This unit plan for teaching Charles Dickens' A Tale of Two Cities focuses on developing students' understanding of literary concepts through close analysis of the text. Key concepts covered include themes, motifs, symbols, imagery, author's style, allusions, and figurative language. Lessons incorporate explicit instruction, guided practice with worksheets, and independent analysis. Students will examine doubles, shadows and darkness, imprisonment, wine, knitting, and the marquis as symbols. They will also analyze metaphors, character foils, and apply knowledge of the Victorian era to create dramatic scenes and dialogue in character. The unit aims to cement students' grasp of advanced literary techniques through engaging with this classic novel.

1. Tale of Two Cities Unit _Plan
Concepts:
Themes – Resurrection, Sacrifice, Revolutionary Violence
- Stated Theme; Unstated or Implied
Motifs – Doubles, Shadows and Darkness, Imprisonment
Symbols – Wine,Knitting,Marquis
Author’s Style = Tone, Mood,Diction, Purpose, etc.
Inferences
Using Context – Synonym/Defintion/restatement,antonym/contrast,comparison,
explanation/example,sentence role.
Sound Devices: Used to create a mood/Alliteration,onomatopoeia,rhyme,rhyme scheme,
meter.
Main Idea? Types of Appeals; repetition, rhetorical questions… interesting tandem idea with
the court scenes…
Word Choice; Denotations/Connotations = Diction it Up
Context Clues
Figurative Language – Simile, metaphor, personification…. Maybe
METAPHORS IN STORY = Stone, Footsteps, Water, Knitting/Shoemaking
Allusions!(lyric poem vs. narrative poem?)
Imagery

2. 1 – Intro!
Objective: Students will read information on A Tale of Two Cities to prepare for novel.
Warm-Up: Studentswill getacopyof the book,A Tale of Two Cities.
ExplicitInstruction:Studentswill receivecopiesof the CharlesDickensBiography,andinformationon
the FrenchRevolution;teacherwill readthisinformationaloudastosave time…otherwiseitwill take
too long….
GuidedInstruction:Studentswillreceive copiesof the anticipationguide;studentswill answerthese in
pairs(will take onlyabout2-3 minutes). Afterwards,call onstudentstoshare theiranswers.
IndependentInstruction:Studentswill readthe first2-3pagesof a tale of TwoCities;as studentsread,
youshouldhandout to themthe chaptersummaries(Akathe Booklet).
Afterstudentshave finishedreading,youshouldinstructthemonthe use of these booklets…they
shouldonlyuse thisASTHEY READ!
Afterwards,youshouldaskquestions tothe studentsaboutthe firstfew pagesof reading;whatdidthey
notice,whatdidtheythink;make sure todiscussthe conceptof doubles,andhow there are twosidesto
things.
2= Book 1 = Chapter 1- 4 (pg 7-31…. 24 pages)
Objective: Students will identify all literary devices connected with TTC to prepare for novel and
build grade level abilities.
ExplicitInstruction: Beginclassbyputtingthe followingitemsonthe board:Theme,Motif,Symbols,
Allusion,Author’sStyle,Imagery,Doubles,Foils. Asyoudo this,studentsshouldbe givingout
definitionsforthe itemsthatTHEY KNOW. However,afteryouare done,draw theme,motif,and
symbols/metaphorsonthe board…at thispoint,youshouldbe emphasizinghow importantthiswill be
inour story. Studentswill be expectedtoreallydive intothese complicateditemsinthe story.
Afteryouare done,youshouldbe preparedtomake an anchorchart on ‘groupwork’. You shouldmake
studentsveryclearonthese guidelines:
1. Cooperate withyourgroup.
2. Stay on Topic.

3. 3. Do notgoof around.
4. You are here to learn,notto play
5.Stop talkingwhenyouhearme say“TIME….3…2…1…0
6. There are no excuses.
Consequences: Individualswill be punished,notgroups.
1. You will workalone.
2. Do notargue withme….Matterswill onlygetworse
Thiswill be a practice day. StudentsShouldbe informedthattheyneedtoworkquickly!
GuidedPractice:Studentswillbreakupintotheirgroupsandwill completethe Tale of TwoCities1
Group Work Packet;
IndependentPractice:Studentswill returntotheirseatsandwill workonthe writingpromptforTTC.
Studentswill have 5minutestowrite,andwill thenshare theiranswers.
3 = Book 1 = Chapter 5-6 (pg 31-52….21 pages)
Objective: Students will use their knowledge of metaphor and symbolism to draw connections
and build literary analysis.
Warm-Up: Studentsandteacherwill brieflysummarize the readingfortoday.
ExplicitInstruction:Studentswill receivealecture onthe following;the similaritiesbetween symbols
and metaphors. Afterstudentshave listenedtothis,the teachershouldaskthe studentswhatastrange
itemwasduringthe reading…somethingthatstoodoutto theminthe beginning.
Whenstudentshave identified‘the wine’,the Teachershouldwrite thisonthe board;studentswill be
askedwhattheythinkof this;what do theythinkisgoingon? Studentsshouldconclude the following
withassistance fromthe teacher.
1. the People are hungry
2. the people have asavage need.
3. we have notseenthe endof this.

4. 4. bloodwill…..
Teachershouldthenreada fewpassagesfromTTC; teachershouldreadparts of page 31-34 (todescribe
saintAntoine) andpage 40-41 , andpage 43 to describe the Stairwell.
GuidedPractice: Studentswill workwithapartner;studentswillcomplete page 6of the McGraw TCC
work. Studentswill use informationgainedfromthe readinginexplicitinstruction.
Independent:Studentswill answerthe questionsonpage 7-8 of the McGraw TCC packet;studentswill
workby themselves,andwilluse copiesof theirbooks. Students/Teacherswillgooveranswers
afterwards.
4 = Book 2 = Chapter 1 – 2 (55- 67) 12 pages
Objective: Students will apply knowledge of metaphor, themes, and motifs to build grade level
literary analysis.
Tellson’sBank, and Mr. Cruncher… rust… the bank! SymbolsGALORE! GroupWork
Warm-Up:Asit servesa role inthe lesson,passaroundimagesof “Temple Bar”to students(remind
themthat yourpicture isa 100 years inthe future of a Tale of Two Cities
ExplicitInstruction: Studentswill be toldtheyshouldlookoutforsymbols,motifs,andthemes…. They
will onlysee symbols,if theyare payingclose attention.
Readstudentsthe descriptionof Tellson’sBankonpage 55-56.
Teacherwill thencreate a characterwebfor JerryCruncheron the board; studentswill use information
gainedfromtheirreadingtoassistwiththis
Studentswill use information gainedfromexplicitinstructiontocompletethe guidedandindependent
practice.
GuidedPractice:Studentswillgetintogroups;studentswill workonPacket2,whichwill askquestions
specificallyrelatedwithTellson’sBankandJerryCruncher.
5. Book 2 = Chapter 3-4 (pg 67-88….. 21 pages)
Objective: Students will apply knowledge of imagery to develop understanding of this literary
concept.

5. SQ DAY FOR THE NEXT CLASS!
Court Scene, Released, the congrats… the FOILS/Double Sydney Carton vs. Charles Darnay
ExplicitInstruction: Studentswill firstreceivealecture onthe following:imageryandmetaphors.
Teachercan put these notesonthe board forstudents,buttheydonot have to take notes.
Guided: Before givingthe worksheettostudents,youshouldremindstudentsthatDarnaygot off the
case… he was innocent….However, there wasfrequentlythe descriptionof ‘the blue-flies’…these were
a descriptiontocapture the nature of the crowd. Studentsshouldcome tothisconclusionby
themselves,butteachercanguide them….WhatisDickensdoing? Ishe beingcritical?
Afterwards,handoutthe imagerysheet…studentsshoulduse imageryandTRY to use a metaphorin
theirwork…theycan use similesif theyhave too….Share studentanswerswhenfinished.
IndependentPractice:Hand outthe imageryanalysisworksheet;studentswill complete bythemselves
and will thenshare answers.
6. Book 2 = Chapter 5-6 (pg 88-105….. 17 pages)
Objective: Students will examine the similarities and differences of a pair of foils from TTC to
develop literary analysis and understanding of this literary technique.
Warm-up:SydneyCartonand CharlesDarnayare….
Explicit: Studentswill receive aquicklecture onfoils(theyhave alreadyreceivedthisinstructionin
CMC).
Teacherwill thenreadpage 86-88 to describe the differencesbetweenDarnay andCarton.
Readthe dialogue betweenCartonandStryver(STRIVER….He STRIVES!!!). Thiswill
Guided:Guided:SQDAY!…. Short one…..

6. Independent:Studentsandteacherwillcreate avenn-diagramtocapture the foilednature between
SydneyCartonandCharlesDarnay… if studentsneedhelpwiththis,youcanreadtheminformation
fromthe page. You couldalsodo A 3 venn-diagram…butwill needalotof space for Caron…looklike
this….
Thisshouldnottake long….Afterwards,readtostudentsthe descriptiononpage 104… ask the students
whatthis is….(SYMBOL!) Who is coming? What iscoming? What can theyconclude aboutthe style of
Dickenshere.
7. Book 2 = chapter 7-9 (105-130….25 pages)
Objective:Studentswillanalyze the readingfromlastnighttobuildliteraryanalysis.
Warm-Up; Studentswill share theirexperiencesfromthe reading.
Explicit:Teacherwill brieflyreview the conceptsof symbolism, motifs,andimagery;studentsshould
thenbe promptedonthe reading;explaintostudentsthatthe readingtheydidlastnightconveysthe
attitudes/feelingsof resentmentthatdevelopedtowardsthe noble/lordclassinFrance. These feelings
were notunfounded. Whowasthe ‘villain’duringthe reading?
Guided:Studentswillbreakoutintogroupsandwill complete Packet3. As studentsgothrougheach
itemintheirgroups,youshouldhave themshare theiranswersoutloudinorderto buildideas.

7. Independent:Studentswill workindependentlyattheirdesksonthe writingpromptonpacket3;
studentswill writefor5 minutes,andthenwill share theiranswerswiththe class.
8 Book 2 = Chapter 10- 13 (pg 130-153….23 pages)
Ob jective: Students will create their own lines
of dialogue to develop an understanding of
Victorian era literature.
W.8.3 - Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event sequences.
Author’sStyle:studentswill lookata few of the keysecenes,andthenwill write inVictorianstyledrama
time.
Explicit:Teacherwill handoutthe informationonVictorianEraLiterature andwill readthisinformation
to the class as theyread;however,the teachershouldemphasize thatthiserahadaffectsdue to the
following:
1. The RomanticPeriod,justbefore the VictorianEra,wasa time of poetry…therefore,people
liked/enjoyedtoreadverywordy,eloquentprose.
2. People didnothave immediateaccesstoentertainmentlikewe dotoday;while we enjoygritty
realisminourworks,people inthe Victorianerawantedtoread‘dramaticworks’. Priorto the romantic
period(poetry),ShakesperanplayswerepopularinEngland;thislevel of dialogue wantedtobe seenin
theirreadings…youcan thinkthatpeople wantedtoreadandenvisiona‘play’where astoday,we like
to readas if we are watchinga ‘movie’….Verydifferentaffects.
Studentswill quicklysummarize the reading.Youcanhand out the TTC Perfomance worksheetstoassist
withthis…. Theyshouldtouchon all the eventsthathappenedduringthe reading;

8. Guided:Studentswillbreakintopartnersof twoandwill create theirowndramaticdialogue witheach
otherbasedon the informationthey heardduringthe explicitinstruction. Afterthisstep,studentswill
share theirwork…must be done quickly.
IndependentInstruction: Handoutto studentsthe ‘dramaticscenes’worksheet;studentswill break
intogroupsof 4; since only2-3 people will be performing,all groupsare expectedtoworkquicklyand
expedientlytofinishtheirwork. Studentsneedto know theywill be performingalmostatthe start of
nextclass.
9. Book 2 = Chapter 14-15 (pg 153-173…. 20 pages…)
Objective: Studentswill applyinformationaboutVictorianeraliterature tobuildunderstandingof
writingperiods.
Warm-Up: Teacherwill remindstudentstheyonlyhave about15minutestofinishcreatingtheirplays.
Explicit: Remindstudentsof VictorianEraStyle;tell themtheyare beinggradedontheirabilitytoget
intothe correct ‘style’(anybreaksintomodernworkwill losepoints)
1. The RomanticPeriod,justbefore the VictorianEra,wasa time of poetry…therefore,people
liked/enjoyedtoreadverywordy,eloquentprose.
2. People didnothave immediateaccesstoentertainmentlikewe dotoday;while we enjoygritty
realisminourworks,people inthe Victorianerawantedtoread‘dramaticworks’. Priorto the romantic
period(poetry),ShakesperanplayswerepopularinEngland;thislevel of dialogue wantedtobe seenin
theirreadings…youcan thinkthatpeople wantedtoreadandenvisiona‘play’where astoday,we like
to readas if we are watchinga ‘movie’….Verydifferentaffects.
Guided:Studentswillbreakintogroups,willhave 15minutestodo theirskits,andwill thenperform.
IndependentInstruction:Students, becausewe are low ontime,will notbreakintogroupsfortheir
questions. However,youshouldaskthese questionstothe classQUICKLY. Remindstudents,thatthese
questionsinvolvethe lastreading,aswell asthe readingfortoday. Hand outthe QuestionsafterPlays
worksheettostudents;theywill take notesaswe gooverthisinformationasa class.
10 Book 2 = Chapter 16-17 (pg174-190…. 16 pages)
Warm-Up: Playthe firstfewmomentsof ‘Thievesinthe Night’byBlackStar; pointoutto studentsthat
the artistsare referencing“The BluestEye”byToni Morrison,whohas a character calledLouisinit.

9. ExplicitInstruction:handouttostudentsthe Allusionworksheet;spendthe first10minutesreadingthis
to studentsandexplainingthe conceptsto students.
Guided:Studentswillworkonthe Allusionworksheetside;thisisaneasierworksheet,sostudents
shouldhave noproblemscompleting. Share answersafterwards.
Independent: Studentswill completethe TTCquestionsonthe allusionworksheet; afterwards,
studentswill alsodothe venn-diagramportionof that;asstudentscomplete theirwork,goovertheir
answers,andput the venn-diagramonthe board.
11 Book 2 = 18-21 (pg 190-218….. 28 pages) SQ DAY FOR
NEXT CLASS!
Dr. Mannette freaksout, recovers….Does reallywell….Then,Sydneypleasto Charles,and the serious
revolutionbegins….
ExplicitInstruction:Take the Time toreview conceptsstudentshave beenworkingonTTC,CMC, and AF.
The goal isfor studentstoclarifyall of the advancedconceptstheyhave learnedsofarthisyear,as well
as cementtheirknowledge ondifferentbutrelatedconcepts.
Notesshouldbe take onthe following:
Theme = (Studentsshouldstate one of the majorthemesinTTCso far… theyhave onlyseenone sofar)
Motifs,Symbols,Metaphors=reviewthese concepts,andbe sure tocommenton theirsimilaritiesand
differences;Motifs=a repeatedobject,concept,orstructure in a work. Symbols= objectsina story
usedto representanideaof concept. Metaphors= a comparisonwithoutusinglikeoras. Examine the
motif/symbol of the Knitting,andthe metaphor/symbol of the gargoyles. Talkabout the use of doubles
as well;discussingthe ‘bestandworstof times’the ‘differencesbetweenDefargeandManette’…..light
and dark…..
Imagery= visual descriptiveorfigurativelanguage inaliterarywork.How thisconnectswithMotifs,
Symbols,andMetaphors.
Difference betweenAllusionandAllegory. Allusionsreference historyorotherstories. Allegoriesare
designedtorepresentsomethingelse....the entire story. Allusionsare quickandshort,butdo not tell a
story… allegoriesare entire stories.
Put all of these conceptsonAnchorChart/s.
GuidedInstruction: Studentswill breakoutintotheirgroupsand will answerquestionsintheirgroups

10. IndependentInstruction: Studentswill answerthe writingpromptonthe backof theirPacket4.
Studnentswill needtodemonstrateastrongknowledge onmotifsandthemestocompletethis.
12. Book 22-24 (pg 218 -241 = 23 pages)
ExplicitInstruction:Examine the titlesof the chapters“EchoingFootsteps”,The SeaStill Rises,“The Fire
Rises”,andDrawn to the Loadstone Rock. Examine the use of symbols,metaphors,motifs,andallusion
inall of these concepts,butsee if studentscangetthem;write the chaptertitlesonthe board withlines
underthem….Kindof like this:
EchoingFoosteps the Sea Still Rises the Fire rises Loadstone Rock
Also,handoutthe informationonFoulon;readtostudents.
Guided:SQDay!
IndependentInstruction;Studentswill have adebate onthe followingTopics.
The Revoultionariesare justifiedintheiractions
againstthe nobles/lords
The revolutionariesare outof line andare going
too far.
CharlesDarnay is makinga mistake goingtohelp
hisservantGabelle
CharlesDarnaryis doingthe rightthingingoingto
helpGabelle
Madame Defarge isevil Madame Defarge isjust‘caughtup inthe sea’
13. Book 3 Chapter 1-2 (245- 263 …. 18 pages)
ExplicitInstruction: Asstudentshave beendiscussingmotifsand themesextensively,youshouldgo
overthe motif of imprisonmenthere. Write onthe board“Darnay’s Imprisonment”onthe board;
where else have we seensomethingthatislike this? Studentsshouldall sayDr.Manette’s
imprisonment,asthisisquite easy. Tryto extendthis;whoelse,isimprisonedtosomething? Maybe
not ina prison,butmightbe unable to‘breakaway’fromsomething….Hmmm.
Hand out informationonthe ‘Reignof Terror’tostudents,as thiswill playakeyrole inwhat isto come.
Afterwards,explaintostudentsthatwe are goingto start to see the theme of ‘sacrifice’and
‘resurrection’hitthe surface.
GuidedInstruction: Handoutto studentsaKWL chart; studentswill workinpairs.

11. K = What studentsKnowaboutthe Plot
W = What theywantto knowabout the plot
L= What theyhave learnedaboutthe FrenchRevolution.
IndependentInstruction: Studentswillwrite the following;Whatwere some of the positive and
negative affectsimprisonmenthadonDoctor Manette?
Write thisquestiononthe boardfor students.
14. Book 3 Chapter 3-6 (pg 263-285… 22 pages)
ExplicitInstruction:Teacherwill readspecificpassagesfromaTale of Two Citiessostudentscanuse this
informationfortheirpackets.
The Grindstone:pg261
Madame Defarge:pg265-268
The Carmagnole:276-277
Darnay’strial:pg 284-285
GuidedPractice:Studentswillfillinthe scene-websonpage 18 of McGraw. Studentswill dothisin
partners.
Afterwards,studentswilldiscussthe followingquestion:
Why wouldanaudience of the VictorianEraenjoythese passages?
IndependentPractice: Studentswill answerpages19-20 of McGraw; afterstudentsare finished,
teacherwill have studentsshare answers. If there istime,studentswilldothe “art Connection’…could
be a cool extracreditassignment.
15. Book 3 Chapter 7-8 (285-304…. 19 pages)(READ AHEAD!)
ExplicitInstruction:Students will receivesome instructiononforeshadowing;youcanwrite this
informationonthe board. Studentscangive instanceswhere theyhave seeninstancesof
FORESHADOWINGnotrelatedwithTCC.
At thispoint,handoutpages17-18 of ReadingStrategiestostudents.Studentswill readthe packet,and
will answerthe informationastheygo.

12. GuidedInstruction:Studentswillworkinpairstocomplete the TTC Foreshadowingexercise. Youshould
go overthe firstand secondpart (aka,studentswill share answers).
IndependentPractice:Studentswill answerthe writingprompt onthe foreshadowingworksheet;as
studentswork,teacherwill needtogoaroundto finda few selectitemstoshare;findafew selections
that are incorrect,andthenfindone answerthatis correct. Readthe interspersedoutloud.
16. Book 3 Chapter 9-10 (304-331 ….. oi…27 pages) SQ
DaY next class!
ExplicitInstruction: TeacherwillexplainFlashbackstostudentsandwillwrite informationonthe board.
At thispoint,handoutpage 15-16 of ReadingStrategies;studentswill readinformation,andstudents
will answerthe questionsonthe worksheet. Atthispoint,share answers,andexplaintostudentsthat
we have had a massive flashbacktowardthe endof ourstory that gave us a tremendousamountof
information.
GuidedPractice: Studentswill getintogroupsandwill answerthe questionsonpacket5. Make sure
studentsare goingoverthisinformation
IndependentPractice:Studentswill complete the writingpromptonPacket5; have studentsshare
answersafterwards.
17. Book 3 Chapter 11- 12 (331-344…..13 pages)
Carton’snight….Histhoughtsand time,andthenhe switchesplaceswithCharlesDarnay!
ExplicitInstruction:
GuidedInstruction:SQDAY!
IndependentInstruction: Studentswillhave adebate onthe followingtopics
The French Revolution wasthe onlywaytocreate
a change inFrance/Revolutionariesare justified
The French Revolutionwasnotthe bestwayfor
change to be made/Revolutionariesare not
justifiedintheirefforts
Madam Defarge isevil/wrong/immoral Madam Defarge is justgettingjustice/her
revenge againstthe atrocitiesof the bourgeoisie
18. Book 3 Chapter 13-14 (344-367… 22 pages)
Explicit Instruction: Explain the difference between theme as a moral or message, and
theme as it is used by most authors. In the past, students have always thought of theme as

13. being a ‘moral or message’; this is not the case in Tale of Two Cities; it is much more broad
and less focused; it is not even a message, but more of a thought.
Guided: Students will create a list in which they saw all of the instances in which they saw
references to the following themes:
Reserrucetion/Redemption,
Neccessity of Sacrifice
Violence and the Dangers of the Mob.
Independent:
19. Book 3 Chapter 15 …. 5 pages.
ExplicitInstruction:Reviewthe followingconcepts:
Symbolism
Motifs
Themesof the novel
Flashbacks
Foreshadowing
Metaphors
Imagery
Author’sStyle
Allusions
GuidedInstruction: Studentswill fill outaplot/seguence diagramfortheirownnotes.
IndependentInstruction: Lecture;studentswillbe heldresponsiblefortheirownnotes;get
preparedforthe final exam.
Studentswill writearesponse tothe followingquestion:“Doyoubelieve SydneyCartonhas
redeemedhimself?” Howdoesthisconnectwithournovel?

14. 20 – Test!