Their Eyes Were Watching God Unit Plan
Unit Summary and Rationale:
The anchor text is Zora Neale Hurston's Their Eye's Were Watching God. This unit serves as a continuation of the analysis and evaluation of the epic form through transformation and journey of the hero. This unit integrates and synthesizes the concept of the quest as introduced in early literature such as The Odyssey, The Iliad, Beowulf, etc., in addition to various genres. Differentiation of product and process is offered through the activity chart. This process allows students positive social constructs and embraces multiple intelligences.
Unit Connection College and Career Ready Descriptions: These are the descriptors that must be included to ensure the unit is fully aligned to the CCSS and relevant to the college and career ready student.
The anchor text is Zora Neale Hurston's Their Eye's Were Watching God. This unit serves as a continuation of the analysis and evaluation of the epic form through transformation and journey of the hero. This unit integrates and synthesizes the concept of the quest as introduced in early literature such as The Odyssey, The Iliad, Beowulf, etc., in addition to various genres. Differentiation of product and process is offered through the activity chart. This process allows students positive social constructs and embraces multiple intelligences.
Unit Connection College and Career Ready Descriptions: These are the descriptors that must be included to ensure the unit is fully aligned to the CCSS and relevant to the college and career ready student.
- Students will demonstrate independence.
- Students will value evidence.
- Students will build strong content knowledge.
- Students will respond to the varying demands of audience, task, and discipline.
- Students will critique as well as comprehend.
- Students will use technology and digital media strategically and capably.
- Students will develop an understanding of other perspectives and cultures.
Reading
Literature _x 11-12RL Key Ideas and Details 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Craft and Structure 6.Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Integration of Knowledge and Ideas 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Range of Reading and Level of Text Complexity 10.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. Informational Text_ 11-12 RI Key Ideas and Details 5. Analyze and evaluate the effectiveness of the structure an author uses in his orher exposition or argument, including whether the structure makes points clear, convincing, and engaging. 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
Writing
11-12W Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. c. Use words, phrases, and clauses as well as variedsyntax to link the major sections of the text, create cohesion,and clarify the relationships between claim(s) and reasons,between reasons and evidence, and between claim(s)and counterclaims.d. Establish and maintain a formal style and objective tonethe norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing 6. Use technology, including the Internet, to produce, [publish], and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |
Speaking and Listening
11-12SL Comprehension and Collaboration 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
Language
11-12 L Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). Vocabulary Usage and Use 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
Technology
HS.TT.1.3 Use appropriate technology tools to design products and information with others.
HS.TT.1.3 Use appropriate technology tools to design products and information with others.
Big Ideas:
Learners will understand and recognize theme as enduring and universal as a broad message conveyed through a literary work. Universal ideas include human nature or society, as well.
Learners will explore the journey of an African American female during a period of historical and personal transition.
Learners will evaluate racism in the novel and society and evaluate 20th century perspective and modern day cultural impact.
Learners will explore the Harlem Renaissance Literature and its impact on the period and future literary periods.
Learners will develop an understanding of colloquialism through an examination of contextual meaning and impact.
Learners will also apply knowledge of literary devices and narrative techniques to enhance appreciation of literature.
Learners will evaluate the impact of setting on characterization and personal journey.
Learners will develop and critique symbols in the hero's journey.
Learners will analyze the various stages of the quest for meaning.
Learners will synthesize information from research, the life of the author, events, characterization, theme, plot events and details to draw conclusions and infer meaning.
Essential Questions: (For Seminar)
Knowledge:
Students will be able to:
Students will be skilled at…
Learners will understand and recognize theme as enduring and universal as a broad message conveyed through a literary work. Universal ideas include human nature or society, as well.
Learners will explore the journey of an African American female during a period of historical and personal transition.
Learners will evaluate racism in the novel and society and evaluate 20th century perspective and modern day cultural impact.
Learners will explore the Harlem Renaissance Literature and its impact on the period and future literary periods.
Learners will develop an understanding of colloquialism through an examination of contextual meaning and impact.
Learners will also apply knowledge of literary devices and narrative techniques to enhance appreciation of literature.
Learners will evaluate the impact of setting on characterization and personal journey.
Learners will develop and critique symbols in the hero's journey.
Learners will analyze the various stages of the quest for meaning.
Learners will synthesize information from research, the life of the author, events, characterization, theme, plot events and details to draw conclusions and infer meaning.
Essential Questions: (For Seminar)
- What kind of God are the eyes of Hurston's characters watching? What is the nature of that God and of their watching? Do any of them question God?
- What is the importance of the concept of horizon? How do Janie and each of her men widen her horizons? What is the significance of the novel's final sentences in this regard?
- How does Janie's journey--from West Florida, to Eatonville, to the Everglades--represent her, and the novel's increasing immersion in black culture and traditions? What elements of individual action and communal life characterize that immersion?
- To what extent does Janie acquire her own voice and the ability to shape her own life? How are the two related? Does Janie's telling her story to Pheoby in flashback undermine her ability to tell her story directly in her own voice?
- What are the differences between the language of the men and that of Janie and the other women? How do the differences in language reflect the two groups' approaches to life, power, relationships, and self-realization? How do the novel's first two paragraphs point to these differences?
- In what ways does Janie conform to or diverge from the assumptions that underlie the men's attitudes toward women? How would you explain Hurston's depiction of violence toward women? Does the novel substantiate Janie's statement that "Sometimes God gits familiar wid us womenfolks too and talks His inside business"?
- What is the importance in the novel of the "signifyin'" and "playin' de dozens" on the front porch of Joe's store and elsewhere? What purpose do these stories, traded insults, exaggerations, and boasts have in the lives of these people? How does Janie counter them with her conjuring?
- Why is adherence to received tradition so important to nearly all the people in Janie's world? How does the community deal with those who are "different"?
- After Joe Starks's funeral, Janie realizes that "She had been getting ready for her great journey to the horizons in search of people; it was important to all the world that she should find them and they find her." Why is this important "to all the world"? In what ways does Janie's self-awareness depend on her increased awareness of others?
- How important is Hurston's use of vernacular dialect to our understanding of Janie and the other characters and their way of life? What do speech patterns reveal about the quality of these lives and the nature of these communities? In what ways are "their tongues cocked and loaded, the only real weapon" of these people?
Knowledge:
Students will be able to:
- explain the use of symbol and theme
- analyze the use of language in creating tone and mood
- analyze the function of the flashback structure
- trace the development of the dynamic structure
- analyze the significance of the geography and setting within the context of the novel
- trace the development of complex and intertwining themes
Students will be skilled at…
- annotating historical information and synthesizing the information to draw meaning to literary text
- understanding the nuances in secular differences in American culture
- applying the historical information to infer discreet meaning of characterization in literary text
- analyzing the use of the hero and the quest in how it develops a character through a novel
- applying literary devices and thematic concepts to mixed genres to enhance understanding and appreciation
Reading Tasks:
Annotating Informational Texts Study Guides Harlem Renaissance Poetry Forward Afterward |
Writing Tasks:
Their Eyes Were Watching God Essay Choices: From five free response essays Study Guide Map Activity Family History Impact Essay Free-Write Essay |
Discussion Tasks:
Small Group and Seminar Aggregate Responses Music/Voice Overs Video Monologue Narrative Techniques and Devices Symbols Paired Visual Activity Poster Display Quit Drawing Characterization, Symbolism Theme Chart: Students locate a supporting passage or event to tie to five major themes |
Language/Vocabulary Tasks:
Colloquialism Annotation On Events, Characters, and Details. Vocabulary Chart Defining Words through context Ongoing, student monitored: Chapter/Word Contextual Definition Revised Definition |
Diagnostic
Pre-Assess Knowledge of Harlem Renaissance Time Period
Review of The Quest and the Role of the Archetype and the outsider in literature Video Clip Pre-Assessment of literary archetypes Annotated Documents |
Formative
Study Guide Ongoing Review
Analysis of "Yet do I Marvel" by Countee Cullen with Survey Responses Aggregate Log Responses/Seminar Activities Theme Chart Point of View and Tone Activity Crossword Puzzle Seminars |
Benchmark
Authentic
AP Modeled Objective Exam Item Analysis Test Corrections Personalization and Seminar Plans Developed |
Summative
Project Selections
with Student-Generated Rubric and Reflection Objective Exam Essays |
*Activities: Choose one activity and place your name in the appropriate box. This is on a first come, first served basis.
Selection is due on April 8
Timeline and Assessments:
Selection is due on April 8
Timeline and Assessments:
- Books distributed in class on 4/?
- Journal assignment due 4/? (Formative Assessment)
- TEWWG Activity Three Part One TEWWG Activity Three Part One
- Activities assigned (See chart below)
- Seminar (Formative Assessment)
- Essay (Summative Assessment)
- Discussion questions in class (see below)
- Activities due (Performance/Summative)
Their Eyes Were Watching God
Student Selections for Project-Based Learning
Directions: Chose activities in a four square design. Each person has a role to play in this activity.
Activity Options
Activity One: Map Activity
Activity Two: Family History
Activity Three: Journal (Everyone Does This One)
Activity Four: Quilt Drawing
Activity Five: Impact Essay
Activity Six: Three Writing Activities
Activity Seven: Paired or Visual Presentation/Poster/Display Activity
Activity Eight: Forward and Afterward
Activity Nine: Free-Write Essay
Activity Ten: Video Monologue
Activity Two: Family History
Activity Three: Journal (Everyone Does This One)
Activity Four: Quilt Drawing
Activity Five: Impact Essay
Activity Six: Three Writing Activities
Activity Seven: Paired or Visual Presentation/Poster/Display Activity
Activity Eight: Forward and Afterward
Activity Nine: Free-Write Essay
Activity Ten: Video Monologue
Documents and Student Activities
their_eyes_were_watching_god_pdf.pdf | |
File Size: | 1780 kb |
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tewwg_activity_one.pdf | |
File Size: | 127 kb |
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tewwg_activity_three_part_one.pdf | |
File Size: | 128 kb |
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tewwg_activity_three_part_two.pdf | |
File Size: | 92 kb |
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tewwg_activity_four.pdf | |
File Size: | 151 kb |
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tewwg_activity_five.pdf | |
File Size: | 129 kb |
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tewwg_activity_six.pdf | |
File Size: | 223 kb |
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tewwg_activity_seven.pdf | |
File Size: | 109 kb |
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tewwg_activity_eight.pdf | |
File Size: | 126 kb |
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tewwg_activity_nine.pdf | |
File Size: | 105 kb |
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tewwg_activity_ten.pdf | |
File Size: | 105 kb |
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Notes ( include accommodations/grouping/modifications):
This unit is narrowed to senior year only and is cumulative from junior English, specific in the area of the study of Les Miserables. Modifications should be made according to product and performance by student. This is not limited to honors and AP and is grading should be applied according to appropriate standards for the individual student.
This unit is narrowed to senior year only and is cumulative from junior English, specific in the area of the study of Les Miserables. Modifications should be made according to product and performance by student. This is not limited to honors and AP and is grading should be applied according to appropriate standards for the individual student.