Hook, Housekeeping
& Homework
Monday
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: Read Chapters 1-12 of TEWWG for “Porch Talk”
tomorrow!
Past, Present, Future
• Lab for research on Choice Novel author!
• Reading Time
• TEWWG Historical Context
• Work Time
• TEWWG Porch Talk 2
• Assign next rotation
• TEWWG Ch 14-15
Monday
The Novel
Monday
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?
Instruction: Obtain
Monday
• Cultural and historical contexts give birth to the dilemmas and
themes at the center of the novel.
• Studying these contexts and appreciating intricate details of the
time and place help readers understand the motivations of the
characters.
• The Jazz Age of the 1920s and the Harlem Renaissance marked the
artistic, political, and cultural birth of the “New Negro” in literature
and art.
• This renaissance relied upon its deep roots, including the oral
traditions of storytelling and folktales. These traditions
corresponded to a variety of musical styles: Negro spirituals, blues,
and jazz.
• In Hurston’s prose, the old and new converged into the dynamic,
vibrant language of Janie, Pheoby, and the Eatonville townspeople.
Activity: Develop & Apply
Monday
Purpose: to identify information about the historical context and culture of
Hurston’s lifetime & the setting of TEWWG in order to come to a better
understanding of the novel.
Tasks: In any order…
1. Read “The Harlem Renaissance” and answer the corresponding
questions
2. Read “Jim Crow” and answer the corresponding questions
3. Examine the “The Life and Times of Zora Neale Hurston” – a timeline
and “Harlem Renaissance: The Era” and answer the questions
4. Outcome: If you were doing a Verbal Visual Essay on TEWWG, what
specific historical ideas might you include in your presentation? Why?
• Turn in your responses
Activity: Develop & Apply
Monday
Read “The Harlem Renaissance” and answer the following questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
What cities saw an increase of over 60% of African-American population in the early 1900s?
What is the topic of another famous work of this period, Ellison’s Invisible Man?
Where was the center of African American artists from 1910-1930?
Name two writers from the Harlem Renaissance. Name to musicians.
What did the collaboration between white and black artists improve?
What did Hurston call this movement? Why do you think she called it this?
What was the “great debate within the African-American” community during this time?
What criticism did Wright and Locke have of Hurston?
What relationships do you see between Hurston and this era?
Read “Jim Crow” and answer the following questions
1.
What was the system of laws in the 1890s called that separated whites from blacks?
2.
From where does this term originate?
3.
What types of laws fell under this system? What types of violence?
4.
What did Hurston try to avoid in her own fiction writing?
5.
During her travels to collect Southern folklore, what did Hurston do to avoid Jim Crow laws?
6.
What was one trick she/her acquaintances employed to avoid intolerance in a restaurant?
Examine the “The Life and Times of Zora Neale Hurston” – a timeline and “Harlem Renaissance: The
Era” and answer the following:
• What four ideas stand out to you as being important influences on her writing and/or specifically
the setting and plot of TEWWG?
Activity: Develop
Monday
Reading & Work Time
• TEWWG Ch 7-12
TEWWG chapters – next rotation assignment (see next slide) –
due tomorrow!
TEWWG Rotation 2 Chapters 7-12
Group 1- Rotation 2
Written Response to Discussion
Due Wednesday, April 15th
Group 2 -Rotation 2
Chapter Question Responses
Due Tuesday, April 14th
Group 3 – Rotation 2
“Porch Talk” Discussion
Tuesday, April 14th
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
Destiney B
Joey D
Meghan F
Orion L
Lizzy M
Robbie S
(22)
(23)
Hook, Housekeeping
& Homework
Tuesday
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 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: Read TEWWG
Past, Present, Future
• TEWWG Historical Context (turn in)
• TEWWG Porch Talk #2
• Assign next rotation
• TEWWG Ch 14-15
•
•
•
•
Discussion Response Due 2
I Do: research historical context and style
TEWWG Ch 16-18
Lab Thursday
• Show me last week’s research on your author
• Friday, April 17 – No School for students
Tuesday
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: You Do
Tuesday
Purpose: to prepare for today’s discussion
First, honesty check…
On the slip respond to the following:
Through what chapter have you read?
How prepared are you for the 2nd porch talk discussion? (completely,
some, not really)
Tasks:
1. Take a look at your grade from last week
2. Prepare for Porch Talk: Discussion 2
Have you read Chapters 7-12?
If not, start reading
• Porch talk: what questions will you ask; more importantly, what do you
have to say – Showing what you know about Chapters 7-12
• Chapter Questions: Answer with as much detail as possible
Hook, Housekeeping
& Homework
Wednesday
Have out TEWWG and your rotation 2 assignment !
Get ready to participate in or observe the Porch Talk!
Past, Present, Future
• Preparation for TEWWG Porch Talk #2
• TEWWG Porch Talk #2
• Assign next rotation
• TEWWG Ch 13-18
• I Do: research historical context and style
• Discussion Response Due 2
• Historical Context Research (Daedalus Lab)
• Show me last week’s research on your author
• TEWWG Ch 13-18 Rotation 3 on Wednesday!
• Friday, April 17 – No School for students
Wednesday
Activity: Develop
Wednesday
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 “Porch talk” 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 300-500 response (see model of length)
• Turn it in the day after the discussion
Outcome/DOL: Turn in your…
• Discussion Self-Evaluation OR
• Answers to Chapter Questions (staple to question sheet) OR
• Discussion Response stapled to the assignment rubric (tomorrow)
TEWWG Rotation 2 Chapters 7-12
Group 1- Rotation 2
Written Response to Discussion
Due Wednesday, April 15th
Group 2 -Rotation 2
Chapter Question Responses
Due Tuesday, April 14th
Group 3 – Rotation 2
“Porch Talk” Discussion
Tuesday, April 14th
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
Destiney B
Joey D
Meghan F
Orion L
Lizzy M
Robbie S
(22)
(23)
Activity: Develop & Apply
Wednesday
Purpose: to prepare for a collaborative understanding of the
novel
Tasks: Work Time!
1. Read TEWWG (Chapters 13-18)
2. Work on assigned rotation, if applicable
• Prepare for discussion (used handout)
• Respond to chapter questions (use handout)
If all else, read from your choice novel in order to receive
today’s participation credit.
Outcome: ability to communicate (or listen to ) critical ideas
about the novel
TEWWG Rotation 3 Chapters 13-18
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
Destiney B
Joey D
Meghan F
Orion L
Lizzy M
Robbie S
(22)
(23)
Gather information from
reputable sources!(Handout)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Use key words to search. For example, use the title of your novel (e.g.The Great Gatsby) followed by words like analysis,
criticism, theme, motifs, symbolism. Or use the author’s name (e.g. Franz Kafka) followed by words like biography,
criticism, reviews. Look for .edu and .org sites; click on “About Us” to find out who/what they are; use school databases
Postmodern Fiction Timeline http://www.wwnorton.com/college/english/pmafim/timeline.htm
EbscoHost – Palmer Web site http://palmer.d11.org/pages/librarymedia.aspx
EBSCO host Web – Academic Search Premier, MAS Ultra – School edition, Topicsearch
Good Reads - general Information, including author background http://www.goodreads.com/
PAL: Perspectives in American Literature - A Research and Reference Guide© Paul P. Reuben Ph.D.Professor
http://www.csustan.edu/english/reuben/pal/alpha.HTML
Literary Criticism Collection
Many author biographies are listed in this IPL collection. You can browse by your author's last name.
http://www.ipl.org/div/litcrit/
The Big Read, National Endowment for the Arts - about 36 books with author information, historical context additional
resources, etc.http://www.neabigread.org/books.php
Yahoo’s Literary Authors Listing - A large listing of sites about particular authors.
http://dir.yahoo.com/Arts/Humanities/Literature/Authors/Literary_Fiction/
American Masters – The American Novel – PBS http://www.pbs.org/wnet/americannovel/timeline/
History.com - author and time period information - You’ll need to dig around and use “search.” http://www.history.com/
Gale Group - Pikes Peak Public Library. There are also hundreds of other books which have similar collections of author
biographies. Ask your librarian to help you find one that includes your author.
http://gdc.gale.com/gale-literature-collections/literature-criticism-online/
Contemporary Authors - Dictionary of Literary Biography -. Discovering Authors
Biographies =- http://www.biography.com/#!/
“American Literature” http://en.wikipedia.org/wiki/American_literature
PDF]American Literature Timeline (Cobb county school district)
http://www.cobbk12.org/pope/Academics/EOCT%20Review/EOCT%20American%20Lit%20timeline%20study%20guide.pdf
LITERARY PERIODS AND THEIR CHARACTERISTICS http://teachers.sduhsd.net/mcunningham/gatsby%20homewrok%20323_files/LITERARY%20PERIODS%20AND%20THEIR%20CHARACTERISTICS.doc.pdf
Other Helpful Links
• https://www.lib.umn.edu/bell/Historical%20Context
• http://www.slideshare.net/Bulldog4/cultural-historicalcontext-presentation-2
• http://homeworktips.about.com/od/historyhomework/p/hist
oricalcontext.htm
• http://www.cambridge.org/features/literature/poplawski/cha
pter7.htm
The Novel
Wednesday
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
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?
Hook, Housekeeping
& Homework
Thursday
Have out your novel (fictional text) to read 
Quietly read for approx. 5 minutes.
Discussion Reponses – Turn in your response for Porch Talk #2 to
front desk. Make sure to staple the rubric to the top of it!
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: Make sure you are prepared for the final Porch Talk on Chapters 13-18!
Past, Present, Future
• TEWWG Porch Talk #2
• Assign next rotation
• TEWWG Ch 13-18
• I Do: research historical context and style
• Discussion Response Due 2
• Historical Context Research (Daedalus Lab)
• Show me last week’s research on your author
• TEWWG Ch 13-18 Rotation 3 on Wednesday!
• Friday, April 17 – No School for students
Thursday
The Novel
Thursday
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:
• When was your novel written and published?
• What is the setting (time & place) of your novel?
• What does this text reveal about it’s the cultural context (shared behaviours, ideas, beliefs of an age, ethnic, or social group
– including language, values, norms, & customs) in which it was written?
• In what literary period was your novel written? How does this work reflect this literary period?
Instruction: Obtain
Thursday
Have out your Verbal Visual Summative Assessment Assignment Sheet
Task #3: Research the historical context of novel (time period it was
written/published and/or setting of novel) and consider how this influences any
aspects of the novel, including the theme
• You must do research and present information on the time period of your
book.
• Cultural and historical contexts give birth to the dilemmas and themes at the center
of the novel.
• Studying these contexts and appreciating intricate details of the time and place
help readers understand the motivations of the characters.
Inquiry Questions:
• When was your novel written and published?
• What is the setting (time & place) of your novel?
• What does this text reveal about it’s the cultural context (shared behaviours,
ideas, beliefs of an age, ethnic, or social group – including language, values,
norms, & customs) in which it was written?
• In what literary period was your novel written? How does this work reflect
this literary period?
Gather information from
reputable sources!(Handout)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Use key words to search. For example, use the title of your novel (e.g.The Great Gatsby) followed by words like analysis,
criticism, theme, motifs, symbolism. Or use the author’s name (e.g. Franz Kafka) followed by words like biography,
criticism, reviews. Look for .edu and .org sites; click on “About Us” to find out who/what they are; use school databases
Postmodern Fiction Timeline http://www.wwnorton.com/college/english/pmafim/timeline.htm
EbscoHost – Palmer Web site http://palmer.d11.org/pages/librarymedia.aspx
EBSCO host Web – Academic Search Premier, MAS Ultra – School edition, Topicsearch
Good Reads - general Information, including author background http://www.goodreads.com/
PAL: Perspectives in American Literature - A Research and Reference Guide© Paul P. Reuben Ph.D.Professor
http://www.csustan.edu/english/reuben/pal/alpha.HTML
Literary Criticism Collection
Many author biographies are listed in this IPL collection. You can browse by your author's last name.
http://www.ipl.org/div/litcrit/
The Big Read, National Endowment for the Arts - about 36 books with author information, historical context additional
resources, etc.http://www.neabigread.org/books.php
Yahoo’s Literary Authors Listing - A large listing of sites about particular authors.
http://dir.yahoo.com/Arts/Humanities/Literature/Authors/Literary_Fiction/
American Masters – The American Novel – PBS http://www.pbs.org/wnet/americannovel/timeline/
History.com - author and time period information - You’ll need to dig around and use “search.” http://www.history.com/
Gale Group - Pikes Peak Public Library. There are also hundreds of other books which have similar collections of author
biographies. Ask your librarian to help you find one that includes your author.
http://gdc.gale.com/gale-literature-collections/literature-criticism-online/
Contemporary Authors - Dictionary of Literary Biography -. Discovering Authors
Biographies =- http://www.biography.com/#!/
“American Literature” http://en.wikipedia.org/wiki/American_literature
PDF]American Literature Timeline (Cobb county school district)
http://www.cobbk12.org/pope/Academics/EOCT%20Review/EOCT%20American%20Lit%20timeline%20study%20guide.pdf
LITERARY PERIODS AND THEIR CHARACTERISTICS http://teachers.sduhsd.net/mcunningham/gatsby%20homewrok%20323_files/LITERARY%20PERIODS%20AND%20THEIR%20CHARACTERISTICS.doc.pdf
Use the Graphic Organizer to
write Notes & Record Sources!
(Handout)
•
•
•
•
Inquiry Questions
When was your novel written and published?
What is the setting (time & place) of your novel?
What does this text reveal about it’s the cultural context (shared
behaviours, ideas, beliefs of an age, ethnic, or social group –
including language, values, norms, & customs) in which it was
written?
In what literary period was your novel written? How does this work
reflect this literary period?
• These notes will be examined for a formative grade (see next slide)
Works Cited
Stone, Dan. The Big Read: Their Eyes Were Watching God. The National
Endowment for the Arts, 2006. Web. 1 April 2015.
Hook, Housekeeping
& Homework
Friday
No Class for Students!
Homework: Read through Chapter 18 of TEWWG for
Wednesday for your final Porch Talk!
Coming Soon….
Works Cited
Stone, Dan. The Big Read: Their Eyes Were Watching God. The National
Endowment for the Arts, 2006. Web. 1 April 2015.
Instruction: Obtain
Wednesday
Have out your Verbal Visual Summative Assessment Assignment Sheet
You must research the Historical Context (of setting or publication)
– may include information of on the literary period (style of writing of time)
Task #3: Research
You must do research and present information on your book’s historical
context AND style
Inquiry Questions:
• 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?
Consider what you identified for Zora Neal Hurston this week
• Use your handouts: Research Notes Graphic Organizer
• Don’t forget to site your sources! (see next slide)
Next week
Monday 20
• PARCC Testing
Tuesday2 1
• PARCC Testing
Wednesday 22-5min ChoiceRead
• I Do research historical context AND style(show sites & model)
• TEWWG Porch Talk 3
• TEWWG Ch 19
Thursday 23
• PARCC Testing
Friday 24-10min ChoiceRead
• Discussion Response Due 3
• Lab (style)
• Show me last week’s research on historical/cultural context
• Research the author’s life/background and writing style and
consider how this influences any aspects of the novel,
including the theme (consider any literary reviews or
criticisms, also)
• Research the historical context of novel (time period it was
written/published and/or setting of novel) and consider how
this influences any aspects of the novel, including the theme
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
The narrator tells the story with a specific perspective informed by his or
her beliefs and experiences. Narrators can be major or minor characters,
or exist outside the story altogether. The narrator weaves her or his point
of view, including ignorance and bias, into telling the tale. A first-person
narrator participates in the events of the novel, using “I.” A distanced
narrator, often not a character, is removed from the action of the story
and uses the third person (he, she, and they). The distanced narrator may
be omniscient, able to read the minds of all the characters, or limited,
describing only certain characters’ thoughts and feelings. Ultimately, the
type of narrator determines the point of view from which the story is told.
Their Eyes Were Watching God opens with an unidentified third-person
narrator who remains outside the story. This anonymous, omniscient
narrator immediately creates interest by declaring: “So the beginning of this
was a woman and she had come back from burying the dead.” The first
page also contains one of several allusions to the book’s title: “the sudden
dead, their eyes flung wide open in judgment”; however, the narration
changes when Janie tells her story to her best friend, Pheoby Watson.
Discussion Activities
How can an omniscient narrator tell the story at the same time that the novel’s heroine,
Janie, also tells her story? Do these voices reflect different parts of Janie, or does the
omniscient narrator reveal another force in Janie’s universe?
Janie is judged throughout the novel. In the first chapter, who judges her, and why? How
does Janie respond?
Why does Janie choose to tell her story only to her best friend Pheoby? How does our
audience (especially friends) affect what we reveal or conceal?
•
•
•
•
•
•
•
•
•
•
•
•
•
•
The central character in a work of literature is called the protagonist.
The protagonist usually initiates the main action of the story and often
overcomes a flaw, such as weakness or ignorance, to achieve a new
understanding by the work’s end. A protagonist who acts with great
honor or courage may be called a hero. An antihero is a protagonist
lacking these qualities. Instead of being dignified, brave, idealistic, or
purposeful, the antihero may be cowardly, self-interested, or weak. The
protagonist’s journey is enriched by encounters with characters who hold
differing beliefs. One such character type, a foil, has traits that contrast
with the protagonist’s and highlight important features of the main
character’s personality. The most important foil, the antagonist, opposes
the protagonist, barring or complicating his or her success.
Discussion Activities
How do Logan and Joe reveal different sides of Janie? What are their
motivations? To what
• extent does Janie acquire her own voice and the ability to shape her own life?
How are the
• two attributes related?
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Writers use figurative language such as imagery, similes, and metaphors
to help the reader visualize and experience events and emotions in a story.
Imagery—a word or phrase that refers to sensory experience (sight, sound,
smell, touch, or taste)—helps create a physical experience for the reader and
adds immediacy to literary language.
Some figurative language asks us to stretch our imaginations, finding
the likeness in seemingly unrelated things. Simile is a comparison of two
things that initially seem quite different but are shown to have significant
resemblance. Similes employ connective words, usually “like,” “as,” “than,”
or a verb such as “resembles.” A metaphor is a statement that one thing is
something else that, in a literal sense, it is not. By asserting that a thing is
something else, a metaphor creates a close association that underscores an
important similarity between these two things.
Janie reads natural phenomena as indicators of her internal landscape. As
a result, Hurston’s writing is thick with language that draws us beyond the
literal descriptions of people, places, and events. Janie uses simile to describe
her life “like a great tree in leaf with the things suffered, things enjoyed,
things done and undone.”
Discussion Activities
Divide your class into groups. Review Chapters 1–6 and list examples of figurative
language. Pay special attention to the novel’s first page. How are these descriptions used
figuratively: the road, ships, trees, the sun, eyes, time, God, dreams, judgment, speech,
silence, and mules?
To verify student findings, list each group’s images on the board. Ideally, a lively debate will
take place as some students may propose examples that might be taken literally.
To expand the discussion, use this unit to look at specific types of figurative language such
as simile, metaphor, or personification.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Symbols are persons, places, or things in a narrative that have significance
beyond a literal understanding. The craft of storytelling depends on
symbols to present ideas and point toward new meanings. Most frequently,
a specific object will be used to refer to (or symbolize) a more abstract
concept. The repeated appearance of an object suggests a non-literal, or
figurative, meaning attached to the object. Symbols are often found in
the book’s title, at the beginning and end of the story, within a profound
action, or in the name or personality of a character. The life of a novel is
perpetuated by generations of readers interpreting and reinterpreting the
main symbols. By identifying and understanding symbols, readers can
reveal new interpretations of the novel.
Use this class period to mark the development of three major symbols in
the novel: the pear tree, the street lamp, and the mule.
Discussion Activities and Writing Exercise
Divide your class into groups. Ask them to outline the literal elements of the pear tree,
the street lamp, or the mule before they discuss possible symbolic meanings. Have them
present their ideas to the class and, if possible, develop them in a short essay.
The Pear Tree
Listen again to the The Big Read Audio Guide as Ruby Dee reads the “pear tree” passage
from Chapter 2. Do you agree with Carla Kaplan’s and Azar Nafisi’s interpretations of this
symbol? Janie has now journeyed through two unsatisfying marriages; notice when she
does (or does not) remember the pear tree. For what is she searching? Do you think she
will find it?
The Street Lamp
What does the street lamp in Chapter 5 communicate about the ideals of the Eatonville
townspeople? Does it exemplify a control over nature that empowers the community?
Why does Mrs. Bogle sing “Jesus, the light of the world” when the lamp is lit? What does
Joe mean when he says: “And when Ah touch de match tuh dat lamp–wick let de light
penetrate inside of yuh, and let it shine, let it shine, let it shine”?
The Mule
In Chapter 6, Bonner’s yellow mule stimulates the Eatonville men to “mule–talk.” How
does this deepen the meaning of the mule, both literally and symbolically? How does
Hurston capture the musical, imaginative talk of the townspeople in this scene? This talk
also reflects “playing the dozens.” If you have time, students can research the history and
evolution of “playing the dozens.”
• Novels trace the development of characters who encounter a series ofchallenges. Most
characters contain a complex balance of virtues and
• vices. Internal and external forces require characters to question themselves,
• overcome fears, or reconsider dreams. The protagonist may undergo
• profound change. A close study of character development maps, in
• each character, the evolution of motivation, personality, and belief. The
• tension between a character’s strengths and weaknesses keeps the reader
• guessing about what might happen next and the protagonist’s eventual
• success or failure.
• Many readers consider this novel a bildungsroman, or coming-of-age
• novel. As Janie’s external journey takes her through southern Florida and
• her three marriages, she finds her voice and learns to use it. In order to
• trace the development of Janie’s character, use this lesson to explore Janie’s
• transformation at two major turning points: her confrontation with Joe
• Starks (Chapters 7–8) and her meeting with Tea Cake (Chapter 10).
• Discussion Activities
• Have students map Janie’s development from the young woman under the pear tree to her
• life as Mrs. Killicks, Mrs. Starks, and Mrs. Woods. How has she changed? How has she
• remained the same?
• Identify and write a relevant statement of theme for the work
• Identify the major plot elements that support this theme
• Select and record 3 - 4 direct quotes (each 1-3 sentences in
length) from the novel that explain and demonstrate your
understanding of the plot and theme
TEWWG Rotation 3 Chapters 13-18
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
Destiney B
Joey D
Meghan F
Orion L
Lizzy M
Robbie S
(22)
(23)
Gather information from
reputable sources!(Handout)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Use key words to search. For example, use the title of your novel (e.g.The Great Gatsby) followed by words like analysis,
criticism, theme, motifs, symbolism. Or use the author’s name (e.g. Franz Kafka) followed by words like biography,
criticism, reviews. Look for .edu and .org sites; click on “About Us” to find out who/what they are; use school databases
Postmodern Fiction Timeline http://www.wwnorton.com/college/english/pmafim/timeline.htm
EbscoHost – Palmer Web site http://palmer.d11.org/pages/librarymedia.aspx
EBSCO host Web – Academic Search Premier, MAS Ultra – School edition, Topicsearch
Good Reads - general Information, including author background http://www.goodreads.com/
PAL: Perspectives in American Literature - A Research and Reference Guide© Paul P. Reuben Ph.D.Professor
http://www.csustan.edu/english/reuben/pal/alpha.HTML
Literary Criticism Collection
Many author biographies are listed in this IPL collection. You can browse by your author's last name.
http://www.ipl.org/div/litcrit/
The Big Read, National Endowment for the Arts - about 36 books with author information, historical context additional
resources, etc.http://www.neabigread.org/books.php
Yahoo’s Literary Authors Listing - A large listing of sites about particular authors.
http://dir.yahoo.com/Arts/Humanities/Literature/Authors/Literary_Fiction/
American Masters – The American Novel – PBS http://www.pbs.org/wnet/americannovel/timeline/
History.com - author and time period information - You’ll need to dig around and use “search.” http://www.history.com/
Gale Group - Pikes Peak Public Library. There are also hundreds of other books which have similar collections of author
biographies. Ask your librarian to help you find one that includes your author.
http://gdc.gale.com/gale-literature-collections/literature-criticism-online/
Contemporary Authors - Dictionary of Literary Biography -. Discovering Authors
Biographies =- http://www.biography.com/#!/
“American Literature” http://en.wikipedia.org/wiki/American_literature
PDF]American Literature Timeline (Cobb county school district)
http://www.cobbk12.org/pope/Academics/EOCT%20Review/EOCT%20American%20Lit%20timeline%20study%20guide.pdf
LITERARY PERIODS AND THEIR CHARACTERISTICS http://teachers.sduhsd.net/mcunningham/gatsby%20homewrok%20323_files/LITERARY%20PERIODS%20AND%20THEIR%20CHARACTERISTICS.doc.pdf
Other Examples & Tools &
Ideas for Verbal Visual Essay
Prezi
• http://prezi.com/0jq9y44_49bh/verbal-visual-essay/- 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
• http://prezi.com/obrkoqgys8vp/macbeth-verbal-visual-essay/
• The following site has some great examples and ideas for presenting a more interesting Visual/Verbal Essay.
• http://www.psdblogs.ca/mrogers/tag/verbal-visual-essay/
Slides and Slides with Motion http://prezi.com/0jq9y44_49bh/verbal-visual-essay/
Prezi Example The Gravesavers http://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.
• Example on Butter vs Margarine & My Brilliant Career http://www.youtube.com/watch?v=PlegArrLOiI
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)
http://www.psdblogs.ca/mrogers/files/2013/02/speak-25qaumg.pdf
PowerPoint – you can use the computer program from Microsoft Office PowerPoint. You can also use Google
Presentation, Slide Rocket - Example from the Hoshyar Foundation http://portal.sliderocket.com/BBVXH/HoshyarFoundation/
Coming soon…
Monday 27-10min ChoiceRead
• TEWWG Ch (19)_-20
• I Do: Plot Notes etc. for Choice Novel
Tuesday 28
• ACT Testing
Wednesday 29
• Plot Notes etc. for Choice Novel
• Lab 257
• TEWWG Porch Talk make-up 1—3
Thursday
• Lab 257
• Discussion Response Make-up Due
• Outline Presentation
• Sign-up for presentation day & time
Friday 1
• Lab
• Outline Presentation
• Sign-up for presentation day & time
•
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.
http://zoranealehurston.com/resources/guides/their-eyeswere-watching-god1
• • A biographical timeline of Zora Neale Hurston’s life
• http://zoranealehurston.com/about/timeline
• www.HarperAcademic.com
Works Cited
Stone, Dan. The Big Read: Their Eyes Were Watching God. The National
Endowment for the Arts, 2006. Web. 1 April 2015.
• Create a formal MLA Works Cited page: minimum 3 sources
about your author, novel (e.g. literary review or criticism),
and/or historical context; don’t forget to cite you novel as a
source, too! Due Friday, May 1st
• Find, create, and combine relevant images to complement
and enhance the quotes
• Produce a final Verbal Visual Essay that enhances the
audiences’ understanding of the novel (its theme) and author
(see Outcome). The visuals may be two-dimensional, threedimensional or a multimedia format.
• Practice your 8 minute presentation
• Sign up for a presentation day time slot
Activities
“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?
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