teacher input

   Model a reading of the passage "I felt that the kiss was given to the coarse common boy as a piece of money might have been, and that it was worth nothing" from Chapter XI. The simile "as a piece of money" serves two purposes: it diminishes Pip by turning him into a mere transaction, and it reveals Estella as someone conditioned to treat human emotions as commodities. This idea connects to Miss Havisham's command, "Break their hearts my pride and hope, break their hearts and have no mercy!" from Chapter XII — Estella is not acting on her own but is merely a tool in Miss Havisham's quest for revenge. Students should consider: who truly suffers in Miss Havisham's plan?

   Independent task

   Students are tasked with writing two analytical paragraphs in response to the question: how does Dickens portray Satis House as a source of Pip's shame in Chapters VIII–XIV? The first paragraph should concentrate on Miss Havisham and include the quote, 'I saw that the bride within the bridal dress had withered like the dress, and like the flowers, and had no brightness left but the brightness of her sunken eyes.' The second paragraph must focus on Estella and can use either the quote 'I felt that the kiss was given to the coarse common boy as a piece of money might have been, and that it was worth nothing' or 'Break their hearts my pride and hope, break their hearts and have no mercy!' Students should analyze what each quote reveals about the connections between wealth, power, and identity. The paragraphs will be collected at the end.

   Exit ticket

   Write one sentence explaining whether you think Estella is a victim or a villain at this point in the novel, and give one word from the lesson's quotations to support your view.

3. Lesson 3: The Revelation and Its Moral Consequences: Chapters XXXIX–XLII

   60 min · ch. 39, 40, 41, 42

   Do now

   Without looking at your notes, jot down what you believe Pip thinks about where his great expectations come from at the beginning of Chapter XXXIX. After that, write a sentence predicting how he might respond if that belief turned out to be incorrect. You have four minutes.

   Teacher input

   Model a close reading of the passage: "The imaginary student pursued by the misshapen creature he had impiously made, was not more wretched than I, pursued by the creature who had made me" from Chapter XL. This line refers to Frankenstein, emphasizing Pip's dual role as both creator and victim. While he relates to the imaginary student's suffering, it also highlights Pip's shortcomings—the student's real sin is his abandonment and lack of gratitude toward the creature he created. This idea ties back to Pip's reflection in Chapter XXXIX, where he mourns, "it was for the convict, guilty of I knew not what crimes … that I had deserted Joe." Here, Pip's self-hatred is directed at himself, not Magwitch. Through this literary reference, Dickens uncovers Pip's self-deception, revealing deeper layers of guilt and responsibility.

   Independent task

   Students will write two analytical paragraphs addressing the following question: How does the revelation of Magwitch as Pip's benefactor in Chapters XXXIX–XLI reveal the moral shortcomings underlying Pip's great expectations? In the first paragraph, students should focus on Pip's reaction to Magwitch, incorporating a quote from either, "Yes, Pip, dear boy, I've made a gentleman on you! It's me wot has done it!" or "I lived rough, that you should live smooth; I worked hard, that you should be above work." The second paragraph should explore Pip's guilt regarding Joe, including the quote, "It was for the convict, guilty of I knew not what crimes … that I had deserted Joe." Additionally, each paragraph must comment on what Dickens conveys about the connection between money and moral worth. The completed paragraphs are to be submitted.

   Exit ticket

   In two sentences, explain what the Frankenstein allusion in Chapter XL suggests about who is really responsible for Pip's moral failings.

4. Lesson 4: Justice, the Law, and Portable Property: Chapters XX–XXVI and LI–LVI

   60 min · ch. 20, 21, 22, 23, 24, 25, 26, 51, 52, 53, 54, 55, 56

   Do now

   Look at the quote "Get hold of portable property" from Chapter XXIV. In your own words, explain what you think Wemmick means by this and what it reveals about his perspective on the legal system he operates in. You have four minutes.

   Teacher input

   Model a reading of the passage "When I go into the office, I leave the Castle behind me, and when I come into the Castle, I leave the office behind me" from Chapter XXV. This line illustrates Wemmick’s strict separation of his two identities, which serves as Dickens's critique of a legal system that demands its workers to hide their humanity. Connect this to Magwitch's statement in Chapter LVI — "My Lord, I have received my sentence of Death from the Almighty, but I bow to yours" — which highlights how Magwitch's dignity in court reveals the moral failure of the law: a man who helped elevate another is punished, while those who exploited his efforts remain unscathed. Encourage students to consider: who does Dickens portray as genuinely just in these chapters?

   Independent task

   Students are asked to write two analytical paragraphs in response to the question: how does Dickens use Wemmick and Magwitch to critique the English legal system? The first paragraph should focus on Wemmick, including the quote, "When I go into the office, I leave the Castle behind me, and when I come into the Castle, I leave the office behind me," from Chapter XXV. Students should discuss what this separation in Wemmick's life suggests about the law. Students must clearly express what Dickens wants the reader to feel about justice. The paragraphs will be collected.

   Exit ticket

   Write one sentence explaining what Dickens implies about the English legal system by placing Wemmick's portable property philosophy and Magwitch's dignified death sentence in the same novel.

5. Lesson 5: Timed Essay: Pip's Moral Education Across the Whole Novel

   60 min · ch. 1, 2, 3, 6, 8, 9, 11, 12, 13, 14, 18, 19, 27, 34, 35, 39, 40, 41, 54, 56, 57, 58, 59

   Do now

   • Three moments where Pip behaves badly:
   • Stealing food from Joe
   • Feeling embarrassed by Joe and avoiding him after coming into wealth
   • Leaving Joe behind for the sake of Magwitch's money

   • Three moments where Pip behaves well:
   • Assisting Magwitch despite the dangers involved
   • Being kind to Herbert
   • Quietly setting up a business partnership for Herbert

   Teacher input

   In Chapter XIX, Dickens illustrates Pip's emotional turmoil with the line, "I had been so innocent and little there, and all beyond was so unknown and great, that in a moment with a strong heave and sob I broke into tears." The verb "heave" conveys a physical action, implying that Pip's departure from the forge is not merely a mental decision but a visceral struggle. This choice emphasizes that Pip's guilt manifests in his body, making the emotional experience tangible. However, it's important to recognize that Pip's tears do not prevent him from boarding the coach. This separation of sentiment and action highlights a recurring theme in the novel: Pip's emotional conflicts often exist alongside his decisions, reflecting a persistent tension between feeling and doing.

   ---

   This response effectively models the integration of quotes into an argument while also addressing a counter-argument, all within the time limit specified.

   Independent task

   Write a full timed essay of around 600–800 words in response to the question: how does Dickens illustrate Pip's moral growth in Great Expectations? Your essay should provide a clear, sustained argument rather than just a chronological summary. Be sure to examine at least three key moments from different parts of the novel, specifically from Chapters I–XIX, Chapters XX–XXXIX, and Chapters XL–LIX. You need to include at least four direct quotations from the text, weaving each quote into your analysis while commenting on Dickens's use of language or narrative style. Feel free to draw from any of the examples and quotes covered in this scheme of work. Your essay will be evaluated based on the strength of your argument, the accuracy of your textual references, and your insight into Dickens's techniques as a novelist.

   Exit ticket

   Write one sentence identifying the single strongest point you made in your essay today and one sentence identifying the point you most wish you had developed further.

Activities

Assessment

• Lesson 1 exit ticket: can the student explain in one sentence how the phrase 'guilty mind' links Pip's inner state to the external landscape?
• Lesson 1 paragraph: does the student use the adult narrator's retrospective voice as an analytical tool, not just as context?
• Lesson 2 paragraph: does the student distinguish between Miss Havisham's conscious design and Estella's conditioned behaviour, using at least one quotation from each?
• Lesson 3 exit ticket: can the student explain the Frankenstein allusion from Chapter XL and connect it to Pip's treatment of Joe?
• Lesson 4 paragraph: does the student argue a clear point about the law's moral bankruptcy, rather than simply describing Wemmick's double life or Magwitch's sentence?
• Lesson 5 exit ticket: can the student identify both a strength and a gap in their own timed essay, showing genuine self-assessment?

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama, including character development and narrative perspective.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.6 — Analyse a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.

AP Literature

• Literary Argumentation — Develop a written argument that interprets a literary text and defends a claim using relevant and sufficient evidence.
• Figurative Language — Identify and explain the function of imagery, metaphor, simile, and allusion in shaping meaning and tone.
• Narration — Analyse how the narrator's perspective, reliability, and distance from events shape the reader's understanding of character and theme.
• Character — Explain how characters' choices, relationships, and development contribute to an interpretation of the work as a whole.

AQA

• AO1 — Read, understand and respond to texts, maintaining a critical style and developing an informed personal response with references to support interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.
• AO4 — Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, including the effects of language, form and structure.
• AO5 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

IB Lit

• Criterion A — Demonstrate knowledge and understanding of the work studied, including its content, themes, and literary features.
• Criterion B — Analyse the ways in which the author's choices of language, structure, technique, and style shape meaning.
• Criterion C — Develop and organise ideas into a coherent and well-structured argument supported by relevant textual evidence.