Title:
Pride & Prejudice
Bibliographic Information:
Pride & Prejudice
Bibliographic Information:
Butler, N., Petrus, H., & Austen, J. (2009). Pride
& prejudice. New York: Marvel.
Weekly Requirement:
Weekly Requirement:
Pleasure Reading Middle School/High School
Plot Description:
Pride and Prejudice is a graphic novel adaptation of the 19th century novel of the same name. The story takes place in 19th century England and is about Elizabeth (Lizzy) Bennet, an independent young woman who is one of five sisters being raised by her father and overly-dramatic mother. Her mother wishes to marry all of her daughters so they will not be left penniless and is hopeful that they will find husbands at social gatherings, including Mr. Bingley's ball. At this ball Lizzy meets Mr. Darcy, who she finds to be cold and arrogant. Her sister Jane falls in love with Mr. Bingley, who with his family abruptly leaves the area without saying good-bye. Jane is heartbroken, and Lizzy is furious when she discovers that Mr. Darcy is responsible for Mr. Bingley's departure. To Lizzy's great surprise and horror, Mr. Darcy confesses his love to her, and she promptly rejects him. But Lizzy quickly discovers he is not the arrogant man she thought he was.
Quantitative Reading Level:
Plot Description:
Pride and Prejudice is a graphic novel adaptation of the 19th century novel of the same name. The story takes place in 19th century England and is about Elizabeth (Lizzy) Bennet, an independent young woman who is one of five sisters being raised by her father and overly-dramatic mother. Her mother wishes to marry all of her daughters so they will not be left penniless and is hopeful that they will find husbands at social gatherings, including Mr. Bingley's ball. At this ball Lizzy meets Mr. Darcy, who she finds to be cold and arrogant. Her sister Jane falls in love with Mr. Bingley, who with his family abruptly leaves the area without saying good-bye. Jane is heartbroken, and Lizzy is furious when she discovers that Mr. Darcy is responsible for Mr. Bingley's departure. To Lizzy's great surprise and horror, Mr. Darcy confesses his love to her, and she promptly rejects him. But Lizzy quickly discovers he is not the arrogant man she thought he was.
Quantitative Reading Level:
Flesch-Kincaid Grade Level 10.2
Qualitative Reading Analysis:
The story is written in graphic novel form with comic book-like illustrations. The story is told in chronological order from beginning to end with no flashbacks or changes in point-of-view. The story is told in third person. The language is English from 19th century England, which makes the story more complex for those who are not familiar with the language of that time period. The story is told mainly through dialogue between characters and is shown in cartoon bubbles, as well as yellow boxes that serve as the story's narrator. Much of the story is also told through the illustrations, which add great complexity to the text by conveying emotions through color schemes (brighter pictures for happier, more exciting moments, darker ones for tense, sad, or angry moments) and through the facial expressions of each character.
Content Area:
English Literature
Maine Common Core Content Area Standard:
Curriculum Suggestion:
Qualitative Reading Analysis:
The story is written in graphic novel form with comic book-like illustrations. The story is told in chronological order from beginning to end with no flashbacks or changes in point-of-view. The story is told in third person. The language is English from 19th century England, which makes the story more complex for those who are not familiar with the language of that time period. The story is told mainly through dialogue between characters and is shown in cartoon bubbles, as well as yellow boxes that serve as the story's narrator. Much of the story is also told through the illustrations, which add great complexity to the text by conveying emotions through color schemes (brighter pictures for happier, more exciting moments, darker ones for tense, sad, or angry moments) and through the facial expressions of each character.
Content Area:
English Literature
Maine Common Core Content Area Standard:
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-Literacy.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
CCSS.ELA-Literacy.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
CCSS.ELA-Literacy.RL.11-12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
This book is a great option for high school teachers who are doing a unit on Jane Austen and want a version of Pride and Prejudice to offer to reluctant readers, especially those who are fans of graphic novels. Teachers can also use this as an opportunity to compare and contrast the original text to the graphic novel to understand the differences and parallels. Teachers can also have students compare and contrast the graphic novel to one of the film versions of Pride and Prejudice to determine which version they feel best reflects the original novel.
Character Description of the Bennet sisters:
Lizzy Bennet- The second oldest of the five Bennet girls, Lizzy is opinionated, strong-willed, stubborn, and never afraid to speak her mind.
Jane Bennet- Lizzy's oldest sister. Jane is sweet, kind, and never speaks ill of anyone. She is in love with Mr. Bingley.
Lydia Bennet- One of the younger Bennet girls, Lydia is irresponsible and boy crazy. She causes a great scandal when she runs away with an officer named Mr. Wickham.
Kitty Bennet- Another of the younger Bennet girls, Kitty is also boy crazy like Lydia.
Mary Bennet- Another of the younger Bennet girls, Mary is nothing like Lydia and Kitty and finds them to be silly. She plays the piano, but not very well.
Jane Bennet- Lizzy's oldest sister. Jane is sweet, kind, and never speaks ill of anyone. She is in love with Mr. Bingley.
Lydia Bennet- One of the younger Bennet girls, Lydia is irresponsible and boy crazy. She causes a great scandal when she runs away with an officer named Mr. Wickham.
Kitty Bennet- Another of the younger Bennet girls, Kitty is also boy crazy like Lydia.
Mary Bennet- Another of the younger Bennet girls, Mary is nothing like Lydia and Kitty and finds them to be silly. She plays the piano, but not very well.
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