1. January 29, 2013
Learning Targets:
I can read independently in a novel of my choice to make progress toward my Quarter 3 AR Goal.
I can complete a Read and Response journal by the end of this week (Fri., Feb. 1) to show interaction with my text.
Entry Task: Please get out your AR books and read silently.
*Please note that as we start a new quarter and start over again with AR goals, I am beginning 3rd Quarter with one Read and Response journal assignment. I (or Jerika) will be checking these on Friday!!*

2. January 30, 2013
Learning Target: I can take notes on the characters in The Crucible.
Entry Task: Get out a piece of paper and something to write with.
Characters (In order of appearance):
Reverend Samuel Parris—Reverend of Salem; uncle of Abigail Williams.
Betty Parris—daughter of Rev. Parris; one of the first girls to show symptoms of being “witched.”
Tituba—slave from Barbados; has knowledge of the “black arts”; not an evil person, just a product of her culture and religion.

3. Abigail Williams—a very troubled girl, adopted by her uncle after the murder of her parents; ringleader of the witch accusations.
John Proctor—a man of strong convictions who has had weak moments of giving in to human urges; had an affair with Abigail; husband of Elizabeth Proctor.
Elizabeth Proctor—plain, honest, good-hearted.
Susanna Walcott—one of the girls in the woods at the witch ceremony.
Mrs. Ann Putnam—wife of Thomas Putnam; mother of one of the “witched”; has buried 10 out of 11 babies; conspires to accuse innocent people by encouraging her daughter to point the finger at neighbors.
Thomas Putnam—land-hungry; angry that Parris got the Reverend spot over his brother; accuses other community members of witchcraft.

4. Mercy Lewis—another girl involved in the ceremony in the woods.
Mary Warren—another” “ “; current servant girl employed by the Proctors.
Rebecca Nurse—the town “grandmother”; a very pious, saintly lady; one of the accused.
Giles Corey—friend of John Proctor; is pressed to death for refusing to give a name to authorities.
Reverend John Hale—a “witch expert” who is called in from a neighboring village to investigate the trouble in Salem.
Francis Nurse—husband of Rebecca Nurse; a very respected man in the community.
Ezekiel Cheever—law enforcement
Marshal Herrick– “ “
Judge Hathorne—judge presiding over the witch trials.

5. Martha Corey—wife of Giles Corey; also accused.
Deputy Governor Danforth—another law enforcement member.
Sarah Good—town beggar; accused of witchcraft.
“Goody” is like Mrs. to the Puritans (Goody Proctor, Goody Nurse); short for “goodwife.”

6. January 31, 2013
Learning Target: I can make connections between characters’ motivations and plot conflicts in a text.
Entry Task: Please get out your Crucible character lists from yesterday.
You will receive a handout on which to take notes as we are viewing the film version of The Crucible. You are responsible for doing this, and will need the information for analysis/discussion/writing on the text later. Soooooo…..
DO yourself a favor and:
Stay focused and on-task during the film
Take good notes both during the film and class discussions
Keep track of your materials—use your file in the bins on the counter if you need to!

7. February 1, 2013
Learning Target:
Entry Task:
Crucible film and notes

8. February 4, 2013
Learning Target:
Entry Task:
Crucible film and notes

9. February 5, 2013
Learning Target:
Entry Task:

10. February 6, 2013
Learning Target:
Entry Task:

11. February 7, 2013
Learning Target: I can understand the purpose of a text, from the author’s point of view.
Entry Task: Please open your Readers to p Why I Wrote The Crucible: An Artist’s Answer to Politics.
Respond in the margin on p. 266:
How might the examples of abuse/misuse of power, and personal agendas we saw in the film of The Crucible relate to more modern politics? Think of examples.
Exit Task:
Read through the next several paragraphs of the text, beginning with “McCarthy’s power to stir fears…” and mark anywhere you see a connection to:
Author’s purpose
Parallels to The Crucible, and to the prompt above.

12. February 8, 2013
Learning Target:
I can understand the purpose of a text, from the author’s point of view.
I can analyze character choices for motive and how they drives the plot and conflict.
Entry Task: Please get out your Readers and open to p. 266.
How might the examples of abuse/misuse of power, and personal agendas we saw in the film of The Crucible relate to more modern politics? Think of examples.

13. February 11, 2013
Learning Target: I can analyze character lines/choices for motive and how they drive the plot and conflict in The Crucible.
Entry Task: Please get out your note taking charts with the character lines on the first two pages and be prepared to go to the bookroom to get copies of The Crucible. If you have your student ID, you can go to the front of the line.
When we get back, we will be going through some of the character lines together for more specific motives.

14. February 12, 2013
Learning Targets:
I can analyze character lines/choices for motive and how they drive the plot and conflict in The Crucible.
I can take notes on psychological/behavioral concepts.
Entry Task: Please get out your notebooks, or other note paper, as well as your note taking charts with the character lines on the first two pages.
Mob psychology (or mob mentality as it is informally known): the idea that we act differently in a crowd because we lose our sense of individual identities and we desire harmony and/or acceptance.
Mass hysteria: the effects of mob psychology on human behavior in which large groups of people participate in the same often illogical behaviors. Examples: crowds at concerts or riots.

15. February 13, 2013
Learning Target: I can define words from a text.
Entry Task: Please use the character note-taking chart on the back, or other paper and copy the following Crucible vocabulary words:
enrapture perjury
lechery conjure
inferno blanch
snivel calumny
dwindle sarcasm
beguile hypocrisy
stench apparition
grapple
Assignment: Please define all of the words to the left, and choose 5 of them to use in COMPLETE sentences that show you understand the meaning of the word in context.
DUE: tomorrow, Thursday, Feb. 14. These will be checked in class tomorrow for a grade in the gradebook.

16. February 14, 2013
Learning Target: I can read an independent novel and create a Read and Response journal entry.
Entry Task: Please get out your character notetaking charts and the vocab from yesterday so I can check them.
You are now officially assigned a 2nd Read and Response Entry for Quarter 3. These are due tomorrow--Jerika and/or I will check them.
Today, you may either work on the vocab assignment or AR work—reading, Read and Response, library for books/quizzes.
I will come around and check these two things as you are quietly working or reading.

17. February 15, 2013
Learning Target:
Entry Task:

18. Crucible and McCarthyism Writing Prompts Please respond on your own paper in 1-2 paragraphs for each prompt.
1. Choose a character from the following list:
John Proctor Tituba
Elizabeth Proctor Reverend Parris
Abigail Williams Mary Warren
Reverend Hale Giles Corey
Using your chosen character, explain how one significant choice he or she made in
The Crucible drives the plot/conflict and what affect that choice had on at least one
other person in the story (i.e.: how it helped or hurt someone else’s cause). Be sure
to include examples from the play/film.
2. The Crucible was first produced in 1953 when Senator McCarthy instigated a
series of investigations to “root out” suspected Communists nationwide everywhere
from the State Department to Hollywood to the U.S. Army. In his attempts to bring
down these so-called Communists, his accusations were often based on flimsy
evidence and hearsay. Using examples from the play/film, how is The Crucible a
criticism of McCarthy’s tactics?
Please respond thoroughly to all parts of each prompt. DUE Friday, 2/22/13

19. February 19, 2013
Learning Target:
Entry Task:

20. February 20, 2013
Learning Target: I can respond to writing prompts based on a piece of literature.
Entry Task: Please get your materials out and be prepared to go through some examples of what GOOD, thorough answers will include.

21. February 21, 2013
Learning Target:
Entry Task:

22. February 22, 2013
Learning Target: I can share/discuss, in a small group, character decisions in a text in terms of how they affect other characters and drive plot.
Entry Task: Please get out your drafts of your responses to the Crucible prompts, and your books. Be prepared to share your ideas with a small group.
Please get into groups of your choice (preferably in 2s and 3s, no 4s), and share what ideas you generated as we watched the film yesterday. Each group member needs to write down at least two ideas he/she got from another group member.
As you continue viewing the film, continue jotting down ideas, focusing on: character choices, flimsy evidence, injustice, and the parallels between McCarthyism and 1692 Salem.
We will be doing Monday what I had intended to do today, so please be prepared with your drafts/materials for the Crucible prompts ready. Monday is the final, unchanging due date for this assignment.

23. February 25, 2013
Learning Target: I can create a Read and Response journal entry (#3 for this quarter) based on an independent (AR) novel of my choice.
Please create Read and Response entry #3 (in 3rd quarter).
Due by this Wednesday, February 27.
*Remember: In order to get full credit, you must have ½ page of response writing (YOUR thoughts, questions, opinions, advice to characters, etc., etc….), no matter which way you format your journal.

24. February 26, 2013
Learning Target:
I can brainstorm a list of controversial topics.
I can begin planning a persuasive piece on a controversial topic of my choice.
Entry Task: Please get out your Readers and open to p We will be reviewing rhetoric and rhetorical appeals.

25. February 27, 2013
Learning Target:
I can understand the structure of an argument (specifically concessions and refutations).
I can begin (continue) planning a persuasive piece on a controversial topic of my choice.
Entry Task: Please get out your Readers and open to p. 77. Also, get out any and all papers/materials you have so far on this persuasive writing assessment.
Be prepared to share your topic ideas.

26. February 28, 2013
Learning Target:
I can understand the structure of an argument (specifically concessions and refutations).
I can begin (continue) planning a persuasive piece on a controversial topic of my choice.
Entry Task: Please get out your Readers and open to p. 77(USE THIS). Also, get out any and all papers/materials you have so far on this persuasive writing assessment.
Be prepared to share your topic ideas.

27. March 1, 2013
Learning Target: I can begin (continue) planning a persuasive piece on a controversial topic of my choice.
Entry Task: Please get out your Readers for access to
p. 77 and p. 224(USE THESE) Also, get out any and all papers/materials you have so far on this persuasive writing assessment.
You will have today to work on drafting your essay. On Monday, you will need to have a draft, outline or planning sheet. Tuesday we will have COWs.
The absolute latest due date for these will be next Friday, but don’t be surprised if I make it earlier :-D……

28. March 4, 2013
Learning Target:
I can begin (continue) planning and/or drafting a persuasive piece on a controversial topic of my choice.
I can read independently in a novel of my choice.
Entry Task: Please get out your materials for your persuasive essays and/or your AR novels.
In the last minutes of class, I would like to check your pre-writing. This could be an outline, graphic organizer, bulleted list of points that will be in each paragraph…. BUT, you can’t skip this step.

29. March 5, 2013
Learning Target:
I can continue planning and drafting a persuasive writing piece on a topic of my choice.
I can properly word process and format my essay according to MLA formatting guidelines.
Entry Task: Please get a laptop and follow these instructions:
Go to “computer” or “my computer” and open the “K” drive
Find the folder labeled “Knudsen11th” and open it
There is one link in the folder—double click on it, and the site for the survey should open
Please take the survey seriously and answer honestly

30. March 6, 2013
Learning Target:
I can finish drafting a persuasive writing piece.
I can properly word process and format my essay according to MLA formatting guidelines.
Entry Task: Please help yourself to a laptop, and continue working on your persuasive essay.
I will make sure we have computers (or access to computers) at least one more day this week….
Reminders:
Helpful pages in your Reader
P. 77—The Structure of an Argument
P. 224—Rhetoric (argumentative strategies) and definitions of ethos, pathos, logos
DUE: Friday, March 8

31. Entry Task: Respond to the following quote:
March 7, 2013
Learning Targets:
I can identify and infer biographical knowledge about an author.
I can recognize how an author’s personal experiences inform writing.
Entry Task: Respond to the following quote:
“Hurston became an orphan at nine, a runaway at fourteen, maid and manicurist before she was twenty, and with one dress and a dream, managed to become Zora Neale Hurston, author and anthropologist.” –Alice Walker
Based on this statement, what can you infer about Zora Neale Hurston’s character?
Please open your Readers to p. 289

32. March 8, 2013
Learning Target:
I can word process a final draft of a persuasive writing piece on a controversial topic of my choice.
I can create a Read and Response Journal entry based on a novel of my choice (AR).
Entry Task: Please get a laptop and continue working on your essays.
You are now officially assigned Read and Response Journal #4 in 3rd Quarter. This will be due next Wednesday, March 13.

33. March 11, 2013
Learning Target:
I can identify and infer biographical knowledge about an author.
I can recognize how an author’s personal experiences inform writing.
Entry Task: Open your Readers to p. 291/2. We will pick up where we left off with Hurston’s memoir. You will need a piece of paper for an assignment when you finish reading.
Your assignment is:
Finish reading the Hurston piece, marking the text wherever you see:
information the author is revealing about herself
information related to how she sees herself
Information related to how she got to where she is (at the time this was written)
Brainstorm words that describe you that could fill in the blank, “How it feels to be________me.” Choose one word and write 1-2 paragraphs explaining what has made you this “you.”

34. March 12, 2013
Learning Targets:
I can analyze an author’s diction
I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story
Assignment: Read Zora Neale Hurston’s short story Sweat, on p. 298 and follow the instructions in the “My Notes” margin on the pages (there are 5) throughout the story.
We will be discussing/reviewing this together as a class tomorrow.
If you get to the end, answer the prompt at the bottom of p. 308 (labeled “Discussion). Write your ideas down on the page.***
***If you need a printed copy of this to write on for whatever reason, let me know.

35. March 13, 2013
Learning Targets:
I can analyze an author’s diction
I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story
Assignment: Read Zora Neale Hurston’s short story Sweat, on p. 298 and follow the instructions in the “My Notes” margin on the pages (there are 5) throughout the story.
We will be discussing/reviewing this together as a class tomorrow.
If you get to the end, answer the prompt at the bottom of p. 308 (labeled “Discussion). Write your ideas down on the page.***
***If you need a printed copy of this to write on for whatever reason, let me know.

36. March 14, 2013
Learning Targets:
I can analyze an author’s diction
I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story
Assignment: Read Zora Neale Hurston’s short story Sweat, on p. 298 and follow the instructions in the “My Notes” margin on the pages (there are 5) throughout the story.
We will be discussing/reviewing this together as a class today.
If you get to the end, answer the prompt at the bottom of p. 308 (labeled “Discussion). Write your ideas down on the page.***
***If you need a printed copy of this to write on for whatever reason, let me know.

37. Characterization is shown by:
Characters’ speech
Characters’ actions
Description by speaker (physical or personality)
What other characters say about the character
How other characters interact with the character

38. March 15, 2013
Learning Target:
I can analyze an author’s diction
I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story
Entry Task: Please get out a sheet of paper for a SIFT graphic organizer.
Also, be prepared to discuss some of the guiding instructions in the text.

39. March 18, 2013
Learning Targets:
I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story.
I can read independently in a novel of my choice (AR).
Entry Task: Please get out either your Reader and your SIFT on the story Sweat on p. 298, or your AR novel.
The SIFT is due today if you have not already finished it.
We are rapidly approaching the end of the quarter, so today would be a good day to take care of AR business (book checkout/renewal, quizzing, etc.)
Also, Spring Break would be a great opportunity to catch up on READING. 

40. March 19, 2013
Learning Target:
Entry Task: Harlem Renaissance notes and quick write

41. March 20, 2013
Learning Target:
Entry Task:

42. March 21, 2013

43. Day 10 Learning Targets: Entry Task:
I can analyze an author’s characterization.
I can analyze audience.
Entry Task:
Get out your work from yesterday. Answer the following questions about what you read yesterday/last night.
What do the porch sitters and Phoeby want to know?
What does Janie want to tell them about?
Who is Janie’s direct audience?
Who is her indirect audience?

44. March 21, 2013 Learning Targets: Entry Task:
I can analyze an author’s characterization.
I can analyze audience.
Entry Task:
Get out your work from yesterday. Answer the following questions about what you read yesterday/last night.
What do the porch sitters and Phoeby want to know?
What does Janie want to tell them about?
Who is Janie’s direct audience?
Who is her indirect audience?

45. Frame Stories What is the purpose of using a frame story?
Gives depth to the plot
Sums up some aspect of the framed story
What are some examples of frame stories?
Ex: Forrest Gump
In Their Eyes Were Watching God, the first and last chapters form a frame for the story that Janie tells her friend Pheoby.
Who are the narrators in Their Eyes Were Watching God?

46. March 25, 2013
Learning Target: I can examine figurative language and
motifs.
Entry Task: Please get out your Their Eyes Were Watching God books and paper.
Your Read and Response journal may be turned in tomorrow…I am well aware the message may or may not have gotten across from the sub on Friday. :-P

47. Motif
A motif is a recurrent theme, subject, character type, or image that becomes a unifying element in a text.

48. Their Eyes Were Watching God Chapter 2
Read Chapter 2 silently.
While reading, create a double-entry journal about figurative language.
Don’t forget to mark themes that you think may be motifs for this novel.
Answer/Do the following:
Consider the following sentences from Chapter 2: “Janie saw her life like a great tree in leaf with things suffered, things enjoyed, things done and undone. Dawn and doom was in the branches.” Why do you think Hurston chose to juxtapose opposing images as she presents the central simile?
Within the first two chapters of Hurston’s novel, what images do you see repeated? What might these motifs represent?
Sketch Janie’s family tree.

49. March 26, 2013
Learning Target: I can read and interpret literary devices ( imagery, motif) in a text.
Entry Task: Please get out your Their Eyes books, paper, and something to write with.

50. March 27, 2013 Learning Targets: Entry Task:
I can analyze characters, plot and irony.
I can identify the effect of diction on tone.
I can differentiate between different points of view.
I can recognize motifs and their purposes.
Entry Task:
“There are years that ask questions and years that answer.”
Write a speculative response on what the upcoming year will hold for Janie. Will this year be the year that asks questions or one that answers them? Will this be the year that does both?

51. Chapter 3 and 4 Group Discussion Questions
As Janie evaluates her marriage to Logan Killicks, Hurston presents the recurring image of the horizon (page 25): “The familiar people and things had failed her so she hung over the gate and looked up the road towards way off. She knew now that marriage did not make love. Janie’s first dream was dead, so she became a woman.” Discuss how Janie’s frustration helps her growing self-awareness.
Nanny desires that Janie would have a life far different from her own and Leafy’s. Discuss what Nanny desires for Janie and what actions Nanny takes to realize this desire. Read the text closely to identify examples of irony in Nanny’s actions and the result of them.

52. Chapter 3 and 4 Group Discussion Questions (cont.)
What symbolic act does Janie perform when she leaves Logan? Examine the paragraph that begins, “The morning road air….” How does Hurston’s word choice reveal her tone toward this development of the plot?
Reread the paragraph that begins, “Joe Starks was the name….” Who is the narrator? Why do you think Hurston choose to present Joe’s introduction in this way? What is the impact of the shift in point of view from omniscient to Joe Starks’s character?
Chapter 4 ends with Janie’s leaving for Green Cove Springs with Joe Starks. Predict how Janie and Joe’s relationship will develop after she runs out on Logan. Will her dream become truth? How do the motifs of the horizon and of the pear tree and bees factor into Janie’s leaving?

53. March 28, 2013
Entry Task: Please get out your Their Eyes books, your papers with yesterday’s entry task and the first two discussion questions for Ch. 3 and 4.
Get into groups of NO MORE THAN 3. If your group has 4, split into 2 groups of 2.
As you discuss each question, please record your thinking and responses on your own paper—everyone will need to turn in individual papers.
Be prepared to have at least one person from your group share your group’s ideas with the rest of the class.
I will add more study questions for these chapters after you have had a chance to work with and discuss the first two.

54. Discussion Groups
Today, you will have the chance to choose your discussion groups.
If off-topic talking becomes a problem, we’ll stop the discussion groups and have a writing prompt instead.
Take notes on what is said in your discussion group.
You will be using these notes with your homework.

55. March 29, 2013
Learning Target:
Entry Task:

56. April 9, 2013 Learning Targets: Entry Task:
I can create questions of literal, interpretive, and universal context.
I can identify elements of humor.
I can trace how motif evolve and develop significance.
I can analyze the effects of setting on characters.
Entry Task:
Get out a separate piece of paper and be ready to take notes on questions for each of the three levels of questions.

57. Levels of Questions Level One: Literal (what the text is saying)
Ex: What does Joe Starks say when the audience requests that Janie speak?
Level Two: Interpretive (what the text means)
Based on Joe Starks’ statement about women, what can the reader infer?
Level Three: Universal (why it matters)
How does society define male and female roles?

58. Assignment
Based on Chapter 5 in Their Eyes Were Watching God, please create the following questions based on the three different levels as follows:
Three Level One Questions
Two Level Two Questions
One (REALLY GOOD) Level Three Question
DUE by the beginning of class tomorrow—be ready to share! (this will probably be your entry task. )

59. April 10, 2013 Learning Targets: Entry Task:
I can create questions of literal, interpretive, and universal context.
I can identify elements of humor.
I can trace how motif evolve and develop significance.
I can analyze the effects of setting on characters.
Entry Task:
Get out a separate piece of paper and be ready to answer a partner’s three levels of questions.

60. Assignment
Based on Chapter 6 in Their Eyes Were Watching God, please create the following questions based on the three different levels as follows:
Three Level One Questions
Two Level Two Questions
One (REALLY GOOD) Level Three Question
DUE by the beginning of class tomorrow—be ready to share! (this will probably be your entry task. )

61. April 11, 2013 Learning Targets: Entry Task:
I can create questions of literal, interpretive, and universal context.
I can answer and discuss questions created by my classmates.
Entry Task:
Please get out your books, and read silently for 10 minutes from wherever you left off. You should be in chapter 6, or very close.
Also, get out your questions over chapters 5 and 6 (if you got that far).
We will use your questions to discuss the text after the silent reading time.

62. Example from Chapter 6
Effect
Tall Tales/Hyperbole
Parody
Riddles

63. Assignment
Identify one question for each level that could best describe the central issues of chapters 5 and 6. (So that will be SIX questions total).
Complete your graphic organizer on Elements of Humor (Tall Tales/Hyperbole, Parody, and Riddles) with examples and the effects of each from chapter 6.
On the same paper as your graphic organizer, answer the questions on the next slide and be ready to discuss.

64. Class Discussion
Why does Joe pamper the mule he bought from Matt Bonner? What effect does his special treatment have on the mule? Do you see any parallels in his treatment of Janie?
Hurston often used Eatonville, her real-life childhood home, as a setting in her work. Describe Eatonville as it is presented in Their Eyes Were Watching God. What effect is the young town having on Joe, Janie, and their marriage?
“She had an inside and an outside now and suddenly she knew how not to mix them.” When have you seen evidence of the two sides of Janie in Chapters 5 and 6? What is the reason for this disparity?

65. April 12, 2013 Learning Targets: Entry Task:
I can identify elements of humor.
I can trace how motif evolve and develop significance.
I can analyze the effects of setting on characters.
Entry Task:
Please get out your books, and your questions over chapters 5 and 6. You will also need a new piece of paper for a graphic organizer, and a few more study questions.

66. April 15, 2013
Learning Targets:
I can create a Read and Response journal entry (#1) based on an independent (AR) novel of my choice.
I can identify elements of humor.
Please either catch up on the Their Eyes Were Watching God assignments or read silently.
You are officially assigned Read and Response Journal #1 in 4th Quarter. I will check for this tomorrow. Be prepared.

67. April 15, 2013
Due Today:
Levels of questions you created over chapters 5&6 in TEWWG.
One of each level question for both Chapters 5&6 that capture the central issues of both chapters. (six total)
Graphic Organizer on Elements of Humor
Three more discussion questions/study questions from slide Friday 4/12.

68. April 16, 2013 Learning Targets:
I can evaluate how a motif contributes to the meaning of a text.
I can analyze how literary elements (specifically imagery) reinforce tone and key themes.
Entry Task: As you read through the first two paragraphs of chapter 7 (p. 76), look specifically at the imagery and how that expresses Janie’s sense of her marriage.
On a separate paper, list one or two examples of imagery from these paragraphs and how it connects to what Janie is imagining or feeling.
If you have your Read and Response Journal done, please bring it up to me when I call your name. If you don’t have it done, you may turn it in late, but it is your responsibility to show it to me (in other words, I won’t chase you around…).

69. Chapter 7 (First two paragraphs)
Motif: Think about the tree motif from chapter 2 (examples p. 8 and 12). Where do we see a hint of this same motif in those first two paragraphs of ch. 7? On your same paper, answer: What does this do to develop Janie’s character as the story progresses?

70. Chapters 7 and 8 T-chart (Group work): List at least TWO examples from ch. 7, and at least FOUR or FIVE from ch. 8.
Important Plot Developments (events in the story)
Adjectives to Describe Janie’s Emotional Response to Event

71. 4/16 and 17 (Period 1) SIT WITH YOUR GROUP
Brice
Jared
Glen
Marley
Group 2
Cameron RG
Courtney
Keyan
Group 3
Kristina
Josh
Kevin
Todd
Group 4
Austin
Ryon
Will
Krystal
Group 5
Alexis
Ashley
Patrick
Matt
Group 6
Rachel
Nicholas
Corbin
Nic

72. April 16, 2103 (Period 6) GROUPS Group 1 Group 2 Group 3 Group 4
Shirinah Vi
Jessica
Group 2
Kaila
Kaitlyn
Melissa
Group 3
Luis
Devin
Jason
Group 4
Julio
Kelsi
Kristin
Group 5
Marisa
Jacob
Noah
Group 6
Nick
Caitlyn
Mitchell

73. April 17, 2013 Learning Targets:
I can evaluate how a motif contributes to the meaning of a text.
I can analyze how literary elements (specifically imagery) reinforce tone and key themes.
Entry Task: As you read through the first two paragraphs of chapter 7 (p. 76), look specifically at the imagery and how that expresses Janie’s sense of her marriage.
On a separate paper, list one or two examples of imagery from these paragraphs and how it connects to what Janie is imagining or feeling.
Please continue and finish working on the T-chart from yesterday in your groups. Remember—everyone needs to turn in their own individual paper. This is due by the time you leave today.

74. Please create the graphic organizer below on your own paper and fill it in using Chapter 9.
Stylistic Element
Examples from Chapter 9
Effect on Tone
Diction
Figurative Language
Syntax
Structure or Organization
Point of View

75. Paragraph 2, Chapter 9 (p.88)
After a close reading of this paragraph, write down the strongest piece of imagery that jumps out at you. Which of the stylistic elements from your graphic organizer does it connect to? How does it reveal tone?

76. April 22, 2013
Learning Target:
I can read a classic text and analyze various textual elements.
I can understand how to properly cite sources according to MLA guidelines.
Please get out your Their Eyes books and make sure you have the following done:
T-chart on Chapters 7-8
Close reading of first 2 paragraphs of Ch. 7 for imagery
Graphic organizer for Stylistic Elements and Tone over Ch. 9
Close reading of Paragraph 2, Ch. 9 for which Stylistic Element is the most significant to you.

77. April 23, 2013
Learning Targets:
I can read independently in a novel of my choice (AR) and create a Read and Response journal entry (#2).
I can research my topic for my Culminating Project research paper, and save source information as I go.
Entry Task: Please either get a computer or your AR book. You are now officially assigned Read and Response Journal #2, and it will be due Thursday.
Your other option for today is to research your topic for your Culminating Project. Make sure you save information from your sources as you go. Ask me for help if you don’t know how.

78. Assignments weeks of 4/15 and 4/22:
T-chart on Chapters 7-8
Close reading of first 2 paragraphs of Ch. 7 for imagery
Graphic organizer for Stylistic Elements and Tone over Ch. 9
Close reading of Paragraph 2, Ch. 9 for which Stylistic Element is the most significant to you
Chapter 10 Quiz (tomorrow):
Be ready to answer questions over Ch. 10 on the same literary elements we have been working with all along in this novel—specifically motif and tone.

79. April 24, 2013
Entry Task: Please get out your Their Eyes Were Watching God books, and a piece of paper for a quiz.
Quiz prompt:
Open to p. 94. As you look back through the events regarding Janie, her new friend, and a new game she learns….
How is Janie different in this scene? Find at least two specific examples of her tone that are different from what we have seen from her so far. Write the line (or at least a key part of it), and a brief description of what makes your example a new “tone” for Janie’s character.

80. April 24, 2013
Learning Targets:
I can read independently and monitor comprehension and reading strategies.
I can create interpretive and universal questions for what I read.
Assignment (Due Friday):
Read through the end of chapter 12.
Create 2 interpretive and 2 universal questions for each of those three chapters. (Twelve questions in total.)
As you read, the following topics will be helpful as a guide for what to base your questions on (p. 325 in Reader):
• Elements of Hurston’s style (figurative language, diction, tone,
imagery, syntax, structure) that impressed you.
• Janie’s literal journey through a variety of settings as well as her
figurative journey.
• Hurston’s recurring motifs, such as the pear tree and the horizon.

81. • How Janie uses her voice or does not use her voice, as well as how
her voice changes.
• Hurston’s approach to point of view and shift in narration/point of
view.
• How an author’s style constructs and reflects a character’s
identity (one of the unit’s essential questions).
• Important themes of the novel.

82. April 25, 2013
Learning Targets:
I can read independently and monitor comprehension and reading strategies.
I can create interpretive and universal questions for what I read.
Entry Task: Please get out your Read and Response Journal (#2 Q4), and be ready for me to check it.
Reminder: Interpretive and Universal Levels of Questions Assignment
(Due Friday)
Read through the end of chapter 12.
Create 2 interpretive and 2 universal questions for each of those three chapters. (Twelve questions in total.)
Don’t forget the bulleted list of topics to guide WHAT you can write your questions on (this was on a slide yesterday, but also p. 325 in your Reader).

83. April 26, 2013
Learning Target: I can create interpretive and universal questions for what I read.
Entry Task: Please get out your Their Eyes Were Watching God books and continue working on the assignment below.
Assignment: Interpretive and Universal Levels of Questions (Due TODAY)
Read through the end of chapter 12.
Create 2 interpretive and 2 universal questions for each of those three chapters. (Twelve questions in total.)
Don’t forget the bulleted list of topics to guide WHAT you can write your questions on (p. 325 in your Reader).

84. April 29, 2013
Learning Target: I can create interpretive and universal questions for what I read.
Entry Task: Please get out your Their Eyes Were Watching God books. You should be ready to start reading ch. 13 if you haven’t already.
Today will be an AR check/AR day and/or gathering research on your topic for your culminating project.
At approximately 8:25 for 1st ;2:30 for 6th, we will have a short quiz over ch. 13 for reading accountability.
Levels of Questions Assignment:
2 interpretive and 2 universal for ch. 13 and 14
1 interpretive and 1 universal for ch. 15
2 interpretive and 2 universal for ch. 16 (14 QUESTIONS total and due Wed.)

85. Ch. 13 Quiz
Their Eyes Were Watching God
Where did Tea Cake disappear to, and what did he spend Janie’s
money on?
2. What is Tea Cake’s reason for not taking Janie with him?
3. What is the plan Tea Cake has to earn back Janie’s money?
4. At this point, what do you think of Tea Cake? Does he have good intentions, selfish intentions, bad….? Explain.

86. Entry Task: Please get a laptop and log on.
April 30, 2013
Learning Target: I can begin to organize information I have gathered while researching my Culminating Project topic.
Entry Task: Please get a laptop and log on.
Please begin/continue gathering information and saving/citing your information.
Reminders:
SAVE everything to your student ID# if nothing else. (I also strongly suggest getting a thumb drive if you don’t already have one and saving everything on it as well.
Be prepared next week to show me some form of organization of sub-categories of your topic (these will be body paragraphs in your paper and include source citations!)
Also don’t forget Their Eyes Were Watching God book assignment—
2 interpretive and 2 universal for ch. 13 and 14
1 interpretive and 1 universal for ch. 15
2 interpretive and 2 universal for ch. 16 (14 QUESTIONS total and due TOMORROW.)

87. May 2, 2013
Learning Target: I can begin to organize information I have gathered while researching my Culminating Project topic.
Their Eyes Were Watching God book assignment—
2 interpretive and 2 universal for ch. 13 and 14
1 interpretive and 1 universal for ch. 15
2 interpretive and 2 universal for ch. 16 (14 QUESTIONS total and due NOW.)
Also, please READ through the END of Ch. 17 for a quiz tomorrow!!!

88. May 3, 2013
Learning Target: I can create/answer interpretive and universal questions for what I read.
Entry Task: Please get out your books and be prepared for a quiz over chapters
Their Eyes Were Watching God book assignment—
2 interpretive and 2 universal for ch. 13 and 14
1 interpretive and 1 universal for ch. 15
2 interpretive and 2 universal for ch. 16 (14 QUESTIONS total and due NOW.)
Also, please READ through the END of Ch. 17 for a quiz today!!!

89. Their Eyes Were Watching God Quiz Ch. 13-17
Describe Janie and Tea Cake’s life in the Everglades. How do they spend their days? Their
nights? Who is their company?
How does Janie seem to be handling all the changes of moving to the Everglades with Tea
Cake? Describe the tone (her attitude) at this point.
Ch. 15
Who presents a problem in Janie and Tea Cake’s relationship? What predictions can you
make based on this?
Ch. 16
When the season closes and all the workers leave, Janie noticed things she hadn’t before. What is one example of this?
Describe Ms. Turner’s feelings about race and relationships that she shares with Janie. What does Janie find out later is really behind it?
Ch. 17
When the season starts up again and the workers reappear, the “partying” social dynamics starts again. What change does this set off in the way Tea Cake treats Janie? What is his reasoning behind this?

90. May 6, 2013
Learning Targets:
I can create a Read and Response journal entry.
I can read independently in a novel assigned to the whole class.
You are officially assigned Read and Response journal #3 for Q4. This will be due Wednesday 5/8.
You will also need to read through the end of Ch. 18 by Wednesday. We will spend a small amount of time on this on Wednesday, but will also have COWs that day and Thursday for continued work on Culminating Project.

91. I can identify thematic meaning in a novel.
May 7, 2013
Learning Target:
I can identify thematic meaning in a novel.
I can create all three levels of questions (literal, interpretive and universal) based on a novel.
Assignment:
For Ch. 17 and 18—
Identify at least one possible theme (universal or life lesson/moral) for each chapter.
Based on or connected to the themes you identify, write a literal, interpretive and universal question for each chapter (6 total).
Be ready to use these questions (especially the interpretive and universal) for a discussion Friday.
Please be prepared for BOTH a large group discussion Friday, AND on Monday, 5/13, a quiz over the rest of the book—that’s through the end of Ch. 20.
Reminder: Read and Response #3 due tomorrow (Wed. 5/8).

92. May 8, 2013
Learning Target: I can begin to organize information I have gathered while researching my Culminating Project topic.
Entry Task: Please get a laptop and continue gathering information for your topic.
I will be calling you up to check Read and Response Journal #3.
Assignment Reminder:
For Ch. 17 and 18—
Identify at least one possible theme (universal or life lesson/moral) for each chapter.
Based on or connected to the themes you identify, write a literal, interpretive and universal question for each chapter (6 total).
Be ready to use these questions (especially the interpretive and universal) for a discussion Friday.
Please be prepared for BOTH a large group discussion Friday, AND on Monday, 5/13, a quiz over the rest of the book—that’s through the end of Ch. 20.

93. May 9, 2013
Learning Target: I can begin to organize information I have gathered while researching my Culminating Project topic.
Entry Task: Please get a laptop and continue gathering information for your topic.
Assignment Reminder:
For Ch. 17 and 18—
Identify at least one possible theme (universal or life lesson/moral) for each chapter.
Based on or connected to the themes you identify, write a literal, interpretive and universal question for each chapter (6 total).
Be ready to use these questions (especially the interpretive and universal) for a discussion Friday.
Please be prepared for BOTH a large group discussion Friday, AND on Monday, 5/13, a quiz over the rest of the book—that’s through the end of Ch. 20.

94. Reflection on Culminating Project Progress
Please answer the following and turn in before you leave today:
What progress have you made on this project as of today?
What is the next step for you? In other words, what is the first thing in your “to-do” list for our two CP days next week?
What is going well for you so far? (Successes, pleasant surprises, cool discoveries, etc….)
What can YOU improve upon to have success on this project in my class?
What do you need help or guidance with?

95. May 10, 2013
Learning Target:
Entry Task:

96. May 13, 2013
Learning Target: I can answer literal, interpretive and universal questions on a specific text.
Entry Task: Please get your Their Eyes Were Watching God books. We will start the quiz about 20 minutes into the class period. You will need your own paper.
The quiz will be over Chapters 18, 19 and 20.

97. Their Eyes Were Watching God Ch. 18, 19 and 20
Final Quiz
Ch. 18
What does Janie start to notice with increasing numbers?
Reread the quote on p. 160, “They seemed to be staring into the dark, but their eyes were watching God.” Why is this important in relation to Janie’s experiences through the entire novel and where she is now?
Ch. 19
What is going on with Tea Cake? How does Janie deal with this? Use a piece of textual evidence to support your answer.
How does Janie choose Tea Cake’s resting place?
Ch. 20
How has your perception of Janie changed from your first impression of her as seen through the eyes of the porch sitters in Chapter 1? Explain, and use an example of imagery or diction related to Janie and/or her experiences to support your answer.
Dreams fulfilled as well as unfulfilled have been a constant theme in this novel. Would you say Janie’s dreams were ultimately realized or not? Explain.

98. May 14, 2013
Learning Target:
Entry Task:

99. May 15, 2013
Learning Target:
Entry Task:

100. May 16, 2013
Learning Targets:
I can evaluate critical reviews of a text.
I can support an interpretation of a text with textual evidence.
Entry Task: Please get your Readers out and open to p. 328.

101. May 17, 2013
Learning Target:
I can evaluate critical reviews of a text.
I can support an interpretation of a text with textual evidence.
Entry Task: Please get out your Readers and open to p. 328, or the printout of those pages I gave you. Be ready to continue with this work.

102. May 20, 2013
Learning Targets:
I can evaluate critical reviews of a text.
I can support an interpretation of a text with textual evidence.
Entry Task: Please get your Readers or printouts of p. 328.
Assignment reminder:
#4 on p. 328—even if you have to write the thematic statement last, that’s OK.
Critical Responses—annotate them either by comparing your opinion of the text to them, or highlighting words/ideas that could be helpful in identifying a theme/thematic statement.
#6 on p. 330—three or four interpretive or universal questions based on the reviews (one per review would be good).
This assignment needs to be done when you come to class tomorrow.

103. May 21, 2013
Learning Target:
Entry Task:

104. May 22, 2013
Learning Targets:
I can evaluate critical reviews of a text.
I can support an interpretation of a text with textual evidence.
Final Assignment Reminder:
#4 on p. 328—even if you have to write the thematic statement last, that’s OK.
Critical Responses—annotate them either by comparing your opinion of the text to them, or highlighting words/ideas that could be helpful in identifying a theme/thematic statement.
#6 on p. 330—three or four interpretive or universal questions based on the reviews (one per review would be good).
Final Prompt (also on p. 334) to be turned in no later than Friday. This can be hand-written, but the prompt needs to be answered thoroughly, with textual evidence for support.
Write an analytical essay in which you discuss how a key theme in Their Eyes Were Watching God by Zora Neale Hurston is expressed through her style and use of literary elements.

105. May 23, 2013
Learning Targets:
I can evaluate critical reviews of a text.
I can support an interpretation of a text with textual evidence.
Final Assignment Reminder:
#4 on p. 328—even if you have to write the thematic statement last, that’s OK.
Critical Responses—annotate them either by comparing your opinion of the text to them, or highlighting words/ideas that could be helpful in identifying a theme/thematic statement.
#6 on p. 330—three or four interpretive or universal questions based on the reviews (one per review would be good).
Final Prompt (also on p. 334) to be turned in no later than Friday. This can be hand-written, but the prompt needs to be answered thoroughly, with textual evidence for support.
Write an analytical essay in which you discuss how a key theme in Their Eyes Were Watching God by Zora Neale Hurston is expressed through her style and use of literary elements.

106. May 24, 2013
Learning Targets:
I can evaluate critical reviews of a text.
I can support an interpretation of a text with textual evidence.
Final Assignment Reminder:
#4 on p. 328—even if you have to write the thematic statement last, that’s OK.
Critical Responses—annotate them either by comparing your opinion of the text to them, or highlighting words/ideas that could be helpful in identifying a theme/thematic statement.
#6 on p. 330—three or four interpretive or universal questions based on the reviews (one per review would be good).
Final Prompt (also on p. 334) to be turned in no later than Friday. This can be hand-written, but the prompt needs to be answered thoroughly, with textual evidence for support.
Write an analytical essay in which you discuss how a key theme in Their Eyes Were Watching God by Zora Neale Hurston is expressed through her style and use of literary elements.

107. May 23, 2013
Learning Target:
Entry Task:

108. May 24, 2013
Learning Target:
Entry Task:

109. May 28, 2013
Learning Target: I can make and document progress on my Culminating Project research paper.
Entry Task: Please get a laptop and continue researching and organizing information on your topic for Culminating Project.
By the end of tomorrow, you will need to complete the following:
A numbered breakdown by subtopic (outline) of your paper (what each body paragraph will focus on and the order in which they will appear in your paper). You will need 5-8 subtopics (body paragraphs).
Printouts of any information you will use in your paper that your research yielded.
A saved document with any URLs, or citations/citation information for the sources your info/printouts came from.
Put all of these things, especially the outline (first bullet) in your folder by the end of class Wednesday.

110. May 29, 2013
Learning Target: I can make and document progress on my Culminating Project research paper.
Entry Task: Please get a laptop and continue researching and organizing information on your topic for Culminating Project.
By the end of tomorrow, you will need to complete the following:
A numbered breakdown by subtopic (outline) of your paper (what each body paragraph will focus on and the order in which they will appear in your paper). You will need 5-8 subtopics (body paragraphs).
Printouts of any information you will use in your paper that your research yielded.
A saved document with any URLs, or citations/citation information for the sources your info/printouts came from.
Put all of these things, especially the outline (first bullet) in your folder by the end of class Wednesday.

111. May 29, 2013
Learning Target:
Entry Task:

112. May 30, 2013
Learning Target:
Entry Task:

113. May 31, 2013
Learning Target:
Entry Task:

114. June 3, 2013
Learning Target:
Entry Task:

115. June 4, 2013
Learning Target:
Entry Task:

116. June 5, 2013
Learning Target:
Entry Task:

117. June 6, 2013
Learning Target:
Entry Task:

118. June 7, 2013
Learning Target:
Entry Task:

119. June 10, 2013
Learning Target:
Entry Task:

120. June 11, 2013
Learning Target:
Entry Task:

121. June 12, 2013
Learning Target:
Entry Task:

122. June 13, 2013
Learning Target:
Entry Task:

123. June 14, 2013
Learning Target:
Entry Task: