Engl 417 American Short Story Unit
Langdon 1
Instructor: Angela Langdon
Course: 11th grade English Standard
Unit: American Short Story Unit (3 weeks)
Lesson: 2.4 Sweat discussion and assignment
Materials Needed:
Class set of “Sweat” by Zora Neale Hurston
Journal prompt attached
Art materials (scissors, color pencils, markers, computer/construction paper, magazines)
Assignment sheet attached
Class set of 3x5 index cards
Standard: English III Common Core Standards: Reading for Literature 2, Reading for Literature
9, Language 4a, Speaking and Listening 1 a-d, Speaking and Listening 5.
Goals: Students will understand the plot and story “Sweat” by Zora Neale Hurston. SWBAT
identify and explain symbols from “Sweat” by Zora Neale Hurston.
Procedures:
Journal: 10 minutes- ask students to write on the attached prompt.
(If editing took longer than expected yesterday or the audio book wasn’t finished reading,
do so now instead of—or by shortening—the following lecture/discussion bit on dialect and
setting. Pick up the rest of the lesson on the class-wide discussion and have them fill out their
3x5 index cards with questions about the text while they are listening to the audio book and
following along.)
Dialect/Setting lecture/discussion: 20 minutes. Pass out the 3x5 cards and ask students to
write down a few questions/observations they have about the story and symbols from the story
while we discuss setting and dialect. Remind them to have a textual reference for
observations/questions. The Journal prompt is still being displayed, ask for one or two
volunteers to read aloud what they wrote as a way of opening discussion. Then direct the class
conversation/lecture to the following information, remembering to pause for clarification and
questions throughout:


Let’s talk about setting: Zora Neale Hurston was born and raised in Eatonville, Florida in
the 1890s—the first incorporated, self-governing, all-black town. Her father, a Baptist
preacher, was three times elected mayor of Eatonville (Joyce Carol Oates, The Oxford
Book of American Short Stories). In what ways did this affect her writing?
Hurston did most of her writing while living in New York—she went to Barnard and she
eventually taught here in North Carolina at what is now North Carolina Central
University—so why did she choose to write with such strong dialect in her pieces? What
does this add to the story, to the characters, to the setting of “Sweat”?
Once students have discussed this, have them move into one big circle with their books and the
3x5 cards to be turned in for a participation grade at the end of discussion.
Engl 417 American Short Story Unit
Langdon 2
Class discussion on text/symbolism: 20 minutes. Start the discussion by having everyone
read one thing from their card that hasn’t been read yet—observations, thoughts, quotes they
didn’t understand. Discuss each one as a class letting the students provide most of the input,
noting who talks and who doesn’t and stepping in to make sure everything stays peaceful,
productive, and fair to letting all the students contribute. Once they’ve done this, use the
remaining time to discuss symbolism in the circle: what are some symbols they noticed and what
did they symbolize in the story? Point out the biblical references. Ask about the snake, the whip,
the house, the clothes that Sykes steps on, etc. Make sure more than one or two students respond
here.
Individual work on collage project: 35 minutes. Have them get back in their original
seats and pass out the attached assignment sheet, explaining the requirements as you go and
answering any questions that arise. They are working mostly on the collage today, but they can
do the written explanation as well. This is an individual assignment, not group work. Explain
that both will be handed end for grades at the end of class tomorrow. (If possible allow students
access to computers and printers to help provide materials for their collages.) During this time
wander throughout helping and encouraging as needed. Tell them that they will have a quiz
tomorrow on “Sweat”.
Remind students draft 2 of their short stories are due tomorrow.
Assessment:
Their journals will be collected at the end of the unit. The discussion/lecture piece is
primarily for general instruction to bring in thought that can be applied to their quiz tomorrow, or
their discussion cards, or even their collage pieces. The discussion in class on symbolism is
meant to help them with their collage project as well as help them on their quiz tomorrow in
class. The index cards will be taken up for a participation grade, added and assisted by my tally
points. The collages will be graded on whether or not they meet all of the assignment’s
requirements (3-5 symbols, is the correct size and show little to no white space, three or more
pictures representing each symbol, no repeating the same image more than once, and a citation
(not necessarily formal) attached to each picture listed on the back. Each of these is worth five
points.) and on the professionalism and aesthetics of their final piece ( five points each on: neatly
cut out and cited, easily organized so that viewer doesn’t have to guess how many symbols are
being used, and whether or not the images shown could be associated with something from the
text “Sweat”.) All of this is on the assignment sheet. As well as the written explanation piece,
explained on the assignment sheet.
*Note this might be a good project to display around the room after grading.
Engl 417 American Short Story Unit
Langdon 3
Journal Prompt American Short Story Unit 2.4
We are working on the short story “Sweat” by Zora
Neale Hurston—a story on the surface that is about
an abused woman finally taking revenge against her
good-for-nothing husband. What’s the deeper
meaning though? Hurston was a well-educated
black feminist woman writing during the Harlem
Renaissance who chose to write stories with
characters that are uneducated and poor black people
with very strong southern dialects—why? For your
journal today WRITE on why you think Hurston
described her characters like this.
Be sure to include your grammar challenge.
Engl 417 American Short Story Unit
Langdon 4
“Sweat” Symbols Collage Assignment
Make a collage of pictures featuring symbols from the story “Sweat” by Zora Neale
Hurston. Three symbols should be used and you will have to write out an explanation for each
symbol in the second part. The collage should be on a piece of standard computer paper and can
be made up of printed computer images, magazine images, or drawings. There should be very
little white space left on your paper when you are done and while you can and should have
several different pictures representing one symbol, you should not repeat the same exact image.
Rubric
Met all of the assignment requirements
25%
Three symbols are represented
Correct size and shows little to no white space
Three or more pictures representing each symbol
No repeating the same image
A citation (not necessarily formal) attached to each picture listed on the back
____ of 5
____ of 5
____ of 5
____ of 5
____ of 5
Professionalism and aesthetics
15%
Neatly cut out and cited
Easily organized to show how many symbols are used
The images shown are clearly representative of the symbols chosen
____ of 5
____ of 5
____ of 5
20% Written Explanation
On an attached piece of notebook paper, identify the symbols you picked and describe:
1. Where was this symbol found in the story? (A textual quotation will work here)
2. What does this symbolize in the story? (In your opinion and based off of our in-class
discussion)
3. What does this symbol mean to the world outside of this piece? (In other literature)
4. What does this symbol mean to you? (Why did you pick this one?)
5 points for each