A CCR, or "College and Career Readiness," chart for Great Expectations should contain what is often called "anchor standards"—that is, the skills that a high school graduate needs in order to be prepared for post-secondary education or the working world, skills that can be acquired from the reading and comprehension of Dickens' novel.
There are charts available at the third link below that provide adequate examples. Part of this chart (one column) can be amended here for Great Expectations as an example:
During the Victorian Age many became aware of new social problems that arose as a result of the Industrial Revolution, which brought machinery to the pastoral areas and changed the way of life of those who made their livings doing such things as weaving and farming, or working on farms. When some of these weavers and farm workers were replaced by mechanized looms, threshing machines, and the like, they moved to cities like Manchester and London. There they were forced to live in crowded, unsanitary conditions. Many children worked and often were orphaned.
As a result of the terrible conditions in certain parts of these cities, concerned citizens sought to solve these social problems. Charles Dickens was one such social reformer, and his novel Great Expectations is very didactic in nature as, through his plot and characterization, he strives to make his readers aware of the plight of the poor and the injustice of the social system of his time. He is particularly concerned with the legal system of Victorian England, finding it guilty of partiality to what he considered a frivolous aristocracy and cruelty to and neglect of the poor.
CCR Anchor 1: Author Message. Read closely in Stage I to determine what is implied about the first and second convicts. What is in the text and what do other characters say explicitly about this convict? What logical inferences can be drawn from these passages? (Cite specific evidence from the text when writing or speaking to support conclusions drawn from the text.) Then, from Stage II, what is learned about the court system through the actions of Mr. Jaggers and his treatment of his clients? And, from Stage III, what does the reader learn about criminal justice in the Victorian Age as Magwitch relates his personal history to Pip?
CCR Anchor 2: Themes. Determine the central ideas or themes of Great Expectations. Explain and evaluate how these themes are developed; also, in this analysis, summarize the key supporting details and ideas.
CCR Anchor 3: Characterization. Analyze how Dickens develops his main characters, especially Pip, discussing the following methods of characterization:
--the characters' actions
--the characters' thoughts, feelings, and speeches
--direct statements giving the writer's opinion of the character.
CCR Anchor 4: Vocabulary. Determine connotative and denotative meanings, as well as figurative uses, of words in the novel. Analyze how these words shape the meaning and tone of Dickens' narrative.
CCR Anchor 5: Analysis. Analyze a section of the novel and how it relates to Dickens' theme of society as a type of prison limiting people to positions in life.
CCR Anchor 6: Narration. Assess how the use of Pip as first person narrator shapes the content and tone of the novel.
CCR Anchor 7: Final Analysis. Define and evaluate the argument about the justice system that Dickens makes. Be sure to evaluate the relevance and validity of Dickens' argument to the narrative.