Hook, Housekeeping & Homework Monday Welcome back! How was your break? Let’s spend the first 20 minutes or so of class watching the last scene of The Great Gatsby for those who plan to turn in an extension essay by Wednesday. Did you bring your choice novel to class today?! Starting tomorrow you will earn, or not, credit for reading it in class!

Past, Present, Future Monday Check Out Choice Reading Novel (fiction) Turn in Literary Lens Analysis Summative Essay Final Unit: Class Novel Introduction Check out and preview the text Continue with Final Unit: Class Novel Introduction Final Unit: Choice Novel Introduction

Activities Monday “Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn't.” – Mark Twain What piece of fiction did you bring with you? Have you started reading?

Activities Monday Check out the novel Their Eyes Were Watching God Preview the text (see next slide)

Activity Monday Purpose: to familiarize ourselves with the text. Tasks: 1.Read and examine the front & back covers 2.Look through the first few pages: What do you notice? What information can be found here? How might this information be relevant? 3.Look through the text: How big is the font? Are there chapters? Titles? How long are chapters? How long is the book? 4.Flip open to a random page and read a paragraph 5.Anything of note at the end of the book? Outcome: What did you learn from previewing the text? Predictions? How long do you think this will take you to read? Do you think you’ll “like” it? Make sure you have it with you tomorrow; we’ll start reading together in class!

Hook, Housekeeping & Homework Tuesday Have out your novel (fictional text) to read If you have not done so already, preview your book: 1.Read and examine the front & back covers 2.Look through the first few pages: What do you notice? What information can be found here? How might this information be relevant? 3.Look through the text: How big is the font? Are there chapters? Titles? How long are chapters? How long is the book? 4.Flip open to a random page and read a paragraph 5.Anything of note at the end of the book?

Past, Present, Future Tuesday Finish The Great Gatsby Final Unit: Class Novel Introduction Check out and preview the text Continue with Final Unit: Class Novel Introduction Final Unit: Choice Novel Introduction

The Novel Tuesday Standards 2. Reading for All Purposes 4. Research and Reasoning Objective: you will be able to read and research a complex piece of fiction for understanding of plot, author background, writing style, and historical context. Key Concepts Character (representation of persons in narrative) Context (social, historical, cultural setting in which text is produced) Point of View (particular perspective brought) Setting (the time and place in which the book happens & mood, atmosphere thereof) Style (characteristic way writer uses linguistic devices, literary devices, and features for particular purpose and effect) Theme (the central idea(s) the creator explores through a text) Relevance Connections: Identities and Relationships (Who am I? Who are you? What does it mean to be human?) As readers, the characters, point of view, setting, style, and theme draw us to particular texts that can span both time and culture. The knowledge and experiences from which a writer draws enables us, as readers, to make connections among text, creator, and audience, and allow us to explore our unique identities. Inquiry Questions: Who are the characters? What are the like? What is the setting? What is the main conflict? How is it resolved? What is the style and structure of this text? What craft tools does the author employ? What do you know about the author? How does the author’s life or experiences contribute to this text? In what literary period was it written? How does this work reflect this literary period? What do you know about the time period in which it was written? What does this text reveal about its historical or cultural context? What does this work reveal about what it means to be a human being in this world? What are the big ideas of this work of literature? How are they expressed through characters, point of view setting, setting and style? How can readers identify with this author or with this text? Is this work relevant today? How and why? Who should read this and why?

Activity: Develop & Apply Tuesday Purpose: to determine the amount of time you need to devote to finishing at least one book, this one, on time Tasks: 1.How many pages is your book? 288 end page – 3 first page = You have until April 28 th to read at least one book. If you read each week day from now until then, 20 days, how many pages would you need to read a day? 285 pages/20 days =14.25 pages a day 3.Read quietly for 10 minutes 4.How many pages did you read? page 3 – page 10 = 6 pages Outcome: Based on how many pages you read in 10 minutes, how many minutes do you need to read during the next 20 reading days? 6 pages in 10 minutes pages in 20 minutes more in 5 minute = approximately 25 minutes a day

Instruction: Obtain Tuesday You will be given approx. 10 minutes in class each day to read. Here are the requirements for receiving credit during reading time: 1.You are not using or referring to electronics during reading time (unless your book is on the devise & I can see it each day) 2.Your choice, independent reading novel (fiction) is in your possession 3.You are on time to class and reading when the bell rings 4.Your actively reading during the entire given time You are not talking to others, writing, working on other assignments If you do not have your book with you, you must read something else of literary value. (e.g. TEWWG or see me) 5.If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! 6.You must be prepared to read another book after you finish one

Activity: Develop Tuesday Tasks: Listen to Chapter 1 Be prepared to respond to the following: 1.What are your first impressions and understanding of the characters and plot? 2.What does the metaphor in the first paragraph reveal about men’s dreams? What does the second paragraph reveal about women? 1 (9) 3.How do the men feel about Janie? 2 (11) 4.Describe the town’s attitude towards Janie. Describe her attitude towards the town. Note how the communal dialogue help establish the town as a character. 5.Why does Pheoby say the people are mad at Janie? 3 (16) 6.What is the relationship between Janie and Pheoby? How do you know? 5

Hook, Housekeeping & Homework Wednesday Have out your novel (fictional text) and be ready when the bell rings to read Quietly read for approx. 10 minutes Remember… no electronics out/on during reading time you are receiving credit for being on time, ready to read with your choice, independent reading novel, and actively reading during the given time. If you do not have your book with you, must read something else of literary value. If you are absent for reading time, come talk to me before or after class! If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Wednesday Unit 4 Class & Choice Novel Start reading Choice Novel Start reading Chapter 1 TEWWG Finish reading Chapters 1 and read Chapter 2 Discussion/Activities TEWWG Final Summative

The Novel Wednesday Standards 2. Reading for All Purposes 4. Research and Reasoning Objective: you will be able to read and research a complex piece of fiction for understanding of plot, author background, writing style, and historical context. Key Concepts Character (representation of persons in narrative) Context (social, historical, cultural setting in which text is produced) Point of View (particular perspective brought) Setting (the time and place in which the book happens & mood, atmosphere thereof) Style (characteristic way writer uses linguistic devices, literary devices, and features for particular purpose and effect) Theme (the central idea(s) the creator explores through a text) Relevance Connections: Identities and Relationships (Who am I? Who are you? What does it mean to be human?) As readers, the characters, point of view, setting, style, and theme draw us to particular texts that can span both time and culture. The knowledge and experiences from which a writer draws enables us, as readers, to make connections among text, creator, and audience, and allow us to explore our unique identities. Inquiry Questions: Who are the characters? What are the like? What is the setting? What is the main conflict? How is it resolved? What is the style and structure of this text? What craft tools does the author employ? What do you know about the author? How does the author’s life or experiences contribute to this text? In what literary period was it written? How does this work reflect this literary period? What do you know about the time period in which it was written? What does this text reveal about its historical or cultural context? What does this work reveal about what it means to be a human being in this world? What are the big ideas of this work of literature? How are they expressed through characters, point of view setting, setting and style? How can readers identify with this author or with this text? Is this work relevant today? How and why? Who should read this and why?

Activity: Develop Wednesday Tasks: Finish listening to Chapter 1 Be prepared to respond to the following: IQ: Who are the characters? What are the like? What is the setting? What is the main conflict? 1.How do the men feel about Janie? 2.Describe the town’s attitude towards Janie. Describe her attitude towards the town. Note how the communal dialogue help establish the town as a character. 3.Why does Pheoby say the people are mad at Janie? 4.What is the relationship between Janie and Pheoby? How do you know?

Activity Listen to Chapter 2 By whom was Janie raised? What does Janie discover because of a photograph taken of her? What do we find out about her father and mother? Note the imagery of the pear tree and other elements of nature. How might this symbolize a 16-year-old girl?

Hook, Housekeeping & Homework Thursday Have out your novel (fictional text) to read Quietly read for approx. 10 minutes Remember… no electronics out/on during reading time you are receiving credit for being on time, ready to read with your choice, independent reading novel, and actively reading during the given time. If you do not have your book with you, must read something else. If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Thursday Finish reading Chapters 1 and begin Chapter 2 Chapter 2 & 3 TEWWG Final Summative Information

Activity: Develop Thursday Task: Finish listening to Chapter 2 – With your partner, consider your assigned (odd/even) questions) 1.The word lacerating means to cut, why would the author use this word to describe a kiss? 2.What kind of kiss is this in Nanny’s opinion? 11 3.What ended Janie’s childhood? 12 4.Why does Janie’s Nanny want her to get married? 13 5.Who does Nanny say the white man is? 14 6.According to Nanny, what are the black women?14 7.Why is Nanny so upset with Janie? 15 8.What has Nanny said about her life? 15 9.What do we find out about Janie’s mom? (Nanny’s baby) Why did Nanny’s Missis want to have her whipped? Why does Nanny say she would not marry anyone? What happened to Janie’s mom? How did the incident effect Janie’s mom? What might the peach tree symbolized in this chapter? 20

Activity: Develop Thursday Chapter 3 1. Read this passage from the novel: “Husbands and wives always loved each other, and that was what marriage meant. It was just so.” Do you agree with this statement or disagree, explain. 2. Why is Janie upset? Why does Nanny say Janie should be happy in her marriage? What did Nanny have to wait for before she could die? Why does Janie wait by the gate? What made Janie a woman? 25

Hook, Housekeeping & Homework Friday Have out your novel (fictional text) to read Quietly read for approx. 10 minutes Remember… no electronics out/on during reading time you are receiving credit for being on time, ready to read with your choice, independent reading novel, and actively reading during the given time. If you do not have your book with you, must read something else. If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Read Chapter 4 TEWWG for homework!

Past, Present, Future Friday TEWWG Chapters 2 & 3 1. Read this passage from the novel: “Husbands and wives always loved each other, and that was what marriage meant. It was just so.” Do you agree with this statement or disagree, explain. 2. Why is Janie upset? Why does Nanny say Janie should be happy in her marriage? What did Nanny have to wait for before she could die? Why does Janie wait by the gate? What made Janie a woman? 25 Final Summative Information Chapter 4 TEWWG Rotation Assignments NEA Audio Guide to TEWWG Read 5

Instruction: Obtain Friday Purpose: to identify components of your final summative, a Verbal Visual Essay Tasks: 1.Observe a Verbal Visual Essay presentation 2.What do you notice? 3.Read the assignment sheet for the assessment Outcome: Questions?

Other Examples & Tools & Ideas for Verbal Visual Essay Prezi Marilyn Sun English 10 Individual vs. Environment: Becoming the mockingbird in a flock of bluejays Many times the most innocent people are those that preserve their inherent The following site has some great examples and ideas for presenting a more interesting Visual/Verbal Essay. Slides and Slides with Motion Prezi Example The Gravesavers Gravesavershttp://prezi.com/vgj_7bn-oa8c/the-gravesavers-by-sheree-fitch/ Movies You could present your information with a Voice Narrated movie Windows Movie Maker or Imovie on your computers or Web movie makers might be Animoto or the imotion app.Animotoimotion Example on Butter vs Margarine & My Brilliant Career vs Margarinehttp:// Posters Large “Picture” Book – Story Time A Visual Verbal Essay can take the form of a typical poster that contains images, quotes, and creative ideas from your novel study. This form, however, is not the most intriguing (or the most cost efficient and environmentally friendly). You can draw, use photos, on-line images. You could also scan images to create an computer poster” or try creating one online (Glogster or Web Poster Wizard) Example (speak2 speak) Poster Wizardspeak2speak PowerPoint – you can use the computer program from Microsoft Office PowerPoint. You can also use Google Presentation, Slide Rocket - Example from the Hoshyar Foundation Foundation/Hoshyar Foundationhttp://portal.sliderocket.com/BBVXH/Hoshyar- Foundation/

Activities: Develop & Apply Friday Read Chapter 4 1. How has Logan changed since the beginning of his marriage to Janie? How did Janie get the city man’s attention? What does Janie learn about Joe Starks? What is Joe promising Janie? How does Logan feel when Janie asks how he would feel if she ran away? How did Logan act when Janie asks what he would do if she ran away? How does Janie’s attitude effect Logan? Do you think Joe will keep his promises to Janie? 33

Coming Soon….

Instruction: Obtain Monday Examining an author’s life can inform and expand the reader’s understanding of a novel. Biographical criticism is the practice of analyzing a literary work through the lens of an author’s experience. In this lesson, explore the author’s life to understand the novel more fully. In Their Eyes Were Watching God, Hurston infuses the setting, characters, and dialogue of the novel with southern folklore and anthropological research. Also, events in the novel mirror some circumstances and events in her life. Hurston’s bold statement, “I love myself when I am laughing and then again when I am looking mean and impressive,” captures the defiant confidence we encounter in the maturing main character, Janie Mae Crawford.

Activity: Develop Monday Purpose: to identify information about Hurston’s background in order to come to a better understanding of our class novel. NEA Big Read Audio Guide Task: With your partner, respond to your assigned (even) questions, be prepared to report out. 1.According to Carla Kaplan Hurston uses the oldest storytelling form. What is it? 2.For 1937, what was “wild” about how Hurston re-wrote this storytelling form? 3.What other famous work of literature does author Brett Lott compare TEWWG to? 4.What does author Alice Walker say about our main character Janie? 5.What does Alice Walker say we all hope for? 6.What is the weapon that Asar Nafisi says women have? 7.When did Hurston write TEWWG, after what event? 8.Where did Hurston grow up? 9.With what degree did Hurston graduate from college? 10.Discuss Carla Kaplan’s argument that Hurston “depicted black difference.” What does this mean? Why was this “risky”? 11.Jerry Pinkney says that Hurston has illustrated the book with what? 12.What is considered the most famous metaphor of the whole book? 13.Did Hurston care how she portrayed black people? Why or why not? 14.Did she remain well-known as an author throughout her lifetime to the end of her life? 15.What are some interesting ideas surrounding the end of her life and her burial? 16.How did Hurston come back into the public eye? 17.What natural disaster is a part of the book? 18.According to one of the critics, what is TEWWG about “first”? 19.Odd &Even – List one other interesting idea or learning from the clip. Outcome: If you were doing a Visual Verbal essay on Hurston, what biographical ideas from today might you include about Hurston in your presentation?

Works Cited Stone, Dan. The Big Read: Their Eyes Were Watching God. The National Endowment for the Arts, Web. 1 April 2015.

Instruction: Obtain Tuesday Purpose: to practice our oral communication and listening skills and come to a collaborative understanding of the novel Tasks: Group Rotation 1 Chapter Questions- Inner Circle (20 points) Listen to & participate in discussion Turn in completed questions by the end of the period Group Rotation 2 Discussion – Inner Circle (20 points) Chapter Questions (novel) Plot Structure, setting, characters, rising action, and conflicts Author’s use of Literary Devices/Craft Tools(writing style) Emerging themes and symbols Author’s Background & Style Historical Time Period Setting Written/Published Group Rotation 3 Written Analysis - Outer Circle (40 points) Listen and record notes Write response (see model of length) Turn it in tomorrow Outcome/DOL: collaborative understanding of the novel’s setting, characters, rising action, and conflicts

TEWWG Rotation 1 Group 1- Rotation 1 “Porch Talk” Discussion Group 2 -Rotation 1 Written Response to Discussion Group 3 – Rotation 1 Chapter Question Responses Caesar A James CJ Emani G Madelien H Ryan J Tim M Marten R Sam S Rachel W Austin A Bayliegh D Bobby G Travis H Tiffany K Manuel M Dylan R Alex S Kiel W Tonas CP Gilbert F Noah G Zacc J Cody L Aaron P Julia S Sky S Jordan Y Jonas A Lanina D Jack F Alisha H Trevas MK Aiden R Anna SS Jake W Vincent B Conner D Delphy GM James H Donovan M Eddie R Brycen S Joe C Alyssa D Renae H Dan H Mariah O Alphonsine S Megan T Joe A Anwar B Chance E Gabe G Alena M Ijah P Tarik S (24) Christian B Manny CR Domonic E Sophia G Matt M Dylan S Jacaob T Destiney B Joey D Meghan F Orion L Lizzy M Robbie S (22)

TEWWG Rotation 2 Group 1- Rotation 2 Written Response to Discussion Group 2 -Rotation 2 Chapter Question Responses Group 3 – Rotation 2 “Porch Talk” Discussion Caesar A James CJ Emani G Madelien H Ryan J Tim M Marten R Sam S Rachel W Austin A Bayliegh D Bobby G Travis H Tiffany K Manuel M Dylan R Alex S Kiel W Tonas CP Gilbert F Noah G Zacc J Cody L Aaron P Julia S Sky S Jordan Y Jonas A Lanina D Jack F Alisha H Trevas MK Aiden R Anna SS Jake W Vincent B Conner D Delphy GM James H Donovan M Eddie R Brycen S Joe C Alyssa D Renae H Dan H Mariah O Alphonsine S Megan T Joe A Anwar B Chance E Gabe G Alena M Ijah P Tarik S Christian B Manny CR Domonic E Sophia G Matt M Dylan S Jacaob T (23) Destiney B Joey D Meghan F Orion L Lizzy M Robbie S (22)

TEWWG Rotation 3 Group 1- Rotation 3 Chapter Question Responses Group 2 -Rotation 3 “Porch Talk” Discussion Group 3 – Rotation 3 Written Response to Discussion Caesar A James CJ Emani G Madelien H Ryan J Tim M Marten R Sam S Rachel W Austin A Bayliegh D Bobby G Travis H Tiffany K Manuel M Dylan R Alex S Kiel W Tonas CP Gilbert F Noah G Zacc J Cody L Aaron P Julia S Sky S Jordan Y Jonas A Lanina D Jack F Alisha H Trevas MK Aiden R Anna SS Jake W Vincent B Conner D Delphy GM James H Donovan M Eddie R Brycen S Joe C Alyssa D Renae H Dan H Mariah O Alphonsine S Megan T Joe A Anwar B Chance E Gabe G Alena M Ijah P Tarik S (24) Christian B Manny CR Domonic E Sophia G Matt M Dylan S Jacaob T (23) Destiney B Joey D Meghan F Orion L Lizzy M Robbie S (22)

Harper Perennial ZoraNealeHurston.com has a special section for teachers where you’ll find: A video of Lucy Anne Hurston reading the opening pages of her aunt’s novel Their Eyes Were Watching God to help students hear and understand the beauty of the book’s dialect. were-watching-god1 were-watching-god1 A biographical timeline of Zora Neale Hurston’s life

Activity: Develop IQ: What is the style and structure of this text? What craft tools does the author employ? 1.What does the metaphor in the first paragraph reveal about men’s dreams? What does the second paragraph reveal about women? 1 (9) 2.What is a flashback? (frame story)

Activity: Develop Thursday Hurston frequently uses personification in her descriptions of the natural world. Find one example of personification or imagery from the first or second chapter. How does the use of figurative language impact the tone* of the novel? For examples: “The sun was gone, but he had left his footprints in the sky.” “They made burning statements with questions, and killing tools out of laughs… Words walked without masters; walking altogether like harmony in a song.” *The tone(s) conveyed in a literary piece is the attitude(s) conveyed by either the writer, narrator, or character(s) towards a particular subject matter or other character. Tones portrayed can be sarcastic, forlorn, cheerful, nostalgic, loving, and countless others. In order to project such tones, authors utilize word choice (another literary device). Tones enhance a piece's meaning, allowing the readers to understand just how the author and characters feel.

“like a great tree in leaf”

Academic Standards 1. Oral Expression and Listening 1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2. Effective collaborative groups accomplish goals 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3. Standard English conventions effectively communicate to targeted audiences and purposes 4. Research and Reasoning 1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment