WUTHERING HEIGHTS:

A UNIT PLAN

Second Edition

Based on the book by Emily Bronte

Written by Mary B. Collins

Teacher's Pet Publications, Inc.

11504 Hammock Point
Berlin, Maryland 21811

Copyright Teacher's Pet Publications, Inc.

1996
 This LitPlan for Emily Bronte’s
Wuthering Heights
has been brought to you by Teacher’s Pet Publications, Inc.

Copyright Teacher’s Pet Publications 1999

11504 Hammock Point
Berlin MD 21811

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 TABLE OF CONTENTS - Wuthering Heights

Introduction 5
Unit Objectives 7
Reading Assignment Sheet 8
Unit Outline 9
Study Questions (Short Answer) 11
Quiz/Study Questions (Multiple Choice) 21
Pre-reading Vocabulary Worksheets 36
Lesson One (Introductory Lesson) 56
Nonfiction Assignment Sheet 59
Oral Reading Evaluation Form 61
Writing Assignment 1 65
Writing Assignment 2 75
Writing Assignment 3 77
Writing Evaluation Form 73
Vocabulary Review Activities 71
Extra Writing Assignments/Discussion ?s 69
Unit Review Activities 79
Unit Tests 82
Unit Resource Materials 112
Vocabulary Resource Materials 125
 A FEW NOTES ABOUT THE AUTHOR
EMILY BRONTE

BRONTE FAMILY. The bleak, lonely moors of Yorkshire in England were the setting for two
great novels of the 19th century. These were Charlotte Brontë's 'Jane Eyre' and Emily Brontë's
'Wuthering Heights'. Readers today are still enthralled by their tragic, romantic stories and by the
sense of brooding mystery that shrouds the tales. The youngest sister, Anne, was also a talented
novelist, and her books have the same haunting quality.
Their father was Patrick Brontë, a Church of England priest. Irish-born, he had changed his
name from the more commonplace Brunty. After serving in several parishes he moved with his
wife, Maria Branwell Brontë, and their six small children to Haworth in Yorkshire in 1820. Soon
after, Mrs. Brontë, and the two eldest children died, leaving the father to care for the remaining
three girls and a boy.
Charlotte, the eldest, was born in 1816. Emily was born in 1818 and Anne in 1820. Their
brother Branwell was born in 1817. Left to themselves, the children wrote and told stories and
walked over the desolate moors. They grew up largely self-educated. Branwell showed some
talent for drawing. The girls determined to earn money for his art education. They took positions
as teachers and governesses, but they were unhappy at being separated and away from Haworth.
To keep the family together, Charlotte planned to keep a school for girls at Haworth. She and
Emily went to Brussels to learn foreign languages and school management. In 1844, using a small
inheritance from an aunt, they prepared to open classes. Although they advertised, they received
no pupils.
The failure of their venture left all the children at home. Branwell was unemployed.
Temperamental and erratic, he turned to alcohol and opium. Charlotte again sought a way to help
the family. She had found some of Emily's poems, written secretly, and realized their merit. She
convinced her sisters they should publish a joint book of poems.
In 1846 the girls brought out at their own expense 'Poems by Currer, Ellis, and Acton Bell'.
They chose masculine pen names but retained their own initials. Although critics liked the poems,
only two volumes were sold. As children they had all written many stories. Charlotte, as a
young girl, alone filled 22 volumes, each with 60 to 100 pages of minute handwriting. Again they
turned to writing as a source of income. By 1847, Charlotte had written 'The Professor'; Emily,
'Wuthering Heights'; and Anne, 'Agnes Grey'. After much difficulty Anne and Emily found a
publisher, but Charlotte's book was not wanted. (It was not published until 1859.) However, one
publisher expressed an interest in seeing more of her work. 'Jane Eyre' was already started, and
she hurriedly finished it. It was accepted at once; thus each of the sisters had a book published in
1847.
'Jane Eyre' was immediately successful; the other two did not fare so well. Critics were hostile
to 'Wuthering Heights'. They said it was too wild, too animallike. But silent, reserved Emily had
put all her deep feelings into the book, and gradually it came to be considered one of the finest
novels in the English language. Emily lived only a short while after the publication of her book,
and Anne died in 1849.
Charlotte published 'Shirley' in 1849, and 'Villette' in 1853. She was acclaimed by London
literary society, especially by William Makepeace Thackeray. In 1854 she married her father's
curate, Arthur Bell Nicholls. But only a year later, she died of tuberculosis as her sisters had.
 INTRODUCTION
This unit has been designed to develop students' reading, writing, thinking, and
language skills through exercises and activities related to Wuthering Heights by Emily Bronte. It
includes eighteen lessons, supported by extra resource materials.
The introductory lesson introduces students to the use of a family tree to keep
the characters in the novel straight and to explore their own families. Following the introductory
activity, students are given a transition to explain how the activity relates to the book they are
about to read. Following the transition, students are given the materials they will be using during
the unit. At the end of the lesson, students begin the pre-reading work for the first reading
assignment.
The reading assignments are approximately thirty pages each; some are a little
shorter while others are a little longer. Students have approximately 15 minutes of pre-reading
work to do prior to each reading assignment. This pre-reading work involves reviewing the study
questions for the assignment and doing some vocabulary work for 8 to 10 vocabulary words they
will encounter in their reading.
The study guide questions are fact-based questions; students can find the answers
to these questions right in the text. These questions come in two formats: short answer or
multiple choice. The best use of these materials is probably to use the short answer version of the
questions as study guides for students (since answers will be more complete), and to use the
multiple choice version for occasional quizzes. If your school has the appropriate equipment, it
might be a good idea to make transparencies of your answer keys for the overhead projector.
The vocabulary work is intended to enrich students' vocabularies as well as to aid
in the students' understanding of the book. Prior to each reading assignment, students will
complete a two-part worksheet for approximately 8 to 10 vocabulary words in the upcoming
reading assignment. Part I focuses on students' use of general knowledge and contextual clues by
giving the sentence in which the word appears in the text. Students are then to write down what
they think the words mean based on the words' usage. Part II nails down the definitions of the
words by giving students dictionary definitions of the words and having students match the words
to the correct definitions based on the words' contextual usage. Students should then have a
thorough understanding of the words when they meet them in the text.
After each reading assignment, students will go back and formulate answers for the
study guide questions. Discussion of these questions serves as a review of the most important
events and ideas presented in the reading assignments.
After students complete reading the work, there is a lesson devoted to the extra
discussion questions/writing assignments. These questions focus on interpretation, critical
analysis and personal response, employing a variety of thinking skills and adding to the students'
understanding of the novel.
Following the discussion questions, there is a vocabulary review lesson which
pulls together all of the fragmented vocabulary lists for the reading assignments and gives students
a review of all of the words they have studied.
The group activity which follows the vocabulary lesson has students working in
small groups to discuss the some of the novel's themes and ideas. Using the information they have
acquired so far through individual work and class discussions, students get together to further
examine the text and to brainstorm ideas relating to the themes of the novel.
The group activity is followed by a reports and discussion session in which the
groups share their ideas about the themes with the entire class; thus, the entire class is exposed to
information about all of the themes and the entire class can discuss each theme based on the
nucleus of information brought forth by each of the groups.

5
 There are three writing assignments in this unit, each with the purpose of
informing, persuading, or expressing personal opinions. The first assignment is to inform:
students describe the relationship between Catherine and Heathcliff. The second assignment is to
persuade: students persuade Isabella not to marry Heathcliff or Heathcliff not to marry Isabella.
The third assignment is to give students a chance to express their own opinions: students answer
the question, "Who is the most important character in the book?".
In addition, there is a nonfiction reading assignment. Students are required to
read a piece of nonfiction related in some way to Wuthering Heights. After reading their
nonfiction pieces, students will fill out a worksheet on which they answer questions regarding
facts, interpretation, criticism, and personal opinions. During one class period, students make oral
presentations about the nonfiction pieces they have read. This not only exposes all students to a
wealth of information, it also gives students the opportunity to practice public speaking.
The review lesson pulls together all of the aspects of the unit. The teacher is given
four or five choices of activities or games to use which all serve the same basic function of
reviewing all of the information presented in the unit.
The unit test comes in two formats: multiple choice or short answer. As a
convenience, two different tests for each format have been included.
There are additional support materials included with this unit. The extra
activities section includes suggestions for an in-class library, crossword and word search puzzles
related to the novel, and extra vocabulary worksheets. There is a list of bulletin board ideas
which gives the teacher suggestions for bulletin boards to go along with this unit. In addition,
there is a list of extra class activities the teacher could choose from to enhance the unit or as a
substitution for an exercise the teacher might feel is inappropriate for his/her class. Answer keys
are located directly after the reproducible student materials throughout the unit. The student
materials may be reproduced for use in the teacher's classroom without infringement of
copyrights. No other portion of this unit may be reproduced without the written consent of
Teacher's Pet Publications, Inc.

6
 UNIT OBJECTIVES - Wuthering Heights
1. Through reading Wuthering Heights, students will study the ideas of revenge, duality of
personality, crime and punishment, and good (love) versus evil.
2. Students will study the narrative technique.
3. Students will compare and contrast characters to gain a better understanding of Emily Bronte's
portraits of human nature.
4. Students will demonstrate their understanding of the text on four levels: factual, interpretive,
critical, and personal.
5. Students will define their own viewpoints on the aforementioned themes.
6. Students will be given the opportunity to practice reading aloud and silently to improve their
skills in each area.
7. Students will answer questions to demonstrate their knowledge and understanding of the main
events and characters in Wuthering Heights as they relate to the author's theme development.
8. Students will enrich their vocabularies and improve their understanding of the novel through
the vocabulary lessons prepared for use in conjunction with the novel.
9. The writing assignments in this unit are geared to several purposes:
a. To have students demonstrate their abilities to inform, to persuade, or
to express their own personal ideas
Note: Students will demonstrate ability to write effectively to inform
by developing and organizing facts to convey information. Students
will demonstrate the ability to write effectively to persuade by
selecting and organizing relevant information, establishing an
argumentative purpose, and by designing an appropriate strategy for
an identified audience. Students will demonstrate the ability to write
effectively to express personal opinions by selecting a form and its
appropriate elements.
b. To check the students' reading comprehension
c. To make students think about the ideas presented by the novel
d. To encourage logical thinking
e. To provide an opportunity to practice good grammar and improve
students' use of the English language.
11. Students will read aloud, report, and participate in large and small group discussions to
improve their public speaking and personal interaction skills.

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 READING ASSIGNMENT SHEET - Wuthering Heights

Date Assigned Chapters Assigned Completion Date

1-3
4-8
9-10
11-13
14-17
18-21
22-26
27-30
31-34

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 UNIT OUTLINE - Wuthering Heights

1 2 3 4 5

Introduction Study ?s 1-3 Study ?s 4-8 Study ?s 9-10 Study?s 11-13

PVR 1-3 PVR 4-8 PVR 9-10 PVR 11-13 PVR 14-17
PVR 18-21

6 7 8 9 10

Writing Quiz/?s 14-21 Study ?s 22-26 Study ?s 27-31

Assignment 1 PVR 22-26 Library PVR 27-30 Nonfiction
PVR 26-31 Reports
PVR 31-34

11 12 13 14 15

Study ?s 31-34 Vocabulary Group Activity Discussion Writing

Extra ?s Assignment 2

16 17 18 19 20

Family Trees Film Film Writing Review

Assignment 3

21

Test

Key: P = Preview Study Questions V = Prereading Vocabulary Work R = Read

9
STUDY GUIDE QUESTIONS

10
 SHORT ANSWER STUDY GUIDE QUESTIONS - Wuthering Heights

Chapters 1-3
1. Why did Mr. Lockwood go to Wuthering Heights? What kind of welcome did he
receive?
2. Why did Lockwood return to Wuthering Heights uninvited, and how do the results of his
visit affect the remainder of the novel?
3. When Lockwood first enters Wuthering Heights, who lives there?
4. What feeling do we get from Wuthering Heights and its occupants in these first few
chapters?
5. Describe Heathcliff.
6. What glimpses from the past does Lockwood discover from Catherine's books?
7. Whose ghost visits Mr. Lockwood? What is Heathcliff's reaction to the ghost?

Chapters 4-8
1. Who is Nelly Dean?
2. What do the gifts Hindley and Catherine ask their father to bring them reveal about
their characters?
3. What are Heathcliff's origins?
4. Why does Hindley despise Heathcliff?
5. Describe Catherine.
6. Compare and contrast Catherine's and Heathcliff's reactions to the Lintons at
Thrushcross Grange.
7. Why did Edgar get applesauce dumped on him?
8. Catherine is pained by Hindley's punishment of Heathcliff, yet she remains as the
hostess of her guests. What change does this reveal?
9. What does Heathcliff begin to plan?
10. Who is Hareton Earnshaw?
11. How does Frances' death affect Hindley?
12. Edgar gets a good look at Catherine's "other side." What is his reaction?

Chapters 9-10
1. Who saves Hareton's life?
2. Why does Catherine accept Edgar's proposal when she knows Heathcliff is a part of her
soul?
3. Why does Heathcliff disappear?
4. How has Heathcliff changed during his absence of three years?
5. Who is Isabella, and what does she think of Heathcliff?
6. How does Heathcliff begin his revenge on Hindley (and ultimately gain control of his
land)?

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Short Answer Study Guide Questions - Wuthering Heights - Page Two

Chapters 11-13
1. Describe Hareton Earnshaw as a boy.
2. Why does Heathcliff embrace Isabella?
3. Why does Catherine put herself into a fit?
4. For what does Catherine wish in her delirium?
5. What happened to Isabella's springer?
6. How does Edgar react to Isabella's running away with Heathcliff?
7. What kind of a reception does Isabella receive at Wuthering Heights?
8. What does Isabella want of Nelly?

Chapters 14-17
1. Describe Heathcliff's relationship with Isabella.
2. Why does Nelly agree to take Heathcliff's letter to Catherine?
3. Describe the relationship between Heathcliff and Catherine.
4. What does Heathcliff plead for from Catherine?
5. Why does Edgar bury Catherine away from the family?
6. Isabella hates Heathcliff and yet she warns him that Hindley has a gun and means to
shoot him. Why?
7. What is Hareton doing when Isabella escapes?
8. Who is Linton?
9. Compare and contrast the way Hindley and Edgar handle losing their spouses and
rearing their children.
10. Upon Hindley's death, who owns Wuthering Heights, and how?

Chapters 18-21
1. Describe Cathy's first meeting with Hareton.
2. Describe Linton Heathcliff.
3. Why does Heathcliff want Linton?
4. Why does Heathcliff feel an affection for Hareton?
5. Why does Nelly cut off the love letters between Cathy and Linton?

Chapters 22-26
1. How does Heathcliff get Cathy to visit Linton?
2. Linton is not very likable. Why do you think Cathy cares for him?
3. Compare the relationships among Heathcliff, Catherine, and Edgar to the relationships
between Hareton, Cathy, and Linton.
4. Where do Cathy and Linton meet?
5. Why does Heathcliff want Cathy and Linton to marry?

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Short Answer Study Guide Questions - Wuthering Heights - Page Three

Chapters 27-30
1. Why is it necessary for Heathcliff to kidnap Cathy and Nelly?
2. Why does Linton help Cathy escape to see her father?
3. How has Heathcliff arranged to finally be with Catherine?
4. After Linton dies, what is left for Cathy?

Chapters 31-34
1. Why is Hareton trying to learn to read?
2. Heathcliff abuses Hareton and tries to see Hindley in his features, but who does he
really see?
3. How has Wuthering Heights changed in Mr. Lockwood's absence?
4. How did Heathcliff change towards the end?
5. How is Heathcliff's death like Catherine's?
6. How is the bitterness and hatred in the story finally overcome?

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 ANSWER KEY: SHORT ANSWER STUDY GUIDE QUESTIONS - Wuthering Heights

Chapters 1-3
1. Why did Mr. Lockwood go to Wuthering Heights? What kind of welcome did he receive?
He wanted a little vacation and some solitude. His welcome was much less than
hospitable; in fact, it was bitter. Mr. Heathcliff and all of the residents at Wuthering Heights were
quite cross.

2. Why did Lockwood return to Wuthering Heights uninvited, and how do the results of his visit
affect the remainder of the novel?
He had promised he would return. He wanted to get to know his landlord/neighbors; he
couldn't believe they were always as cross as on his first encounter with them. Returning home in
wintry weather, he becomes ill. This sets up his long time spent sitting quietly listening to Nelly
tell the story.

3. When Lockwood first enters Wuthering Heights, who lives there?

Heathcliff (the landlord), his daughter-in-law (Catherine), Hareton Earnshaw, and Joseph.

4. What feeling do we get from Wuthering Heights and its occupants in these first few chapters?
Wuthering Heights (and the occupants) are cross, sulky, cold, and dark. We get a feeling
of oppression and depression.

5. Describe Heathcliff.
He is dark, like a gypsy, with black eyes. He is handsome and dresses as a gentleman, yet
he is sullen, short-tempered, and very reserved. It is obvious that he does not welcome visitors
and does not like the people with whom he lives.

6. What glimpses from the past does Lockwood discover from Catherine's books?
First he learns of Catherine Earnshaw's existence and her friendship and fondness for
Heathcliff. He also learns of Catherine's brother Hindley who resents Heathcliff and is cruel to
him.

7. Whose ghost visits Mr. Lockwood? What is Heathcliff's reaction to the ghost?
Catherine's ghost appears to him. When Heathcliff hears of the ghost (and he has time
alone), he goes into a bit of a sorrowful fit.

Chapters 4-8
1. Who is Nelly Dean?
Nelly is the house servant for Mr. Lockwood (formerly housekeeper at Wuthering
Heights). She tells the story of the Lintons, Earnshaws, and Heathcliff to Mr. Lockwood.

14
2. What do the gifts Hindley and Catherine ask their father to bring them reveal about their
characters?
Hindley asks for a fiddle, suggesting he has more of an artist's personality. Catherine
wants a whip. She appears to be the more robust of the two.

3. What are Heathcliff's origins?

Mr. Earnshaw found him ragged and starving on the streets of Liverpool.

4. Why does Hindley despise Heathcliff?

He dislikes Heathcliff because Mr. Earnshaw clearly favors Heathcliff over Hindley.

5. Describe Catherine.
She is very much her own master. She teases and provokes her entire family with
pretended insolence. She adores Heathcliff, is saucy to her father, and yet appears to be not
actually malicious but high-strung and too carefree.

6. Compare and contrast Catherine's and Heathcliff's reactions to the Lintons at Thrushcross
Grange.
Heathcliff is disgusted by the Lintons. Catherine takes a liking to their elegant style of
living.

7. Why did Edgar get applesauce dumped on him?

His comment about Heathcliff's hair puts Heathcliff in a temper.

8. Catherine is pained by Hindley's punishment of Heathcliff, yet she remains as the hostess of her
guests. What change does this reveal?
She loves Heathcliff and worries about him, but she is strongly drawn to the Lintons and
their lifestyle.

9. What does Heathcliff begin to plan?

He begins to plan his revenge on Hindley.

10. Who is Hareton Earnshaw?

Hareton is the son of Hindley and Frances Earnshaw.

11. How does Frances' death affect Hindley?

Hindley becomes more cruel and despondent. He turns to drinking alcohol excessively.

12. Edgar gets a good look at Catherine's "other side." What is his reaction?
He is horrified at her cruelty and blatant lie, yet his attraction to her and her weeping
cause him to return and stay for a visit.

15
Chapters 9-10
1. Who saves Hareton's life?
After Hindley drops Hareton, Heathcliff catches him, saving his life.

2. Why does Catherine accept Edgar's proposal when she knows Heathcliff is a part of her soul?
She is proud and seduced by the money and power of a marriage to Edgar and deludes
herself into thinking it will put her in a position to help Heathcliff.

3. Why does Heathcliff disappear?

Catherine hurts his feelings by saying it would degrade her to marry him, so he leaves.

4. How has Heathcliff changed during his absence of three years?

His appearance and manners are greatly improved, and he seems to be better educated.
Underneath his new appearance, though, his hatreds are more intense and his emotions are more
cruel.

5. Who is Isabella, and what does she think of Heathcliff?

Isabella is Edgar's sister, a Linton. She has taken a fancy to Heathcliff, thinking his brutish
exterior masks softer sentiments which her love will free.

6. How does Heathcliff begin his revenge on Hindley (and ultimately gain control of his land)?
While living at Wuthering Heights, he plays cards with Hindley--and beats him badly,
winning great debts from Hindley. (Eventually, this is how he gains control of Wuthering
Heights.)

Chapters 11-13
1. Describe Hareton Earnshaw as a boy.
Hareton is growing up wild. He has no education and has the worst possible examples of
humanity to follow.

2. Why does Heathcliff embrace Isabella?

He does not love or even like her, but he sees an opportunity to hurt Edgar through her.

3. Why does Catherine put herself into a fit?

She wants both Edgar and Heathcliff for herself. She cannot reconcile them nor stop
Heathcliff from "courting” Isabella. Thus, her power over everyone is diminishing. Her violent
passions cause her to have a fit and lock herself in her room for days.

4. For what does Catherine wish in her delirium?

She wishes that she were a young wild girl living at Wuthering Heights as she used to be
and that Heathcliff would join her in her grave.

16
5. What happened to Isabella's springer?
Heathcliff tied it up so it would not bark at or follow him and Isabella.

6. How does Edgar react to Isabella's running away with Heathcliff?

He will have no further contact with her as she has now disowned her family in his eyes.

7. What kind of reception does Isabella receive at Wuthering Heights?

She is cursed at by Hareton who threatens to set the dogs on her. The rest of the
household alternately ignore and curse her. Heathcliff disappears and leaves her to fend for
herself.

8. What does Isabella want of Nelly?

She wants Nelly to come visit her and bring some message from Edgar.

Chapters 14-17
1. Describe Heathcliff's relationship with Isabella.
He despises her; he thinks she is a fool for marrying him.

2. Why does Nelly agree to take Heathcliff's letter to Catherine?

She thinks it will cause less harm than Heathcliff's trying to see Catherine and having to
fight Edgar.

3. Describe the relationship between Heathcliff and Catherine.

They love and torment each other. She accuses him of leaving her and he accuses her of
leaving him for a brief fancy for Edgar. Both feel they cannot live without the other and will only
find peace in the grave. Yet Heathcliff also feels a passionate hatred toward her for breaking her
own heart and thereby his and leaving him to live in a hell after she dies.

4. For what does Heathcliff plead from Catherine?

He pleads for her ghost to haunt him.

5. Why does Edgar bury Catherine away from the family?

He wants her to be near the moors she loved.

6. Isabella hates Heathcliff and yet she warns him that Hindley has a gun and means to shoot him.
Why?
Although she wishes him dead, Isabella cannot be a party to cold-blooded murder. She
probably wouldn't object to a fair fight between the two, but murder would not do.

17
7. What is Hareton doing when Isabella escapes?
He is hanging a litter of puppies. His character is shown as distorted and cruel.

8. Who is Linton?
Linton is the son of Isabella and Heathcliff.

9. Compare and contrast the way Hindley and Edgar handle losing their spouses and rearing their
children.
Hindley turns to gambling and drinking when Frances dies. He abuses Hareton to the
point of allowing him to be reared almost like a savage. Edgar mourns Catherine yet recovers to
lavish love on their daughter Cathy.

10. Upon Hindley's death, who owns Wuthering Heights, and how?
Heathcliff holds the mortgages on Wuthering Heights and therefore owns the property.

Chapters 18-21
1. Describe Cathy's first meeting with Hareton.
Their dogs get into a fight in front of Wuthering Heights when Cathy is on her secret
journey to the Peniston Crags. They appear quite pleased with each other until Cathy calls him a
servant, gives him an order, and refuses to believe he is her cousin.

2. Describe Linton Heathcliff.

He is blond, pale, thin, and appears to be a sickly child.

3. Why does Heathcliff want Linton?

Linton will be the heir of Thrushcross Grange, and Heathcliff sees an opportunity to get
the land for himself through his child.

4. Why does Heathcliff feel an affection for Hareton?

Hareton is the son Heathcliff wanted. He is strong, wild and full of spirit, unlike sickly
Linton.

5. Why does Nelly cut off the love letters between Cathy and Linton?
She fears Heathcliff's plan that they will marry. Nelly knows better than anyone how
dangerous Heathcliff is, and she wants to protect Cathy.

Chapters 22-26
1. How does Heathcliff get Cathy to visit Linton?
He appeals to her pity and sensitivity concerning Linton's loneliness and broken heart.

2. Linton is not very likable. Why do you think Cathy cares for him?
Although he is selfish, miserable, and sickly, he is the only person her own age and class
around. Also, Cathy does have a heart; she pities him.

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3. Compare the relationships among Heathcliff, Catherine, and Edgar to the relationships between
Hareton, Cathy, and Linton.
Cathy loves Linton and scorns Hareton as a brute, much as Catherine loved Edgar and
scorned Heathcliff's ill-manners. Cathy's love for Linton is actually pity, and we know she finds
Hareton physically attractive, if vulgar. It is obvious that Hareton is attracted to Cathy; he tries to
improve himself and has become jealous of Linton, as Heathcliff improved himself and was jealous
of Edgar.

4. Where do Cathy and Linton meet?

They only meet on the moors because each is forbidden to go to the other's household.

5. Why does Heathcliff want Cathy and Linton to marry?

It is through their union and Linton's early death that he will control Wuthering Heights
and Thrushcross Grange--the family fortunes of both of his enemies.

Chapters 27-30
1. Why is it necessary for Heathcliff to kidnap Cathy and Nelly?
He must get Cathy married to Linton before Edgar dies, in order to have his full revenge.

2. Why does Linton help Cathy escape to see her father?

He is tired of her crying--and perhaps he feels some pity for her.

3. How has Heathcliff arranged to finally be with Catherine?

He has bribed the gravedigger to remove the near sides of their coffins so that their dust
may mingle.

4. After Linton dies, what is left for Cathy?

She has no money and is a prisoner at Wuthering Heights.

Chapters 31-34
1. Why is Hareton trying to learn to read?
He wants to win Cathy's approval.

2. Heathcliff abuses Hareton and tries to see Hindley in his features, but who does he really see?
He keeps seeing Catherine in him.

3. How has Wuthering Heights changed in Mr. Lockwood's absence?

The gates and windows are unlocked and the house has a cheerful air. Cathy and Hareton
are obviously in love with each other, and Heathcliff has died.

4. How did Heathcliff change towards the end?

He lost his will for revenge. He became absorbed in Catherine's spirit and longed only to
be with her. He forgot the earthly needs or desires he had.

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5. How is Heathcliff's death like Catherine's?
They both fasted before they died, and they both seemed to already be a part of the world
to which they were going.

6. How is the bitterness and hatred in the story finally overcome?

The bitterness and hatred is overcome by the love of Cathy and Hareton. The two houses
are united and happy once more.

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 MULTIPLE CHOICE STUDY GUIDE/QUIZ QUESTIONS - Wuthering Heights

Chapters 1-3
1. Why did Mr. Lockwood go to Wuthering Heights? What kind of welcome did he receive?
a. To research and report on the history of Wuthering Heights
b. For a little vacation and solitude
c. To look at the property he was considering purchasing
d. To visit his aunt Nelly Dean

2. How does Lockwood's return visit to Wuthering Heights affect the remainder of the novel?
a. Without Lockwood's intervention, Catherine would never have left Wuthering
Heights.
b. Lockwood's critical comments help the occupants understand each other better.
c. After Lockwood's visit to Wuthering Heights, he is more determined than ever to
get Nelly to tell him the story. He is sure the story will be a great feature story
for his magazine.
d. Returning home in wintry weather, he becomes ill, which sets up his long time
spent quietly listening to Nelly tell the story.

3. When Lockwood first enters Wuthering Heights, who lives there?

a. Heathcliff, Hareton, and Joseph
b. Catherine, Hareton, and Joseph
c. Catherine, Heathcliff, Hareton, and Joseph
d. Catherine, Heathcliff, and Joseph

4. What feeling do we get from Wuthering Heights and its occupants in these first few chapters?
a. The occupants are cross, cold, sulky, and dark
b. The occupants are contented, happy, and loving
c. The occupants are a typical, old fashioned, homespun family
d. The occupants are sad and mourning

5. Describe Heathcliff.
a. Typical blond haired, blue eyed, happy-go-lucky young man
b. Dark with black eyes, well dressed, sullen, and short-tempered
c. Dark, handsome gentleman, rich, even tempered, and hospitable
d. Friendly, well-bred, business minded man who enjoys small talk

6. What glimpses from the past does Lockwood discover from Catherine's books?
a. He learns of Catherine's love for Hareton
b. He learns of Heathcliff's love for Catherine
c. He learns of Heathcliff's plans to ruin the Earnshaws
d. He learns of Catherine's fondness for Heathcliff

21
Multiple Choice/Study Guide Questions - Wuthering Heights - Page 2

7. Who appears in Mr. Lockwood's dream?

a. Catherine
b. Hindley
c. Heathcliff
d. Hareton

22
Multiple Choice/Study Guide Questions - Wuthering Heights - Page 3

Chapters 4-8
1. Who is Nelly Dean?
a. Lockwood's servant, housekeeper at Thrushcross Grange.
b. Lockwood's aunt, former housekeeper at Wuthering Heights
c. Catherine's real mother
d. Heathcliff's real mother, keeper of Thrushcross Grange

2. What do the gifts Hindley and Catherine ask their father to bring them reveal about their
characters?
a. Nothing
b. Catherine is the more robust of the two.
c. Hindley loves the outdoors; Catherine will make a good wife.
d. Hindley has evil tendencies.

3. What are Heathcliff's origins?

a. Nelly and Joseph with their son, Heathcliff, came to work for Mr. Earnshaw.
b. Nelly with her son, Heathcliff, came to work for Mr. Earnshaw.
c. Mr. Earnshaw found him on the streets of Liverpool and took him in.
d. Joseph with his son, Heathcliff, came to work for Mr. Earnshaw.

4. Why does Hindley despise Heathcliff?

a. Hindley despises everyone, not just Heathcliff.
b. Heathcliff beats him.
c. He is jealous of Heathcliff's relationship with Catherine.
d. Mr. Earnshaw favors Heathcliff over Hindley.

5. Describe Catherine.
a. Beautiful, well-bred lady
b. High-strung, carefree and insolent
c. Reserved, melancholy, and sickly
d. Gracious, reserved, and well-bred

6. Compare and contrast Catherine's and Heathcliff's reactions to the Lintons at Thrushcross
Grange.
a. They both love the Lintons.
b. Catherine finds their elegance disgusting; Heathcliff thinks it quite the proper way
to live.
c. Heathcliff is disgusted; Catherine likes their elegant style of living.
d. They both are disgusted by the Lintons.

23
Multiple Choice/Study Guide Questions - Wuthering Heights - Page 4

7. Why did Edgar get applesauce dumped on him?

a. Edgar and Catherine announce their engagement which throws Heathcliff into a
rage.
b. Nelly is shocked by Catherine, she trips, and applesauce spills on Edgar.
c. His comment about Catherine's hair put Catherine in a temper.
d. His comments about Heathcliff's hair puts Heathcliff in a temper.

8. Catherine is pained by Hindley's punishment of Heathcliff, yet she remains as the hostess of her
guests. What change does this reveal?
a. She loves Heathcliff and worries about him, but she is strongly drawn to the
Lintons and their life style.
b. She doesn't care for Heathcliff anymore.
c. She sympathizes with Hindley.
d. She just wants peace in the household; she has had enough of the personal
conflicts and petty concerns of the Earnshaws.

9. What does Heathcliff begin to plan?

a. A way to get even with Catherine
b. How to get away from Wuthering Heights
c. How to win Catherine
d. Revenge on Hindley

10. Who is Hareton?

a. Son of Edgar and Catherine
b. Son of Hindley and Frances
c. Son of Heathcliff and Frances
d. Son of Heathcliff and Isabella

11. How does Frances' death affect Hindley?

a. It frees him to hope for Catherine's hand in marriage.
b. He's glad to be rid of her; he never loved her; he married her for spite.
c. He becomes more cruel and despondent.
d. It deepens his hatred of Heathcliff.

12. Edgar gets a good look at Catherine's "other side." What is his reaction?
a. He is horrified but still attracted to her.
b. He is horrified and loses his attraction to her.
c. He laughs, thinking she's just playing.
d. He leaves her in disgust.

24
Multiple Choice/Study Guide Questions - Wuthering Heights - Page 5

Chapters 9-10
1. Who saves Hareton's life?
a. Hindley
b. Heathcliff
c. Catherine
d. Edgar

2. Why does Catherine accept Edgar's proposal when she knows Heathcliff is a part of her soul?
a. She's mad at Heathcliff and marries Edgar for revenge.
b. She's proud and seduced by the money and power of a marriage to Edgar and
deludes herself into thinking it will put her in a position to help Heathcliff.
c. She knows in her heart that a marriage with Heathcliff will never work.
d. She loves Heathcliff with her heart and soul, but as a brother, not a husband.

3. Why does Heathcliff disappear?

a. Heathcliff goes away because Catherine tells him to go.
b. He goes away to school.
c. He leaves to make his own fortune.
d. Catherine hurts his feelings, so he leaves.

4. How has Heathcliff changed during his absence of three years?

a. Better appearance, more understanding
b. Richer, more suitable suitor for Catherine
c. Better appearance and education but more full of hate and cruelty
d. More despondent and melancholy

5. Who is Isabella, and what does she think of Heathcliff?

a. Edgar's sister who takes a fancy to Heathcliff
b. Edgar's housekeeper who takes a fancy to Heathcliff
c. Hindley's sister, who takes a fancy to Heathcliff
d. Hindley's sister, who despise Heathcliff

6. How does Heathcliff begin his revenge on Hindley?

a. Heathcliff beats him senseless.
b. Heathcliff keeps Hindley a prisoner at Thrushcross Grange.
c. Heathcliff marries Isabella, who had been engaged to Hindley.
d. Heathcliff wins great gambling debts from Hindley playing cards.

25
Multiple Choice/Study Guide Questions - Wuthering Heights - Page 6
Chapters 11-13
1. Describe Hareton Earnshaw as a boy.
a. Well-bred, little, rich boy
b. Wild; no education; no manners
c. Dull-witted and melancholy
d. Smart, cunning, and wise

2. Why does Heathcliff embrace Isabella?

a. He loves her and she loves him.
b. He sees an opportunity to hurt Hindley through her.
c. He sees an opportunity to hurt Edgar through her.
d. He sees an opportunity to hurt Catherine through her.

3. Why does Catherine put herself into a fit?

a. She wants Edgar's attention.
b. She wants Heathcliff's attention.
c. She wants both Edgar and Heathcliff for herself. She cannot reconcile them or
stop Heathcliff from "courting" Isabella. Thus, her power over everyone is
diminishing.
d. Since she can't have both Edgar and Heathcliff, she decides life is not worth
living. She locks herself in her room and attempts suicide.

4. For what does Catherine wish in her delirium?

a. She wishes she were a young wild girl living at Wuthering Heights as she used to be.
b. She wishes that Heathcliff would join her in her grave.
c. a & b
d. She wishes she were dead already.

5. What happened to Isabella's springer?

a. Heathcliff tied it up.
b. Heathcliff killed it.
c. Heathcliff ran it over.
d. Nelly found it dead.

6. How does Edgar react to Isabella's running away with Heathcliff?

a. He believes that they deserve each other.
b. He claims she has disowned him and he'll have nothing more to do with her.
c. He plans to get revenge on Heathcliff for taking his sister away.
d. He becomes enraged and goes after them.

26
Multiple Choice/Study Guide Questions - Wuthering Heights - Page 7

7. What kind of reception does Isabella receive at Wuthering Heights?

a. She gets the warm welcome of a beloved bride.
b. She is cursed or ignored and left to fend for herself.
c. Heathcliff dumps her like a hot potato, but the household servants are kind to her.
d. Hareton welcomes her, but everyone else curses or ignores her.

8. What does Isabella want of Nelly?

a. She wants Nelly to come rescue her.
b. She wants Nelly to plead with Heathcliff on her behalf.
c. She wants Nelly to bring Catherine so she can get Catherine to help her become
reunited with Edgar.
d. She wants Nelly to visit her and bring a message from Edgar.

27
Multiple Choice/Study Guide Questions - Wuthering Heights - Page 8

Chapters 14-17
1. Describe Heathcliff's relationship with Isabella.
a. He loves her.
b. He despises her and thinks her a fool.
c. He feels sorry for her.
d. He feels guilty for marrying her.

2. Why does Nelly agree to take Heathcliff's letter to Catherine?

a. She thinks her delivering the letter will cause the least trouble.
b. She hopes Catherine and Heathcliff will somehow be reunited.
c. She thinks Catherine and Heathcliff deserve each other.
d. Heathcliff blackmails her, forcing her to take the letter.

3. Describe the relationship between Heathcliff and Catherine.

a. Heathcliff loves Catherine, but Catherine despises Heathcliff.
b. They despise each other.
c. They love but torment each other.
d. Catherine loves Heathcliff but Heathcliff despises Catherine.

4. For what does Heathcliff plead from Catherine?

a. For her to leave Edgar
b. For her ghost to haunt him
c. For her to stop loving him
d. For her to meet him on the moor

5. Why does Edgar bury Catherine away from the family?

a. The family didn't like her, and she didn't like them.
b. He was angry with her and got revenge by leaving her alone.
c. She wasn't good enough socially to lie with his family.
d. He wants her to be near the moors she loved.

6. Isabella hates Heathcliff and yet she warns him that Hindley has a gun and means to shoot him.
Why?
a. She's afraid she'll be implicated in the murder.
b. She doesn't really hate him; deep down she still loves him.
c. Although she wishes him dead, Isabella cannot be a party to cold-blooded murder.
d. She hates Hindley more than she hates Heathcliff.

28
Multiple Choice/Study Guide Questions - Wuthering Heights - Page 9

7. What is Hareton doing when Isabella escapes?

a. Spying on Isabella
b. Hanging a litter of puppies
c. Cursing his father
d. Tearing up books

8. Who is Linton?
a. Son of Isabella and Heathcliff
b. Son of Catherine and Edgar
c. Son of Isabella and Hindley
d. Son of Hindley and Frances

9. Compare/contrast the way Hindley and Edgar rear their children.

a. Hindley is a loving parent to Hareton; Heathcliff is abusive to Catherine.
b. Hindley is an abusive parent to Hareton; Heathcliff is loving to Catherine.
c. Both are loving to their children.
d. Both are cruel to their children.

10. Upon Hindley's death, who owns Wuthering Heights, and how?
a. Heathcliff owns it by marriage.
b. Heathcliff owns it as mortgage holder.
c. Catherine owns it.
d. Hareton owns it.

29
Multiple Choice/Study Guide Questions - Wuthering Heights - Page 9

Chapters 18-21
1. Describe Cathy's relationship with Hareton at their first meeting.
a. They're polite with each other because they're cousins.
b. They argue about their dogs and immediately take a dislike for each other.
c. The get along well until Cathy calls Hareton a servant.
d. Cathy likes Hareton, but Hareton thinks Cathy is cruel and insolent.

2. Describe Linton Heathcliff.

a. Amiable but condescending, good-looking, robust
b. Malicious, vindictive, dark, and handsome
c. Robust and wild
d. Blond, pale, thin, sickly

3. Why does Heathcliff want Linton?

a. Heathcliffs sees a way to get Thruscross Grange through Linton.
b. Linton is his son; Heathcliff wants Linton to carry on the fine Heathcliff traditions.
c. Heathcliff plans to use Linton to get even with Catherine.
d. Heathcliff just doesn't want Isabella to have Linton; he is being spiteful.

4. Why does Heathcliff feel an affection for Hareton?

a. Hareton is really his son.
b. Since Hareton is Catherine's nephew, Heathcliff feels closer to Catherine by being
near Hareton.
c. Heathcliff feels sorry for him, remembering how he himself was alone before Mr.
Earnshaw took him in.
d. Hareton is the wild and robust son Heathcliff wanted.

5. Why does Nelly cut off the love letters between Cathy and Linton?
a. Nelly wants to protect Cathy from Heathcliff's schemes.
b. Nelly doesn't like Linton.
c. Nelly is punishing Cathy for being insolent.
d. Nelly doesn't think Cathy is mature enough to have a relationship with anyone.

30
Multiple Choice/Study Guide Questions - Wuthering Heights - Page 10

Chapters 22-26
1. How does Heathcliff get Cathy to visit Linton?
a. He kidnaps her.
b. He appeals to her pity for Linton.
c. He threatens her.
d. He invites her to a party at Wuthering Heights.

2. Linton is not very likable. Why do you think Cathy cares for him?
a. She is attracted to his robust, manly, physical appearance.
b. She sees good in him that no one else recognizes.
c. Her care is pity more than love.
d. Love is blind.

3. What are the relationships among Hareton, Cathy, and Linton?

a. Cathy loves Linton.
b. Hareton loves Cathy.
c. Hareton is jealous of Linton.
d. All of the above

4. Where do Cathy and Linton meet?

a. Thrushcross Grange
b. On the moors
c. Wuthering Heights
d. Peniston Crags

5. Why does Heathcliff want Cathy and Linton to marry?

a. He wishes to enjoy a vicarious marriage to Catherine through the marriage of his
son and her daughter.
b. He wants an end to his feud with the Lintons and Earnshaws. The marriage of
Cathy and Linton would reunite the families with him.
c. It is through their union and Linton's early death that he will control Wuthering
Heights and Thrushcross Grange--the family fortunes of both of his enemies.
d. He knows it would be the last thing Edgar would want, so that's the thing he
wants to work towards.

31
Multiple Choice/Study Guide Questions - Wuthering Heights - Page 11

Chapters 27-30
1. Why did Heathcliff kidnap Cathy and Nelly?
a. To get full revenge, he must get Cathy and Linton married before Edgar dies.
b. He must get Cathy to marry Linton before Linton dies.
c. It was the only way to get Edgar to comply with his demand.
d. He was just being cruel, keeping Cathy from Edgar's death bed.

2. Why does Linton help Cathy escape to see her father?

a. Heathcliff expects him to.
b. To be cruel to Heathcliff
c. He is tired of her crying--and perhaps he feels some pity for her
d. He loves her deeply.

3. How has Heathcliff arranged to finally be with Catherine?

a. He kills himself.
b. He has bribed the gravedigger to remove the near sides of their coffins so that
their dust may mingle.
c. He arranges to be buried near her.
d. All of the above

4. After Linton dies, what is left for Cathy?

a. She has no money and is a prisoner at Wuthering Heights.
b. She inherits both Wuthering Heights and Thrushcross Grange.
c. Nothing; she returns to Thrushcross Grange and Nelly.
d. She returns to her father at Thrushcross Grange.

32
Multiple Choice/Study Guide Questions - Wuthering Heights - Page 12

Chapters 31-34
1. Why is Hareton trying to learn to read?
a. He wants to make sure he can read his father's will.
b. He realizes he can never be like Heathcliff without an education.
c. He wants to win Cathy's approval.
d. He decides to take his life back into his own control, and to do that he has to be
able to read and write.

2. Heathcliff abuses Hareton and tries to see Hindley in his features, but who does he see?
a. Frances
b. Catherine
c. Mr. Earnshaw
d. Himself

3. How has Wuthering Heights changed in Mr. Lockwood's absence?

a. The house is cheerful.
b. Cathy and Hareton are in love.
c. Heathcliff has died.
d. All of the above

4. How did Heathcliff change towards the end?

a. Became preoccupied and obsessed with Catherine
b. Became good natured and pleasant, even likeable
c. Begged for everyone's forgiveness
d. Became even more bitter and cruel

5. How is Heathcliff's death like Catherine's?

a. Both had an enormous hunger before they died.
b. Both seemed already to be a part of the world to which they were going.
c. Both asked for forgiveness and repented upon their death beds.
d. All of the above

6. How is the bitterness and hatred in the story finally overcome?

a. By the death of Heathcliff
b. By the reuniting of Catherine and Heathcliff
c. By the love of Cathy and Hareton
d. All of the above

33
 ANSWER KEY - MULTIPLE CHOICE STUDY/QUIZ QUESTIONS
Wuthering Heights

Chapters 1-3 Chapters 4-8 Chapters 9-10

1. A 1. B
1. B 2. B 2. B
2. D 3. C 3. D
3. C 4. D 4. C
4. A 5. B 5. A
5. B 6. C 6. D
6. D 7. D
7. A 8. A
9. D
10. B
11. C
12. A

Chapters 11-13 Chapters 14-17 Chapters 18-21

1. B 1. B 1. C
2. C 2. A 2. D
3. C 3. C 3. A
4. C 4. B 4. D
5. A 5. D 5. A
6. B 6. C
7. B 7. B
8. D 8. A
9. B
10. B

Chapters 22-26 Chapters 27-30 Chapters 31-34

1. B 1. A 1. C
2. C 2. C 2. B
3. D 3. B 3. D
4. B 4. A 4. A
5. C 5. B
6. D

34
PREREADING VOCABULARY
WORKSHEETS

35
 Vocabulary - Wuthering Heights
Chapters 1-3 Part I: Using Prior Knowledge and Contextual Clues
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge, and
write what you think the underlined words mean on the lines provided.
1. I do not believe that I could have fixed on a situation so completely removed from the stir of
society. A perfect misanthropist's Heaven;

2. Even the gate over which he leant manifested no sympathizing movement to the words;

3. "The Lord help us!" he soliloquised in an undertone of peevish displeasure.

4. The apartment and furniture would have been nothing extraordinary as belonging to a homely,
northern farmer, with a stubborn countenance and stalwart limbs set out to take advantage in
knee-breeches and gaiters.

5. 'you deserve perpetual isolation from your species for your churlish inhospitality.

6. "They are not mine," said the amiable hostess, more repellingly than Heathcliff himself could
have replied.

7. Fortunately for my susceptible heart, the only sentiment they evinced hovered between scorn.…

8. "Take the road you came," she answered, ensconcing herself in a chair.…

9. As it spoke, I discerned obscurely, a child's face looking through the window.

10. ...he struggled to vanquish an excess of violent emotion.

36
Vocabulary - Wuthering Heights Chapters 1-3 Continued

Part II: Determining the Meaning

You have tried to figure out the meanings of the vocabulary words for Chapters 1-3. Now
match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them up in
a dictionary.

1. misanthropist A. expression

2. manifested B. vulnerable

3. peevish C. person who hates mankind

4. countenance D. irritable

5. perpetual E. perceived

6. amiable F. overpower

7. susceptible G. exhibited

8. ensconcing H. settling comfortably

9. discerned I. continuous; endless

10.vanquish J. good-natured

37
Vocabulary - Wuthering Heights Chapters 4-8
Part I: Using Prior Knowledge and Contextual Clues
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge, and
write what you think the underlined words mean on the lines provided.
1. I was obliged to confess, and in recompense for my cowardice and inhumanity was sent out of
the house.

2. ...take him, and be damned, you beggarly interloper and wheedle my father out of all he has;

3. But I knew nothing of what these symptoms portended . . . .

4. I vociferated curses enough to annihilate any fiend in Christendom;

5. ...shaking her head and expostulating with her, I suppose;

6. "Shake hands, Heathcliff," said Mr. Earnshaw, condescendingly, once in a way, that is
permitted.

7. Heathcliff's violent nature was not prepared to endure the appearance of impertinence from one
whom he seemed ot hate, even then as a rival.

8. She persevered and finally persuaded him to hold communion with her through the boards.

9. "Excuse me," I responded; 'you, my good friend, are a striking evidence against that assertion.

38
Vocabulary - Wuthering Heights Chapters 4-8 Continued

10. Excepting a few provincialisms of slight consequence, you have no marks of the manners
which I am habituated to consider peculiar to your class.

11. ...when Linton evinced disgust and antipathy to Heathcliff, she dared not treat his sentiments
with indifference.

Part II: Determining the Meaning

You have tried to figure out the meanings of the vocabulary words for Chapters 4-8. Now
match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them up in
a dictionary.

11. recompense A. patronizing

12. interloper B. persisted

13. portended C. statement

14. annihilate D. manners unfashionable or unsophisticated

15. expostulating E. revealed

16. condescending F. payment

17. impertinence G. forecast

18. persevered H. intruder

19. assertion I. impudence

20. provincialisms J. obliterate

21. evinced K. reasoning to dissuade or correct

39
Vocabulary - Wuthering Heights Chapters 9-10
Part I: Using Prior Knowledge and Contextual Clues
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge, and
write what you think the underlined words mean on the lines provided.
1. She was vexed, but she did not proceed.

2. "He quite deserted! we separated!" she exclaimed, with an accent of indignation.

3. It proved the commencement of delirium.

4. He was rather too indulgent in humouring her caprices not from affection, but from pride;

5. Is he turning out a bit of a hypocrite and coming into the country to work to work mischief
under a cloak?

6. The event of this evening has reconciled me to God and humanity!

7. ...it awakened no reciprocation of sentiment;

8. I have done, and yield the argument to your saucy insolence.

9. No, no Isabella, you sha'n't run off," she continued, arresting with feigned playfulness, the
confounding girl, who had risen indignantly.

40
Vocabulary - Wuthering Heights Chapters 9-10 Continued
Part II: Determining the Meaning
You have tried to figure out the meanings of the vocabulary words for Chapters 9-10.
Now match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them up in
a dictionary.

22. vexed A. deceiver

23. indignation B. return

24. delirium C. presumptuous and insulting in manner or speech

25. caprices D. pretend

26. hypocrite E. annoyed

27. reconciled F. madness caused by illness

28. reciprocation G. resentment

29. insolence H. reunited

30. feigned I. whims

41
Vocabulary - Wuthering Heights Chapters 11-13

Part I: Using Prior Knowledge and Contextual Clues

Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge, and
write what you think the underlined words mean on the lines provided.

1. She averted her face: he apparently put some question which she had no mind to answer.

2. The spirit which served her was growing intractable: she could neither lay nor control it.

3. I acquiesced - foolishly.

4. 'Remain where you are, Catherine,' he said; without any anger in his voice, but with much
sorrowful despondency.

5. 'Has he fallen into a lethargy, or is he dead?'

6. I dread sleeping: my dreams appall me.'

7. ...and flattering his too sanguine hopes with the illusion that her mind would settle back to its
right balance also...

8. To obviate the fatigue of mounting and descending the stairs, we fitted up this, where you lie at
present.

42
Vocabulary - Wuthering Heights Chapters 11-13 Continued

Part II: Determining the Meaning

You have tried to figure out the meanings of the vocabulary words for Chapters 11-13.
Now match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them up in
a dictionary.

31. averted A. discouragement

32. intractable B. listlessness

33. acquiesced C. prevent something by effective measures

34. despondency D. turned away

35. lethargy E. uncontrollable

36. appall F. dismay

37. sanguine G. optimistic

38. obviate H. consented

43
Vocabulary - Wuthering Heights Chapters 14-17

Part I: Using Prior Knowledge and Contextual Clues

Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge, and
write what you think the underlined words mean on the lines provided.
1. And should she really wish to oblige me, let her persuade the villain she has married to leave
the country.'

2. Catherine and Edgar are as fond of each other as any two people can be," cried Isabella, with
sudden vivacity.

3. Her present countenance had a wild vindictiveness in its white cheek,

4. I inquired what had urged her to escape from Wuthering Heights in such an unlikely plight.

5. I experienced pleasure in being able to exasperate him:

6. After concluding these precious orisons--and they lasted generally till he grew hoarse and his
voice was strangled in his throat.

7. 'Earnshaw swore passionately at me: affirming that I loved the villain yet;

8. I wouldn't have aided or abetted an attempt on even his life for anything.

9. And you conspire with him against me, do you, viper?

44
Vocabulary - Wuthering Heights Chapters 14-17 Continued
Part II: Determining the Meaning
You have tried to figure out the meanings of the vocabulary words for Chapters 14-17.
Now match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them up in
a dictionary.

39. oblige A. situation; condition

40. vivacity B. energy

41. vindictiveness C. asserting; maintaining

42. plight D. scheme

43. exasperate E. accommodate

44. orisons F. infuriate

45. affirming G. spitefulness

46. abetted H. encouraged

47. conspire I. prayers

45
Vocabulary - Wuthering Heights Chapters 18-21
Part I: Using Prior Knowledge and Contextual Clues
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge, and
write what you think the underlined words mean.
1. A propensity to be saucy was one.

2. Now let us have no petulance. Oh, for shame.

3. 'I shall ask him what he wants first,' I said, in considerable trepidation.'

4. He was donned in his Sunday garments, with his most sanctimonious and sourest face.

5. The boy was fully occupied with his own cogitations for the remainder of the ride, till we halted
before the farm-house garden gate.

6. ...there was a grace in his manner that mitigated these defects, and rendered him not
unpleasing.

7. "Get up, you idle boy!"

8. "But, Mr. Heathcliff was quite cordial, papa."

9. Linton will conjecture how it is, and trouble himself no further about you.

46
Vocabulary - Wuthering Heights Chapters 18-21 Continued
Part II: Determining the Meaning
You have tried to figure out the meanings of the vocabulary words for Chapters 18-21.
Now match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them up in
a dictionary.

48. propensity A. thoughts

49. petulance B. lazy; inactive

50. trepidation C. congenial; friendly

51. sanctimonious D. suppose

52. cogitations E. tendency

53. mitigated F. moderated

54. idle G. unreasonable ill-temper

55. cordial H. apprehension

56. conjecture I. self-righteous

47
Vocabulary - Wuthering Heights Chapters 22-26
Part I: Using Prior Knowledge and Contextual Clues
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge, and
write what you think the underlined words mean on the lines provided.
1. 'I fret about nothing on earth except papa's illness."

2. ...for she lingered, viewing with troubled eyes the features of the speaker, too stern to express
his inward deceit.

3. ...while she stood by looking very contrite.

4. I hate them all; they are odious beings.

5. "she didn't leave him,' said the boy: ' you shan't contradict me!"

6. As you his cousin, she wept with all her might; aghast at the mischief she had done:

7. But I've learnt to endure the former with nearly as little resentment as the latter.

8. He spoke in the deep tenderness of one about the leave his treasure amid perils and foes.

9. Cathy was a powerful ally at home;

48
Vocabulary - Wuthering Heights Chapters 22-26 Continued
Part II: Determining the Meaning
You have tried to figure out the meanings of the vocabulary words for Chapters 22-26.
Now match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them up in
a dictionary.

57. fret A. apologetic

58. deceit B. dispute; oppose
59. contrite C. collaborator; partner
60. odious D. enemies
61. contradict E. astonished
62. aghast F. deception
63. endure G. detestable
64. foes H. tolerate
65. ally I. worry

49
Vocabulary - Wuthering Heights Chapters 27-30
Part I: Using Prior Knowledge and Contextual Clues
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge, and
write what you think the underlined words mean on the lines provided.
1. Catherine, we would fain have deluded yet;

2. "Why won't you be candid?' cried Catherine, swallowing her greeting.

3. The old feeling of indulgent tenderness overcame her vexation, and she grew thoroughly moved
and alarmed.

4. Her magnanimity provoked his tears;

5. Perhaps we might contrive to get through the window there, or into a garret, and out by its
skylight.

6. As soon as he recovered, I related our compulsory visit, and detention at the Heights.

7. I defy you to hurt him when I am by, and I defy you to frighten me.

8. He signed her to precede him; and casting back a look that cut my heart, she obeyed.

9. I reject any pretense at kindness you have the hypocrisy to offer!

50
Vocabulary - Wuthering Heights Chapters 27-30 Continued
Part II: Determining the Meaning
You have tried to figure out the meanings of the vocabulary words for Chapters 27-30.
Now match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them up in
a dictionary.

66. deluded A. nobility; graciousness

67. candid B. devise; find a way
68. indulgent C. mandatory; involuntary
69. magnanimity D. false appearance or action
70. contrive E. challenge
71. compulsory F. obliging; lenient
72. defy G. frank
73. precede H. deceived; fooled
74. pretense I. go before

51
Vocabulary - Wuthering Heights Chapters 31-34
Part I: Using Prior Knowledge and Contextual Clues
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge, and
write what you think the underlined words mean on the lines provided.
1. 'She does not seem so amiable' I thought,

2. ...and, as I fancied, adroitly dropped Mrs. Dean's note onto her knee.

3. Catherine caught and perused it eagerly;

4. He is not envious but emulous of your attainments...

5. ...he laboured under a severe sense of mortification and wrath.

6. with Mr. Heathcliff, grim and saturnine on one hand, and Hareton, absolutely dumb, on the
other...

7. ...she grew serious for an instant, scrutinizing him with deep gravity.

8. His honest, warm and intelligent nature shook off rapidly the clouds of ignorance and
degradation in which it had been bred;

9. I felt perplexed: I didn't know whether it were not a proper opportunity to offer a bit of
admonition.

10. 'I believe the dead are at peace, but it is not right to speak of them with levity.

52
Vocabulary - Wuthering Heights Chapters 31-34 Continued
Part II: Determining the Meaning
You have tried to figure out the meanings of the vocabulary words for Chapters 31-34.
Now match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them up in
a dictionary.

75. adroitly A. embarrassment

76. perused B. inspecting
77. emulous C. disgrace
78. mortification D. advice
79. saturnine E. sullen
80. scrutinizing F. read
81. degradation G. eager to equal or surpass another
82. admonition H. cleverly; deftly
83. levity I. flippancy

53
 ANSWER KEY - VOCABULARY
Wuthering Heights

1-3 9-10 14-17 22-26 31-34

1. C 22. E 39. E 57. I 75. H
2. G 23. G 40. B 58. F 76. F
3. D 24. F 41. G 59. A 77. G
4. A 25. I 42. A 60. G 78. A
5. I 26. A 43. F 61. B 79. E
6. J 27. H 44. I 62. E 80. B
7. B 28. B 45. C 63. H 81. C
8. H 29. C 46. H 64. D 82. D
9. E 30. D 47. D 65. C 83. I
10. F

4-8 11-13 18-21 27-30

11. F 31. D 48. E 66. H
12. H 32. E 49. G 67. G
13. G 33. H 50. H 68. F
14. J 34. A 51. I 69. A
15. K 35. B 52. A 70. B
16. A 36. F 53. F 71. C
17. I 37. G 54. B 72. E
18. B 38. C 55. C 73. I
19. C 56. D 74. D
20. D
21. E

54
DAILY LESSONS

55
 LESSON ONE

Objectives
1. To introduce the Wuthering Heights unit
2. To distribute books and other related materials (study guides, reading
assignments, project assignment etc.)
3. To preview the study questions for chapters 1-3
4. To familiarize students with the vocabulary for chapters 1-3
5. To read chapters 1-3

Activity #1
Distribute the Project Assignment Sheet and discuss the directions in detail. Explain to
students that these projects will be due on Lesson Sixteen. (Give students the day and date.)

Activity #2
Distribute the materials students will use in this unit. Explain in detail how students are to
use these materials.

Study Guides Students should read the study guide questions for each reading assignment
prior to beginning the reading assignment to get a feeling for what events and ideas are important
in the section they are about to read. After reading the section, students will (as a class or
individually) answer the questions to review the important events and ideas from that section of
the book. Students should keep the study guides as study materials for the unit test.

Vocabulary Prior to reading a reading assignment, students will do vocabulary work

related to the section of the book they are about to read. Following the completion of the reading
of the book, there will be a vocabulary review of all the words used in the vocabulary
assignments. Students should keep their vocabulary work as study materials for the unit test.

Reading Assignment Sheet You (the teachers) need to fill in the reading assignment sheet
to let students know by when their reading has to be completed. You can either write the
assignment sheet up on a side blackboard or bulletin board and leave it there for students to see
each day, or you can "ditto" copies for each student to have. In either case, you should advise
students to become very familiar with the reading assignments so they know what is expected of
them.

Extra Activities Center The Extra Activities section of this unit contains suggestions for
an extra library of related books and articles in your classroom as well as crossword and word
search puzzles. Make an extra activities center in your room where you will keep these materials
for students to use. (Bring the books and articles in from the library and keep several copies of the
puzzles on hand.) Explain to students that these materials are available for students to use when
they finish reading assignments or other class work early.

56
 Nonfiction Assignment Sheet Explain to students that they each are to read at least one
non-fiction piece from the in-class library at some time during the unit. Students will fill out a
nonfiction assignment sheet after completing the reading to help you (the teacher) evaluate their
reading experiences and to help the students think about and evaluate their own reading
experiences.

Books Each school has its own rules and regulations regarding student use of school
books. Advise students of the procedures that are normal for your school.

Activity #3
Preview the study questions and have students do the vocabulary work for Chapters 1-3
of Wuthering Heights. Tell students that they should have this work completed and should
complete reading chapters 1-3 prior to your next class meeting.

57
 PROJECT ASSIGNMENT SHEET - Wuthering Heights

PROMPT
Have you ever been to a wedding or family gathering--or maybe a party--where you were
introduced to a lot of new people all at once? It takes a while to learn people's names and their
relationships to each other. The book you are reading, Wuthering Heights, has many characters in
it. At first it is a little hard to remember who the characters are and how or IF they are related.
One way to keep characters straight is to take notes as you read and/or to develop a little family
tree you could refer to.
Your assignment for this project is to create a family tree for your own family.

DRAFTING
One way to begin is to start with your parents. Write their names on a piece of paper next
to each other. Draw a vertical line down below your parents. If you are an only child, place your
name at the bottom of the line. If you have brothers or sisters, draw a horizontal line at the
bottom of the vertical line below your parents' names. Under the horizontal line, draw a short
vertical line for each of your siblings and write in their names (and yours!).
If your parents have divorced or remarried or were married before to other people, record
these marriages on your family tree.
Above each of your parents' names, draw a short vertical line. If your parents were only
children, write the names of their parents at the top of the vertical line. If your parents had
brothers and sisters, make a horizontal line at the top of the vertical line. Draw small vertical lines
down from the horizontal line and write in the names of your parent's brothers or sisters at the
bottom of the vertical lines.
Next to your parents' brothers’ and sisters’ names, write in the names of their spouses.
Under your parents' brothers’ and sisters’ names draw vertical lines and write in the names of their
children. Now work further back. Draw lines up from your parents and their brothers and sisters.
Connect the vertical lines to a long horizontal line. From that horizontal line, draw a short vertical
line and write in the names of your parents' parents (your grandparents). Continue making the tree
as far back as you can. Get your family members to help you find out the names you do not know.

FINAL COPY
Make your family tree as elaborate and as neat as you can. You may need to resort to
poster-sized paper. When you are finished, have a couple of relatives check it for accuracy.

PRESENTATION
Towards the end of this unit you will be asked to make a little presentation about your
family tree. Be prepared at that time to show your tree and tell about some of the most interesting
people on it. (Perhaps someone has or had an unusual job or an outstanding personality trait or
something unusual happen to him/her.)

58
 NONFICTION ASSIGNMENT SHEET
(To be completed after reading the required nonfiction article)

Name Date

Title of Nonfiction Read

Written By Publication Date

I. Factual Summary: Write a short summary of the piece you read.

II. Vocabulary
1. With which vocabulary words in the piece did you encounter some degree of
difficulty?

2. How did you resolve your lack of understanding with these words?

III. Interpretation: What was the main point the author wanted you to get from reading his
work?

IV. Criticism
1. With which points of the piece did you agree or find easy to accept? Why?

2. With which points of the piece did you disagree or find difficult to believe? Why?

V. Personal Response: What do you think about this piece? OR How does this piece
influence your ideas?

59
 LESSON TWO

Objectives
1. To review the main ideas and events from chapters 1-3
2. To preview the study questions and vocabulary for chapters 4-8
3. To read chapters 4-8
4. To give students practice reading orally
5. To evaluate students' oral reading

Activity #1
Give students a few minutes to formulate answers for the study guide questions for
chapters 1-3 and then discuss the answers to the questions in detail. Write the answers on the
board or overhead transparency so students can have the correct answers for study purposes.
NOTE: It is a good practice in public speaking and leadership skills for individual students to take
charge of leading the discussions of the study questions. Perhaps a different student could go to
the front of the class and lead the discussion each day that the study questions are discussed
during this unit. Of course, the teacher should guide the discussion when appropriate and be sure
to fill in any gaps the students leave.

Activity #2
Give students about fifteen minutes to preview the study questions for
chapters 4-8 of Wuthering Heights and to do the related vocabulary work.

Activity #3
Have students read chapters 4-8 of Wuthering Heights out loud in class. You probably
know the best way to get readers with your class; pick students at random, ask for volunteers, or
use whatever method works best for your group. If you have not yet completed an oral reading
evaluation for your students this marking period, this would be a good opportunity to do so. A
form is included with this unit for your convenience.

If students do not complete reading chapters 4-8 in class, they should do so prior to your
next class meeting.

60
 ORAL READING EVALUATION

Name Class Date

SKILL EXCELLENT GOOD AVERAGE FAIR POOR

Fluency 5 4 3 2 1

Clarity 5 4 3 2 1

Audibility 5 4 3 2 1

Pronunciation 5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

Total Grade

Comments:

61
 LESSON THREE

Objectives
1. To review the main events and ideas from chapters 4-8
2. To preview the study questions for chapters 9-10
3. To familiarize students with the vocabulary in chapters 9-10
4. To read chapters 9-10

Activity #1
Give students a few minutes to formulate answers for the study guide questions for
chapters 4-8, and then discuss the answers to the questions in detail. Write the answers on the
board or overhead transparency so students can have the correct answers for study purposes.

Activity #2
Give students about fifteen minutes to preview the study questions for
chapters 9-10 of Wuthering Heights and to do the related vocabulary work.

Activity #3
Have students read chapters 9-10 of Wuthering Heights orally in class. Continue the oral
reading evaluations.

If students do not complete reading chapters 9-10 in class, they should do so prior to your
next class meeting.

62
 LESSON FOUR

Objectives
1. To review the main events and ideas from chapters 9-10
2. To preview the study questions for chapters 11-13
3. To familiarize students with the vocabulary in chapters 11-13
4. To read chapters 11-13

Activity #1
Give students a few minutes to formulate answers for the study guide questions for
chapters 9-10 and then discuss the answers to the questions in detail. Write the answers on the
board or overhead transparency so students can have the correct answers for study purposes.

Activity #2
Give students the remainder of the class period to do the prereading work for chapters 11-
13 and to read those chapters silently.

If students do not complete reading chapters 11-13 in class, they should do so prior to
your next class meeting.

LESSON FIVE

Objectives
1. To review the main events and ideas from chapters 11-13
2. To preview the study questions for chapters 14-17 & 18-21
3. To familiarize students with the vocabulary in chapters 14-17 & 18-21
4. To read chapters 14-17 & 18-21

Activity #1
Give students a few minutes to formulate answers for the study guide questions for
chapters 11-13, and then discuss the answers to the questions in detail. Write the answers on the
board or overhead transparency so students can have the correct answers for study purposes.

Activity #2
Give students the remainder of the class period to do the prereading work for chapters 14-
17 and 18-21 and to read those chapters silently.
Tell students that they are to have this assignment completed by Lesson Seven. (Give
students a day and a date.)

63
 LESSON SIX

Objectives
1. To give students the opportunity to practice writing to inform
2. To study the relationship between Catherine and Heathcliff
3. To give the teacher the opportunity to evaluate students' writing skills

Activity
Distribute Writing Assignment #1. Discuss the directions in detail and give students
ample time to complete the assignment.

Follow-Up: After you have graded the assignments, have a writing conference with the
students. (This unit schedules one in Lesson Eight.) After the writing conference, allow students
to revise their papers using your suggestions and corrections. Give them about three days from
the date they receive their papers to complete the revision. I suggest grading the revisions on an
A-C-E scale (all revisions well-done, some revisions made, few or no revisions made). This will
speed your grading time and still give some credit for the students' efforts.

LESSON SEVEN

Objectives
1. To check to see that students did the reading assignment
2. To evaluate students' understanding of the silent reading assignment
3. To preview the study questions and vocabulary for chapters 22-26
4. To read chapters 22-26

Activity #1
Quiz - Distribute quizzes and give students about 10 minutes to complete them.
(NOTE: The quizzes may be either the short answer study guides or the multiple choice version.)
Have students exchange papers. Grade the quizzes as a class. Collect the papers for recording the
grades. (If you used the multiple choice version as a quiz, take a few minutes to discuss the
answers for the short answer version if your students are using the short answer version for their
study guides.)

Activity #2
Give students the remainder of the class period to do the prereading work for chapters 22-
26 and to begin the reading assignment. Students should complete reading chapters 22-26 prior to
Lesson Nine. (Give students a day and a date.)

64
 WRITING ASSIGNMENT #1 - Wuthering Heights

PROMPT
Two of the central characters of the novel are Catherine and Heathcliff. Understanding
them is important to understanding the novel.

Your assignment is to describe their relationship, explain why they aren't married to each
other, and explain why each has chosen his (her) spouse.

PREWRITING
One way to begin is to jot down your thoughts and ideas about each of the parts of the
assignment. Follow that up by jotting down examples or evidence from the story to support your
ideas.

DRAFTING
Organize your ideas into a rough outline. One way to do that is to allow one paragraph for
an introduction. Follow that with the paragraphs in the body of your paper. (Perhaps allow one
paragraph to describe their relationship, one paragraph to explain why they have not married each
other, one paragraph explaining why Catherine chose to marry Edgar, and one paragraph
explaining why Heathcliff married Isabella.) End your paper with a concluding paragraph. It will
be a good idea to use your examples and evidence from the story to support your ideas within
each body paragraph.

PROMPT
When you finish the rough draft of your paper, ask a student who sits near you to read it.
After reading your rough draft, he/she should tell you what he/she liked best about your work,
which parts were difficult to understand, and ways in which your work could be improved.
Reread your paper considering your critic's comments and make the corrections you think are
necessary.

PROOFREADING
Do a final proofreading of your paper double-checking your grammar, spelling,
organization, and the clarity of your ideas.

65
 LESSON EIGHT

Objectives
1. To give students the opportunity to practice using the resources of the library
2. To give students some time to work on their nonfiction assignments
3. To give students the opportunity to browse and read about topics that interest them
4. To break up the reading-questions-answers routine

Activity
Take your students to the library. Tell them that the purpose for their being at the library
is to find appropriate materials to complete the nonfiction reading assignment that goes along with
this unit. Give students ample time to find materials and begin reading.
Suggested topics:
1. Genealogy
2. Articles of criticism about Wuthering Heights
3. A biography of Emily Bronte
4. English history
5. Heredity vs environment
6. Moors
7. Birds and bird watching
8. The psychological effects of revenge
9. Supernatural
10. How to be happy
11. Important things to remember when choosing a spouse
12. Marriage

LESSON NINE

Objectives
1. To review the main events and ideas from chapters 22-26
2. To preview the study questions for chapters 27-30
3. To familiarize students with the vocabulary in chapters 27-30
4. To read chapters 27-30

Activity #1
Give students a few minutes to formulate answers for the study guide questions for
chapters 22-26, and then discuss the answers to the questions in detail. Write the answers on the
board or overhead transparency so students can have the correct answers for study purposes.

Activity #2
Give students the remainder of the class period to do the prereading work for chapters 27-
30 and to read those chapters silently. If students do not complete reading chapters 27-30 in class,
they should do so prior to your next class meeting.

66
 LESSON TEN

Objectives
1. To review the main ideas and events of chapters 27-30
2. To preview the study questions and vocabulary for chapters 31-34
3. To read chapters 31-34
4. To widen the breadth of students' knowledge about the topics
discussed or touched upon in Wuthering Heights
5. To check students' nonfiction reading assignments

Activity #1

Discuss the answers to the study guide questions for chapters 27-30 and 18-21. Write the
answers on the board for students to copy for study use later.

Activity #2
Ask each student to give a brief oral report about the nonfiction work he/she read for the
nonfiction reading assignment. Your criteria for evaluating this report will vary depending on the
level of your students. You may wish for students to give a complete report without using notes
of any kind, or you may want students to read directly from a written report, or you may want to
do something in between these two extremes. Just make students aware of your criteria in ample
time for them to prepare their reports.

Start with one student's report. After that, ask if anyone else in the class has read on a
topic related to the first student's report. If no one has, choose another student at random. After
each report, be sure to ask if anyone has a report related to the one just completed. That will help
keep a continuity during the discussion of the reports.

Activity #3
Tell students that they are to complete the vocabulary work and the reading for chapters
31-34 prior to Lesson Eleven. (Give students a day and a date.)

67
 LESSON ELEVEN

Objectives
1. To review the main ideas and events from chapters 26-31
2. To discuss Wuthering Heights on interpretive and critical levels

Activity #1
Take a few minutes at the beginning of the period to review the study questions for
chapters 31-34.

Activity #2
Choose the questions from the Extra Discussion Questions/Writing Assignments which seem
most appropriate for your students. A class discussion of these questions is most effective if students
have been given the opportunity to formulate answers to the questions prior to the discussion. To this
end, you may either have all the students formulate answers to all the questions, divide your class into
groups and assign one or more questions to each group, or you could assign one question to each student
in your class. The option you choose will make a difference in the amount of class time needed for this
activity.

Activity #3
After students have had ample time to formulate answers to the questions, begin your class
discussion of the questions and the ideas presented by the questions. Be sure students take notes during
the discussion so they have information to study for the unit test.

68
 EXTRA WRITING ASSIGNMENTS/DISCUSSION QUESTIONS - Wuthering Heights

Interpretation
1. What are the main conflicts in the story and how are they resolved?

2. In what way is the setting important to the story?

3. From what point(s) of view is the story written.?

4. Where is the climax of the story? Justify your answer.

5. Which events in the novel are "turning points"--events which affect the course of the plot?

6. Is there any humor in the story? If so, where. If not, why not?

Critical
6. Discuss the relatioships between
a. Heathcliff and Isabella
b. Heathcliff and Hindley
c. Heathcliff and Hareton
d. Cathy and Linton
e. Cathy and Hareton
f. Cathy and Heathcliff

7. Explain why Emily Bronte uses Nelly Dean to narrate the story.

8. Why is Joseph included in the story?

9. Is the story of Wuthering Heights believable? Why or why not?

10. Do any of the characters change in the course of the novel? If so, who and how?

11. Are the characters in Wuthering Heights stereotypes? Explain your answer.

12. Explain the function of the moor as a setting in the novel.

13. What is Mr. Lockwood's use as a character? Why doesn't he try to court Catherine?

14. Why does Heathcliff give up his quest for revenge in the last part of the novel?

15. Why doesn't Heathcliff kill himself after Catherine dies?

69
Wuthering Heights Extra Discussion Questions Page 2

Critical/Personal Response
16. How would the story have changed if Mr. Earnshaw had not favored one child over another?
Suppose the boys had been friends from childhood.

17. Many studies have been done to try to determine the superiority of either heredity or environment in
determining one's actions and character. Look at the elements of heredity and environment in Wuthering
Heights and try to determine which, if either, is superior. Explain your answer.

18. Which characters were educated and which were not. What effect did education or lack of it have on
each character?

19. Explain how Wuthering Heights is a story about good versus evil.

9. Evaluate Emily Bronte's style of writing. How does it contribute to the value of the novel?

Personal Response
20. Define the word "educated."

21. Cathy and Linton are cousins, as are Cathy and Hareton. discuss the propriety of cousins being
married in relation to past and present times.

22. Would you have liked to have been a part of life in Wuthering Heights? Why or why not?

23. If you could be any of the characters in the book for a short time, which one would you choose?
Why?

24. Did you enjoy reading Wuthering Heights? Why or why not?

25. Is revenge ever a good idea?

70
 LESSON TWELVE

Objective
To review all of the vocabulary work done in this unit

Activity
Choose one (or more) of the vocabulary review activities listed below and spend your class period
as directed in the activity. Some of the materials for these review activities are located in the Extra
Activities Section in this unit.

VOCABULARY REVIEW ACTIVITIES

1. Divide your class into two teams and have an old-fashioned spelling or definition bee.

2. Give each of your students (or students in groups of two, three or four) a Wuthering Heights
Vocabulary Word Search Puzzle. The person (group) to find all of the vocabulary words in the puzzle
first wins.

3. Give students a Wuthering Heights Vocabulary Word Search Puzzle without the word list. The person
or group to find the most vocabulary words in the puzzle wins.

4. Use a Wuthering Heights Vocabulary Crossword Puzzle. Put the puzzle onto a transparency on the
overhead projector (so everyone can see it), and do the puzzle together as a class.

5. Give students a Wuthering Heights Vocabulary Matching Worksheet to do.

6. Divide your class into two teams. Use the Wuthering Heights vocabulary words with their letters
jumbled as a word list. Student 1 from Team A faces off against Student 1 from Team B. You write the
first jumbled word on the board. The first student (1A or 1B) to unscramble the word wins the chance for
his/her team to score points. If 1A wins the jumble, go to student 2A and give him/her a definition.
He/she must give you the correct spelling of the vocabulary word which fits that definition. If he/she
does, Team A scores a point, and you give student 3A a definition for which you expect a correctly
spelled matching vocabulary word. Continue giving Team A definitions until some team member makes
an incorrect response. An incorrect response sends the game back to the jumbled-word face off, this time
with students 2A and 2B. Instead of repeating giving definitions to the first few students of each team,
continue with the student after the one who gave the last incorrect response on the team. For example, if
Team B wins the jumbled-word face-off, and student 5B gave the last incorrect answer for Team B, you
would start this round of definition questions with student 6B, and so on. The team with the most points
wins!

7. Have students write a story in which they correctly use as many vocabulary words as possible. Have
students read their compositions orally. Post the most original compositions on your bulletin board.

71
 LESSONS THIRTEEN AND FOURTEEN
Objectives
1. To further discuss the ideas presented in the book
2. To give students a chance to work together in small groups to exchange ideas and
find information
3. To give students individual writing conferences

Activity #1
Divide your class into 9 groups - one group for each of the following topics:
1. Supernatural
2. Religion
3. Compare/contrast Wuthering Heights and Thrushcross Grange
4. Heathcliff's reasons and plan for revenge
5. Crime (or sin) and punishment
6. "Love conquers all"
7. Imagery
8. Duality of personality
9. Conflicts and their resolutions

(NOTE: These are some suggestions for topics; feel free to add to or delete from this list.)
Students within the group should be assigned specific chapters in which to research the
group's topic. Students should find any relevant passages and come to some reasonable
conclusions about their topic as it relates to the book. One student in the group should be
appointed secretary/spokesperson to write down and report the group's ideas.

Activity #2
Use the groups' work as a nucleus and a springboard for discussions about the major
themes in the novel. Call on individual group members by chapter(s) to give the examples they
found of their topic in those chapters. Jot them down briefly for students to copy into their notes.
Ask the group spokesperson to give the group's thoughts about the theme development so
far. Jot these down.
Ask if anyone from the group has anything to add.
Take the time to discuss each theme thoroughly with the class and be sure to allow time
for students (either members of the group or other class members) to express their ideas or ask
questions.

NOTE: Having students report in this manner takes a little longer than having just one
student from each group report, but it holds all group members accountable for their work.

Activity #3
While students are doing their group work, call individual students to your desk or some
other private area where you can hold a writing conference to discuss students' first writing
assignments. A Writing Evaluation Form is included for your convenience.

72
 WRITING EVALUATION FORM - Wuthering Heights

Name Date

Writing Assignment #1 for Wuthering Heights Grade

Circle One For Each Item:

Grammar: corrections noted on paper

Spelling: corrections noted on paper

Punctuation: corrections noted on paper

Legibility: excellent good fair poor

Character Analysis: excellent good fair poor

Strengths:

Weaknesses:

Comments/Suggestions:

73
 LESSON FIFTEEN

Objectives
1. To give students the opportunity to practice writing to persuade
2. To give students the chance to think in detail about Wuthering Heights
3. To give the teacher a chance to evaluate students' individual writing
4. To give students the opportunity to correct their writing errors and produce an
error-free paper

Activity
Distribute Writing Assignment #2. Discuss the directions orally in detail. Allow the
remaining class time for students to complete the activity.

If students do not have enough class time to finish, the papers may be collected at the
beginning of the next class period.

Follow-Up: Follow up as in Writing Assignment 1, allowing students to correct their errors and
turn in the revision for credit. A good time for your next writing conferences would be the day
following the unit test.

74
 WRITING ASSIGNMENT #2 - Wuthering Heights

PROMPT
Heathcliff and Isabella don't get married because they are head-over-heels in love; theirs is
a marriage of purpose rather than just of love.
Your assignment is to write a composition in which you persuade Heathcliff not to marry
Isabella or Isabella not to marry Heathcliff.

PREWRITING
One way to begin is to jot down notes about why Heathcliff married Isabella and why
Isabella accepted. Keeping these motives in mind, write down at least three good arguments you
could make to convince Heathcliff not to marry Isabella or Isabella not to marry Heathcliff. Next
to your arguments, jot down notes about things that would support your statements.

DRAFTING
Write as if you were talking to Heathcliff (or Isabella). How would you bring up the
subject? Use this as your opening paragraph. Then write one paragraph for each of your
arguments, using the things that would support your statements to fill out your paragraphs. What
would you say in closing your speech to Heathcliff (or Isabella)? Use that as your concluding
paragraph.

PROMPT
When you finish the rough draft of your paper, ask a student who sits near you to read it.
After reading your rough draft, he/she should tell you what he/she liked best about your work,
which parts were difficult to understand, and ways in which your work could be improved.
Reread your paper considering your critic's comments and make the corrections you think are
necessary.

PROOFREADING
Do a final proofreading of your paper double-checking your grammar, spelling,
organization, and the clarity of your ideas.

75
 LESSON SIXTEEN

Objectives
1. To complete the family tree project assignment
2. To give students the opportunity to explore their family histories
3. To give students the opportunity to show some pride in their families
4. To give students the opportunity to practice public speaking

Activity
Have students show their family trees and tell a little about some of the interesting people
on it.

LESSONS SEVENTEEN AND EIGHTEEN

Objectives
1. To bring the unit on Wuthering Heights to a close
2. To give students a visual representation of the story
3. To set up and have a discussion comparing and contrasting the film version of the
story with the written work

Activity #1
Show a video of Wuthering Heights. Tell students to make notes as they are watching the
film, noting any variations in the plot, changes in characters, and any ways the film is different
from the text of the novel.

Activity #2
Hold a discussion about the similarities and differences between the book and the film and
the differences between the film and students' expectations.

LESSON NINETEEN
Objectives
1. To give students the opportunity to practice writing to express their own opinions
2. To review the characters and events of the novel
3. To give the teacher the opportunity to evaluate students' writing skills

Activity
Distribute Writing Assignment 3. Discuss the directions in detail and give students this
class period to work on the assignment.

76
 WRITING ASSIGNMENT #3 - Wuthering Heights

PROMPT
One of Emily Bronte's gifts was the ability to create interesting characters. Wuthering
Heights is quite a collection of personalities.
Your assignment is to write a composition in which you give your opinion as to which
character is the most important character in the book.

PREWRITING
Write down the names of all the characters in the book. Stop and think about each one's
role in the book and decide which one you think is the most important. Jot down your reasons for
choosing that character. Next to your reasons, make a few notes about facts that support your
reasons.

DRAFTING
Begin with an introductory paragraph in which you introduce the idea that is the
most important character in the book. Write one paragraph for each of your reasons for choosing
that character using the facts that support your reasons to fill out the body of your paragraphs.
Then write a concluding paragraph.

PROMPT
When you finish the rough draft of your paper, ask a student who sits near you to read it.
After reading your rough draft, he/she should tell you what he/she liked best about your work,
which parts were difficult to understand, and ways in which your work could be improved.
Reread your paper considering your critic's comments and make the corrections you think are
necessary.

PROOFREADING
Do a final proofreading of your paper double-checking your grammar, spelling,
organization, and the clarity of your ideas.

77
 LESSON TWENTY

Objective
To review the main ideas presented in Wuthering Heights

Activity #1

Choose one of the review games/activities included in this guide and spend your class
period as outlined there. Some materials for these activities are located in the Extra Activities
section of this unit.

Activity #2

Remind students that the Unit Test will be in the next class meeting. Stress the review of
the Study Guides and their class notes as a last-minute, brush-up review for homework.

78
 REVIEW GAMES/ACTIVITIES - Wuthering Heights

1. Ask the class to make up a unit test for Wuthering Heights. The test should have 4 sections:
matching, true/false, short answer, and essay. Students may use 1/2 period to make the test and
then swap papers and use the other 1/2 class period to take a test a classmate has devised. (open
book) You may want to use the unit test included in this guide or take questions from the
students' unit tests to formulate your own test.

2. Take 1/2 period for students to make up true and false questions (including the answers).
Collect the papers and divide the class into two teams. Draw a big tic-tac-toe board on the chalk
board. Make one team X and one team O. Ask questions to each side, giving each student one
turn. If the question is answered correctly, that students' team's letter (X or O) is placed in the
box. If the answer is incorrect, no mark is placed in the box. The object is to get three marks in a
row like tic-tac-toe. You may want to keep track of the number of games won for each team.

3. Take 1/2 period for students to make up questions (true/false and short answer). Collect the
questions. Divide the class into two teams. You'll alternate asking questions to individual
members of teams A & B (like in a spelling bee). The question keeps going from A to B until it is
correctly answered, then a new question is asked. A correct answer does not allow the team to
get another question. Correct answers are +2 points; incorrect answers are -1 point.

4. Have students pair up and quiz each other from their study guides and class notes.

5. Give students a Wuthering Heights crossword puzzle to complete.

6. Divide your class into two teams. Use the Wuthering Heights crossword words with their
letters jumbled as a word list. Student 1 from Team A faces off against Student 1 from Team B.
You write the first jumbled word on the board. The first student (1A or 1B) to unscramble the
word wins the chance for his/her team to score points. If 1A wins the jumble, go to student 2A
and give him/her a clue. He/she must give you the correct word which matches that clue. If he/she
does, Team A scores a point, and you give student 3A a clue for which you expect another
correct response. Continue giving Team A clues until some team member makes an incorrect
response. An incorrect response sends the game back to the jumbled-word face off, this time with
students 2A and 2B. Instead of repeating giving clues to the first few students of each team,
continue with the student after the one who gave the last incorrect response on the team. For
example, if Team B wins the jumbled-word face-off, and student 5B gave the last incorrect
answer for Team B, you would start this round of clue questions with student 6B, and so on. The
team with the most points wins!

79
UNIT TESTS

80
 LESSON TWENTY-ONE

Objective
To test the students understanding of the main ideas and themes in Wuthering Heights

Activity #1
Distribute the unit tests. Go over the instructions in detail and allow the students the
entire class period to complete the exam.

NOTES ABOUT THE UNIT TESTS IN THIS UNIT:

There are 5 different unit tests which follow.

There are two short answer tests which are based primarily on facts from the novel. The
answer key short answer unit test 1 follows the student test. The answer key for short answer test
2 follows the student short answer unit test 2.
There is one advanced short answer unit test. It is based on the extra discussion questions
and quotations. Use the matching key for short answer unit test 2 to check the matching section
of the advanced short answer unit test. There is no key for the short answer questions and
quotations. The answers will be based on the discussions you have had during class.
There are two multiple choice unit tests. Following the two unit tests, you will find an
answer sheet on which students should mark their answers. The same answer sheet should be used
for both tests; however, students' answers will be different for each test. Following the students'
answer sheet for the multiple choice tests you will find your answer keys.
The short answer tests have a vocabulary section. You should choose 10 of the
vocabulary words from this unit, read them orally and have the students write them down. Then,
either have students write a definition or use the words in sentences.

Use these words for the vocabulary section of the advanced short answer unit test:

Acquiesced Aghast Caprices Candid

Deluded Discerned Exasperate Hypocrite
Impertinence Manifested Odious Plight
Propensity Susceptible Trepidation Vindictiveness

Activity #2

Collect all test papers and assigned books prior to the end of the class period.

81
 Name

SHORT ANSWER UNIT TEST 1 - Wuthering Heights

I. Matching

1. Bronte A. Catherine's husband

2. Catherine B. Daughter of Edgar and Catherine

3. Cathy C. Heathcliff's wife

4. Earnshaw D. Isabella or Edgar

5. Edgar E. Son of Hindley

6. Frances F. Crags

7. Hareton G. Revenge and Catherine are his passions

8. Heathcliff H. Author

9. Hindley I. Self-righteous servant of Heathcliff

10. Isabella J. Hindley's wife

11. Joseph K. Ms. Dean; the housekeeper

12. Linton L. Mr. Earnshaw's daughter

13. Lockwood M. Catherine's brother

14. Nelly N. Replaced Nelly at Wuthering Heights

15. Peniston O. He took in Heathcliff

16. Zillah P. He rented Thrushcross Grange

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Wuthering Heights Short Answer Unit Test 1 Page 2

II. Short Answer

1. Why did Lockwood return to Wuthering Heights uninvited, and how did the result of his visit
affect the rest of the novel?

2. The first part of the novel is a bit confusing. When Lockwood enters Wuthering Heights for the
first time, who lives there?

3. Why does Hindley despise Heathcliff?

4. Catherine is pained by Hindley's punishment of Heathcliff, yet she remains as the hostess to her
guests. Why?

5. Edgar gets a good look at Catherine's "other side." How does he react?

6. Why does Catherine accept Edgar's proposal when she knows Heathcliff is a part of her soul?

7. Why does Heathcliff marry Isabella?

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Wuthering Heights Short Answer Unit Test 1 Page 3

8. Isabella hates Heathcliff, yet she warns him that Hindley has a gun and means to shoot him.
Why?

9. Upon Hindley's death, who owns Wuthering Heights? Why?

10. Why is it necessary for Heathcliff to kidnap Cathy and Nelly?

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Wuthering Heights Short Answer Unit Test 1 Page 4

III. Essay
Think of another title for Wuthering Heights and explain your choice in detail.

IV. Vocabulary
Listen to the vocabulary words and write them down. Go back later and write in the
correct definitions next to the words.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

85
 KEY: SHORT ANSWER UNIT TEST #1 - Wuthering Heights

I. Matching/Identify

H 1. Bronte A. Catherine's husband

L 2. Catherine B. Daughter of Edgar and Catherine

B 3. Cathy C. Heathcliff's wife

O 4. Earnshaw D. Isabella or Edgar

A 5. Edgar E. Son of Hindley

J 6. Frances F. Crags

E 7. Hareton G. Revenge and Catherine are his passions

G 8. Heathcliff H. Author

M 9. Hindley I. Self-righteous servant of Heathcliff

C 10. Isabella J. Hindley's wife

I 11. Joseph K. Ms. Dean; the housekeeper

D 12. Linton L. Mr. Earnshaw's daughter

P 13. Lockwood M. Catherine's brother

K 14. Nelly N. Replaced Nelly at Wuthering Heights

F 15. Peniston O. He took in Heathcliff

N 16. Zillah P. He rented Thrushcross Grange

II. Short Answer

1. Why did Lockwood return to Wuthering Heights uninvited, and how did the result of his visit
affect the rest of the novel?
He wanted to get to know his neighbors/landlord better, to have a little company. As a
result of his trip home through the wintry weather, he became ill and had to stay home to recover.
This provides the opportunity for Nelly to tell him the story.

86
2. The first part of the novel is a bit confusing. When Lockwood enters Wuthering Heights for the
first time, who lives there?
Heathcliff, his daughter-in-law (Cathy), Hareton Earnshaw, Joseph, and Zillah live at
Wuthering Heights when Lockwood first comes.

3. Why does Hindley despise Heathcliff?

Mr. Earnshaw (Hindley's father) clearly favors Heathcliff over his own son. That makes
Hindley angry and makes him hate Heathcliff.

4. Catherine is pained by Hindley's punishment of Heathcliff, yet she remains as the hostess to her
guests. Why?
She loves Heathcliff and worries about him, but she is more strongly drawn to the Lintons
and their lifestyle.

5. Edgar gets a good look at Catherine's "other side." How does he react?
He is horrified at her cruelty and blatant lie, yet his attraction to her and her weeping
cause him to return for a visit.

6. Why does Catherine accept Edgar's proposal when she knows Heathcliff is a part of her soul?
She is proud and seduced by the money and power of a marriage to Edgar and deludes
herself into thinking she is putting herself in a position to help Heathcliff.

7. Why does Heathcliff marry Isabella?

He does not love or like her, but he sees a chance to hurt Edgar through her.

8. Isabella hates Heathcliff, yet she warns him that Hindley has a gun and means to shoot him.
Why?
Although she wishes he were dead, she cannot bring herself to be an accomplice to his
murder.

9. Upon Hindley's death, who owns Wuthering Heights? Why?

Heathcliff owns Wuthering Heights because he holds the mortgages on the property.

10. Why is it necessary for Heathcliff to kidnap Cathy and Nelly?

He must get Linton and Cathy married before Linton and Edgar die.

IV. Vocabulary
Choose ten of the vocabulary words to read orally for students to write down.

87
 Name

SHORT ANSWER UNIT TEST 2 - Wuthering Heights

I. Matching

1. Bronte A. He took in Heathcliff

2. Catherine B. He rented Thrushcross Grange

3. Cathy C. Catherine's husband

4. Earnshaw D. Daughter of Edgar and Catherine

5. Edgar E. Heathcliff's wife

6. Frances F. Isabella or Edgar

7. Hareton G. Son of Hindley

8. Heathcliff H. Crags

9. Hindley I. Revenge and Catherine are his passions

10. Isabella J. Author

11. Joseph K. Self-righteous servant of Heathcliff

12. Linton L. Hindley's wife

13. Lockwood M. Ms. Dean; the housekeeper

14. Nelly N. Mr. Earnshaw's daughter

15. Peniston O. Catherine's brother

16. Zillah P. Replaced Nelly at Wuthering Heights

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Wuthering Heights Short Answer Unit Test 2 Page 2

II. Short Answer

1. What do the gifts Hindley and Catherine ask their father to bring them reveal about their
characters?

2. Compare and contrast Catherine's and Heathcliff's reactions to the Lintons at Thrushcross
Grange.

3. How does Heathcliff change during his absence of three years?

4. How does Heathcliff begin his revenge on Hindley (and ultimately gain control of his land)?

5. Describe the relationship between Heathcliff and Catherine.

6. Compare and contrast the way Hindley and Edgar handle losing their spouses and rearing their
children.

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Wuthering Heights Short Answer Unit Test 2 Page 3

7. Why does Heathcliff want Linton?

8. Why does Heathcliff feel an affection for Hareton?

9. Why does Heathcliff want Cathy and Linton to marry?

10. How did Heathcliff change towards the end?

11. How is the bitterness and hatred in the story finally overcome?

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Wuthering Heights Short Answer Unit Test 2 Page 4

III. Composition
Compare the relationships among Heathcliff, Catherine, and Edgar to the relationships
between Hareton, Cathy, and Linton.

IV. Vocabulary
Listen to the vocabulary word and spell it. After you have spelled all the words, go back and
write down the definition.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

91
 KEY: SHORT ANSWER UNIT TEST 2 Wuthering Heights

I. Matching (Use this matching key also for the Advanced Short Answer Unit Test)

J 1. Bronte A. He took in Heathcliff

N 2. Catherine B. He rented Thrushcross Grange

D 3. Cathy C. Catherine's husband

A 4. Earnshaw D. Daughter of Edgar and Catherine

C 5. Edgar E. Heathcliff's wife

L 6. Frances F. Isabella or Edgar

G 7. Hareton G. Son of Hindley

I 8. Heathcliff H. Crags

O 9. Hindley I. Revenge and Catherine are his passions

E 10. Isabella J. Author

K 11. Joseph K. Self-righteous servant of Heathcliff

F 12. Linton L. Hindley's wife

B 13. Lockwood M. Ms. Dean; the housekeeper

M 14. Nelly N. Mr. Earnshaw's daughter

H 15. Peniston O. Catherine's brother

P 16. Zillah P. Replaced Nelly at Wuthering Heights

II. Short Answer

1. What do the gifts Hindley and Catherine ask their father to bring them reveal about their
characters?
Hindley asks for a fiddle, suggesting he has more of an artist's personality. Catherine
wants a whip. She appears to be the more robust of the two.

92
2. Compare and contrast Catherine's and Heathcliff's reactions to the Lintons at Thrushcross
Grange.
Heathcliff is disgusted by the Lintons. Catherine takes a liking to their elegant style of
living.

3. How does Heathcliff change during his absence of three years?

His appearance and manners are greatly improved, and he seems to be better educated.
Underneath his new appearance, though, his hatreds are more intense and his emotions are more
cruel.

4. How does Heathcliff begin his revenge on Hindley (and ultimately gain control of his land)?
While living at Wuthering Heights, he plays cards with Hindley--and beats him badly,
winning great debts from Hindley. (Eventually, this is how he gains control of Wuthering
Heights.)

5. Describe the relationship between Heathcliff and Catherine.

They love and torment each other. She accuses him of leaving her and he accuses her of
leaving him for a brief fancy for Edgar. Both feel they cannot live without the other and will only
find peace in the grave. Yet Heathcliff also feels a passionate hate toward her for breaking her
own heart and thereby his and leaving him to live in a hell after she dies.

6. Compare and contrast the way Hindley and Edgar handle losing their spouses and rearing their
children.
Hindley turns to gambling and drinking when Frances dies. He abuses Hareton to the
point of allowing him to be reared almost like a savage. Edgar mourns Catherine yet recovers to
lavish love on their daughter Cathy.

7. Why does Heathcliff want Linton?

Linton will be the heir of Thrushcross Grange, and Heathcliff sees an opportunity to get
the land for himself through his child.

8. Why does Heathcliff feel an affection for Hareton?

Hareton is the son Heathcliff wanted. He is strong, wild ,and full of spirit, unlike sickly
Linton.

9. Why does Heathcliff want Cathy and Linton to marry?

It is through their union and Linton's early death that he will control Wuthering Heights
and Thrushcross Grange--the family fortunes of both of his enemies.

10. How did Heathcliff change towards the end?

He lost his will for revenge. He became absorbed in Catherine's spirit and longed only to
be with her. He forgot the earthly needs or desires he had.

93
11. How is the bitterness and hatred in the story finally overcome?
The bitterness and hatred is overcome by the love of Cathy and Hareton. The two houses
are united and happy once more.

IV. Vocabulary
Choose ten vocabulary words to dictate to your students for this part of the test.

94
 Name

ADVANCED SHORT ANSWER UNIT TEST - Wuthering Heights

I. Matching

1. Bronte A. He took in Heathcliff

2. Catherine B. He rented Thrushcross Grange

3. Cathy C. Catherine's husband

4. Earnshaw D. Daughter of Edgar and Catherine

5. Edgar E. Heathcliff's wife

6. Frances F. Isabella or Edgar

7. Hareton G. Son of Hindley

8. Heathcliff H. Crags

9. Hindley I. Revenge and Catherine are his passions

10. Isabella J. Author

11. Joseph K. Self-righteous servant of Heathcliff

12. Linton L. Hindley's wife

13. Lockwood M. Ms. Dean; the housekeeper

14. Nelly N. Mr. Earnshaw's daughter

15. Peniston O. Catherine's brother

16. Zillah P. Replaced Nelly at Wuthering Heights

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Wuthering Heights Advanced Short Answer Unit Test Page 2

II. Composition
1. Explain why Heathcliff is so nasty.

2. Give a complete character analysis of Catherine Earnshaw.

3. Contrast Joseph and Nelly.

4. Compare and contrast Wuthering Heights and Thrushcross Grange.

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Wuthering Heights Advanced Short Answer Unit Test Page 3

5. Explain in detail Heathcliff's plan for revenge.

6. What are the main conflicts in the story, and how are they resolved?

7. What is the role of each of these characters in the story: Frances, Hindley, Joseph, Hareton, and
Lockwood?

8. Explain the function of the moor as a setting in the novel.

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Wuthering Heights Advanced Short Answer Unit Test Page 4

IV. Vocabulary

Listen to the vocabulary words and write them down. After you have written down all the
words, write a paragraph using all of the vocabulary words. The paragraph must in some way
relate to Wuthering Heights.

98
 Name

MULTIPLE CHOICE UNIT TEST 1 - Wuthering Heights

I. Matching

1. Bronte A. Catherine's husband

2. Catherine B. Daughter of Edgar and Catherine

3. Cathy C. Heathcliff's wife

4. Earnshaw D. Isabella or Edgar

5. Edgar E. Son of Hindley

6. Frances F. Crags

7. Hareton G. Revenge and Catherine are his passions

8. Heathcliff H. Author

9. Hindley I. Self-righteous servant of Heathcliff

10. Isabella J. Hindley's wife

11. Joseph K. Ms. Dean; the housekeeper

12. Linton L. Mr. Earnshaw's daughter

13. Lockwood M. Catherine's brother

14. Nelly N. Replaced Nelly at Wuthering Heights

15. Peniston O. He took in Heathcliff

16. Zillah P. He rented Thrushcross Grange

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Wuthering Heights Multiple Choice Unit Test 1 Page 2

II. Multiple Choice

1. Why does Hindley despise Heathcliff?
a. Hindley despises everyone, not just Heathcliff.
b. Heathcliff beats him.
c. He is jealous of Heathcliff's relationship with Catherine.
d. Mr. Earnshaw favors Heathcliff over Hindley.

2. Edgar gets a good look at Catherine's "other side." What is his reaction?
a. He is horrified but still attracted to her.
b. He is horrified and loses his attraction to her.
c. He laughs, thinking she's just playing.
d. He leaves her in disgust.

3. Why does Catherine accept Edgar's proposal when she knows Heathcliff is a part of her soul?
a. She's mad at Heathcliff and marries Edgar for revenge.
b. She's proud and seduced by the money and power of a marriage to Edgar and
deludes herself into thinking it will put her in a position to help Heathcliff.
c. She knows in her heart that a marriage with Heathcliff will never work.
d. She loves Heathcliff with her heart and soul, but as a brother, not a husband.

4. How did Heathcliff change during his absence of three years?

a. Better appearance, more understanding
b. Richer, more suitable suitor for Catherine
c. Better appearance and education but more full of hate and cruelty
d. More despondent and melancholy

5. How does Heathcliff begin his revenge on Hindley?

a. Heathcliff beats him senseless
b. Heathcliff keeps Hindley a prisoner at Thrushcross Grange
c. Heathcliff marries Isabella, who had been engaged to Hindley
d. Heathcliff wins great gambling debts from Hindley playing cards

6. How does Edgar react to Isabella's running away with Heathcliff?

a. He believes that they deserve each other
b. He claims she has disowned him and he'll have nothing more to do with her
c. He plans to get revenge on Heathcliff for taking his sister away
d. He becomes enraged and goes after them.

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Wuthering Heights Multiple Choice Unit Test 1 Page 3

7. What does Heathcliff plead for from Catherine?

a. For her to leave Edgar
b. For her ghost to haunt him
c. For her to stop loving him
d. For her to meet him on the moor

8. Compare/contrast the way Hindley and Edgar rear their children.

a. Hindley is a loving parent to Hareton; Heathcliff is abusive to Catherine.
b. Hindley is an abusive parent to Hareton; Heathcliff is loving to Catherine.
c. Both are loving to their children.
d. Both are cruel to their children.

9. Upon Hindley's death, who owns Wuthering Heights, and how?

a. Heathcliff owns it by marriage.
b. Heathcliff owns it as mortgage holder.
c. Catherine owns it.
d. Hareton owns it.

10. Why does Heathcliff want Linton?

a. Heathcliffs sees a way to get Thruscross Grange through Linton.
b. Linton is his son; Heathcliff wants Linton to carry on the fine Heathcliff traditions.
c. Heathcliff plans to use Linton to get even with Catherine.
d. Heathcliff just doesn't want Isabella to have Linton; he is being spiteful.

11. Why does Heathcliff feel an affection for Hareton?

a. Hareton is really his son.
b. Since Hareton is Catherine's nephew, Heathcliff feels closer to Catherine by being
near Hareton.
c. Heathcliff feels sorry for him, remembering how he himself was alone before Mr.
Earnshaw took him in.
d. Hareton is the wild and robust son Heathcliff wanted.

12. Why does Heathcliff want Cathy and Linton to marry?

a. He wishes to enjoy a vicarious marriage to Catherine through the marriage of his
son and her daughter.
b. He wants an end to his feud with the Lintons and Earnshaws. The marriage of
Cathy and Linton would reunite the families with him.
c. It is through their union and Linton's early death that he will control Wuthering
Heights and Thrushcross Grange--the family fortunes of both of his enemies.
d. He knows it would be the last thing Edgar would want, so that's the thing he
wants to work towards.

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Wuthering Heights Multiple Choice Unit Test 1 Page 4

13. How did Heathcliff change towards the end?

a. Became preoccupied and obsessed with Catherine
b. Became good natured and pleasant, even likeable
c. Begged for everyone's forgiveness
d. Became even more bitter and cruel

14. How is the bitterness and hatred in the story finally overcome?
a. By the death of Heathcliff
b. By the reuniting of Catherine and Heathcliff
c. By the love of Cathy and Hareton
d. All of the above

102
Wuthering Heights Multiple Choice Unit Test 1 Page 4

IV. Vocabulary: Multiple choice. Write in the letter of the word that matches the definition.

1. MAGNANIMITY A. intruder
2. DEFY B. good-natured
3. RECIPROCATION C. pretend
4. ODIOUS D. reunited
5. FEIGNED E. whims
6. IMPERTINENCE F. irritable
7. VEXED G. impudence
8. ACQUIESCED H. moderated
9. LETHARGY I. consented
10.PEEVISH J. annoyed
11.DECEIT K. lazy; inactive
12.FOES L. nobility; graciousness
13.EXASPERATE M. listlessness
14.IDLE N. enemies
15.AMIABLE O. infuriate
16.RECONCILED P. deception
17.CAPRICES Q. return
18.SUSCEPTIBLE R. vulnerable
19.MITIGATED S. challenge
20.INTERLOPER T. detestable

103
 Name

MULTIPLE CHOICE UNIT TEST 2 - Wuthering Heights

I. Matching

1. Bronte A. He took in Heathcliff

2. Catherine B. He rented Thrushcross Grange

3. Cathy C. Catherine's husband

4. Earnshaw D. Daughter of Edgar and Catherine

5. Edgar E. Heathcliff's wife

6. Frances F. Isabella or Edgar

7. Hareton G. Son of Hindley

8. Heathcliff H. Crags

9. Hindley I. Revenge and Catherine are his passions

10. Isabella J. Author

11. Joseph K. Self-righteous servant of Heathcliff

12. Linton L. Hindley's wife

13. Lockwood M. Ms. Dean; the housekeeper

14. Nelly N. Mr. Earnshaw's daughter

15. Peniston O. Catherine's brother

16. Zillah P. Replaced Nelly at Wuthering Heights

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Wuthering Heights Multiple Choice Unit Test 2 Page 2

II. Multiple Choice

1. Why does Hindley despise Heathcliff?

a. Hindley despises everyone; not just Heathcliff.
b. Heathcliff beats him.
c. Mr. Earnshaw favors Heathcliff over Hindley.
d. He is jealous of Heathcliff's relationship with Catherine.

2. Edgar gets a good look at Catherine's "other side." What is his reaction?
a. He is horrified and loses his attraction to her.
b. He is horrified but still attracted to her.
c. He laughs, thinking she's just playing.
d. He leaves her in disgust.

3. Why does Catherine accept Edgar's proposal when she knows Heathcliff is a part of her soul?
a. She's mad at Heathcliff and marries Edgar for revenge.
b. She knows in her heart that a marriage with Heathcliff will never work.
c. She's proud and seduced by the money and power of a marriage to Edgar and
deludes herself into thinking it will put her in a position to help Heathcliff.
d. She loves Heathcliff with her heart and soul, but as a brother, not a husband.

4. How did Heathcliff change during his absence of three years?

a. Better appearance and education but more full of hate and cruelty
b. Richer, more suitable suitor for Catherine
c. Better appearance, more understanding
d. More despondent and melancholy

5. How does Heathcliff begin his revenge on Hindley?

a. Heathcliff beats him senseless.
b. Heathcliff wins great gambling debts from Hindley playing cards.
c. Heathcliff marries Isabella, who had been engaged to Hindley.
d. Heathcliff keeps Hindley a prisoner at Thrushcross Grange.

6. How does Edgar react to Isabella's running away with Heathcliff?

a. He believes that they deserve each other.
b. He becomes enraged and goes after them.
c. He plans to get revenge on Heathcliff for taking his sister away.
d. He claims she has disowned him and he'll have nothing more to do with her.

105
Wuthering Heights Multiple Choice Unit Test 2 Page 3

7. What does Heathcliff plead for from Catherine?

a. For her ghost to haunt him
b. For her to leave Edgar
c. For her to stop loving him
d. For her to meet him on the moor

8. Compare/contrast the way Hindley and Edgar rear their children.

a. Hindley is a loving parent to Hareton; Heathcliff is abusive to Catherine.
b. Both are loving to their children.
c. Hindley is an abusive parent to Hareton; Heathcliff is loving to Catherine.
d. Both are cruel to their children.

9. Upon Hindley's death, who owns Wuthering Heights, and how?

a. Heathcliff owns it by marriage.
b. Catherine owns it.
c. Heathcliff owns it as mortgage holder.
d. Hareton owns it.

10. Why does Heathcliff want Linton?

a. Heathcliff just doesn't want Isabella to have Linton; he is being spiteful.
b. Linton is his son; Heathcliff wants Linton to carry on the fine Heathcliff traditions.
c. Heathcliff plans to use Linton to get even with Catherine.
d. Heathcliffs sees a way to get Thruscross Grange through Linton.

11. Why does Heathcliff feel an affection for Hareton?

a. Hareton is really his son.
b. Hareton is the wild and robust son Heathcliff wanted.
c. Heathcliff feels sorry for him, remembering how he himself was alone before Mr.
Earnshaw took him in.
d. Since Hareton is Catherine's nephew, Heathcliff feels closer to Catherine by being
near Hareton.

12. Why does Heathcliff want Cathy and Linton to marry?

a. It is through their union and Linton's early death that he will control Wuthering
Heights and Thrushcross Grange--the family fortunes of both of his enemies.
b. He wants an end to his feud with the Lintons and Earnshaws. The marriage of
Cathy and Linton would reunite the families with him.
c. He wishes to enjoy a vicarious marriage to Catherine through the marriage of his
son and her daughter.
d. He knows it would be the last thing Edgar would want, so that's the thing he
wants to work towards.

106
Wuthering Heights Multiple Choice Unit Test 2 Page 4

13. How did Heathcliff change towards the end?

a. Became good natured and pleasant, even likeable
b. Became preoccupied and obsessed with Catherine
c. Begged for everyone's forgiveness
d. Became even more bitter and cruel

14. How is the bitterness and hatred in the story finally overcome?
a. By the death of Heathcliff
b. By the reuniting of Catherine and Heathcliff
c. By the love of Cathy and Hareton
d. All of the above

107
Wuthering Heights Multiple Choice Unit Test 2 Page 5

III. Vocabulary Match the correct definition to the word.

1. EVINCED A. astonished
2. FEIGNED B. revealed
3. VEXED C. eager to equal or surpass another
4. TREPIDATION D. patronizing
5. ADMONITION E. payment
6. VANQUISH F. sullen
7. AGHAST G. prevent difficulties by effective measures
8. OBVIATE H. nobility; graciousness
9. ACQUIESCED I. asserting; maintaining
10. ODIOUS J. apprehension
11. VINDICTIVENESS K. detestable
12. RECOMPENSE L. spitefulness
13. MAGNANIMITY M. obliging; lenient
14. CONDESCENDING N. worry
15. INTRACTABLE O. consented
16. INDULGENT P. pretend
17. AFFIRMING Q. overpower
18. FRET R. advice
19. SATURNINE S. annoyed
20. EMULOUS T. uncontrollable

108
 ANSWER SHEET - Wuthering Heights
Multiple Choice Unit Tests

I. Matching II. Multiple Choice IV. Vocabulary

1. ___ 1. ___ 1. ___
2. ___ 2. ___ 2. ___
3. ___ 3. ___ 3. ___
4. ___ 4. ___ 4. ___
5. ___ 5. ___ 5. ___
6. ___ 6. ___ 6. ___
7. ___ 7. ___ 7. ___
8. ___ 8. ___ 8. ___
9. ___ 9. ___ 9. ___
10. ___ 10. ___ 10. ___
11. ___ 11. ___ 11. ___
12. ___ 12. ___ 12. ___
13. ___ 13. ___ 13. ___
14. ___ 14. ___ 14. ___
15. ___ 15. ___
16. ___ 16. ___
17. ___
18. ___
19. ___
20. ___

109
 ANSWER KEY - Wuthering Heights
Multiple Choice Unit Tests

Answers to Unit Test 1 are in the left column. Answers to Unit Test 2 are in the right column.

I. Matching II. Multiple Choice IV. Vocabulary

1. H J 1. D C 1. L B
2. L N 2. A B 2. S P
3. B D 3. B C 3. Q S
4. O A 4. C A 4. T J
5. A C 5. D B 5. C R
6. J L 6. B D 6. G Q
7. E G 7. B A 7. J A
8. G I 8. B C 8. I G
9. M O 9. B C 9. M O
10. C E 10. A D 10. F K
11. I K 11. D B 11. P L
12. D F 12. C A 12. N E
13. P B 13. B A 13. O H
14. K M 14. D D 14. K D
15. F H 15. B T
16. N P 16. D M
17. E I
18. R N
19. H F
20. A C

110
UNIT RESOURCE MATERIALS

111
 BULLETIN BOARD IDEAS - Wuthering Heights

1. Save one corner of the board for the best of students' Wuthering Heights writing assignments.

2. Take one of the word search puzzles from the extra activities section and with a marker copy it
over in a large size on the bulletin board. Write the clue words to find to one side. Invite
students prior to and after class to find the words and circle them on the bulletin board.

3. Title the board Wuthering Heights: A NOVEL FULL OF CHARACTERS. Find pictures in
magazines (or perhaps your library has a file of pictures) of people who look like the various
characters in the novel. Place the picture on colorful paper, write the character's name under the
picture (or next to it) and write a brief description of the character by it. You may wish to arrange
these pictures on a genealogical table to show the relationships among the characters.

4. On the left side of the board, place a "house" (either drawn or cut-out). Above it, place the
letters WUTHERING HEIGHTS. Place a similar "house" for THRUSHCROSS GRANGE on the
right side of the board. Arrange the names of the characters into the appropriate "houses." Draw
little footprints or place a piece of yarn between Edgar and Catherine Earnshaw Linton.

5.Do a bulletin board for family trees: draw a family tree for Wuthering Heights in the middle, and
post your students' trees around it.

6. Write several of the most significant quotations from the book onto the board on brightly
colored paper.

7. Make a bulletin board listing the vocabulary words for this unit. As you complete sections of
the novel and discuss the vocabulary for each section, write the definitions on the bulletin board.
(If your board is one students face frequently, it will help them learn the words.)

112
 EXTRA ACTIVITIES

One of the difficulties in teaching a novel is that all students don't read at the same speed.
One student who likes to read may take the book home and finish it in a day or two. Sometimes a
few students finish the in-class assignments early. The problem, then, is finding suitable extra
activities for students.

The best thing I've found is to keep a little library in the classroom. For this unit on
Wuthering Heights, a biography of Emily Bronte would be interesting for some students. You
can include other related books and articles about the supernatural, revenge, genealogy, moors,
birds and bird watching, servants and their duties in the late-1700's, studies about heredity vs.
environment, or critics' articles about Wuthering Heights.

Other things you may keep on hand are puzzles. We have made some relating directly to
Wuthering Heights for you. Feel free to duplicate them.

Some students may like to draw. You might devise a contest or allow some extra-credit
grade for students who draw characters or scenes from Wuthering Heights. Note, too, that if the
students do not want to keep their drawings you may pick up some extra bulletin board materials
this way. If you have a contest and you supply the prize (a CD or something like that perhaps),
you could, possibly, make the drawing itself a non-refundable entry fee.

The pages which follow contain games, puzzles and worksheets. The keys, when
appropriate, immediately follow the puzzle or worksheet. There are two main groups of activities:
one group for the unit; that is, generally relating to the Wuthering Heights text, and another group
of activities related strictly to the Wuthering Heights vocabulary.

Directions for these games, puzzles and worksheets are self-explanatory. The object here
is to provide you with extra materials you may use in any way you choose.

113
 MORE ACTIVITIES - Wuthering Heights

1. Pick a chapter or scene with a great deal of dialogue and have the students act it out on a
stage. (Perhaps you could assign various scenes to different groups of students so more than one
scene could be acted and more students could participate.)

2. Use some of the related topics (noted earlier for an in-class library) as topics for research,
reports or written papers, or as topics for guest speakers.

3. Have students keep a journal of their reactions to and thoughts about Catherine, Heathcliff, and
Cathy (after Catherine dies). They should make an entry for each character after each reading
assignment. When they finish reading the novel, they should reread all of their entries to see how
(if at all) their opinions of the characters changed.

4. Take short scenes from the novel. Assign parts in the scenes to various students (so that each
student has a part). Students should memorize their lines and dress up as their characters to
perform their scenes in front of the class in your classroom or on stage.

5. Have students design a book cover (front and back and inside flaps) for Wuthering Heights.

6. Have students design a bulletin board (ready to be put up; not just sketched) for Wuthering
Heights.

7. Have a psychologist come talk to your class about how to deal with feelings of revenge,
rejection from someone one loves, and death of a loved one.

8. Do a project in which students calculate the cost, in today's dollars, of running an estate like
Wuthering Heights or Thrushcross Grange.

9. Have students research the text to compile a list of duties of the servants and then create a
"help wanted" advertisement for the position.

114
 WORD SEARCH - Wuthering Heights

All words in this list are associated with Wuthering Heights. The words are placed
backwards, forward, diagonally, up and down. The included words are listed below the word
searches.

H E A T H C L I F F L O V E E N I R E H T A C B
L E M Y H D R Z S T R L L D Y G B J W I P B Y S
M J I S X R B H X A Y A U O X R A Y F B H L X T
F K V R H H U L D L B T N B C W W I W S L X G S
G R A V E W R S S B I E G C T K N D R E A M T V
M X E D P F D E H L F Y L S E P W E N R B N J T
B O F V T E I M O C M W O L A S T O H R A S T H
N Z R D E P N S F G R H B N A T D A O V Q M G M
D F V T P N P I I Y G O D N E L L N R D T N W Q
P Z R U G A G R S C T I S L B L T E B P I D D L
Z S P T N A P E P T K Y N S I E S Q R R P L S E
F K D I G P G Z T G O L Q Z Q F H D E P N J C W
J S E W Z D Z E N P N N Y C G N H H S X Y U W W
D L X C M C C L S C R W Y P W F T A M Z A B K F
V S N H B N E K C D Y J H N R U F Z R S N M S N
S C B Q X D D K Y Y V D O S W K J N E E H S I R
Q J R E G V X D H N G T W S C Q H L C S T S V N
K C T A M S Z T L L N L M O E Z P Q F G U O H D
E A R N S H A W H I N D L E Y P I T Y O G U N Y
G B V Y R C F T L S W S D R A C H G C M O O R E

APPLESAUCE FRANCES KIDNAP PITY

BRONTE GATE LETTERS PUPPIES
CARDS GHOST LINTON REVENGE
CATHERINE GRAVE LOCK SERVANTS
CATHY GUN LOCKWOOD SICKLY
COUSIN HARETON LOVE SOLITUDE
CRY HEATHCLIFF MARRIAGE SPANIEL
DREAM HEIR MOOR THRUSHCROSS
EARNSHAW HINDLEY MORTGAGES WILD
EDGAR ISABELLA NELLY WUTHERING
FIT JOSEPH PENISTON ZILLAH

115
 KEY: WORD SEARCH - Wuthering Heights

All words in this list are associated with Wuthering Heights. The words are placed
backwards, forward, diagonally, up and down. The included words are listed below the word
searches.

H E A T H C L I F F L O V E E N I R E H T A C
E H S R L D G I Y
I R A A U O A F L
R U B T N C I S L S
G R A V E S S I E C T K D R E A M T
M E P E H L L S E P W E N R B N
O V E I O C O L A S T O H R A
R E P N S R H N A T A O V M G
T P N P I I G O D E L N R D N
U G A G S C I S L L T E I
P N A E T K S I E S R E
I G O L Z E C
E E N Y H H U
L S T A A
E J N U R S N
D Y O W K E E I
E G D H T S C L T S
C T A T L N O E P U O
E A R N S H A W H I N D L E Y P I T Y O G U N
G Y C L W S D R A C H C M O O R E

APPLESAUCE FRANCES KIDNAP PITY

BRONTE GATE LETTERS PUPPIES
CARDS GHOST LINTON REVENGE
CATHERINE GRAVE LOCK SERVANTS
CATHY GUN LOCKWOOD SICKLY
COUSIN HARETON LOVE SOLITUDE
CRY HEATHCLIFF MARRIAGE SPANIEL
DREAM HEIR MOOR THRUSHCROSS
EARNSHAW HINDLEY MORTGAGES WILD
EDGAR ISABELLA NELLY WUTHERING
FIT JOSEPH PENISTON ZILLAH

116
 CROSSWORD - Wuthering Heights

1 2 3 4

5 6

7 8 9

10 11 12

13 14

15 16

17 18

19

20

21 22

23

24 25 26

27 28 29

30

31 32

33

34 35

117
 CROSSWORD CLUES - Wuthering Heights

ACROSS DOWN
1. Relationship of Cathy and Linton or Hareton 1. Make tears; boo-hoo
6. What Heathcliff wants for Cathy and 2. Heathcliff's wife
Linton 3. Word to describe Hareton as a boy
7. He took in Heathcliff 4. Revenge and Catherine are his passions
10. Final resting place 5. Fence Door
11. Son of Hindley 6. Meeting place for Cathy and Linton
13. Nelly cuts these off between Cathy and 8. Isabell's kind of dog
Linton 9. Isabella warns Heathcliff that Hindley
15. Catherine ________ed her door and stayed has one
in her room 10. Heathcliff pleads for Catherine to haunt
17. Mr. Earnshaw's daughter him
19. Catherine appears to Lockwood in a 12. One who inherits
________________ 13. Feeling Catherine and Heathcliff had for
21. ____________________Heights each other
23. Hindley's Wife 14. Nelly, Joseph and Zillah, for example
27. Author 16. Cathy's feelings for Linton
28. Replaced Nelly at Wuthering Heights 17. Daughter of Edgar and Catherine
32. Isabella or Edgar 18. Catherine's husband
33. Heathcliff dumps this on Edgar 20. Hareton hangs a litter of these
34. He rented Thrushcross Grange 22. __________Dean; housekeeper
35. Heathcliff holds these on Wuthering Heights 23. Catherine threw herself into one and
locked herself in her room
24. _________Crags
25. Self-righteous servant of Heathcliff
26. What Heathcliff did to Cathy and Nelly
29. Catherine's brother
30. Describes Linton
31. Gambling game Heathcliff and
Hareton played

118
 MATCHING QUIZ/WORKSHEET 1 - Wuthering Heights

1. LETTERS A. Revenge and Catherine are his passions

2. HEIR B. ________Dean; housekeeper
3. MOOR C. Heathcliff's wife
4. EDGAR D. Author
5. WUTHERING E. ________ Crags
6. PENISTON F. He rented Thrushcross Grange
7. NELLY G. He took in Heathcliff
8. ISABELLA H. Catherine's brother
9. EARNSHAW I. Isabella warns Heathcliff that Hindley has one
10. HEATHCLIFF J. What Heathcliff wants for Cathy & Linton
11. BRONTE K. Heathcliff dumps this on Edgar
12. HINDLEY L. Describes Linton
13. WILD M. Word to describe Hareton as a boy
14. MARRIAGE N. Nelly cuts these off between Cathy and Linton
15. APPLESAUCE O. One who inherits
16. LOCKWOOD P. Heathcliff holds these on Wuthering Heights
17. GUN Q. ______ Heights
18. SICKLY R. Catherine's husband
19. MORTGAGES S. Meeting place for Cathy & Linton
20. CATHY T. Daughter of Edgar & Catherine

119
 KEY: MATCHING QUIZ/WORKSHEET 1 - Wuthering Heights

N 1. LETTERS A. Revenge and Catherine are his passions

O 2. HEIR B. ________Dean; housekeeper
S 3. MOOR C. Heathcliff's wife
R 4. EDGAR D. Author
Q 5. WUTHERING E. ________Crags
E 6. PENISTON F. He rented Thrushcross Grange
B 7. NELLY G. He took in Heathcliff
C 8. ISABELLA H. Catherine's brother
G 9. EARNSHAW I. Isabella warns Heathcliff that Hindley has one
A 10. HEATHCLIFF J. What Heathcliff wants for Cathy & Linton
D 11. BRONTE K. Heathcliff dumps this on Edgar
H 12. HINDLEY L. Describes Linton
M 13. WILD M. Word to describe Hareton as a boy
J 14. MARRIAGE N. Nelly cuts these off between Cathy and Linton
K 15. APPLESAUCE O. One who inherits
F 16. LOCKWOOD P. Heathcliff holds these on
Wuthering Heights
I 17. GUN Q. _____ Heights
L 18. SICKLY R. Catherine's husband
P 19. MORTGAGES S. Meeting place for Cathy & Linton
T 20. CATHY T. Daughter of Edgar & Catherine

120
 MATCHING QUIZ/WORKSHEET 2 - Wuthering Heights

1. WUTHERING A. Nelly, Joseph and Zillah, for example

2. LETTERS B. He took in Heathcliff
3. HARETON C. Isabella warns Heathcliff that Hindley has one
4. CATHY D. Describes Linton
5. HEATHCLIFF E. ________Heights
6. LINTON F. Replaced Nelly at Wuthering Heights
7. CRY G. Isabella's kind of dog
8. SOLITUDE H. Nelly cuts these off between Cathy and Linton
9. HEIR I. Revenge and Catherine are his passions
10. GATE J. Lockwood's reason for renting Thrushcross
Grange
11. EARNSHAW K. Heathcliff pleads for Catherine's to haunt him
12. COUSIN L. Relationship of Cathy to Linton or Hareton
13. PUPPIES M. Make tears; boo-hoo
14. SICKLY N. Son of Hindley
15. GUN O. One who inherits
16. GHOST P. Isabella or Edgar
17. SPANIEL Q. Hareton hangs a litter of these
18. MORTGAGES R. Daughter of Edgar & Catherine
19. SERVANTS S. Heathcliff holds these on Wuthering Heights
20. ZILLAH T. Fence door

121
 KEY: MATCHING QUIZ/WORKSHEET 2 - Wuthering Heights

E 1. WUTHERING A. Nelly, Joseph and Zillah, for example

H 2. LETTERS B. He took in Heathcliff
N 3. HARETON C. Isabella warns Heathcliff that Hindley has one
R 4. CATHY D. Describes Linton
I 5. HEATHCLIFF E. ______Heights
P 6. LINTON F. Replaced Nelly at Wuthering Heights
M 7. CRY G. Isabella's kind of dog
J 8. SOLITUDE H. Nelly cuts these off between Cathy and Linton
O 9. HEIR I. Revenge and Catherine are his passions
T 10. GATE J. Lockwood's reason for renting Thrushcross
Grange
B 11. EARNSHAW K. Heathcliff pleads for Catherine's to haunt him
L 12. COUSIN L. Relationship of Cathy to Linton or Hareton
Q 13. PUPPIES M. Make tears; boo-hoo
D 14. SICKLY N. Son of Hindley
C 15. GUN O. One who inherits
K 16. GHOST P. Isabella or Edgar
G 17. SPANIEL Q. Hareton hangs a litter of these
S 18. MORTGAGES R. Daughter of Edgar & Catherine
A 19. SERVANTS S. Heathcliff holds these on Wuthering Heights
F 20. ZILLAH T. Fence door

122
 JUGGLE LETTER REVIEW GAME CLUE SHEET - Wuthering Heights

SCRAMBLED WORD CLUE

ISKYCL SICKLY Describes Linton
OTNNIL LINTON Isabella or Edgar
OELV LOVE Feeling Catherine and Heathcliff have
for each other
UNG GUN Isabella warns Heathcliff that Hindley
has one
UGWTRIHEN WUTHERING _________ Heights
RMRIEAAG MARRIAGE What Heathcliff wants for Cathy & Linton
TOERNAH HARETON Son of Hindley
AGERV GRAVE Final resting place
ECRETNHIA CATHERINE Mr. Earnshaw's daughter
NTSPIENO PENISTON _________ Crags
TFI FIT Catherine threw herself into one and locked
herself in her room
OUCINS COUSIN Relationship of Cathy to Linton or Hareton
EIHFATFCLH HEATHCLIFF Revenge and Catherine are his passions
SAESTVNR SERVANTS Nelly, Joseph and Zillah, for example
IESALPN SPANIEL Isabella's kind of dog
OROM MOOR Meeting place for Cathy and Linton
RRUSHRTOCHS THRUSHCROSS _________ Grange
MARED DREAM Catherine appears to Lockwood in one
HSOPEJ JOSEPH Self-righteous servant of Heathcliff
ERNGEEV REVENGE Heathcliff's specialty
RSNEAFC FRANCES Hindley's wife
LLEYN NELLY ________Dean; housekeeper
SBILALEA ISABELLA Heathcliff's wife
RGDEA EDGAR Catherine's Husband
TEAG GATE Fence door
LZAIHL ZILLAH Replaced Nelly at Wuthering Heights
ATYCH CATHY Daughter of Edgar and Catherine
REBTON BRONTE Author
RYC CRY Make tears; boo-hoo
LDIW WILD Word to describe Hareton as boy
CKLO LOCK Catherine _________ed her door and
stayed in her room
OLSUDEIT SOLITUDE Lockwood's reason for renting Thrushcross
Grange
RETTSEL LETTERS Nelly cuts these off between Cathy
and Linton
REIAGRMA MARRIAGE What Heathcliff wants for Cathy and Linton
AAHRNWES EARNSHAW He took in Heathcliff
RTAGESGMO MORTGAGES Heathcliff holds these on Wuthering Heights
OEDTLSUI SOLITUDE Lockwood's reason for renting Thrushcross
Grange

123
VOCABULARY RESOURCE MATERIALS

124
 VOCABULARY WORD SEARCH - Wuthering Heights

All words in this list are associated with Wuthering Heights with an emphasis on the
vocabulary words chosen for study in the text. The words are placed backwards, forward,
diagonally, up and down. The included words are listed below.

Q E F Y D Q D X S J H A G N X M D E O E D L C C
V I V A C I T Y F E D Y L Y T I V E L B A I M A
G E V I D O G H R E N N P L T M N B T D L U Y T
M D X N N R R U G O I D L O Y I I D Q R I I S D
J A A E A C T D M I S G U B C T S T U R E A G W
R C N H D C E P I A L L N R P R V N I L H V E E
X E T I E E O D E A G P U E E R I L E G G T A M
P E C J F C R N Q E L N C P D P E T A P A E T Y
L Y N O D E O I D Z V S A F M D O T E R O T N C
A O A A N E S N P E U I E N O O R L E C F R E T
C N V B C C N T T S S L S L I E C P R N X P P D
P O N A E Q I R E R N C J H B M S O E E S W V X
S O N I N T U L E D A O E F A A I U B R T E X Y
D A R T H Q T I E C E D C N X P T T O V U N T T
B E N T R I U E E D S M I E D K P C Y I I S I Z
Z C L G E I L I D S E I U C C I W A A P D A E J
V Q S U U N V A S J C C D L T L N S L R C O T D
Q J B W D I D E T H R E E V O Z B G W L T D Z E
X J T Y H E N E Y E Z S D R X U O R I S O N S J
P D G J Y R D E D F T S H D P C S X H R J Y I T

ABETTED CONTRIVE HYPOCRITE PEEVISH

ACQUIESCED CORDIAL IDLE PERUSED
AGHAST DECEIT INDULGENT PLIGHT
ALLY DEFY INTERLOPER PORTENDED
AMIABLE DELIRIUM INTRACTABLE PRECEDE
ANNIHILATE DELUDED LETHARGY PRETENSE
APPALL DISCERNED LEVITY PROPENSITY
AVERTED EMULOUS MAGNANIMITY RECONCILED
CANDID ENDURE MANIFESTED SANGUINE
COMPULSORY EVINCED MITIGATED SUSCEPTIBLE
CONDESCENDING EXASPERATE OBLIGE VANQUISH
CONJECTURE FEIGNED OBVIATE VEXED
CONSPIRE FOES ODIOUS VIVACITY
CONTRADICT FRET ORISONS

125
 KEY: VOCABULARY WORD SEARCH - Wuthering Heights

All words in this list are associated with Wuthering Heights with an emphasis on the
vocabulary words chosen for study in the text. The words are placed backwards, forward,
diagonally, up and down. The included words are listed below.

E D H A D E O E
V I V A C I T Y F E D Y L Y T I V E L B A I M A
E I D O G H R E N P L T M N B T D L U T
M X N N R R U G O I D O Y I I D R I I S
A A E A C T D M I S G U C T S T U R E A G
R C N H D C E P I A L L N R P R N I L H V E E
E T I E E O D E A G P U E E R I L E G G T A
E C J F C R N E L N C P D P E T A P A E
L N O D E O I D V S A F M D O T E R O T N
A O A A N E S N P E U I E N O O L E F R E T
C N V B C C N T T S S S L I E C P R N P D
P O N A E Q I R E R N C H B M S O E E S
S O N I N T U L E D A O E A A I U B R T E
D A R T H Q T I E C E D C N X P T T O V U N
E N T R I U E E D S M I E D P C Y I I S I
L G E I L I D S E I U C I A A D A E
U U N V A S C C D L T N L R O T D
D I D E T H E E O G L T E
E N E E D R U O R I S O N S
D E D P S I

ABETTED CONTRIVE HYPOCRITE PEEVISH

ACQUIESCED CORDIAL IDLE PERUSED
AGHAST DECEIT INDULGENT PLIGHT
ALLY DEFY INTERLOPER PORTENDED
AMIABLE DELIRIUM INTRACTABLE PRECEDE
ANNIHILATE DELUDED LETHARGY PRETENSE
APPALL DISCERNED LEVITY PROPENSITY
AVERTED EMULOUS MAGNANIMITY RECONCILED
CANDID ENDURE MANIFESTED SANGUINE
COMPULSORY EVINCED MITIGATED SUSCEPTIBLE
CONDESCENDING EXASPERATE OBLIGE VANQUISH
CONJECTURE FEIGNED OBVIATE VEXED
CONSPIRE FOES ODIOUS VIVACITY
CONTRADICT FRET ORISONS

126
 VOCABULARY CROSSWORD - Wuthering Heights

1 2 3 4 5 6 7

10 11

12 13 14 15

16

17 18 19

20 21 22

23

24

25

26 27 28

29 30 31

33 34
32

35 36 37

38 39

127
 VOCABULARY CROSSWORD CLUES - Wuthering Heights

ACROSS DOWN
1. listlessness 1. flippancy
4. challenge 2. apprehension
8. asserting; maintaining 3. good-natured
9. turned away 5. enemies
10. dismay 6. Catherine threw herself into one
12. advice and locked herself in her room
16. Fence door 7. eager to equal or surpass another
18. congenial; friendly 8. cleverly; deftly
20. prayers 9. collaborator; partner
22. final resting place 11. irritable
24. consented 13. madness caused by illness
27. deceived; fooled 14. lazy; inactive
29. worry 15. perceived
30. encouraged 17. thoughts
32. detestable 18. make tears; boo-hoo
33. Isabella warns Heathcliff that Hindley 19. frank
has one 21. accommodate
35. optimistic 23. deception
36. go before 24. astonished
37. annoyed 25. whims
38. Catherine appears to Lockwood in a 26. read
_________ 28. tolerate
39. Gambling game Heathcliff and Hareton 29. pretend
played 31. revealed
34. feeling Catherine and
Heathcliff have for each other

128
 VOCABULARY WORKSHEET 1 - Wuthering Heights

1. Discouragement
A. despondency B. discerned C. manifested D. pretense
2. Asserting; maintaining
A. plight B. odious C. affirming D. compulsory
3. Nobility; graciousness
A. magnanimity B. oblige C. caprices D. recompense
4. Reasoning to dissuade or correct
A. expostulating B. intractable C. perpetual D. fret
5. Patronizing
A. scrutinizing B. delirium C. expostulating D. condescending
6. Congenial; friendly
A. susceptible B. interloper C. cordial D. conjecture
7. Continuous; endless
A. ensconcing B. defy C. perpetual D. sanctimonious
8. Unreasonable ill temper
A. petulance B. averted C. reconciled D. conjecture
9. Madness caused by illness
A. perused B. delirium C. candid D. plight
10. Enemies
A. foes B. adroitly C. conjecture D. abetted
11. Cleverly; deftly
A. ally B. adroitly C. discerned D. evinced
12. Scheme
A. foes B. conspire C. reciprocation D. interloper
13. Mandatory; involuntary
A. magnanimity B. compulsory C. perpetual D. vexed
14. Devise; find a way
A. caprices B. defy C. contrive D. vindictiveness
15. Manners unfashionable or unsophisticated
A. sanctimonious B. discerned C. contradict D. provincialisms
16. Exhibited
A. portended B. admonition C. manifested D. vivacity
17. Inspecting
A. exasperate B. lethargy C. despondency D. scrutinizing
18. Suppose
A. interloper B. conjecture C. fret D. indignation
19. Prevent difficulties by effective measures
A. obviate B. petulance C. contrive D. ally
20. Tolerate
A. aghast B. foes C. endure D. precede

129
 KEY: VOCABULARY WORKSHEET 1 - Wuthering Heights

A 1. Discouragement
A. despondency B. discerned C. manifested D. pretense
C 2. Asserting; maintaining
A. plight B. odious C. affirming D. compulsory
A 3. Nobility; graciousness
A. magnanimity B. oblige C. caprices D. recompense
A 4. Reasoning to dissuade or correct
A. expostulating B. intractable C. perpetual D. fret
D 5. Patronizing
A. scrutinizing B. delirium C. expostulating D. condescending
B 6. Congenial; friendly
A. susceptible B. interloper C. cordial D. conjecture
B 7. Continuous; endless
A. ensconcing B. defy C. perpetual D. sanctimonious
A 8. Unreasonable ill temper
A. petulance B. averted C. reconciled D. conjecture
B 9. Madness caused by illness
A. perused B. delirium C. candid D. plight
A 10. Enemies
A. foes B. adroitly C. conjecture D. abetted
B 11. Cleverly; deftly
A. ally B. adroitly C. discerned D. evinced
B 12. Scheme
A. foes B. conspire C. reciprocation D. interloper
B 13. Mandatory; involuntary
A. magnanimity B. compulsory C. perpetual D. vexed
C 14. Devise; find a way
A. caprices B. defy C. contrive D. vindictiveness
D 15. Manners unfashionable or unsophisticated
A. sanctimonious B. discerned C. contradict D. provincialisms
C 16. Exhibited
A. portended B. admonition C. manifested D. vivacity
D 17. Inspecting
A. exasperate B. lethargy C. despondency D. scrutinizing
B 18. Suppose
A. interloper B. conjecture C. fret D. indignation
A 19. Prevent difficulties by effective measures
A. obviate B. petulance C. contrive D. ally
C 20. Tolerate
A. aghast B. foes C. endure D. precede

130
 VOCABULARY WORKSHEET 2 - Wuthering Heights

______ 1. DELUDED A. Moderated

2. MITIGATED B. Accommodate

3. COMPULSORY C. Frank

4. MAGNANIMITY D. Nobility; graciousness

5. SUSCEPTIBLE E. Advice

6. CANDID F. Suppose

7. ANNIHILATE G. Spitefulness

8. SANCTIMONIOUS H. Deceived; fooled

9. CONSPIRE I. Obliterate

10. VINDICTIVENESS J. Embarrassment

11. OBLIGE K. Pretend

12. COGITATIONS L. Self-righteous

13. MORTIFICATION M. Mandatory; involuntary

14. SCRUTINIZING N. Statement

15. CONJECTURE O. Inspecting

16. FEIGNED P. Thoughts

17. DEGRADATION Q. Scheme

18. APPALL R. Vulnerable

19. ADMONITION S. Disgrace

20. ASSERTION T. Dismay

131
 KEY: VOCABULARY WORKSHEET 2 - Wuthering Heights

______ H 1. DELUDED A. Moderated

A 2. MITIGATED B. Accommodate

M 3. COMPULSORY C. Frank

D 4. MAGNANIMITY D. Nobility; graciousness

R 5. SUSCEPTIBLE E. Advice

C 6. CANDID F. Suppose

I 7. ANNIHILATE G. Spitefulness

L 8. SANCTIMONIOUS H. Deceived; fooled

Q 9. CONSPIRE I. Obliterate

G 10. VINDICTIVENESS J. Embarrassment

B 11. OBLIGE K. Pretend

P 12. COGITATIONS L. Self-righteous

J 13. MORTIFICATION M. Mandatory; involuntary

O 14. SCRUTINIZING N. Statement

F 15. CONJECTURE O. Inspecting

K 16. FEIGNED P. Thoughts

S 17. DEGRADATION Q. Scheme

T 18. APPALL R. Vulnerable

E 19. ADMONITION S. Disgrace

N 20. ASSERTION T. Dismay

132
 VOCABULARY JUGGLE LETTER REVIEW GAME CLUES - Wuthering Heights

SCRAMBLED WORD CLUE

RYULOOPSCM COMPULSORY mandatory; involuntary

IVVITISCENSDEN VINDICTIVENESS spitefullness
OIRTECTN CONTRITE apologetic
CTANTCIODR CONTRADICT dispute; oppose
EPERDCE PRECEDE go before
VEISHPE PEEVISH irritable
SOTRPIAIMSHNT MISANTHROPIST person who
hates mankind
RTBINTCALEA INTRACTABLE uncontrollable
GITNMNYAMIA MAGNANIMITY nobility; graciousness
MFRFIGIAN AFFIRMING asserting; maintaining
TEFR FRET worry
TGIMITDAE MITIGATED moderated
EDEDRONTP PORTENDED forecast
IVETYL LEVITY flippancy
RECETPNE PRETENSE false appearance or action
QHISVNUA VANQUISH overpower
AEBLAMI AMIABLE obliterate
DNCIAD CANDID frank
TMINDOOIAN ADMONITION advice
SIOSOUCNTMINA SANCTIMONIOUS self-righteous
OPGIXNAEULSTT EXPOSTULATING reasoning to dissuade or
correct
EUDDLDE DELUDED deceived; fooled
DAOIRLC CORDIAL congenial; friendly
AAIGTODENRD DEGRADATION disgrace
CERASICP CAPRICES whims
ETVDARE AVERTED turned away
EMAFTIDENS MANIFESTED exhibited
PENSECMROE RECOMPENSE payment
YLLA ALLY collaborator; partner
LSOUORYCMP COMPULSORY mandatory; involuntary
IEBECSPLTUS SUSCEPTIBLE vulnerable
AINSTGITOCO COGITATIONS thoughts
SCEONRIP CONSPIRE scheme
NUETORJCCE CONJECTURE suppose
TIIEEMEPNCRN IMPERTINENCE impudence
GTSZNIRUCNII SCRUTINIZING inspecting
CEOGNIENDCDS CONDESCENDING patronizing
OITCRITAMFNOI MORTIFICATION embarrassment

133
 Wuthering Heights Vocabulary Bingo Clues Continued

OSIEYPRNPT PROPENSITY tendency

PAULPRTEE PERPETUAL continuous; endless
NROCEVTI CONTRIVE devise; find a way
EDUERSP PERUSED read
NTIGNEDLU INDULGENT obliging; lenient
NEANUISTRI SATURNINE sullen
UTNNAOCCEEN COUNTENANCE expression
IAEBOVT OBVIATE prevent difficulties by
effective measures
EDEEVRPRESR PERSERVERED persisted
IODSOU ODIOUS detestable
YEODCESDPNN DESPONDENCY discouragement
OSNOSIR ORISONS prayers

134