TEWWG Deconstructed Essay- Day 2

Do now: Talk with a partner about which excerpts you are going to focus on (5 minutes)

Objectives:

• use close reading skills to analyze a specific motif, image, or symbol
• draft an essay analyzing the selected symbol

Agenda:

1. Do now
2. Independent class work: Work on the “deconstructed essay.” Use class time to find evidence, brainstorm analysis, draft essay, etc.

HW: “Deconstructed Essay” due by 8 AM MONDAY.  Complete an essay submission form.

Their Eyes Were Watching God Etext

Find the extext here

TEWWG Deconstructed Essay Assignment

Do now: In table groups: which excerpt/quote from the imagery packet stands out the most? Is there one that is powerful? Perplexing? Something else? (5 min)

Objective:

• understand the writing assignment
• analyze one specific method and connect it to larger meanings in TEWWG

Agenda:

1. do now
2. Hand out “deconstructed essay” assignment.
3. Model: If you want to see what the 3 paragraph format looks like, read the Macbeth model (individual or in groups)
4. Class work time: decide on a topic and find 2-3 passages.  Work through these passages and then decide on which 1 or 2 you will write about.

HW: For Friday, select one or two excerpts to write about. I suggest removing all the post-its except for those two.

TEWWG 2.2 Socratic Seminar

Do now: Discuss in table groups: did you like the book?  why/why not?

Objectives:

• demonstrate critical thinking through a socratic seminar
• identify effective pieces of evidence to support a logical argument

Agenda:

1. do now (5 minutes)

2.  Hand in the imagery packet and grab a Socratic Seminar handout

3. Read aloud the critical responses on the first page

4. Read the prompt for our socratic seminar.  You have 15 minutes to prepare.

5. Socratic seminar: divide the class into two equal circles (inner and outer circle). Students in the outer circle complete the handout.

• inner circle #1: 10 minutes (switch seats)
• inner circle #2: 10 minutes

6. At end of class, hand in talking points and outer circle observations

HW: Bring novel to class tomorrow

TEWWG 2.1

Do now: Each table will grab a piece of easel paper and some marker (if no easel paper, then take long paper off the black arts and crafts cart in room)

Objectives:

• analyze Hurston’s use of nature imagery
• identify how use of literary devices connect to meaning

Agenda:

1. do now
2. table groups: select ONE type of imagery from text (Plants/planting/seeds, Mules, Personifications of Death, Ships/Horizons, Voice/Speech-making, Hair, Eyes)
3. On the easel paper:
1. draw the image (should be the dominate thing on paper)
2. select 3 quotes that connect to this image (write quotes on paper)
3. draft a thesis statement that connects the imagery to a major theme in the novel (possible topics: Language, Love vs. Independence, Power (gender))
4. Hang the paper on the chalkboard
4. Grab an imagery packet.  Complete the packet (each student needs his/her own packet, but may talk it out together)

HW: Finish packet

TEWWG 1.1

TEWWG 1.1

Do now: Write a 5-8 sentence review of Their Eyes Were Watching God

Objectives:

• demonstrate mastery of understanding of major characters, themes, and literary devices in TEWWG
• close read excerpts from the text and answer questions

Agenda:

1. do now
2. Multiple Choice questions: independently for 15 minutes
3. Table groups: review answers; decide on a master answer key-- fill-in scantron
4. If time, work on post-it annotations
5. summarizer

HW: Complete any last minute annotations!