Lesson Plan #3

Unit 4: Their Eyes Were Watching God Length: 90 Minutes Date: 11/12/17

Standards:
11.1.2.a: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on
grades 1112 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively. (CCSS: SL.11-12.1)
I. 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. (CCSS:
SL.11-12.1a)

Learning Target: I can participate in group and class discussions effectively by being
prepared with evidence gathered from the text, building on others ideas, and making my
own ideas clear through well-reasoned statements.

Success Criteria: I will participate in a group and class discussion on Their Eyes Were
Watching God by creating a thorough reader response before class, elaborating on my
own ideas, and expanding upon the ideas of my classmates during discussion.

Assessments:

Formative: Reader Responses on Their Eyes Were Watching God

Reader Responses are assignments that students complete for each section
of the reading. They are worth 25 points each and are due everyday. They
are separated into the following sections.
Summary (Brief description of events)
Level 2 Question (Explores features of the text that require
analysis to address)
Level 3 Question (Explores a universal aspect of the text. This
level of questioning takes concepts beyond the text and applies
them to various other texts/ideas)
Quote and Reasoning (One quote that encapsulates an important
idea or theme in the text)
Image and Explanation (One symbol/image used in the text that is
relevant to that section)
Class notes (Taken during the discussion)

Formative: Discussion of Their Eyes Were Watching God

Students will demonstrate their understanding of the text by engaging in
group and class discussions. If a student does not participate in the class
discussion, I will be able to see their thinking using the class notes
 sections of their Reader Response. The inquiry questions below will be
used to facilitate the group and class discussions.

Inquiry Questions:
Why does Tea Cake decide not to leave when people warn him of the approaching
hurricane?
Why is Janie unbothered by the remarks and gossip of the townspeople when she
returns to Eatonville?
Does Janie achieve what shes been pursuing since the incident under the pear
tree?
After looking at the first few sentences and last few sentences of the book, what
do you think the significance of horizons is?
If Janie doesnt have a partner, how can she live the vision of the pear tree?
What does it take to achieve self-discovery? Is this ever fully possible?
Why is the book entitled Their Eyes Were Watching God?
What images and quotes did you choose?
What is required in order to have a rich and effective discussion?

Differentiation:
Auditory learners and students who have difficulty reading early 1900s African-
American vernacular have been provided access to the audiobook version of Their
Eyes Were Watching God.
Students receive specific feedback on their Reader Responses each day. This
feedback acknowledges areas of strength and improvement. Now that I know my
students more, I am able to give them advice that is specific to their needs. For
example, some only need a quick word or two in order to get back on track.
Others need a small personal meeting where I offer verbal feedback along with
written feedback.
In order to create a safe and productive environment for a range of learners, I
reviewed class norms and I am more consistent with my expectations. I did this to
help students who specifically couldnt focus due to disruptive side conversations.
My goal is to keep classroom management a priority so that all of my students
feel better able to focus and learn.

Materials:
Novel: Their Eyes Were Watching God
Laptops
Writing utensils
Binders
Vocabulary Books
DGP sheets
Reader Response sheets
Smart Board

Procedures:
10 Min: Attendance and Stamp Daily Grammar Practice/Reader Responses
 (Daily Grammar Practice (DGP) is Ms. Druses way of teaching students
fundamental grammar skills that will translate into their compositions)
I will also stamp Reader Responses to indicate completion

10 Min: Independent work time on Advancing Vocabulary Skills

Students will start Chapter 11 in their vocabulary skills. They will do this
independently, starting with an exercise that helps them learn the words in
context. Different strategies for learning the words are used throughout the
week for students who do not respond as well to independent work.

5 Min: Author Historical Background

I will explain Zora Neal Hurstons background as a writer and explore
how the events of her life have shaped this novel.

10 Min: Group Discussion (Their Eyes Were Watching God)

Students will discuss the following questions in their groups using their
Reader Responses as a guide. This will help prepare them for the class
discussion.
Why does Tea Cake decide not to leave when people warn him of
the approaching hurricane?
Why is Janie unbothered by the remarks and gossip of the
townspeople when she returns to Eatonville?
Does Janie achieve what shes been pursuing since the incident
under the pear tree?
After looking at the first few sentences and last few sentences of
the book, what do you think the significance of horizons is?
If Janie doesnt have a partner, how can she live the vision of the
pear tree?
What does it take to achieve self-discovery? Is this ever fully
possible?
Why is the book entitled Their Eyes Were Watching God?
What images and quotes did you choose?

20 Min: Class Discussion (Their Eyes Were Watching God)

Students will discuss the following questions as a class. I will facilitate
this discussion, but will encourage students to initiate responses on their
own. They will be expected to include their own ideas and build off of
others ideas. Students will need to provide evidence of their claims.

Why does Tea Cake decide not to leave when people warn him of
the approaching hurricane?
Why is Janie unbothered by the remarks and gossip of the
townspeople when she returns to Eatonville?
Does Janie achieve what shes been pursuing since the incident
under the pear tree?
 After looking at the first few sentences and last few sentences of
the book, what do you think the significance of horizons is?
If Janie doesnt have a partner, how can she live the vision of the
pear tree?
What does it take to achieve self-discovery? Is this ever fully
possible?
Why is the book entitled Their Eyes Were Watching God?
What images and quotes did you choose?

30 Min: Group Accountability Outline

Students will be starting their work on their Literary Analysis Posters.
Some may be working in groups, so I want them to practice ethical and
numerical skills by creating a contract together. This will divide the
workload and make it clear to me what each member is doing. This will
give them a clear purpose and direction for starting their project

5 Min: Closure
I will take this time to ask students What does self-discovery look like? Is
it the realization of a dream or the result of suffering to find that dream? Is
it something else? I will also ask them questions that will remind them
what they need to be prepared for in order to succeed in their literary
analysis posters.