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Download English 11 - ALEX | Alabama Learning   11 Unit...English 11 Unit 3 Searching for “Everybody’s Zora” in Zora Neale Hurston’s Life and Work

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  • English 11

    Unit 3 Searching for Everybodys Zora in Zora Neale Hurstons Life and Work

  • ACT endorses the Code of Fair Testing Practices in Education and the Code of Professional Responsibilities in Educational Measurement, guides to the conduct of those involved in educational testing. ACT is committed to ensuring that each of its testing programs upholds the guidelines in each Code. A copy of each Code may be obtained free of charge from ACT Customer Services (68), P.O. Box 1008, Iowa City, IA 52243-1008, 319/337-1429.

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    ER.E11-3.1.1

  • iii

    Note

    QualityCore instructional units illustrate how the rigorous, empirically

    researched course objectives can be incorporated into the classroom. For more

    information about how the instructional units fit into the QualityCore program,

    please see the Educators Guide included with the other QualityCore

    materials.

    ACT recognizes that, as you determine how best to serve your students,

    you will take into consideration your teaching style as well as the academic

    needs of your students; the standards and policies set by your state, district,

    and school; and the curricular materials and resources that are available to you.

  • v

    C o n t e n t s

    Unit 3 Searching for Everybodys Zora in Zora Neale Hurstons Life and Work

    Purpose ............................................................................................................ vi

    Overview ......................................................................................................... vi

    Time Frame ...................................................................................................... vi

    Prerequisites ...................................................................................................... 1

    Selected Course Objectives .............................................................................. 1

    Research-Based Strategies ................................................................................ 3

    Essential Questions ........................................................................................... 4

    Suggestions for Assessment ............................................................................. 4

    Preassessment ............................................................................................. 4

    Embedded Assessments ............................................................................. 4

    Unit Assessment ......................................................................................... 5

    Unit Description ............................................................................................... 5

    Introduction ................................................................................................ 5

    Suggested Teaching Strategies/Procedures ................................................ 7

    Enhancing Student Learning

    Selected Course Objectives ...................................................................... 37

    Unit Extension .......................................................................................... 37

    Reteaching ................................................................................................ 38

    Bibliography ................................................................................................... 39

    Appendix A: Record Keeping ..................................................................... A-1

    Appendix B: Days 13.................................................................................. B-1

    Appendix C: Day 4 ....................................................................................... C-1

    Appendix D: Days 511 .............................................................................. D-1

    Appendix E: Day 12 ..................................................................................... E-1

    Appendix F: Day 13...................................................................................... F-1

    Appendix G: Day 14 .................................................................................... G-1

    Appendix H: Day 16 .................................................................................... H-1

    Appendix I: Day 19 ....................................................................................... I-1

    Appendix J: Day 21 ....................................................................................... J-1

    Appendix K: Secondary Course Objectives ................................................ K-1

    Appendix L: Course Objectives Measured by Assessments......................... L-1

  • vi

    P u r p o s e , O v e r v i e w , T i m e F r a m e

    Purpose

    Students will refine their understanding of literary devices that enable

    them to comprehend, interpret, and draw conclusions about the work of Zora

    Neale Hurston. They will learn the importance of a novels themes in deter-

    mining its relevance over time and place. Finally, students will synthesize their

    reading and research to show their understanding of Hurston and her writing.

    Studying Hurstons life and writing provides students with a model of how

    one author explored her identity and expressed ideas that others may learn

    from and enjoy.

    Overview

    Zora Neale Hurston is considered by some critics to be the most successful

    and significant African American woman writer of the first half of the twenti-

    eth century. Having grown up in Eatonville, Florida, a community which is

    thought to have been the first incorporated African American township in the

    United States, Hurston was surrounded by a culture that nurtured her and

    modeled African American achievement. She became a part of the literary re-

    naissance in Harlem in the 1920s and in 1928 graduated from Barnard College

    where she pursued her interest in anthropology as well as writing. The zenith

    of her writing career came in the 1930s and 1940s with the publication of her

    novel Their Eyes Were Watching God. For various political and cultural rea-

    sons, her work slid into obscurity until the 1970s, when interest in it was

    revived.

    Unit 3, Searching for Everybodys Zora in Zora Neale Hurstons Life

    and Work, will require students to participate actively in class as well as to

    read and work on projects and papers outside of class. Students will learn

    about Hurstons life, the influence of the Harlem Renaissance on her writing,

    and the reactions of other authors to her work. They will conduct research to

    answer questions about Hurston and her writing and present their information

    to the rest of the class. As part of a culminating activity they will write a short

    essay based on their reading, research, and class notes. Before reading the nov-

    el Their Eyes Were Watching God, they will read the essay How It Feels To

    Be Colored Me and a short story Sweat, both by Hurston. In addition, stu-

    dents will read Looking for Zora, an essay by Alice Walker, an African

    American writer who was inspired by Hurston and who was largely responsi-

    ble for the renewed interest in Hurstons work. Students will participate in

    small group and whole class activities and discussions. As they read and dis-

    cuss, they will take two-column notes. They will dramatize scenes of

    Hurstons work by improvisation. At the conclusion of the unit, they will pre-

    sent to the class a project based on events in Their Eyes Were Watching God.

    The project will allow students to pursue their own areas of interest and talent.

    For example, students may choose to write a song, adapt all or parts of the

    novel to a play format, or use their artistic abilities to draw, sculpt, or build

    representations of aspects of the novel. As an extension, they may read and

    discuss Between Laughter and Tears, a review of Their Eyes Were Watching

    God, written by Richard Wright, the twentieth century African American au-

    thor of Black Boy and Native Son who criticized Hurstons portrayal of Negro

    life.

    Time Frame

    This unit requires approximately twenty-five 4550 minute class periods.

  • 1

    UNIT 3 SEARCHING FOR EVERYBODYS ZORA IN ZORA NEALE HURSTONS LIFE AND WORK Prerequisites

    Experience writing interpretive questions about literature and

    discussing possible answers

    Experience taking notes and annotating a text

    Familiarity with a stylebook such as the MLA Handbook for

    Writers of Research Papers

    Ability to compose a simple thesis statement

    Ability to state the theme of a piece of writing and determine its

    relevance over time and place

    Mastery of literary elements in the writers craft (i.e., diction,

    detail, figurative language, imagery, irony, symbolism) and the

    ability to discuss these elements

    Selected Course Objectives The primary objectives, which represent the central focus of this unit, are

    listed below and highlight skills useful not only in English 11, but in other

    disciplines as well. Secondary objectives are listed in Appendix K.

    A.2. Reading Strategies a. Apply strategies before, during, and after reading to increas