Hook, Housekeeping
& Homework
Monday
Welcome back!
How was your break?
Let’s spend the first 20 minutes or so of class watching the last
scene of The Great Gatsby for those who plan to turn in an
extension essay by Wednesday.
Did you bring your choice novel to class today?!
Starting tomorrow you will earn, or not, credit for reading it
in class!
Past, Present, Future
Monday
• Check Out Choice Reading Novel (fiction) Turn in
• Literary Lens Analysis Summative Essay
• Final Unit: Class Novel Introduction
• Check out and preview the text
• Continue with Final Unit: Class Novel Introduction
• Final Unit: Choice Novel Introduction
Activities
Monday
“Truth is stranger than fiction,
but it is because Fiction is obliged
to stick to possibilities;
Truth isn't.”
– Mark Twain
What piece of fiction did you bring with you? Have you started
reading?
Activities
Monday
Check out the novel Their Eyes Were Watching God
Preview the text (see next slide)
Activity
Monday
Purpose: to familiarize ourselves with the text.
Tasks:
1. Read and examine the front & back covers
2. Look through the first few pages: What do you notice? What
information can be found here? How might this information be
relevant?
3. Look through the text: How big is the font? Are there chapters?
Titles? How long are chapters? How long is the book?
4. Flip open to a random page and read a paragraph
5. Anything of note at the end of the book?
Outcome: What did you learn from previewing the text? Predictions? How
long do you think this will take you to read? Do you think you’ll “like” it?
Make sure you have it with you tomorrow; we’ll start reading together in
class!
Hook, Housekeeping
& Homework
1.
2.
3.
4.
5.
Tuesday
Have out your novel (fictional text) to read 
If you have not done so already, preview your book:
Read and examine the front & back covers
Look through the first few pages: What do you notice? What
information can be found here? How might this information
be relevant?
Look through the text: How big is the font? Are there
chapters? Titles? How long are chapters? How long is the
book?
Flip open to a random page and read a paragraph
Anything of note at the end of the book?
Past, Present, Future
• Finish The Great Gatsby
• Final Unit: Class Novel Introduction
• Check out and preview the text
• Continue with Final Unit: Class Novel Introduction
• Final Unit: Choice Novel Introduction
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: Develop & Apply
Tuesday
Purpose: to determine the amount of time you need to devote to finishing
at least one book, this one, on time
Tasks:
1. How many pages is your book?
288 end page – 3 first page = 285
2.
You have until April 28th to read at least one book. If you read each
week day from now until then, 20 days, how many pages would you
need to read a day?
285 pages/20 days =14.25 pages a day
3.
4.
Read quietly for 10 minutes
How many pages did you read?
page 3 – page 10 = 6 pages
Outcome: Based on how many pages you read in 10 minutes, how many
minutes do you need to read during the next 20 reading days?
6 pages in 10 minutes ---- 12 pages in 20 minutes ---- 3 more in 5 minute =
approximately 25 minutes a day
Instruction: Obtain
Tuesday
You will be given approx. 10 minutes in class each day to read.
Here are the requirements for receiving credit during reading time:
1. You are not using or referring to electronics during reading time
(unless your book is on the devise & I can see it each day)
2.
3.
4.
Your choice, independent reading novel (fiction) is in your
possession
You are on time to class and reading when the bell rings
Your actively reading during the entire given time
• You are not talking to others, writing, working on other assignments
• If you do not have your book with you, you must read something else
of literary value. (e.g. TEWWG or see me)
5.
6.
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!
You must be prepared to read another book after you finish one
Activity: Develop
Tuesday
Tasks:
Listen to Chapter 1
• https://www.youtube.com/watch?v=R2aplwvkc8Q
Be prepared to respond to the following:
1. What are your first impressions and understanding of the
characters and plot?
2. What does the metaphor in the first paragraph reveal about men’s
dreams? What does the second paragraph reveal about women? 1
(9)
3. How do the men feel about Janie? 2 (11)
4. Describe the town’s attitude towards Janie. Describe her attitude
towards the town. Note how the communal dialogue help
establish the town as a character.
5. Why does Pheoby say the people are mad at Janie? 3 (16)
6. What is the relationship between Janie and Pheoby? How do you
know? 5
Hook, Housekeeping
& Homework
Wednesday
Have out your novel (fictional text) and be ready when the bell rings
to read 
Quietly read for approx. 10 minutes
Remember…
• no electronics out/on during reading time
• you are receiving credit for being on time,
• ready to read with your choice, independent reading novel,
• and actively reading during the given time.
• If you do not have your book with you, must read something else of
literary value.
If you are absent for reading time, come talk to me before or after
class!
If you finish reading a book, let me know. You’ll need to fill out a ½
sheet review and post it in the room!
Homework: Spend 10 – 30 minutes reading from your choice,
independent novel tonight!
Past, Present, Future
• Unit 4 Class & Choice Novel
• Start reading Choice Novel
• Start reading Chapter 1 TEWWG
• Finish reading Chapters 1 and read Chapter 2
• Discussion/Activities TEWWG
• Final Summative
Wednesday
The Novel
Wednesday
Standards
2. Reading for All Purposes
4. Research and Reasoning
Objective: you will be able to read and research a complex piece of fiction for understanding of plot, author background, writing style, and historical
context.
Key Concepts
• Character (representation of persons in narrative)
• Context (social, historical, cultural setting in which text is produced)
• Point of View (particular perspective brought)
• Setting (the time and place in which the book happens & mood, atmosphere thereof)
• Style (characteristic way writer uses linguistic devices, literary devices, and features for particular purpose and effect)
• Theme (the central idea(s) the creator explores through a text)
Relevance
Connections: Identities and Relationships (Who am I? Who are you? What does it mean to be human?)
As readers, the characters, point of view, setting, style, and theme draw us to particular texts that can span both time and culture. The knowledge and
experiences from which a writer draws enables us, as readers, to make connections among text, creator, and audience, and allow us to explore our
unique identities.
Inquiry Questions:
• Who are the characters? What are the like? What is the setting? What is the main conflict? How is it resolved?
• What is the style and structure of this text? What craft tools does the author employ?
• What do you know about the author? How does the author’s life or experiences contribute to this text?
• In what literary period was it written? How does this work reflect this literary period?
• What do you know about the time period in which it was written? What does this text reveal about its historical or cultural context?
• What does this work reveal about what it means to be a human being in this world? What are the big ideas of this work of literature? How are they
expressed through characters, point of view setting, setting and style?
• How can readers identify with this author or with this text? Is this work relevant today? How and why? Who should read this and why?
Activity: Develop
Wednesday
Tasks:
Finish listening to Chapter 1
• https://www.youtube.com/watch?v=R2aplwvkc8Q
Be prepared to respond to the following:
IQ: Who are the characters? What are the like? What is the
setting? What is the main conflict?
1. How do the men feel about Janie?
2. Describe the town’s attitude towards Janie. Describe her
attitude towards the town. Note how the communal
dialogue help establish the town as a character.
3. Why does Pheoby say the people are mad at Janie?
4. What is the relationship between Janie and Pheoby? How
do you know?
Activity
Listen to Chapter 2
https://www.youtube.com/watch?v=R2aplwvkc8Q
• By whom was Janie raised?
• What does Janie discover because of a photograph taken of
her?
• What do we find out about her father and mother?
• Note the imagery of the pear tree and other elements of
nature. How might this symbolize a 16-year-old girl?
Hook, Housekeeping
& Homework
Thursday
Have out your novel (fictional text) to read 
Quietly read for approx. 10 minutes
Remember…
• no electronics out/on during reading time
• you are receiving credit for being on time,
• ready to read with your choice, independent reading novel,
• and actively reading during the given time.
• If you do not have your book with you, must read something else.
If you finish reading a book, let me know. You’ll need to fill out a ½
sheet review and post it in the room!
Homework: Spend 10 – 30 minutes reading from your choice,
independent novel tonight!
Past, Present, Future
Finish reading Chapters 1 and begin Chapter 2
• Chapter 2 & 3 TEWWG
• Final Summative Information
Thursday
Activity: Develop
Thursday
Task: Finish listening to Chapter 2 – With your partner, consider your assigned
(odd/even) questions)
https://www.youtube.com/watch?v=R2aplwvkc8Q
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The word lacerating means to cut, why would the author use this word to
describe a kiss?
What kind of kiss is this in Nanny’s opinion? 11
What ended Janie’s childhood? 12
Why does Janie’s Nanny want her to get married? 13
Who does Nanny say the white man is? 14
According to Nanny, what are the black women?14
Why is Nanny so upset with Janie? 15
What has Nanny said about her life? 15
What do we find out about Janie’s mom? (Nanny’s baby).17
Why did Nanny’s Missis want to have her whipped? 18
Why does Nanny say she would not marry anyone? 19
What happened to Janie’s mom? 19
How did the incident effect Janie’s mom? 19
What might the peach tree symbolized in this chapter? 20
Activity: Develop
Thursday
Chapter 3
1. Read this passage from the novel: “Husbands and wives
always loved each other, and that was what marriage meant. It
was just so.” Do you agree with this statement or disagree,
explain.
2. Why is Janie upset? 23
3. Why does Nanny say Janie should be happy in her marriage?
23
4. What did Nanny have to wait for before she could die? 24
5. Why does Janie wait by the gate? 25
6. What made Janie a woman? 25
Hook, Housekeeping
& Homework
Friday
Have out your novel (fictional text) to read 
Quietly read for approx. 10 minutes
Remember…
• no electronics out/on during reading time
• you are receiving credit for being on time,
• ready to read with your choice, independent reading novel,
• and actively reading during the given time.
• If you do not have your book with you, must read something
else.
If you finish reading a book, let me know. You’ll need to fill out a
½ sheet review and post it in the room!
Homework: Read Chapter 4 TEWWG for homework!
Past, Present, Future
Friday
TEWWG Chapters 2 & 3
1. Read this passage from the novel: “Husbands and wives always loved each other, and
that was what marriage meant. It was just so.” Do you agree with this statement or
disagree, explain.
2. Why is Janie upset? 23
3. Why does Nanny say Janie should be happy in her marriage? 23
4. What did Nanny have to wait for before she could die? 24
5. Why does Janie wait by the gate? 25
6. What made Janie a woman? 25
• Final Summative Information
• Chapter 4
• TEWWG Rotation Assignments
• NEA Audio Guide to TEWWG
• Read 5
Instruction: Obtain
Friday
Purpose: to identify components of your final summative, a
Verbal Visual Essay
Tasks:
1. Observe a Verbal Visual Essay presentation
2. What do you notice?
3. Read the assignment sheet for the assessment
Outcome: Questions?
Other Examples & Tools &
Ideas for Verbal Visual Essay
Prezi
• 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/
Activities: Develop & Apply
Friday
Read Chapter 4
1. How has Logan changed since the beginning of his marriage to
Janie? 26
2. How did Janie get the city man’s attention? 27
3. What does Janie learn about Joe Starks? 28
4. What is Joe promising Janie? 29
5. How does Logan feel when Janie asks how he would feel if she ran
away? 30
6. How did Logan act when Janie asks what he would do if she ran
away? 30
7. How does Janie’s attitude effect Logan? 31-32
8. Do you think Joe will keep his promises to Janie? 33
Coming Soon….
Instruction: Obtain
Monday
• Examining an author’s life can inform and expand the reader’s
understanding of a novel. Biographical criticism is the practice
of analyzing a literary work through the lens of an author’s
experience. In this lesson, explore the author’s life to
understand the novel more fully.
• In Their Eyes Were Watching God, Hurston infuses the setting,
characters, and dialogue of the novel with southern folklore
and anthropological research. Also, events in the novel mirror
some circumstances and events in her life. Hurston’s bold
statement, “I love myself when I am laughing and then again
when I am looking mean and impressive,” captures the defiant
confidence we encounter in the maturing main character,
Janie Mae Crawford.
Activity: Develop
Monday
• Purpose: to identify information about Hurston’s background in order to come to a better
understanding of our class novel.
• NEA Big Read Audio Guide
• http://neabigread.org/books/theireyes/media/
• Task: With your partner, respond to your assigned (even) questions, be prepared to report
out.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
According to Carla Kaplan Hurston uses the oldest storytelling form. What is it?
For 1937, what was “wild” about how Hurston re-wrote this storytelling form?
What other famous work of literature does author Brett Lott compare TEWWG to?
What does author Alice Walker say about our main character Janie?
What does Alice Walker say we all hope for?
What is the weapon that Asar Nafisi says women have?
When did Hurston write TEWWG, after what event?
Where did Hurston grow up?
With what degree did Hurston graduate from college?
Discuss Carla Kaplan’s argument that Hurston “depicted black difference.” What does this mean? Why was this “risky”?
Jerry Pinkney says that Hurston has illustrated the book with what?
What is considered the most famous metaphor of the whole book?
Did Hurston care how she portrayed black people? Why or why not?
Did she remain well-known as an author throughout her lifetime to the end of her life?
What are some interesting ideas surrounding the end of her life and her burial?
How did Hurston come back into the public eye?
What natural disaster is a part of the book?
According to one of the critics, what is TEWWG about “first”?
Odd &Even – List one other interesting idea or learning from the clip.
Outcome: If you were doing a Visual Verbal essay on Hurston, what biographical ideas from
today might you include about Hurston in your presentation?
Works Cited
Stone, Dan. The Big Read: Their Eyes Were Watching God. The
National Endowment for the Arts, 2006. Web. 1 April 2015.
Instruction: Obtain
Tuesday
Purpose: to practice our oral communication and listening skills and come to a collaborative
understanding of the novel
Tasks:
Group Rotation 1 Chapter Questions- Inner Circle (20 points)
• Listen to & participate in discussion
• Turn in completed questions by the end of the period
Group Rotation 2 Discussion – Inner Circle (20 points)
• Chapter Questions (novel)
• Plot Structure,
•
setting, characters, rising action, and conflicts
• Author’s use of Literary Devices/Craft Tools(writing style)
• Emerging themes and symbols
•
•
Author’s Background & Style
Historical Time Period
• Setting
• Written/Published
Group Rotation 3 Written Analysis - Outer Circle (40 points)
• Listen and record notes
• Write 300-500 response (see model of length)
• Turn it in tomorrow
Outcome/DOL: collaborative understanding of the novel’s setting, characters, rising action, and
conflicts
TEWWG Rotation 1
Group 1- Rotation 1
“Porch Talk” Discussion
Group 2 -Rotation 1
Written Response to Discussion
Group 3 – Rotation 1
Chapter Question Responses
Caesar A
James CJ
Emani G
Madelien H
Ryan J
Tim M
Marten R
Sam S
Rachel W
Austin A
Bayliegh D
Bobby G
Travis H
Tiffany K
Manuel M
Dylan R
Alex S
Kiel W
Tonas CP
Gilbert F
Noah G
Zacc J
Cody L
Aaron P
Julia S
Sky S
Jordan Y
Jonas A
Lanina D
Jack F
Alisha H
Trevas MK
Aiden R
Anna SS
Jake W
Vincent B
Conner D
Delphy GM
James H
Donovan M
Eddie R
Brycen S
Joe C
Alyssa D
Renae H
Dan H
Mariah O
Alphonsine S
Megan T
Joe A
Anwar B
Chance E
Gabe G
Alena M
Ijah P
Tarik S
(24)
Christian B
Manny CR
Domonic E
Sophia G
Matt M
Dylan S
Jacaob T
Destiney B
Joey D
Meghan F
Orion L
Lizzy M
Robbie S
(22)
TEWWG Rotation 2
Group 1- Rotation 2
Written Response to Discussion
Group 2 -Rotation 2
Chapter Question Responses
Group 3 – Rotation 2
“Porch Talk” Discussion
Caesar A
James CJ
Emani G
Madelien H
Ryan J
Tim M
Marten R
Sam S
Rachel W
Austin A
Bayliegh D
Bobby G
Travis H
Tiffany K
Manuel M
Dylan R
Alex S
Kiel W
Tonas CP
Gilbert F
Noah G
Zacc J
Cody L
Aaron P
Julia S
Sky S
Jordan Y
Jonas A
Lanina D
Jack F
Alisha H
Trevas MK
Aiden R
Anna SS
Jake W
Vincent B
Conner D
Delphy GM
James H
Donovan M
Eddie R
Brycen S
Joe C
Alyssa D
Renae H
Dan H
Mariah O
Alphonsine S
Megan T
Joe A
Anwar B
Chance E
Gabe G
Alena M
Ijah P
Tarik S
Christian B
Manny CR
Domonic E
Sophia G
Matt M
Dylan S
Jacaob T
Destiney B
Joey D
Meghan F
Orion L
Lizzy M
Robbie S
(22)
(23)
TEWWG Rotation 3
Group 1- Rotation 3
Chapter Question Responses
Group 2 -Rotation 3
“Porch Talk” Discussion
Group 3 – Rotation 3
Written Response to Discussion
Caesar A
James CJ
Emani G
Madelien H
Ryan J
Tim M
Marten R
Sam S
Rachel W
Austin A
Bayliegh D
Bobby G
Travis H
Tiffany K
Manuel M
Dylan R
Alex S
Kiel W
Tonas CP
Gilbert F
Noah G
Zacc J
Cody L
Aaron P
Julia S
Sky S
Jordan Y
Jonas A
Lanina D
Jack F
Alisha H
Trevas MK
Aiden R
Anna SS
Jake W
Vincent B
Conner D
Delphy GM
James H
Donovan M
Eddie R
Brycen S
Joe C
Alyssa D
Renae H
Dan H
Mariah O
Alphonsine S
Megan T
Joe A
Anwar B
Chance E
Gabe G
Alena M
Ijah P
Tarik S
(24)
Christian B
Manny CR
Domonic E
Sophia G
Matt M
Dylan S
Jacaob T
Destiney B
Joey D
Meghan F
Orion L
Lizzy M
Robbie S
(22)
(23)
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
Activity: Develop
IQ: What is the style and structure of this text? What craft tools
does the author employ?
1. What does the metaphor in the first paragraph reveal about
men’s dreams? What does the second paragraph reveal
about women? 1 (9)
2. What is a flashback? (frame story)
Activity: Develop
Thursday
Hurston frequently uses personification in her descriptions of the
natural world. Find one example of personification or imagery from
the first or second chapter. How does the use of figurative language
impact the tone* of the novel?
For examples:
“The sun was gone, but he had left his footprints in the sky.”
“They made burning statements with questions, and killing tools out of
laughs… Words walked without masters; walking altogether like
harmony in a song.”
*The tone(s) conveyed in a literary piece is the attitude(s) conveyed by either the writer, narrator, or character(s)
towards a particular subject matter or other character. Tones portrayed can be sarcastic, forlorn, cheerful, nostalgic,
loving, and countless others. In order to project such tones, authors utilize word choice (another literary device).
Tones enhance a piece's meaning, allowing the readers to understand just how the author and characters feel.
• “like a great tree in leaf”
Academic Standards
1. Oral Expression and Listening
1. Effective speaking in formal and informal settings requires appropriate use of methods and
audience awareness
2. Effective collaborative groups accomplish goals
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative
strategies
2. Interpreting and evaluating complex informational texts require the understanding of rhetoric,
critical reading, and analysis skills
3. Writing and Composition
1. Style, detail, expressive language, and genre create a well-crafted statement directed at an
intended audience and purpose
2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular
audiences and specific purposes
3. Standard English conventions effectively communicate to targeted audiences and purposes
4. Research and Reasoning
1. Independent research designs articulate and defend information, conclusions, and solutions that
address specific contexts and purposes
2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment