THE MAYOR OF CASTERBRIDGE UNIT PLAN NOTES

OVERVIEW

• Title: The Mayor of Casterbridge
• Author: Thomas Hardy
• Written by: Mary B. Collins
• Publisher: Teacher's Pet Publications, Inc.
• Copyright Date: 1990, Reissued 2000
• Location: 11504 Hammock Point, Berlin, Maryland 21811

INTRODUCTION

• This LitPlan for Thomas Hardy’s The Mayor of Casterbridge contains a comprehensive unit plan designed for fourteen lesson sessions.
• The unit includes an introductory overview, reading assignments, active discussions, vocabulary lessons, and assessments spanning the text.
• Specifically, the components consist of:
  • A detailed lesson plan outline
  • Fourteen specific lessons:
  • Introductory lesson
  • Two in-class reading sessions
  • Two writing assignments
  • Two discussion/reading lessons
  • Group activity lesson
  • Review lesson
  • Vocabulary lesson
  • Test session
  • Reading assignments
  • Study guide questions
  • Unit test
  • Bulletin board suggestions
  • Extra activities packet
  • Additional writing assignments/discussion questions

UNIT OUTLINE

• Session Structure:
  1. Introduction to the unit & distribute materials, assign Chapters 1-5
  2. Study Questions 1-5; Read Chapters 6-15
  3. Read Chapters 16-20; Assign Chapters 21-24
  4. Study Questions 6-24; Read Chapters 25-34
  5. Vocabulary Assignment (Chapters 35-39)
  6. Read Chapters 40-45
  7. Study Questions 25-45
  8. Writing Assignment #1
  9. Discussion & Reports
  10. Continued Discussion and Extra Questions
  11. Group Activity
  12. Writing Assignment #2
  13. Review Lessons
  14. Unit Test

UNIT OBJECTIVES

1. Understand the influence of an individual's choices on others.
2. Explore the themes of fate vs. free will in determining destiny.
3. Analyze character relationships to comprehend Hardy's portrayal of human nature.
4. Enhance reading skills through multiple methods: aloud, silent, and in groups.
5. Demonstrate comprehension through answering questions related to themes and character development.
6. Practice various writing techniques across assignments with distinct aims:
   a. Assess reading comprehension
   b. Encourage critical and analytical thinking
   c. Polish grammar and language skills
7. Foster public speaking and interpersonal skills through discussions and presentations.

READING ASSIGNMENT SHEET

• Organized by date and chapter
  1. Chapters 1-5
  2. Chapters 6-10
  3. Chapters 11-15
  4. Chapters 16-20
  5. Chapters 21-24
  6. Chapters 25-29
  7. Chapters 30-34
  8. Chapters 35-39
  9. Chapters 40-45

TEACHER'S NOTES

• Study guide questions focus on significant characters and events in each novel segment, recommending prior review of appropriate questions before corresponding readings.
• Answers to study questions should be revisited collectively in class to consolidate comprehension of key ideas and events and may serve as quiz material.
• Resources for advanced classes include critical thinking questions located in extra writing assignments/discussion questions.

STUDY GUIDE QUESTIONS

Chapters 1-5

1. What character traits does Michael Henchard exhibit by selling his wife?
2. Why does Susan, Henchard's wife, consent to the sale?
3. What causes Henchard's anger towards Susan the next morning?
4. Evidence of Henchard's shame regarding his actions?
5. How does pride affect Henchard's search for Susan and Elizabeth-Jane?
6. What does Mrs. Newson learn from the furmity woman?
7. What issues arise with the bread in Casterbridge?
8. Describe Henchard's circumstances when Mrs. Newson and Elizabeth-Jane locate him.
9. Compare Henchard's attitude toward bad wheat with his previous actions regarding Susan.

Chapters 6-10

1. Content of the Scotchman's note?
2. Why does Henchard seek the Scotchman out?
3. Reason for Farfrae rejecting Henchard's proposal?
4. Changes in Mrs. Newson's intentions regarding contact with Henchard?
5. Interpretation of “It's Providence!”
6. Joshua Jopp’s annoyance?
7. Significance of Henchard asking Susan to meet him on the road rather than his home?

Chapters 11-15

1. Proposed resolution strategies from Susan and Henchard?
2. Outline Henchard's additional dilemmas.
3. Example of advice from Farfrae rejected by Henchard and reasons for this rejection?
4. Identify “The Ghost.”
5. Initial rift between Henchard and Farfrae?
6. Henchard's unease regarding Farfrae?

Chapters 16-20

1. Explanation of “a cannibal deed!”
2. Henchard's longing for intimacy with Elizabeth-Jane?
3. Reasons for Henchard distancing from Elizabeth-Jane?
4. Motivation for Elizabeth-Jane's acceptance of a companion role?

Further chapters (21-45)

• Continue the study questions for detailed chapter guidance as previously illustrated.

ANSWER KEY: STUDY QUESTIONS

• Detailed answers should expand based on the study guide questions, ensuring a comprehensive understanding of the text. For example:
• 1. Henchard’s character reflected in his actions reveals his cowardice and inability to take accountability for his decline.
• 4. His vow in church to avoid strong liquors for 21 years illustrates his shame and desire for redemption for past mistakes.

VOCABULARY LIST

• Includes significant terms such as:
  • swarthy, trite, aperture, sundry, protrude, contingent, desultory, summit,
  • cynical, antiquated, reciprocity, cursory, discern, maelstrom, irksome, imprudent,
  • taciturnity, voluminous, apathetic, tantalizing, nimbus, lurid, extraneous, stolid, abjure

WRITING ASSIGNMENT #2

• Options for letters from or between key characters enabling students to delve into character motivations and narrative development, such as:
  • Letter from Susan to Henchard left with the furmity lady.
  • Correspondence from Henchard to Elizabeth-Jane post-interactions with Lucetta or Jopp.

EXTRA WRITING ASSIGNMENTS AND/OR DISCUSSION QUESTIONS

• A series of analytical prompts encouraging in-depth examination of themes, character dynamics, and societal commentary in The Mayor of Casterbridge.
• Topics include the influence of education, the nature of pride, and the novel's portrayal of societal expectations vs. individual desires.

FINAL ASSESSMENT

• Unit test composed of vocabulary questions, short answers, and essay topics, evaluating comprehension and critical analysis.

ADDITIONAL ACTIVITIES

• Suggestions for enhancing understanding through dramatization, visual arts, and interdisciplinary connections, including research on themes of economic hardship and societal behavior of the time period covered in the novel.

BULLETIN BOARD IDEAS

• Creative display ideas to engage students visually and conceptually related to character relationships, thematic elements, or author biography of Thomas Hardy.