Lesson Plan: Jane Eyre

Subject: English Literature
Class: 7th Grade
Duration: 45 minutes
Topic: Play - "Jane Eyre" based on Charlotte Brontë's novel (Unit 3, Term III)

1. Learning Objectives

By the end of this lesson, the teacher aims to help students:

Understand the themes of injustice, resilience, and overcoming adversity
Analyze the structure of dramatic adaptation from classic literature
Recognize child rights including education, protection from abuse, and dignity
Develop reading comprehension through multi-scene dramatic narrative
Learn about social class distinctions and orphan experiences in Victorian England
Build vocabulary related to social status, education, and emotional experiences
Appreciate Charlotte Brontë's character development and social commentary
Understand how education and determination can change one's circumstances

2. Learning Outcomes

Students will be able to:

Stand up against bullying and unfair treatment even when in difficult circumstances
Value education as a path to independence and better opportunities
Show resilience when facing hardships or unjust situations
Treat everyone with dignity regardless of their economic or social status
Recognize and report abuse rather than suffering silently
Pursue their dreams despite obstacles and opposition
Support those who are disadvantaged or treated unfairly
Appreciate their own rights to education, protection, and respect

3. Introduction (5 minutes)

Engaging Questions:

"What do you think are the basic rights every child should have? (education, safety, food, shelter)"
"Have you ever been treated unfairly by someone who had more power than you? How did it make you feel?"
"What do you think life was like for orphans 200 years ago? How is it different today?"
"If you were living with relatives who treated you badly, what would you do?"
"Do you think education can change someone's life? How?"

4. Reading and Understanding (8 minutes)

New Vocabulary with Meanings:

Word	Meaning	Example Usage
Mischiefs	Annoying behaviors; playful troublemaking	Keep out of mischiefs today
Frightful	Very bad; terrible	Mrs. Reed is in a frightful mood
Uproar	A situation with shouting and loud noise	You will have the whole house in uproar
Quarrelling	Fighting or arguing	No quarrelling with those two
Dependant	A person who requires support from others	You are a dependant with no money
Gentlemen's children	Children from wealthy, upper-class families	Live with gentlemen's children like us
Red room	The room where Jane is locked as punishment	Take her away to the red room
Charity school	School for poor children, funded by donations	Lowood is partly a charity school
Orphans	Children whose parents have died	An institution for educating orphans
Ward	A child under the legal protection of an adult	Adela is Mr. Rochester's ward
Art is the window of the soul	Art reveals one's inner feelings and thoughts	I believe art is the window of the soul

5. Mind Map

                    JANE EYRE
                by Charlotte Brontë
                       |
      ┌────────────────┼────────────────┐
      |                |                |
  AT GATESHEAD     AT LOWOOD      AT THORNFIELD
      |                |                |
  ┌───┴───┐       ┌────┴────┐      ┌────┴────┐
  |       |       |         |      |         |
ABUSE  CHARACTERS EDUCATION NEW LIFE NEW ROLE
  |       |       |         |      |         |
Jane   Mrs. Reed Charity   Helen  Teacher  Mrs.
orphan cruel aunt school   Burns  position Fairfax
  |       |       |         |      |         |
10     John Reed Miss.     Friend New      Adela
years  bully    Temple    dies   beginning pupil
old    cousin   kind        |      |         |
  |       |       |      Illness Teaches   Mr.
Lives  Eliza &  Miss.   epidemic art &    Rochester
with   Georgiana Miller    |    nature    ward
aunt   cousins   |      Spring   |         |
  |       |    Mr. Brock- brings Independent "Art is
No     Bessie   lehurst  disease life    window
rights servant   |         |      |      of soul"
  |       |    Sent to   8 years Opportunity |
Called  Treated Lowood   at      for      Future
"depend- badly    |      school  growth   story
ant"     |    Frozen     |         |      continues
  |    Physical water   6 years  Better
Thrown violence  |      pupil   life
book     |    Harsh     |      ahead
  |    Hit by  conditions 2 years
Bleeds  John     |      teacher
  |       |    Jane      |
Red    Mrs. Reed resilient Advertises
room   locks her |      new
locked  away    Helen's  position
  |       |    death     |
Terror Screams   |      Leaves
  |       |    Profound  for
Fever  No mercy loss    Thornfield
  |       |       |
Sent   Punished Jane
to     for being grows
Lowood victim   stronger

      THEMES
  ┌─────────────┐
  │• Child abuse│
  │• Injustice  │
  │• Resilience │
  │• Education  │
  │  as freedom │
  │• Social class│
  │• Dignity    │
  │• Hope       │
  └─────────────┘

     CHILD RIGHTS (Warm Up)
  ┌──────────────────────┐
  │• Right to education  │
  │• Freedom from poverty│
  │• Protection from abuse│
  └──────────────────────┘

6. Consolidation and Presentation (8 minutes)

Summary of the Lesson:

"Jane Eyre" is Charlotte Brontë's masterpiece about a young orphan girl who endures abuse, injustice, and hardship yet maintains her dignity, pursues education, and ultimately finds independence. This dramatic adaptation traces Jane's journey through three pivotal locations, each representing a stage in her development from victim to survivor to independent woman.

Warm-Up - Child Rights: The lesson appropriately begins by reminding students of fundamental child rights: education, freedom from poverty, and protection from abuse. This frame establishes that Jane's treatment violates basic human rights, making the story not just historical fiction but a commentary on justice.

At Gateshead - The Abuse: Ten-year-old Jane Eyre is an orphan living with her cruel aunt, Mrs. Reed, and three cousins: John, Eliza, and Georgiana. The servant Bessie warns Jane to avoid "mischiefs" because Mrs. Reed is in a "frightful mood," but Jane sadly notes that her aunt doesn't even notice her anymore—Mrs. Reed actually hides to avoid seeing Jane.

Seeking refuge, Jane retreats to the library with "Uncle Reed's book" (her deceased uncle who was Mrs. Reed's husband and Jane's maternal uncle). This detail is important—Uncle Reed had cared for Jane, but after his death, Mrs. Reed took her in reluctantly.

The cousins find Jane reading "Bewick's History of British Birds." What follows is a shocking display of bullying and class-based cruelty. John, the spoiled son, demands the book. When Eliza reminds Jane that the books belong to their father (asserting ownership), John launches into a cruel speech:

"You have no business to take our books. You are a dependant. You have no money. Your father left you none. You ought to beg not to live here with gentlemen's children like us."

This reveals the harsh reality of Jane's situation: she's economically dependent on relatives who see her as inferior. John orders her to stand "out of the way of the mirror and the windows"—symbolically making her invisible, denying her very existence in the family.

Then John commits physical violence: he throws the heavy book at Jane, grasps her hair and shoulder, and hits her until "blood trickles down her neck." When Bessie and Mrs. Reed arrive, instead of punishing John for assault, Mrs. Reed blames Jane: "Frightful child! Take her away in the red room and lock her in there!"

Jane tries to explain—"He threw the book at me"—but is dismissed. Bessie calls her behavior "shocking," blaming the victim instead of the aggressor. This inversion of justice—where the abused is punished and the abuser protected—is one of the play's most powerful critiques of social inequality.

The Red Room - Terror and Fever: Locked in the red room (the room where Uncle Reed died), Jane experiences terror. She hears a noise and screams for help, believing she's seen Uncle Reed's ghost. Mrs. Reed refuses to let her out until morning, showing callous disregard for the child's mental state.

When Jane wakes with fever, having been so traumatized that she's become physically ill, she tells Bessie: "It was not crying, Bessie. I heard some noise. I saw something. It was Uncle Reed." Whether literal ghost or psychological trauma manifesting, Jane's experience in the red room represents the psychological damage caused by abuse and isolation.

Following this, Jane is sent away to Lowood school with Mr. Brocklehurst—removing the "problem" rather than addressing the abuse.

At Lowood - Education Despite Hardship: At Lowood, Jane meets Miss Temple (whose name suggests sanctuary) and Miss Miller. Miss Temple asks gently if this is Jane's first time away from parents. When Jane responds "My parents are dead," Miss Temple shows compassion, asking if Jane can read and write—focusing on Jane's abilities, not her misfortunes.

However, Lowood is "partly a charity school," and conditions are harsh. The next day, students discover "the water is frozen again," indicating inadequate heating and facilities. Jane befriends Helen Burns, who explains their status as "charity children" in "an institution for educating orphans."

Helen becomes Jane's first real friend, teaching her patience and spiritual strength. However, when spring arrives, it brings epidemic disease (likely typhus, common in overcrowded 19th-century institutions). Many girls fall ill, including Helen.

In a heartbreaking scene, Jane visits the dying Helen: Jane: "I have come to see you Helen... I cannot sleep until I speak to you." Helen: "You have come to bid me good-bye... I am going to God."

Helen dies that night, representing Jane's loss of innocence and her first profound grief. Yet Helen's influence—her dignity in suffering, her faith, her kindness—shapes Jane's character.

Despite this tragedy, Jane stays at Lowood for eight years: six as a pupil and two as a teacher. This demonstrates her resilience and determination. By becoming a teacher, Jane transforms from charity student to professional educator, gaining skills and independence.

At Thornfield - New Beginning: Jane's resilience and education lead to opportunity. She advertises for a "new situation" (a job) and secures a position at Thornfield as governess. She meets Mrs. Fairfax, the kindly housekeeper, who explains that "Adela is the name of your future pupil. She is Mr. Rochester's ward."

Meeting young Adela, Jane promises: "Tomorrow we will begin our lessons... We will take walks through the fields... and we will learn about nature, animals and the flowers." This gentle, nurturing approach contrasts sharply with the harsh treatment Jane received at Gateshead.

When Adela asks about painting, Jane responds with a beautiful philosophy: "Yes, paint. I believe that art is the window of the soul." This statement reveals Jane's growth from abused child to thoughtful educator who values creative expression and inner life—the very things denied to her at Gateshead.

The play ends here, though the novel continues with Jane's complex relationship with Mr. Rochester, their love, obstacles, and ultimate union based on equality and mutual respect.

Journey of Transformation:

Gateshead: Victim of abuse, powerless, dependent
Lowood: Student gaining education despite hardship, experiencing friendship and loss
Thornfield: Independent professional woman, educator, beginning new chapter

Themes:

Resilience: Jane survives abuse, poverty, and loss while maintaining dignity
Education as Liberation: Learning transforms Jane from dependent to independent
Social Injustice: The play critiques class-based cruelty and child abuse
Child Rights: Every child deserves education, protection, and respect
Inner Strength: Despite external powerlessness, Jane maintains moral authority
Hope: Even in darkest circumstances, better futures are possible

The play teaches that while we cannot always control how others treat us, we can control who we become, and education is a powerful tool for transformation.

7. Reinforcement (5 minutes)

Additional Information:

About Charlotte Brontë (1816-1855): British author who, with her sisters Emily and Anne, published novels under male pseudonyms; Jane Eyre (1847) was revolutionary for giving voice to an independent-minded woman
Victorian Era Context: In 1840s England, orphans and poor children often faced terrible treatment; many were sent to harsh charity schools where conditions were abysmal
Autobiographical Elements: Brontë based Lowood on her own experiences at Clergy Daughters' School, where harsh conditions killed her two older sisters
Child Labor Laws: When Brontë wrote this, children had few legal protections; the novel helped raise awareness about child abuse and education reform
Red Room Symbolism: Represents Jane's imprisonment and powerlessness; also where Uncle Reed died, suggesting his failure to protect Jane from beyond the grave
Social Class: "Dependant" was a real term for those living on relatives' charity; such children had no rights and were often treated as servants
Governesses: Teaching was one of few "respectable" professions for educated women without family wealth; governesses occupied an uncomfortable position between servants and family
Helen Burns: Named after Brontë's sister Maria, who died at the harsh school; represents spiritual strength and forgiveness
Modern Relevance: Though written 175+ years ago, themes of child abuse, bullying, and education's power remain current

8. Evaluation

a) Lower Order Thinking Question (Knowledge/Comprehension)

Question: "Describe Jane's treatment at Gateshead. What specific cruel actions did John Reed and Mrs. Reed take against Jane, and where was Jane sent afterward?"

Expected Answer: At Gateshead, Jane was treated cruelly:

Her aunt Mrs. Reed ignored her and hid from her
Her cousins treated her as inferior, calling her a "dependant"
John Reed said she had no right to their books because she was poor
He threw a book at her, hit her, and made her bleed
Instead of punishing John, Mrs. Reed blamed Jane
Jane was locked in the red room as punishment
She was so traumatized she developed a fever
Mrs. Reed refused to let her out despite her screams
After this, Jane was sent to Lowood school

b) Middle Order Thinking Question (Application/Analysis)

Question: "Analyze how Jane's experiences at each location (Gateshead, Lowood, Thornfield) changed her circumstances and character. What role did education play in her transformation from dependent orphan to independent teacher?"

Expected Answer:

At Gateshead (Victim):

Circumstances: Completely dependent, powerless, abused
Character: Victimized but already showing spirit (reading, defending herself)
Education role: Self-educated through reading Uncle Reed's books

At Lowood (Student/Survivor):

Circumstances: Still poor but gaining education, experiencing friendship
Character: Developed resilience, learned from Helen Burns, experienced profound loss
Education role: Six years as pupil gave her knowledge; witnessing Helen's death taught her about mortality and faith
Key change: Stayed two years as teacher—transformed from student to professional

At Thornfield (Independent Woman):

Circumstances: Employed professional with salary, respect, autonomy
Character: Confident educator with philosophy ("art is window of soul"), nurturing rather than harsh
Education role: Her education enabled her to earn living and gain independence

Education's transformative power:

Economic: From dependent on cruel relatives → paid professional
Social: From "charity child" → respected governess
Personal: From victim → person with agency and voice
Emotional: From suffering abuse → offering kindness to Adela
Philosophical: From powerless child → woman with values and beliefs

Key lesson: Education broke the cycle of dependency and gave Jane control over her own life. At Gateshead, she was told she had "no business" with books; at Thornfield, books and teaching are her business and her liberation.

c) Higher Order Thinking Question (Synthesis/Evaluation)

Question: "Evaluate the play's opening statement about child rights (education, freedom from poverty, protection from abuse). Using Jane's story, create a 'Child Rights Charter' for modern students. How can we ensure all children have these rights today?"

Expected Answer:

Evaluation of the opening statement: The play wisely begins by establishing that Jane's treatment violates fundamental rights. This:

Frames her suffering as injustice, not just misfortune
Encourages readers to recognize abuse rather than accept it
Makes the story relevant to modern child rights issues
Empowers young readers to know their rights

Jane's story demonstrates violations:

Right to Education: Initially denied (Gateshead), restricted (harsh Lowood), finally achieved (Thornfield)
Freedom from Poverty: Not achieved until she earns her own living
Protection from Abuse: Completely violated (Gateshead), inadequate (Lowood conditions), finally safe (Thornfield)

MODERN CHILD RIGHTS CHARTER:

Every Child Has the Right To:

1. EDUCATION

Free, quality schooling regardless of economic status
Safe learning environment free from bullying
Teachers who respect and encourage all students
Access to books, supplies, and learning resources
How to ensure: Government funding for schools, anti-bullying policies, trained teachers, library access

2. FREEDOM FROM POVERTY

Adequate food, shelter, and clothing
Healthcare when sick
Equal opportunities regardless of family wealth
How to ensure: Social welfare programs, free school meals, scholarships, government support for struggling families

3. PROTECTION FROM ABUSE

Physical safety from violence
Emotional safety from cruel treatment
Legal protection when abused
Adults who listen and help
How to ensure: Mandatory abuse reporting by teachers, counselors in schools, child protection services, teaching children to recognize and report abuse

4. DIGNITY AND RESPECT

Treatment as valuable regardless of background
Voice in matters affecting them
Privacy and personal space
Recognition of individual worth
How to ensure: Anti-discrimination laws, teaching empathy, inclusive school policies

5. EMOTIONAL WELLBEING

Mental health support when traumatized
Counseling for grief and loss
Safe spaces to express feelings
How to ensure: School counselors, mental health awareness, trauma-informed teaching

HOW WE CAN HELP: As Students:

Stand up for classmates being bullied (be like Miss Temple, not like John Reed)
Include those who are left out or different
Report abuse to trusted adults
Value education and help others who struggle

As Community:

Support charity schools and programs for disadvantaged children
Volunteer as tutors or mentors
Donate books and supplies
Advocate for child protection laws

As Society:

Strong child protection laws with enforcement
Well-funded public education
Training for teachers to recognize abuse
Accessible mental health services for children
Programs supporting orphans and foster children

Learning from Jane: Jane couldn't change her circumstances at Gateshead—she was a powerless child. But:

She maintained her dignity ("He threw the book at me"—she spoke truth)
She valued education and used it to gain independence
She became the kind of teacher she wished she'd had
She treated Adela with the kindness she'd been denied

The message: While not every child can immediately escape bad situations, education, supportive adults (like Miss Temple), and resilience can lead to better futures. Our responsibility is to be the "Miss Temple" in others' lives—the kind, supportive person who sees children's worth and helps them grow.

9. Remedial Teaching

Strategy for Slow Learners:

Three-Location Chart:
- Gateshead: Jane treated badly, locked up, sent away
- Lowood: Jane goes to school, makes friend Helen, Helen dies, Jane becomes teacher
- Thornfield: Jane gets job teaching Adela, new happy life
Good People vs. Bad People:
- BAD: Mrs. Reed (mean aunt), John Reed (bully), Mr. Brocklehurst (harsh)
- GOOD: Bessie (kind servant), Miss Temple (nice teacher), Helen Burns (good friend), Mrs. Fairfax (friendly housekeeper)
Jane's Feelings Timeline:
- Gateshead: Sad, scared, hurt
- Lowood: Learning, hopeful, then sad (Helen dies)
- Thornfield: Happy, confident, kind teacher
Picture Sequence Cards:
- Card 1: John hits Jane
- Card 2: Jane locked in red room
- Card 3: Jane at school
- Card 4: Helen dies
- Card 5: Jane teaching Adela
Key Message (Simple):
- Jane was an orphan treated badly
- She went to school and learned
- Education helped her get a good job
- She became a kind teacher
- Lesson: Education can change your life; treat everyone kindly
Role-Play (Simplified):
- Scene 1: John bullies Jane (then discuss: Is this right? No!)
- Scene 2: Miss Temple is kind to Jane (then discuss: This is how we should act!)
Child Rights Poster:
- Draw three pictures: Child in school (education), Child with food/home (no poverty), Child being protected (no abuse)
Question After Each Section:
- Gateshead: "Was Jane treated kindly?" (No)
- Lowood: "What did Jane do there?" (Went to school)
- Thornfield: "What is Jane's job?" (Teacher)
Feelings Matching:
- Match Jane's experiences with feelings: Bullied→Sad, Learning→Happy, New job→Proud
Real-Life Connection:
- "If someone is mean to you, tell a teacher or parent"
- "School helps you learn and get a good future"

10. Writing Activity (8 minutes)

Writing Task: "Imagine you are Jane Eyre writing a letter to your friend Helen Burns (before she became ill) describing your first day at Thornfield and your new student Adela. Write this letter (150-180 words) including:

How different Thornfield is from Gateshead
How you felt meeting kind Mrs. Fairfax
Your first impression of Adela
What you plan to teach her
How grateful you are for the education you received at Lowood that made this job possible
Your hopes for the future"

Guidelines:

Write in letter format (Date, Dear Helen, body, Your friend, Jane)
Write in first person as Jane
Show the contrast between past suffering and present hope
Include at least 3 vocabulary words from the lesson
Express emotion—relief, gratitude, hope, excitement

Example Opening: "Dear Helen, I write to you from my new position at Thornfield, and I can scarcely believe how my circumstances have changed. Unlike the uproar and cruelty of Gateshead, here I am treated with respect..."

11. Follow-up Activities

Homework Assignment:

Character Comparison: Write a paragraph (120-150 words) comparing John Reed (the bully) with Miss Temple (the kind teacher). Explain what makes someone a good person vs. a bad person using examples from the play.

Additional Activities:

Child Rights Poster: Create a colorful poster illustrating the three child rights mentioned in the warm-up (education, freedom from poverty, protection from abuse) with drawings and explanations.
Timeline Creation: Make a timeline of Jane's life from age 10 (Gateshead) through her 8 years at Lowood to her arrival at Thornfield, marking major events.
Letter to Mrs. Reed: Write a letter from adult Jane to Mrs. Reed explaining how education helped Jane succeed despite Mrs. Reed's cruelty.

Extended Learning:

Victorian Era Research: Research life for orphans in Victorian England (1800s). Write 5-6 sentences about what you learned and how it compares to orphan care today.
Modern Adaptation: Rewrite one scene from the play set in modern times. How would Jane's situation be different today? What resources might help her?
Character Analysis: Choose one character (Jane, Mrs. Reed, Helen Burns, or Miss Temple) and write a detailed character sketch (150 words) explaining their personality, actions, and significance.
Drama Performance: Work in groups to perform the Gateshead scene, focusing on showing the injustice of Jane's treatment through expression and tone.
Social Justice Essay: Write about a modern situation where children's rights are violated (bullying, lack of education, poverty). What can be done to help? (150 words)
Book Report: If possible, read the full novel Jane Eyre or watch an adaptation, then write a summary of what happens after the play ends.

Assessment Criteria:

Understanding of plot and character motivations (25%)
Recognition of themes (child rights, abuse, resilience, education) (20%)
Vocabulary comprehension and usage (20%)
Analysis of social justice issues (20%)
Personal application and empathy development (15%)

Resources Needed:

Map/pictures of Victorian England
Information about Victorian-era orphanages and schools
Pictures illustrating the three locations (mansion, school, manor house)
Child rights documents (UN Convention on the Rights of the Child, simplified version)
Character cards for remedial teaching
Props for drama performance (books, simple period costumes)

Cross-Curricular Connections:

History: Victorian England, social class system, orphan treatment, education history
Social Studies: Child rights, social justice, poverty, class inequality
Civics: Human rights, legal protections for children, welfare systems
Values Education: Standing against bullying, resilience, treating all with dignity
Geography: England, Yorkshire (where Brontë lived)
Life Skills: Recognizing abuse, seeking help, valuing education
Psychology: Trauma effects, resilience building, the impact of abuse

Extension for Advanced Learners:

Compare Jane Eyre with other Brontë novels (Wuthering Heights, The Tenant of Wildfell Hall)
Research the Brontë sisters' lives and how their experiences influenced their writing
Analyze Gothic elements in the red room scene
Write a critical essay on how the novel influenced child welfare reform in England
Compare Victorian child rights with modern child rights (UN Convention)
Create a detailed character analysis exploring Jane's psychological development through trauma and resilience

Friday, January 23, 2026

Lesson Plan : class 7: Term III - Unit -3 - Play -Jane Eyre