Hook Housekeeping Homework MONDAY Good morning welcome back

Hook, Housekeeping & Homework MONDAY Good morning & welcome back from your weekend! Please open your notebook and to your new writing section for “running” practice with punctuation and other mechanics of writing. It’s a short week, so watch this short video on semi-colons and take notes… in case you have quiz! • https: //www. khanacademy. org/humanities/grammar/punctuation-the-colon-semicolon-and-more/introduction-to-semicolons/v/introduction-to-the-semicolon-the-colon-and-semicolonpunctuation-khan-academy Homework: Did you finish Chapter 9 questions? + Major Works Information Organizer for TEWWG (add to)

Past, Present MONDAY Compound Sentences Compound sentences created with coordinating conjunctions The coordinating conjunctions are and (shows addition), or (shows choice), but and yet (show contrast), for and so (show logical consequence), nor (shows addition of a negative point). Together with a comma, coordinating conjunctions can join two independent clauses. Example: Life is short. [independent clause] Art is long. [independent clause] Life is short, but art is long. Compound sentences created with a semicolon This method of joining sentences is only recommended for sentences whose ideas are related and of equal significance. Example: The house was empty; everyone had gone.

Past, Present, Future MONDAY AP EXAM DEADLINE Unit 3: Longer Fiction – Their Eyes Were Watching God • Passage for Chapter 2 - Revisit • Peer Models + Returns • Questions for Chapter 6 - Passage for Chapter 6 with prompt Semi-Colons & compound Sentences Unit 3: Longer Fiction – Their Eyes Were Watching God • Chapter 6 review • Chapter 9 passage with Questions Unit 3: Longer Fiction – Their Eyes Were Watching God • Chapter 9 Multiple Choice (in place of My AP Classroom) • Finish your Major Works Information Organizer for TEWWG • TEWWG Summative Assessments • Written Literary Analysis of an Excerpt • Characters & characterization – The Dating Game!!

Unit 3: Longer Fiction 1 Life Is a Journey: TEWWG Colorado Academic Standards 2. Reading for All Purposes and 3. Writing & Composition • • Interpret and evaluate complex literature using various critical reading strategies. Understand how language influences the comprehension of narrative, argumentative, and informational texts. Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience’s values and biases Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. Objective: to develop a claim that requires defense; to select relevant & sufficient evidence from the text to support the line of reasoning and provide commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others; reading a wide range of literary texts enables us to build knowledge and to better understand the human experience! Interpretation of a text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions: Who are the characters? What are their perspectives & motives? How and/or why do they change or remain unchanged? What is the function of the setting? What function do significant events and/or related events serve in the plot? What is the function of conflict(s) in the text?

Instruction: Obtain Key Passage: Purpose & Effect Chapter 6, Pages 67 -68, Starts: “She wasn’t petal open…” Ends: “…suddenly she knew not to mix them. ” What makes this a key passage? • represents a pivotal moment in her relationship with Joe Starks and, therefore, foreshadows a shift in the plot • examines the questions: What is happiness? Are we able to be in command of our own happiness or is it out of our control? What role does gender have in structuring relationships? How should power in a relationship be distributed? • uses the plant motif (to represent the loss of love between them); use of fig lang & imagery What is its purpose? • To show the loss of love between Joe and Janie; to show the disintegration of the relationship, moving from denigration to physical abuse • To show a realization: she had never really shared her “true self” with him What is its effect? • Effect of slap is realization of that she no longer holds Jody in high esteem; he no longer represents her dream • Reader may be shocked by intensity of action for burned dinner; realizes the true dissolution • foreshadows a shift in the plot How is this achieved? • Motif • Detail – Diction - Imagery • Foreshadowing How does this passage support the meaning of the work as a whole? • Has still not found true love and is not living for herself - Janie’s journey will continue

Activity: Develop & Apply Their Eyes Were Watching God - CHAPTER NINE Purpose: to do a close reading of a key passage from Chapter 9, specifically examining: imagery, syntax, figurative language (metaphor, personification), diction, shifts and how these reveal character. Tasks: 1. Quickly reread the passage to familiarize yourself with it 2. Then, complete question 1 -10 3. Be prepared to share Outcome: Large Group Discussion

Review & Release Homework: Did you finish Chapter 9 questions? + Add to your Major Works Information Organizer • Stylistic Devices • Symbols/Motifs • One more Memorable Quote etc. • Theme (see handout)

Hook, Housekeeping & Homework TUESDAY Please open your notebook and to your new writing section for “running” practice with punctuation and other mechanics of writing. Then, turn to a should pattern and discuss: What is the rule we learned for using semi-colons yesterday? What is an example? Semi-colons can be used to create a compound sentence; semi-colons use is recommended for joining sentences whose ideas are related and of equal significance. Example: The house was empty; everyone had gone. Now watch…https: //www. khanacademy. org/humanities/grammar/punctuation-the-colon-semicolon-and-more/introduction-tosemicolons/v/semicolons-and-complex-lists-the-colon-and-semicolon-punctuation-khan-academy HOMEWORK: Review semi-colons and add to your Major Works Information Organizer – Stylistic Devices, Symbols/Motifs, ONE Memorable Quote, ONE Theme (see handout)

Hook, Housekeeping & Homework Now, turn the place in your notebook where your do more reflective/creative writing, and do the following: 1. Create a T-chart 2. Label 1 side “Light” & the other side “Dark” 3. Brainstorm a list (words and phrase) of images that you associate with these two terms (think literal & figurative, think symbolism)

Hook, Housekeeping & Homework Light • • • • Sun Day Goodness Life Knowledge Purity Understanding Happiness Hope Fire (its light) Sight Brightness Shine Dark • • • Moon Night Evil Death Lack of knowledge/secrecy Sin Confusion Sadness/grief Hopelessness Dullness Blindness

Past, Present, Future TUESDAY AP EXAM DEADLINE Unit 3: Longer Fiction – Their Eyes Were Watching God • Passage for Chapter 2 – Revisit +Questions for Chapter 6 - Passage for Chapter 6 with prompt + Chapter 9 passage with Questions Semi-Colons & Compound Sentences Unit 3: Longer Fiction – Their Eyes Were Watching God • Chapter 9 Review & Multiple Choice (in place of My AP Classroom) Unit 3: Longer Fiction – Their Eyes Were Watching God • Finish your Major Works Information Organizer for TEWWG • The Hero’s Journey = Janie’s Journey, kind of • TEWWG Summative Assessments • Written Literary Analysis of an Excerpt • Characters & characterization – The Dating Game!!

Unit 3: Longer Fiction 1 Life Is a Journey: TEWWG Colorado Academic Standards 2. Reading for All Purposes and 3. Writing & Composition • • Interpret and evaluate complex literature using various critical reading strategies. Understand how language influences the comprehension of narrative, argumentative, and informational texts. Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience’s values and biases Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. Objective: to develop a claim that requires defense; to select relevant & sufficient evidence from the text to support the line of reasoning and provide commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others; reading a wide range of literary texts enables us to build knowledge and to better understand the human experience! Interpretation of a text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions: Who are the characters? What are their perspectives & motives? How and/or why do they change or remain unchanged? What is the function of the setting? What function do significant events and/or related events serve in the plot? What is the function of conflict(s) in the text?

Instruction: Obtain Review I Do Purpose: to practice close reading by annotating the text for imagery and figurative language to get a sense of tone and mood Tasks: Re-read quietly noting how I highlighted (see next) • Reading #1, Color 1 = Highlight imagery associated with darkness and the “outside” • Reading #2, Color 2 = Highlight imagery associate with light and the “inside” • Reading #3, Underlining = Underline examples of figurative language with a pen or pencil

Instruction: Obtain Looking for Patterns Janie starched and ironed her face and came set in the funeral behind her veil. It was like a wall of stone and steel. The funeral was going on outside. All things concerning death and burial were said (5) and done. Finish. End. Nevermore. Darkness. Deep hole. Dissolution. Eternity. Weeping and wailing outside. Inside the expensive black folds were resurrection and life. She did not reach outside for anything, nor did the things of death reach inside to (10) disturb her calm. She sent her face to Joe’s funeral, and herself went rollicking with the springtime across the world. After a while the people finished their celebration and Janie went on home. Before she slept that night she burnt up every one of her head rags and went about the house next morning with her hair in one thick braid swinging well below her waist. That was the only change people saw in her. She kept the store in the same way except of evenings she sat on the porch and listened and sent Hezekiah in to wait on late custom. She saw no reason to rush at changing things around. She would have the rest of her life to do as she pleased. Notice the “feeling” when you read only the black… then only the yellow…

Instruction: Obtain Close Reading for the “How” & “Why” Purpose: to apply identification to analysis by responding to questions on the Guiding Questions; to come to a deeper understanding of what the text says explicitly as well as drawing inferences and conclusions about imagery, syntax, figurative language, and symbolism Tasks: Discussion of Guiding Questions 1. IMAGERY Janie “starched and ironed her face, ” which evokes an image of flattening it out. It appears that Janie is taking all of the emotions out of her face, hiding them for the funeral, making her face “like a wall of stone and steel” that is a barrier to the emotions she has going on underneath its “veil. ” She does not want the others to see her true emotions; she has to play the role of the grieving wife when in truth she feels a sense of freedom.

Instruction: Obtain Close Reading for the “How” 2 SYNTAX) Hurston uses fragments such as “Finish. End. Nevermore” prior to contrasting what is going on outside at the funeral and inside her “expensive black folds” where there is “resurrection and life. ” Even though the imagery found within these fragments is negative and associated with ‘the end, ’ Hurston’s juxtaposition of these ideas with “resurrection and life” reveal that this end is a positive one for Janie— one of renewal, rather than sorrow. The synonyms as one word “sentences” communicate the finality of and realization behind this experience for Janie and, therefore, for the reader.

Chunk 2 Most of the day she was at the store, but at (25) night she was there in the big house and sometimes it creaked and cried all night under the weight of lonesomeness. Then she’d lie awake in bed asking lonesomeness some questions. She asked if she wanted to leave and go back where she had come from and try to find her mother. Maybe tend her grandmother’s grave. Sort of look over the old stamping ground generally. Digging around inside of herself like that she found that she had no interest in that seldomseen mother at all. She hated her grandmother and had hidden it from herself all these years under a cloak of pity. She had been getting ready for her great journey to the horizons in search of people; it was important to all the world that she should find them and they find her. But she had been whipped like a cur dog, and run off down a back road after things. It was all according to the way you see things. Some people could look at a mud-puddle and see an ocean with ships. Chunk 3 But Nanny belonged to that other kind that loved to deal in scraps. Here Nanny had taken the biggest thing God had ever made, the horizon—for no matter how far a person can go the horizon is still way beyond you—and pinched it in to such a little bit of a thing that she could tie it about her granddaughter’s neck tight enough to choke her. She hated the old woman who had twisted her so in the name of love. Most humans didn’t love one another nohow, and this mis-love was so strong that even common blood couldn’t overcome it all the time. She had found a jewel down inside herself and she had wanted to walk where people could see her and gleam it around. But she had been set in the market-place to sell. Been set for still-bait. When God had made The Man, he made him out of stuff that sung all the time and glittered all over.

Instruction: Obtain Close Reading for the “How” & “Why” 3 PERSONIFICATION) Lonesomeness appears to represent Janie’s conversation with herself. As she would “lie awake at night asking lonesomeness some questions, ” she is looking for answers about who she is. She goes on to question what she will do next and, in the meantime, realizes she doesn’t want to find her mother and actually hates her grandmother—lonesomeness allows Janie to come to these realizations. Lonesomeness personified distances Janie again from the town; it is her one companion. 4 METAPHOR) The “journey to the horizons” seems to represent Janie’s future as she looks forward to it. This future includes a “search of people” and, because the horizon evokes an image of the sun, it has a positive connotation of hope and happiness.

Instruction: Obtain Close Reading for the “How” & “Why” 5 DICTION: words “pinched, ” “little bit of a thing, ” and “tight enough to choke her” = harsh images, Janie almost spitting words after realization; “horizon, ” her future = small, insignificant and difficult to realize. 6 CONTRASTS: Hurston = Nanny = “other kind” - did not look at the large possibilities but at “scraps. ” Using the words “other” and “but” show contrasts - Janie’s ideas of the horizon and love (something special to share) versus Nanny’s (something arranged).

Chunk 4 Then after that some angels got jealous and chopped him into millions of pieces, but still he glittered and hummed. So they beat him down to nothing but sparks but each little spark had a shine and a song. So they covered each one over with mud. And the lonesomeness in the sparks make them hunt for one another, but the mud is deaf and dumb. Like all the other tumbling mud-balls, Janie had tried to show her shine. Chunk 5 Janie found out very soon that her widowhood and property was a great challenge in South Florida. Before Jody had been dead a month, she noticed how often men who had never been intimates of Joe drove considerable distances to ask after her welfare and offer their services as advisor. Janie laughed at all these well-wishers because she knew that they knew plenty of women alone; that she was not the first one they had ever seen. But most of the others were poor. Besides she liked being lonesome for a change.

Instruction: Obtain Close Reading for the “How” & “Why” 7 IMAGERY: “Angels, ” “glittered and hummed, ” “sparks, ” “shine, ” and “song” are all images associated with light. “Jealous, ” “chopped, ” “beat him down to nothing, ” “lonesomeness, ” “mud, ” and “deaf and dumb” = negative images associated with evil or darkness (mythological/beginning of time story) 8 IMAGERY: Janie “tried to show her shine. ” Like Man, referred to in these lines Janie still has “sparks” of hope - even though beaten down like property vs. a young woman & silenced, wants to pursue her dreams and ideal of love. 9 EFFECT STRUCTURE/SHIFTS: As if author shifts from inside Janie’s mind to the reality of the day – realizations of past and present 10 TONE SHIFTS: chunk 2 lonesomeness = negative - Janie lies awake, thinking - about realized hatred toward Nanny = another negative. However, by end of passage, Janie likes change = attitude about lonesomeness seems to have shifted, accepts being with herself, alone; it’s different and okay.

Activity: You Do – We Do AP = Accelerated Pace! Purpose: to “test” our close reading skills against an actual AP multiple choice exam Tasks: 1. Have out a blank sheet of paper and a pen 2. USING YOUR ID NUMBER, write a proper MLA heading 3. Title the paper: TEWWG Chpt. 9 MC 4. Do NOT write on the exam; do not start! 5. Using your multiple choice strategies (see next), select a letter answer to each multiple choice question 1 - 15; write the letter answer only 6. You have approx. 15 minutes to do so Outcome: Turn your answer sheet into the basket when you are done How did you do? What are the best answers and why?

Review & Release We have done a close reading of 4 passages/excerpts from TEWWG. What new understandings do you have about… • The novel? • Analyzing character, character perspective & motives? • The function of characters changing or remaining unchanged? • Examining setting details? • Explaining the function of significant events or related events? • Explaining conflicts (internal and external)?

Hook, Housekeeping & Homework WEDNESDAY Please open your notebook and to your new writing section for “running” practice with punctuation and other mechanics of writing. Do the following: 1. Write a compound sentence with a coordinating conjunction about what you did yesterday. 2. Now, write a compound sentence using a semi-colon about what you plan to do today. HOMEWORK: Add to your Major Works Information Organizer – Stylistic Devices, Symbols/Motifs, ONE Memorable Quote, ONE Theme (see handout)

Past, Present, Future WEDNESDAY AP EXAM DEADLINE Unit 3: Longer Fiction – Their Eyes Were Watching God • Passage for Chapter 2 – Revisit • Questions for Chapter 6 - Passage for Chapter 6 with prompt • Chapter 9 passage with Questions, review + MC QUIZ! Semi-Colons & Compound Sentences - QUIZ Unit 3: Longer Fiction – Their Eyes Were Watching God • Chapter 9 Multiple Choice (in place of My AP Classroom) - Answers, Strategies, Discussion • The Hero’s Journey = Janie’s Journey, kind of Unit 3: Longer Fiction – Their Eyes Were Watching God • Finish your Major Works Information Organizer for TEWWG • The Hero’s Journey = Janie’s Journey, kind of – Group Assignment • TEWWG Summative Assessments • Written Literary Analysis of an Excerpt • Characters & characterization – The Dating Game!!

Unit 3: Longer Fiction 1 Life Is a Journey: TEWWG Colorado Academic Standards 2. Reading for All Purposes and 3. Writing & Composition • • Interpret and evaluate complex literature using various critical reading strategies. Understand how language influences the comprehension of narrative, argumentative, and informational texts. Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience’s values and biases Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. Objective: to develop a claim that requires defense; to select relevant & sufficient evidence from the text to support the line of reasoning and provide commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others; reading a wide range of literary texts enables us to build knowledge and to better understand the human experience! Interpretation of a text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions: Who are the characters? What are their perspectives & motives? How and/or why do they change or remain unchanged? What is the function of the setting? What function do significant events and/or related events serve in the plot? What is the function of conflict(s) in the text?

Activity: You Do – We Do Purpose: to “test” our close reading skills against an actual AP multiple choice exam Tasks: Grade Outcome: Discuss: What are the best answers and why? How did you figure them out? (see next) How did you do?

Instruction: Obtain • Prose: Skim (read 1 st sentence /line, glance at rest, read last sentence/line) and read for main idea; several questions and the right answers often have to do with the main idea • Preview the questions, not answers (optional) • Answer all the question in the order that you chose • Read the questions carefully! • The guessing penalty should be called the guessing bonus • Time spent on a question = guess! • Guessing takes advantage of partial knowledge; remember, correct answers tend to be consistent (they agree with each other) • Guess Aggressively (NOT guess blindly). Read the passage, read the question, read the choices = answer the question! • Use POE: Process of Elimination • • When in doubt, look for wrong answers and eliminate them Eliminate the wrong answers, then look at what is left (consistence of answers) Half bad = All bad (½ bad = all bad) Don’t leave a question blank that you’ve worked, ever! • “Except, ” “Not” and “Least” questions – try crossing that word out and eliminate any choice that fits the remaining question • Roman numeral options are NOT intimidating. Select your options first then look for numeral that meets your selections • If a question references a specific word or line, try to read lines before and after for more context; also, consider context (time period) may influence word meaning

Review & Release We have done a close reading of 4 passages/excerpts from TEWWG. What new understandings do you have about… • The novel? • Analyzing character, character perspective & motives? • The function of characters changing or remaining unchanged? • Examining setting details? • Explaining the function of significant events or related events? • Explaining conflicts (internal and external)? See next

Homework: Due Monday! A Guide to Literature and Life 1. Read annotate “The Rite of Passage” (pages 1 -3) 2. Complete all 5 written responses on page 5, “Food for Thought: The Rite of Passage” 3. Read annotate “Rites of Passage” (page 5) • Extension Activity: Complete page 6, “Create Your Own ‘Rite of Passage’ Ritual, ” if you would like 4. Read annotate “The Hero’s Journey” (pages 7 -10)

HAVE A LOOOONG WEEKEND! • Thursday • Friday – no school