February 28, 2011
TH EIR EY ES WERE
WA TC H IN G G O D
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I have been in sorrow’s kitchen and licked out all the pots.
Then I have stood on the peaky mountain wrapped in rainbows,
with a harp and a sword in my hands.
—Zora Neal Hurston
ESSENTIAL HURSTON
Their Eyes Were Watching God is one of my favorite books. Its language is vibrant
and intoxicating. Its themes are complex and engaging. Its message is poignant
and powerful. In a nutshell, this is a book about a woman’s search for meaning
and fulfillment. And, as with any great story, we become willing co-travelers
through the mastery of Hurston’s craft.
As you read, ask yourself, Who is Janie? How does Hurston create such a unique and
authentic voice for Janie – one that sparked controversy and well engendered
admiration when it was published? How does Janie move from powerlessness to
powerfulness? and, How is this book, its themes and characters, still relevant today?
Read to the end of the chapter indicated before coming to class on the date given
(these chapter assignments are by section, not by even page division, so plan
accordingly.)
READING JOURNALS/THOUGHT PIECES
During the reading of TEWWG, you will be responsible for a QHQ (1 pg. - typed) for
your assigned section. Please write your
hypothesis in response to one of the essential
questions, specifically, how your particular
reading assignment addressed the question.
Ideally, your first Q will be the essential question
restated. Your H will be your own exploration of
the relationship between the question and the text.
Your final Q will be the most honest, thoughtful,
logical next question that arises.
Essential Questions
1. Who & what gives Janie her identity (or another
Knox Shorewood High School
page 1
Reading Schedule
10/28 Books Out
11/2 Chapter 1
11/4 Chapters 2-4
11/7 Chapters 5-8
11/9 Chapters 9-12
11/16 Chapters 15-18
11/18 Chapter 19
11/21 Chapter 20
Eng 11, Fall 2011
February 28, 2011
TEWWG
character)?
2. What happens when identities (race, gender, class, etc.) collide?
3. How does language shape Janie’s (or another character’s) identity?
These papers are wide-open, honest explorations of your thinking, and will
become the springboard from which we discuss the book at the beginning of each
class. Each paper needs to be submitted through Turnitin.com before a grade
will be assigned. On the day of your presentation, please meet before class with
your partner(s) to discuss what you noticed. Amongst yourselves, choose the
“best” question/response to open with. By best, I mean the one that is the most
honest for you, and which you think will have the most “meat” for discussion.
Remember, discussions are meant to drop you and the class deeper into their own
questions, and, in the Socratic method, lead to new questions and new
understandings. This is not a quiz. It is not time for you to “teach” what you
have learned or demonstrate the fact that you did the reading. It is intended to be
a process of scholarly exploration for all of us!
“When the people sat
around on the porch and
passed around the pictures
of their thoughts for the
others to look at and see,
it was nice. The fact that
the thought pictures were
always crayon
enlargements of life made
if even nicer to listen to.“
(page 60)
The question you choose may come directly from the paper one of you wrote, or,
after discussion amongst yourselves, it may be that you arrive at a new question
that you would like the class to work with.
November 23: FINAL EXAM
There will be a final exam for this book. It will cover the plot, character
development, vocabulary, and your interpretation of the text as a whole.
DAILY WORK
In addition to our daily discussions, I may provide opportunities for extending
your learning in class through supplemental readings, individual and group work
QUIZZES
I may give you a reading check quiz or quote quiz occasionally to keep you
honest with the reading.
VOCABULARY
As we explore the power of language, I am going to give you many opportunities
to do some heavy lifting! Get it? Here is the vocabulary schedule for the unit.
As you look over the words, remember that some words have multiple meanings.
For this study, we are looking for primarily the word as used in the book.
Nov 2: 22 words. Chapter 1-3. Whole Class.
accordingly
ailing
sodden
bander
plume
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page 2
Eng 11, Fall 2011
February 28, 2011
TEWWG
pugnacious
bore
commenced
barren
stirred
quested
sanctum
languid
beglamored
lacerating
compel
conjectures
spry
pone
mien
dwindeld
gilded
Nov 7: 22 words. Chapters 4-6. Small Groups - in
class.
1. Define each word.
2. Write a paragraph (single topic) in which you use
each word correctly.
3. “Act Out” the paragraph for the class. You must
use the words correctly, but the more fun you can
bring to the acting, the better your classmates and you
will remember the words!
Group 1
imposing
tangible
banisters
gloaty
promenading
spittoons
springs
snuff
Group 2
petal-open
chasten
scorchy
unmeasured
host
Group 3
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sick-room
menial
ostentatiously
liable
wrassle
lest
start
immensities
counterpane
Nov 9: 10 words. Chapter 9. This will be
individual work due at the beginning of the
period.
While reading chapter 9, identify the words on the
list.
When we return from break, Rewrite the sentence in
which you find the word, citing it using parenthetical
notation. In addition, write your own definitive
sentence.
intimates
welfare
chessy
usurper
reared
paunch
bawling
pullet-size
refracted
rim-bones
Nov 16: 23 words. Chapters 13-18. Individual, due
at the beginning of class, then pair work.
On the 23rd, create a crossword for your vocabulary
words. There are lots of free crossword building
websites out there that are free, but you can also do it
the old fashioned way. You must write the clues.
Remember, your job is to be clear and teach the
words, not to try and stump someone!
On the 25th, trade your crossword with a partner, and
try it out! Do your best to complete the crossword.
wishful
shuffled
hauling
sankled
gaped
page 3
Eng 11, Fall 2011
February 28, 2011
S A ILIN G
ether’s
muck
jook
game
phosphorescent
hordes
transients
flivvers
clamored
romping
mounting
darking
peevish
senseless
trampled
hurtling
squatted
wind-lull
CHARACTER ANALYSIS
In addition to everything else I am asking you to do, you
will also be charting Hurston’s development of her
protagonist, Janie, based on the elements of character
development we have discussed: how a character looks,
thinks & feels, talks, acts, and how other characters
perceive them. You will have time each day to work in
your groups to fill out an actual character chart based on
what you read. While you read, pay attention to the clues
Hurston is giving you. Come to class each day with your
book notes, meet up with your classmates, and start to fill
Janie out!
Nov 18: 18 words. Chapters 18 & 19. Individual
work, due at the beginning of class.
1. Based on the list, identify the overall TONE of the
words (see TONE sheet for help.)
2. Write a 1 – 3 paragraph “story” using all the words.
3. Illustrate the story based on both the story itself,
and the tone you have chosen. Us the tone word as a
dominant visual within the illustration.
fill
turbulent
weariness
preempted
hummock
seep
scudded
oblique
hackles
havoc
malice
hushed
wanton
verdict
drone
justifiable
vault
wired
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page 4
Eng 11, Fall 2011
Date
Due
Period 5
Period 1
Nov 2
Chapters 1
Janie
Vocab. Due
Whole Class
No QHQ
Research on Author
Whole Class
No QHQ
Research on Author
Nov 4
Chapters 2-4
Logan
With QHQ
Whole Class
Whole Class
Nov 7
Chapters 5-8
Joe
With QHQ
Konnor
Michael F
Manny
Matt
Torrey
Will
Kathryn
Kyle
Sara
Monsie
Latrina
Nov 9
Chapters 9-12
Teacake
With QHQ
Vocab. Due
Austin C
Alyshia
Zain
Sara
Luciano
Tarek
Shereen
Cindy
Vivian
Thomas
Alex P
Nov 14
In-Class Book Project on
Outside Reading Book
Nov 16
Chapters 13-18
The Muck
With QHQ
Vocab. Due
Sonja
James
Riley
Haley
Adonyas
Sydney
Jordan
Darren
Michael
Sidney
Moneesha
Nov 18
Chapters 19
The Flood
With QHQ
Vocab. Due
Emma
Austin K
Michael M
Ashley
Mariloly
Levy
Coby
Aaron
Saurabh
Sam
Nov 21
Chapter 20
Fulfillment
With QHQ
Mary
Akini
Minwoo
Julia
Margaret
Delina
Ammanuel
Austin
Eqequel
Kathleen
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Eng 11 Fall 2011