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Les Miserables Connection

Lesson 3:

From Unit Student Voluntarism Symposium

Lesson

Handouts

Academic Standards

Philanthropy Framework

9th-12th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

ELA:	Les Miserable; Reading; Response to Text/Others; Theme
PHIL:	Benefits; Sacrifice
SOC:	10 genOn

Purpose:

Students will use themes from Victor Hugos novel Les Miserables to help formulate answers to the essential questions, most specifically, the question: Can one person make a difference in making the world a better place?

Duration:

Two to Three Forty-Five Minute Class Periods

Objectives:

The learner will:

Read the novel Les Miserables and demonstrate comprehension in a seminar format.
Use themes from the novel to help answer the essential questions.
Make connections between themselves as philanthropists and the character Jean Valjean as a philanthropist.

Materials:

Victor Hugo’s Les Miserables
Les Miserables soundtrack
Les Miserables Discussion Questions (see Attachment One)

Handout 1: Les Miserables Discussion Questions

Instructional Procedure(s):

Anticipatory Set: (To be used when introducing the novel. The rest of the lesson should occur after students have read the novel.)

Ask students if they have seen the musical or the movie Les Miserables. Have them share with the class what they know or have experienced in regard to the musical/movie. Play excerpts from the musical’s soundtrack. Explain that Les Miserables is a classic novel about a great philanthropist. Begin reading the novel.

Distribute the Les Miserables Discussion Questions (see Attachment One) to each student. Use these questions for classroom discussion procedure to analyze the book. Rather than discussing the entire book at one time, include shorter discussions after students complete each section.

Assessment:

Students will answer comprehension questions for each section of the novel. They will be evaluated on their participation in the discussion. In addition, a component within the unit’s final paper asks students to make connections between their own work and the themes in the novel.

Cross-Curriculum Extensions:

Students will use Les Miserables to complete a section of the unit’s final paper.

Bibliographical References:

Boublil, Alain and Claude-Michel Schonberg. Les Miserables Original Broadway Cast Recording. Lyrics by Herbert Kretzmer. The David Geffen Company, 1987.
Hugo, Victor. Les Miserables. Abridged with an Introduction by James K. Robinson. Random House, 1996.

Lesson Developed By:

Kathy Hurst
Romulus Community Schools
Romulus Senior High School
Romulus, MI 48174

Serena Fraser Kessler
Romulus Community Schools
Romulus Senior High School
Romulus, MI 48174

Handouts:

Handout 1Print Handout 1

Les Miserables Discussion Questions

“Fantine”

Using examples from the novel, explain the meaning of the narrator’s statement “Ignominy thirsts for respect,” .
What is the effect of the Bishop’s kindness on Jean Valjean?
Why does Fantine leave Cosette, and why do the Thenardiers take her in?
Why does Monsieur Madeleine reveal his true identity even though it means he must go back to prison?

“Cosette”

What is it, according to the narrator that keeps Jean Valjean-and all of us-“good?”
Explain the kindness of Fauchelevent, the gardener at the convent in Paris.

“Marius”

Explain why Marius leaves the home of his grandfather, and why he refuses money from him.
To what is Hugo referring when he writes, “For five years Marius had lived in poverty, in privation, in distress even, but he perceived that he had never known real misery?”
The author states “Marius almost reproached himself with the fact that he had been so absorbed in his reveries (daydreams) and passion that he had not until now cast a glance upon his neighbors. Paying their rent was a mechanical impulse; everybody would have had that impulse.” Why does Marius say this and do you agree?
Describe the type of person Jondrette (Thenardier) is. Use examples from the text for support.

“Saint Denis”

What does Marius discover can be even more hideous than the evil rich, and to whom specifically is he referring?
Explain what Cosette discovers about herself in this section of the book.
Hugo states, “The power of a glance has been so much abused in love stories, that it has come to be disbelieved in. Few people dare now to say that two beings have fallen in love because they have looked at each other. Yet it is in this way that love begins, and in this way only.” Do you agree or disagree with this statement? Explain.
Why is Marius eager to put his life in jeopardy by going to fight at the barracks?

“Jean Valjean”

Why does Jean Valjean go to the barracks where Marius is, after receiving Gavroche’s note from Marius to Cosette?
When given the opportunity to shoot Javert, why does Jean Valjean let him go free?
Explain what happens to Javert and why you think he does what he does.
Explain why Jean Valjean reveals his past to Marius.
What is ironic about Thenardier going to Marius to tell him that Jean Valjean was an assassin and robber?
Why does Jean Valjean tell Cosette that they must forgive the Thenariders?
Explain the significance of the title. Refer to the “Marius” section for help.'