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Krystal Stanley
Egl 440.01
Professor Lomonico
April 24, 2002
Novel
Unit- A Modern Mephistopheles
Whenever I heard the name Louisa May Alcott, I always thought of the author of children’s books and of course the all-famous Little Women. When I came across A Modern Mephistopheles, I fell in love with it. To see that Louisa May Alcott could write such a dark complicated, and erotic novel intrigued me, erotic in the complexities of the relationships that are formed rather than erotic in a sexual meaning. The book is actually tame in how the story is told. There are allusions to sexual behavior, but it is never actually described. An example of this is when Gladys, a main character in the novel, suddenly becomes pregnant. We know who impregnated her and when it happened, but the actual scene is never actually described. Since the novel is very subtle in its telling I feel that it is an appropriate novel for high school students.
If I were to teach this novel, I would probably teach it in either eleventh or twelfth grade. The complexities alone call for a mature reader, and even though not every student will be able to grasp all that is told, I feel that reading it slowly and discussing what was read in class day by day will allow for a greater understanding of the work. This novel must be closely read to understand what is going on. It is easy to loose yourself in the words and have trouble getting back on track. I feel that taking the book twenty to thirty pages at a time is slow enough to grasp all that is said, but also just enough to make you want to keep on reading. I am also going to incorporate works such as Dr. Faustus and
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Cruel Intentions into my teaching of the novel so that the students will remain interested and better relate to the work.
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Assignment Sheet for Reading
Day One: Introduction to Louisa May Alcott
H.W. read pages 1-21
Day Two: Go Over Reading, activity, read pgs. 22-31
H.W. read pages 32-52
Day Three: Go Over Reading, activity, read pgs. 53-59
H.W. read pages 60-81
Day Four: Go Over Reading, activities
H.W. read pages 82-106
Day Five: Go Over Reading, activities
H.W. read pages 107-149
Day Six: Go Over Reading, activities
H.W. read pages 150-174
Day Seven: Go Over Reading, activities
H.W. read pages 175-196
Day Eight: Go Over Reading, activity, read pages 197-206
H.W. make up an essay question you feel is important and captures themes from the novel
Day Nine: Review of Novel, mock exam
H.W. study for exam
Day Ten: novel unit exam
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Assignment Sheet Continued
Be aware of pop quizzes that will occur frequently, and take notes while reading so that you will be prepared for discussion. Activities will be announced in class.
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Lesson Plan: Day One
What’s on for today and why?
Objective:
An introduction to A Modern Mephistopheles
What to do?
Students will individually write the first thoughts that come to mind when they hear the word Devil (Five minutes)
Students will then share responses, with all students participating. Responses will be written on the blackboard (Five Minutes)
Teacher will then ask students to draw their version of the devil or an evil force. (fifteen minutes) These drawings will be shared with the class, including my (the teacher’s version –which will be drawn as the students draw)
Teacher will then hand out three different versions of “the devil”. One is more traditional, while the other two are much more modern. One is from “The Devil’s Advocate” and the other is from the movie “Bedazzled.”
Teacher will then show a clip from the movie Bedazzled (2001), when Brandon Frasier sells his soul to the desirable devil. (ten minutes)
I will then explain the plot of A Modern Mephistopheles, and say how the book is full of deceit, lust, desire, and that there is even a scene when they take the drug haseesh and one character within the novel has an odd reaction to it.
Teacher will then hand out a biography on Louisa May Alcott including works that she has done. Handout: http://www.empirezine.com/spotlight/alcott/alcott.htm Quickly go over who she was and that she wrote A Modern Mephistopheles under a different name
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because the books content was too scandalous for a woman to have written.(Five Minutes)
Teacher will then hand out the novel A Modern Mephistopheles
Why:
Process is to learn about different versions of the Devil. The students will
then be given the book A Modern Mephistopheles
Resources:
handouts, blackboard, movie Bedazzled (2001), novel A Modern Mephistopheles
Motivation: Students will be introduced to the novel A Modern Mephistopheles
Homework: read pages 1-21 in A Modern Mephistopheles. List characters that are introduced and write a short summary of what has happened so far. It will be collected.
How did it go?
Were the students motivated to read the novel?
Did they relate to the movie clip shown?
Were there versions of the devil similar or very different from yours?
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Lesson Plan: Day Two
What’s on for today and why?
Objective: To go over reading from homework. To collect homework assignment. Students will watch a scene from Dr. Faustus and explain the name Jasper Helwyze. As a class, students and teacher will read pages 22-31
Why: Process is to enhance further reading and
discuss different elements that arise in the novel. Example: Doctor Faustus
Resources: A Modern Mephistopheles, Doctor Faustus (1968) Directors: Richard Burton and Nevil Coghill. Starring: Richard Burton and Elizabeth Taylor. Columbia/Tristar Studios. Handout: reviews on Doctor Faustus http://www.amazon.com/exec/obidos/tg/stores/detail/-/video/6302806364/customer-reviews
What to do?
Motivation: Students will volunteer to read their summary of A Modern Mephistopheles pages 1-21. Teacher will then answer any questions that come from the students (ten minutes) Students will then break into groups for a few minutes to discuss the name Jasper Helwyze and what the name might mean. Groups will then share their responses. Students will be encouraged to go back to the text for references. Teacher will also share her response when groups are finished. (twenty minutes)
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Teacher’s response: Helwyze, to me, means that he is wise in all that is bad. He is character to watch out for and to pay attention to. Examples: “The devil!” (p. 2) “you bad angel” (p. 3)
Students will then watch a scene from Doctor Faustus, which Goethe’s Faust is based on. They will watch the scene when Faustus sells his soul to the devil. Students and teacher will then discuss why this is relevant to the book thus far. (fifteen minutes)
Students and Teacher will then read pages 22-31 for the rest of the period as a class to hear different voices and to intrigue students to want to read the book. Whatever isn’t finished will be added on to the homework assignment.
Homework: read pages 32-52 and whatever wasn’t finished in class. Write a brief summary of what happened thus far, and what new characters were introduced.
How did it go?
Did students enjoy the film clip?
Did they understand its relevance?
Were they receptive to reading in class?
What ideas did the students come up with for the name Helwyze?
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Lesson plan: Day Three
What’s on for
today and why?
Objective: short five-minute plot quiz, go over reading, watch opening scene from Dangerous Liaisons (1989) and discuss relevance, read pgs 53-59 in class. Further close readings.
Why: Process is to further introduce students to the characters within the novel and to do a close reading of what has been read so far.
Resources: A Modern Mephistopheles, quiz, Dangerous Liaisons (1989) Director: Stephen Frears. Starring: Glenn Close and John Malkovich. Warner Studios
What to do?
Motivation: after short quiz, students will volunteer to read their summaries from their homework. Teacher will answer any questions that arise from the novel (fifteen minutes)
Students will then watch the opening scene from Dangerous Liaisons (1989) (six minutes) Students will then break into groups to discuss relevance between movie clip and novel. Main question: How are the characters that have been introduced in Louisa May Alcott’s A Modern Mephistopheles similar to the few characters we have been introduced to in Dangerous Liaisons (1989)? Why has this movie clip been showed in class, what is its relevance to the novel?
Teacher response: characters are similar because of class distinction; the rich treat the poor like puppets. Relevant because that is how Canaris and Gladys are treated by Helwyze and Olivia. (ten minutes)
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Students and Teacher will then read pages 53-59 in class to enhance further reading. Whatever isn’t finished in class will be read for homework.
Homework: read pages 60-81 and whatever wasn’t finished in class. Again write a brief summary of what has happened thus far, and keep a list of characters and how they are connected.
How did it go?
Did the students relate to the movie clip shown? Did they understand its relevance?
Did the students portray an understanding of the novel thus far with their summaries?
Were the students receptive to reading in class?? Remember this is the last day of reading in class. It was done just to enhance further reading, and it is a good way to tackle such a difficult novel.
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Quiz # 1
1) What great misfortune came to Helwyze to give him “the bitterest bondage such a man can know”?
a) the loss of his fortune
b) a terrible fall
c) the loss of his mother
d) a fire
2) Why has Helwyze enlisted Canaris as a companion?
a) he owed Canaris a favor
b) he wanted someone to clean his house
c) he promised to give Canaris fame and fortune
d) boredom
3) Who does Helwyze want Canaris to marry?
a) Gladys
b) Olivia
c) No one
d) Mrs. Surry
Short Essay:
In your own words describe the relationship between Canaris and Helwyze. What is their relationship based on and why are they friends? What do you think will happen to their friendship as the novel continues?
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Answers: 1) b 2) c 3) a essay: Helwyze offered to give Canaris fame and fortune if he is his companion and does what he is told. Their relationship is based on Helwyze’s power and their relationship will deteriorate as the novel continues because Canaris wants his freedom. Example: Canaris not wanting to marry Gladys but has to because that is what Helwyze wants.
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Lesson plan: Day Four
What’s on for today and why?
Objective: to go over reading from homework, and watch a clip from the movie Cruel Intentions (1999) Starring Ryan Phillipe, Sarah Michelle Gellar, and Reese Whitherspoon. Directed by Roger Kumble, Columbia/Tristar Studios. Discuss how the rich treat the poor in today’s society, and how it is relevant to the novel. Writing Assignment: if you had the power to control any one person what would you have them do and why?
Why: the movie clip will be used so that the students will better relate to what is going on in the novel involving the deception. Writing assignment will be used to let the students know the power that Jasper Helwyze has and why he utilizes it in the way he does.
Resources: movie Cruel Intentions (1999), text
Motivation: Students will be able to see the movie clip and relate the power that the characters in the movie have over their “puppets” and relate it to the text. They will then discuss how the rich treat the poor today. Students will then create their own “puppets” in an essay describing what they would do if they were able to control one person for any reason. These responses will be shared either voluntarily or by being called on. The Teacher will also write an essay describing what she would do if she had the power and share it when the class is finished sharing theirs. These essays will go home as homework to be worked on and handed in for a grade on Day Nine.
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Homework: To read pages 82- 106. Choose a partner and then pick out a passage within these pages that consists of dialogue. I will even allow three people to be in the group. We will discuss what is to be done with these passages in class tomorrow.
How did it go?
Were students able to grasp the idea of treating others like “puppets?”
Did they seem to relate to the movie clip that was shown?
Were they comfortable sharing their responses?
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Lesson Plan: Day Five
What’s on for today and why?
Objective: Go over reading, and to have students work in groups that they have previously picked and have them work on the dialogue passage they picked for the class time. They can be very creative if they wish, which will enhance their grade. They can discuss how they want to present their passage. They will get a C if they just present their passage with no effort, a B for a small amount of effort, and an A if they actually take the thirty minutes they have to come up with creative ideas. Some suggestions would be to use props, dress up, speak in a different tone (dialect), and be dramatic. They can go as far as they want with this.
Why: This will promote close reading, and have the students get involved with the text. They also have the weekend to fully prepare, since Day Five would normally be on a Friday.
Resources: text
Motivation: To have students so close reading, and be a part of the novel they are reading.
Homework: to work on passage and read pages 107-149
How did it go?
Were students responsive to the task at hand?
Did they seem excited at what they came up with? From watching the students prepare, do you feel that the assignment will go smoothly?
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Lesson Plan: Day Six
What’s on for today and why?
Objective: To go over readings from homework and to have groups present their passages to the class.
Why: This will give students a chance to perform what they worked on in class the preceding day. The students will also be validated for whatever type of performance they do.
Resources: text
Motivation: to encourage students to do their best, and to perform their passage. To do this they must do a close reading of the passage and be aware of what happened earlier in the text. If there are any absentees they will have to perform their passage on the next day. If they are absent after that they have to make arrangements with the teacher to perform their passage. If no arrangements are made they will get a zero on the project.
Homework: read pages 150-174 be prepared for a quiz
How did it go?
Were students prepared for their passage?
Did students seem excited about their passage?
Did all students participate and did they reach for the top grade?
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Lesson Plan: Day Seven
What’s on for today and why?
Objective: short five-minute quiz, go over reading from homework any left over presentations from previous days, to turn a page from the novel into a promptbook page
Why: the five- minute quiz is to make sure students are reading. Going over reading will answer any questions that students have about the book. The presentations will allow for students who didn’t get to go, to go today. The promptbook page will give students ownership over the novel so that they can direct the characters to do what they want.
Resources: quiz, text, handouts for what a promptbook page is and handout of dialogue from the book without any direction. I will use the handout from Shakespeare Set Free page 152. I will also give out a hand out on stage direction.
Motivation: After short quiz and review of pages read, students will break into groups of four to make a promptbook page for a page of dialogue from A Modern Mephistopheles.
Homework: read pages 175-196. Choose your own set of dialogue from these pages and create your own promptbook page
How did it go?
Did students understand the concept of a promptbook page?
Were they excited about taking control over the characters in the novel?
Did they understand the relevance of the activity in relation to the text?
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Quiz # 2
1) Why did Gladys begin to sing when she was in the company of Canaris, Olivia, and Jasper?
a) She was drinking
b) She was on a drug
c) Her love for Canaris made her want to sing to him
d) She fell and hit her head
2) What new revelation have we found out about Gladys in the pages that we have just finished?
a) She is in love with Jasper
b) She wants to leave Canaris and start writing on her own
c) She is pregnant
d) She is actually a mean and arrogant person.
3) What is Canaris new project that he wants to work on?
a) He wants to become a singer
b) He wants to write a novel or play
c) He wants to leave Jasper and live on his own
d) None of the above
Short Essay:
From what has happened so far, in your own words, explain the relationship between Jasper Helwyze and Gladys? How do each feel about each other and what sort of friendship, if any, do they have?
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Answers: 1) b 2) c 3) b Short Essay: Helwyze is in love with Gladys. She reminds him of the women he was once in love with and never got over. Gladys pities Helwyze, but begins to change towards him because he makes her uncomfortable.
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Stage Direction Handout
U.R = up right U.S =upstage
U.L = up left
C.R = center right C. = center C. L = center left
Stage Right Stage Left
D.R = down right
D.L =down left
--------------------------------------------------------------------------------------------
Audience
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Promptbook Page for page 171-173
Jasper Helwyze’s library.
Enter Helwyze
Gladys
Are you suffering, sir?
Helwyze
Torment.
Gladys
Can I do nothing?
Helwyze
Nothing!
Helwyze
What interests you?
Gladys
The Scarlet Letter
Helwyze
What do you think of Hester?
Gladys
I admire her courage; for she repented, and did not hide her sin with a lie.
Helwyze
Then you must despise Dimmesdale?
Gladys
I ought, perhaps; but I cannot help pitying his weakness, while I detest his deceit: he loved so much.
Helwyze
So did Roger
Gladys
At first and then his love turned to hate, and he committed the unpardonable sin
Helwyze
The unpardonable sin!! Never have a
secret, Gladys: they are hard masters, whom we hate, yet dare not rebel against.
Gladys
Sir, you dare any thing! Tell me what it is which makes Felix obey you against his will. Tell me, I beseech you!
Helwyze
Could you bear it?
Gladys
Try me! Nothing can lessen my love, and doubt afflicts me more than the hardest truth.
Helwyze
I fear not: with you love and respect go hand in hand, and doubt afflicts me more than the hardest truth. This secret is better left untold; for it would try you sorely to know that Felix had been guilty of the fault you find harder to forgive than a crime- deceit.
Exit Helwyze
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Lesson Plan: Day Eight
What’s on for today and why?
Objective: to collect promptbook assignment, go over reading, read pages 197-206, create poetry out of the last paragraph of the novel.
Why: reading pages 197-206 is a good way to end the book as a class. It will create closure for the students. The poetry assignment is a good writing exercise, but it will be told that this is not real poetry; it is just an assignment and will not be acceptable when we have to write our own poetry.
Resources: text, handout of last paragraph
Motivation: after homework is collected and pages are read, students will break into groups of two and turn the last paragraph of the novel into poetry. I feel that this is a good way to end the book because it is a creative assignment that will allow the students to relate to the novel and make it their own.
Homework: make up an essay question that you feel is important, that captures themes from the novel. Be sure to have an answer to your question on a separate sheet of paper.
How did it go?
Did students enjoy the novel?
Were they able to understand what was going on?
Did they enjoy the paragraph-poetry assignment?
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Paragraph turned into Poetry
Directions: Take this paragraph and turn it into poetry. You can switch words or phrases around or even delete words or phrases, but you can add any of your own words.
Perhaps the despairing wish was the seed of a future hope, which might blossom into belief. Olivia trusted so, and tried to murmur some comfortable, though vague, assurance of a love and pity greater even than hers. He did not hear her; for his eyes were fixed, with an expression of agonized yearning, upon the sky, serene and beautiful, but infinitely distant, inexorably dumb; and, when he spoke, his words had in them both his punishment and her own, -
“Life before was Purgatory, now it is Hell; because I loved her, and I have no hope to follow and find her again.
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Lesson Plan: Day Nine
What’s on for today and why?
Objective: to collect homework assignment from day before and to review for exam that will happen on Day Ten
Why: The teacher (I) will collect the essay questions that the students made, go over them during class and then allow students to use their essay as one of their essay questions for the exam. There will be two essays, one I will make up, and the other will be the students’ essay question. The review will be aimed to help students prepare for the exam.
Resources: text, handout of passages that students have to say who the speaker was, relevance to the novel, and what proceeded it.
Motivation: While students work on the passages, I will go over the essay questions that the students handed in and make any adjustments needed. We will then go over the handout and I will hand back the questions with my revisions. Students will be told that they can use their essay if they wish, but it has to be written during the exam without the use of their notes or any outside material.
Homework: study for exam
How did it go?
Did students understand concept of mock exam?
Were the essay questions that the students came up with worthwhile to the text, did you have to make a lot of changes?
Were the passages chosen too difficult, too easy, or just right?
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Mock
Exam – Passages
Choose four of the six passages and say who the speaker is or whom the passage is referring to, relevance to novel, and what happened previously. A passage can have two speakers; if it does you need to name both speakers.
1) -Who is it? Oh! Come in!
-I beg your pardon if I interrupt your suicide;
I came to help you live, but if you prefer the other thing,
say so, and I will take myself away again.
2) An unimpressive figure at first sight, this frail-looking man,
whose age it would be hard to tell; for pain plays strange pranks, and
sometimes preserves to manhood a youthful delicacy in return for the vigor it destroys.
3) Yes, oh yes! Tell me more please.
I have had such a lonely life, that human beings are like wonder-books to me,
and I am never tired of reading them
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4) She was restless, suffering for sleep. I know what that is,
and out of pity gave her the merest taste. Upon my honor,
no more than a child might safely take. She did not know what it
was, and I thought she would only feel its soothing charm.
5) Then this secret is better left untold; for it would try you
sorely to know that _______ had been guilty of the fault you
find harder to forgive than a crime, _ deceit.
6) Life before was Purgatory, now it is Hell; because I loved her,
and I have no hope to follow and find her again.
Essay question:
Since you have now finished the novel, explain the relationship between Canaris and Helwyze. What type of friendship do they have, if any, and why does Canaris live and work for Helwyze? What was their agreement and what was the secret that was carried throughout the novel? Please explain in detail and make sure that your essay is well written and coherent.
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Lesson plan: Day Ten
What’s on for today and why?
Objective: exam
Why: this exam will show if the students have a comprehensive understanding of the novel.
Resources: exam
Motivation: exam will be used to make sure that the students read the novel and understand what the novel was about.
Homework: none
How did it go?
Did the students do well on the exam?
Were the essay and passages chosen worthwhile to the understanding of the text?
Did the students enjoy the novel and were they fully prepared to do well on the exam?
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Exam for A Modern Mephistopheles
Multiple Choice: Good Luck!!!
1) Why has Helwyze enlisted Canaris as a companion?
a) He owed Canaris a favor
b) He wanted someone to clean his house
c) He promised to give Canaris fame and fortune
d) Boredom
2) Why did Gladys begin to sing when she was in the company of Canaris, Olivia, and Jasper?
a) She was drinking
b) She was on a drug
c) Her love for Canaris made her want to sing to him
d) She fell and hit her head
3) What great misfortune came to Helwyze to give him “the bitterest bondage such a man can know”?
a) The loss of his fortune
b) A terrible fall
c) The loss of his mother
d) A fire
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4) What was the secret that was carried throughout the novel?
a) Helwyze re-wrote Canaris’s book and presented it as Canaris’s
b) Helwyze was actually the father of Gladys’s baby
c) Helwyze was in love with Olivia
d) Gladys was the true master-mind of the plot against Canaris
Choose three of the following four passages; say who the speaker is or whom the passage is referring to, relevance to novel, and what happened previously. A passage can have two speakers; if it does you need to name both speakers
1) An unimpressive figure at first sight, this frail-looking man,
whose age it would be hard to tell; for pain plays strange pranks, and
sometimes preserves to manhood a youthful delicacy in return for the vigor it destroys.
2) A starving man does not stop to weigh words, or haggle about promises.
I was desperate, and you offered me salvation;
can you wonder that I clutched the only hand held out to me?
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3) She was restless, suffering for sleep. I know what that is,
and out of pity gave her the merest taste. Upon my honor,
no more than a child might safely take. She did not know what it
was, and I thought she would only feel its soothing charm.
4) Life before was Purgatory, now it is Hell; because I loved her,
and I have no hope to follow and find her again.
Essays: choose two
1) Since you have now finished the novel, explain the relationship between Canaris and Helwyze. What type of friendship do they have, if any, and why does Canaris live and work for Helwyze? What was their agreement and what was the secret that was carried throughout the novel? Please explain in detail and make sure that your essay is well written and coherent.
2) Since you have now finished the novel, explain the relationship between Gladys and Helwyze. How has their relationship changed over the novel, and how do
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each feel about each other at the end? Please explain in detail and make sure that your essay is well written and coherent.
3) Your essay question including the changes I made to it, if any. Please explain in detail and make sure that your essay is well written and coherent.
Good Luck!!!! Read carefully, and follow directions…Remember to give examples from the text for your essays.