1. Monday = Labor Day = No School

2. Counselors in Today! Tuesday Please staple your personal statement rewrite to the top of peer feedback sheet and draft Place a star on it (next to your name in the heading) if you plan to actually send it into a college Turn into the basket If you missed Friday, you need to make-up the pre-assessment ASAP

3. Hook, Housekeeping & Homework Wednesday Quick Write Have out a comp notebook or paper to do a quick write We start Unit 2: Life is a Journey, Zora Neale Hurston’s Their Eyes Were Watching God Label the top line U2: TEWWG QW1 Be prepared to respond in writing to the upcoming prompt… After completing a thirty-five year career (so… you are about 57-years-old) that you have found very rewarding, you are ready to retire. At your retirement party your colleagues, friends, and family have been asked to reveal how you have influenced them and your contributions to society. What would you want people to say about you? Write your own tribute. Homework: Read the essay “How It Feels to Be Colored Me” and respond to the questions on the handout for tomorrow

4. Past, Present, Future Wednesday College personal statement rewrite turned in Counselors in In anticipation of our first novel… Personal responses and connections Background reading Discuss reading in terms of tone & purpose Check out novel

5. U2 Life Is a Journey: TEWWG Wednesday Standard: Reading for All Purposes Objective: you will be able to examine your own belief systems prior to reading the novel and explore Hurston’s life and writing by discussing the essay “How It Feels To Be Colored Me” by Hurston Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others. Essential Questions: What determines one’s values?

6. Activity: Develop WE DO Wednesday Purpose: to reflect upon how people determine what is important in their lives that may influence their journey through life Tasks: 1.Get into groups of three or four to share your writing. 2.After the discussion, each group will share one or two main ideas from the discussion with the class. 3.As the groups contribute ideas, compile a list on the board. Outcome Reflection: Janie, the protagonist in Their Eyes Were Watching God, goes on a physical journey that is also a journey of self-discovery. Discuss: How do people decide what is important in their lives? In other words, how are peoples’ value systems developed and by whom?

7. Activity: Develop WE DO Wednesday Purpose: to compare and contrast your responses to your peers Task: Complete the Anticipation Guide Note: for time, feel free to jot down notes on the back about 3 of them (vs. writing a paragraph) If you finish before others, take a look at the extension questions Outcome: Visual representation of our class’ values and beliefs in relationship to these statements (we’ll do this to start class tomorrow)

8. Homework Wednesday Homework: Read the essay “How It Feels to Be Colored Me” and respond to the questions on the handout for tomorrow

9. Coming Soon… Monday Tuesday Wednesday Thursday Friday

10. Hook, Housekeeping & Homework Thursday Have out your green Anticipation Guide sheet from yesterday Be prepared to move: Visual representation of our class’ values and beliefs in relationship to these statements Homework: Read Hurston’s Biography (and select answers to questions) for tomorrow Read Chapters 1-3 TEWWG for Monday

11. Past, Present, Future Thursday In anticipation of our first novel… Personal responses and connections Background reading Discuss reading in terms of tone & purpose & make predictions about the novel Check out novel Background information on Hurston & TEWWG: Big Reads Audio Guide

12. U2 Life Is a Journey: TEWWG Thursday Standard: Reading for All Purposes Objective: your will be able to make predictions about Hurston’s fiction by discussing the essay “How It Feels To Be Colored Me” by Hurston Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others. Essential Questions: What determines one’s values?

13. Activity: Develop WE DO Thursday Purpose: to come to a common understanding of the subject, purpose, & tone represented in Hurston's essay in order to make predictions about her fiction Tasks Run the essay through a quick SOAPSTone analysis (see handout from last week) and respond to the following: 1.What is the subject, the general topic or content of this essay? 2.What is the overall purpose behind the work? What message or ideas is supposed to be conveyed? (Consider the subject you listed for #1. What is she trying to say/convey about this?) 3.What is the author’s tone (attitude towards the subject matter) for the work as a whole? (select two tone words: complimentary or shifting) 4.In what ways does the author convey this message/purpose & tone? Point to a particular passage that readily conveys her purpose & tone through at least one of the three devices: diction, imagery, figurative language. 1.How does the diction (particular words) point to the tone and meaning? 2.How does imagery (appealing to the senses) point to the tone or theme? 3.How does the figurative language ? What particular imagery convey the tone Outcome: See next slide

14. Outcome Thursday 1.If what we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others, what impression has Hurston made on you through this essay? Why? How? 2.Based on this essay, what do you believe to be important to Hurston? What does she seem to value? What does she seem to believe? How do you “know” this? 3.What seems to have influenced or developed Hurston’s beliefs or value systems? 4.How might all of this influence the type of fiction writing she does? What do you anticipate about the novel we are about to read in terms of… Subject? (speakers, characters, too) Purpose? Tone? Theme?

15. To summarize… & now let’s go… Essay offers taste of Hurston’s writing style & insight into how her value system s began. Vivid, poetic descriptions Evocative imagery Connections to jazz Self-image changed as exposed to other’s perceptions of race Extroverted, bold, confident Direct, seemingly controversial refusal to condemn slavery Champions & celebrates color; empathy/pity for whites Attributes things to “Great Soul” & Great Suffer” – spiritual, divine Syntax –use of fragment Check out the text (pick up your homework on the way out!) Preview the text Consider: What have you learned about the author that you can already connect to the preview of this text? Thanks to “Searching for “Everybody’s Zora” in Zora Neale Hurston’s Life and Work”, Quality Core, 2008. Web. August 2015.

16. Homework Thursday Read Hurston’s Biography and respond: What did you learn about Hurston that influenced her beliefs, values, and writing style? for tomorrow AND PRE-read Chapters 1-3 TEWWG for Monday

17. Hook, Housekeeping & Homework Friday While you wait for attendance… Turn to a shoulder partner and discuss: What did you learn about Hurston (from reading last night’s biography handout) that influenced her beliefs, values, and writing style? Homework: Pre-read Chapter1- 3 of TEWWG!

18. Past, Present, Future Friday Discussion of Hurston (values & background) + Biography Check out the novel NEA Audio Guide to TEWWG Author background (you’ll be researching this for your own novel) TEWWG Read 1

19. U2 Life Is a Journey: TEWWG Friday Standards Standard: Reading for All Purposes Objective: your will be able to make predictions about Hurston’s fiction by discussing the essay “How It Feels To Be Colored Me” by Hurston Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others. Essential Questions: What determines one’s values?

20. Instruction: Obtain Friday Examining an author’s life can inform and expand the reader’s understanding of a novel. Biographical criticism is the practice of analyzing a literary work through the lens of an author’s experience. In this lesson, explore the author’s life to understand the novel more fully. In Their Eyes Were Watching God, Hurston infuses the setting, characters, and dialogue of the novel with southern folklore and anthropological research. Also, events in the novel mirror some circumstances and events in her life. Hurston’s bold statement, “I love myself when I am laughing and then again when I am looking mean and impressive,” captures the defiant confidence we encounter in the maturing main character, Janie Mae Crawford.

21. Activity: Develop Friday Purpose: to identify information about Hurston’s background in order to come to a better understanding of our class novel. NEA Big Read Audio Guide http://neabigread.org/books/theireyes/media/ Task: With your partner, respond to your assigned (even) questions, be prepared to report out &/or turn in your answers. 1.According to Carla Kaplan Hurston uses the oldest storytelling form. What is it? 2.For 1937, what was “wild” about how Hurston re-wrote this storytelling form? 3.What other famous work of literature does author Brett Lott compare TEWWG to? 4.What does author Alice Walker say about our main character Janie? 5.What does Alice Walker say we all hope for? 6.What is the weapon that Asar Nafisi says women have? 7.When did Hurston write TEWWG, after what event? 8.Where did Hurston grow up? 9.With what degree did Hurston graduate from college? 10.Discuss Carla Kaplan’s argument that Hurston “depicted black difference.” What does this mean? Why was this “risky”? 11.Jerry Pinkney says that Hurston has illustrated the book with what? 12.What is considered the most famous metaphor of the whole book? 13.Did Hurston care how she portrayed black people? Why or why not? 14.Did she remain well-known as an author throughout her lifetime to the end of her life? 15.What are some interesting ideas surrounding the end of her life and her burial? 16.How did Hurston come back into the public eye? 17.What natural disaster is a part of the book? 18.According to one of the critics, what is TEWWG about “first”? 19.Odd &Even – List one other interesting idea or learning from the clip. Outcome: What did you learn about Hurston that influenced her writing of the novel and her style?What did you learn about the novel you are about to read?

22. Homework Friday Homework: Pre-read Chapter1- 3 of TEWWG for Monday!

23. AP = Ambiguity Possible Address the Prompt Analysis, Please Always Poetry Also Prose Applied Practice “Anything’s” Possible? Absolute Paradise

24. Colorado Academic Standards Oral Expression and Listening 1.Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2.Effective collaborative groups accomplish goals Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 2.Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills Writing and Composition 1.Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 2.Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3.Standard English conventions effectively communicate to targeted audiences and purposes Research and Reasoning 1.Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2.Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment