Sept. 23, Monday - SWBAT reflect on their own perspective of ideas and themes that will be addressed in the novel by completing an anticipation guide and engaging in discussion. SWBAT engage with unique aspects of a foundational work of American Literature through a short lecture and with the help of an audio book.
Sept. 24/25 Block Day - SWBAT begin to track the development of a central idea in the novel, autonomy, by keeping a list of quotes that reveal the main character’s quest for autonomy.
Powerful Quotes on Autonomy (You will create this page in your notebook and keep track of powerful words/phrases/sentences from the novel that reveal something about Janie’s quest for Autonomy)
Discuss chapters 1-2 (specifically the symbol of the pear tree in chapter 2; Students will be given 10 mins to read chapter 3 independently.
"The Hand We Are Dealt" Activity - We are going to be applying this expression to Janie’s quest for autonomy. We will do card 1 together, students will complete cards 2 and 3 independently.
Read chapter 4 independently before the beginning of the period on Thursday. (I give students the last 15 minutes of class to get started on chapter 4.) Remember to continue adding quotes that reveal something about her quest for autonomy on the chart called “Quotes in TEWWW.”
Sept. 26, Thursday - SWBAT continue tracking the development of the character's quest for autonomy by analyzing significant events through discussion. CCSS.11-12.RL.1,2.
HW: [1] ch. 5; [2] All activities and College Essays OR LOI DUE TOMORROW
Sept. 27 - College Essays OR LOI (rough draft and final draft) AND all activities from "What's Next Unit" due on this day (see materials on google classroom).
Sept. 27, Friday - SWBAT evaluate the development of the character’s quest for autonomy by using a scale and discussing guiding questions. CCSS.11-12.RL.1,2.; SL.1.
TURN IN "WHAT'S NEXT" ASSIGNMENTS
IR- 10 mins & BBB #1
Discuss and answer questions from chapter 5 (hw reading)
Establish an event from chapter 5 to add to the cards. Remember the criteria: The events should mark a significant point in Janie’s life,reveal the major forces out of her control as well as those she controls, andhelp us discuss the extent to which she controls her life. In other words, they should help us understand Janie’s quest for autonomy.
Scan all the events on the cards and to consider how easy or difficult Janie’s quest for autonomy has been. Use a scale of 1-5.
Academic Discussion: Making predictions backed up with evidence
Sept. 30, Mon. - SWBAT gain knowledge of a theory to use as a lens to analyze TEWWG.
IR - 10 mins
Introduction to Feminist Theory in literature (take notes)
Apply the theory to a children's book
HW: Read chapters 6-7
Oct. 1/2, Tues/Wed (BLOCK) - SWBAT collaborate to formulate questions about a central idea in an early-twentieth-century foundational work of American literature,TEWWG, by engaging in The Question Formulation Technique (QFT). SWBAT present their questions and explain their rationale for questions presented.
IR - 15 mins
Counselor visit: 1st hour period 2 & 5; 2nd hour period 6
Introduction to QFT
Establish & present your three most important questions
HW: Read chs. 8, 9, 10, 11 by Tuesday
Oct. 3 - SWBAT attend the GEAR Event
Oct. 4-7 NO SCHOOL Read TEWWG chapters 12-17 by Tuesday & BBB #2
Oct. 8, Tuesday - SWBAT analyze central ideas in an early-twentieth-century foundational work of American literature, Their Eyes Were Watching God, by collaborating and creating a graphic organizer. SWBAT present ideas discussed and support these with textual evidence
IR 10 mins
QFT practice with "power" and "autonomy"
Identify what makes TEWWG a feminist novel
HW: Read chapter 18; Update Autonomy Quotes Page
Oct. 9, Wednesday - SWBAT edit their writing to further develop coherence and analysis of fiction texts by following feedback and guidelines.
IR - 15 mins
Application: Identify specific examples from the text using the Feminism Lens. Do this for at least three feminism concepts.
Address feedback to improve your writing (improving specific evidence and analysis)
HW: Read chapter 19
Oct. 10, Thursday - SWBAT identify specific examples in the text that reveal something significant about the main character's quest for autonomy by tracking significant events and analyzing them in a chart.
IR - 10 mins
Complete "The Hand We Are Dealt" Handout (Cards 7-12)
Update Autonomy Quotes Page
HW: Read chapter 20 (last chapter of the book!)
Oct. 11, Friday - SWBAT do some initial reflection on the entire novel by finishing a few assignments that call for analysis and reflection of a variety of aspects of the novel.
IR 10 mins & BBB #3
Use different lenses to write about TEWWG. Just as we did for feminism concepts, create a 3-column graphic for autonomy
Oct. 14, Monday - SWBAT strengthen their ability to cite textual evidence to support written analysis by editing written work.
IR - 10 mins (turn in your "The Hand We are Deal" handout. Will be stamped for completion and then returned.)
Students have been tracking the major events that mark Janie’s quest for autonomy. Looking over their handout, they will make a conclusion about Janie’s quest for autonomy. They will use a scale I set up for them to evaluate the extent to which Janie reached autonomy at the end of the novel. They will explain their response in a short paragraph on the back of the second copy of “The Hand We Are Dealt.”
After students turn this in, they will create another t-chart in their notebook in which they will compare the figurative and literal language found in chapter 1 and 20. Finding five or more quotes and remind them that each quote has to be figurative AND has to speak of her quest for autonomy.
HW: Students will be writing an explanation of each quote tomorrow and just focus on the textual evidence tonight.
Oct. 15, Tuesday - SWBAT interpret the meaning of figurative language in Their Eyes Were Watching God by following a step-by-step process. SWBAT gain insight into the task of interpreting the meaning of figurative language by discussing the process and sharing their experience with this task.
IR
We will discuss the first quote on their t-charts from yesterday that was used as an example. This is the process we will be following today to analyze the quote regarding figurative language the exemplifies Janie's quest for autonomy: identify the powerful words packed with meaning; think of the connotation of these words; imagine what these words illustrate; select language that may help you describe that; elevate the language; keep in mind everything we know about the story.
I instruct students to turn to the remaining quotes and formulate at least two sentences for each quote that explain the meaning. I remind students that the process is: circle the words that are packed with meaning, think of the words' connotations keeping in mind the context of the quote and what we know about the story, brainstorm possible meaning of the quote, elevate the language and use it to formulate the two analytical sentences.
I let students know that they will be holding a class discussion tomorrow about the novel Their Eyes Were Watching God and that I want to give them time to prepare. (I want them to discuss anything they are interested in discussing in the novel. I also give them a preview, that this discussion can help them with an essay they will be writing about the novel in the near future. I ask them to think of good questions they are interested in discussing and I give them a post-it note on which they are to write the question. I ask them to post the notes on the board so we can refer to them during the discussion tomorrow.)
HW: finish analysis of the quotes by tomorrow
Oct. 16, Wednesday - SWBAT participate effectively in a large group discussion by preparing questions in advance and interacting virtually and in-person.
IR (skip)
Socratic Group A: Inner circle will discuss while out circle listen intently and takes notes. (30 mins). (I want them to discuss anything they are interested in discussing in the novel. I asked them to think of good questions they are interested in discussing and I give them a post-it note on which they are to write the question. We will refer to their post it notes during the class discussion.)
Oct. 17- Thursday - SWBAT participate effectively in a large group discussion by preparing questions in advance and interacting virtually and in-person. (Writing Lesson 5)
Socratic Group B: Inner circle will discuss while out circle listen intently and takes notes. (30 mins). Students will reflect on the discussion: write about comments they agreed or disagreed and anything new they learned through discussion.
HW: Janie's emergence as a person (t-chart with evidence due Monday)
Oct. 18, Friday - SWBAT update their IR notebook and continue reading their IR book.
IR + BBB#4 (Students will receive their Quarter 1 Self-Assessment and Notebook Checklist)
Book Talk example (practice)
Chart Janie's emergence as a person. Use the chart to track details. This will seem repetitive, but it will aid them as they begin writing their essays next week.
HW: IR notebook due 10/25
Oct. 21, Monday - SWBAT develop a strong argument by following a structured brainstorming process. (CCSS.W.11-12.1a)
IR
Review argument writing guidelines and how to create a thesis statement.
Address essay topics and students will choose a potential topic. They will brainstorm thesis statements.
HW: Edit one thesis statement according to the argument guidelines and be ready to work with it tomorrow in class.
Oct. 22/23 BLOCK- SWBAT introduce an arguable claim by selecting the strongest argument from their brainstorming session and begin developing this central claim. (CCSS.W.11-12.1)
IR
Take your thesis statement and begin drafting topic sentences. Topic sentences should also have an arguable idea. (20 mins)
Draft your introduction paragraph and body paragraphs. Turn in your draft at the end of class.
Oct. 24, Thursday - SWBAT complete and essay on TEWWG that establishes and develops an argument to the best of their ability by using available resources and engaging in heavy editing. (CCSS.W.11-12.1)
IR - Update notebook
Rough drafts due today: Peer Review one essay and fill out the peer review worksheet completely. Annotate the rubric to configure a score.
HW: [1] Essay Final Draft Due Monday; [2] IR notebook and Book Talk due tomorrow
Oct. 25, Friday - SWBAT discuss a book they have finished for IR and demonstrate their understanding of maintaining an IR notebook.