Digital Unit Plan Template

Unit Title: Their Eyes Were Watching God Name: Leann Valdivia
Content Area: English Grade Level: 11
CA Content Standard(s)/Common Core Standard(s):

CCSS ELA- Literacy. RL. 11-12.2.

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an objective summary of the text.
CCSS ELA- Literacy. RI. 11-12. 6.
Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to
the power, persuasiveness, or beauty of the text.
CCSS ELA- Literacy. W. 11-12. 4.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 13 above.)
CCSS ELA- Literacy. SL. 11-12. 1.
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 ELA- Literacy. SL. 11-12. 5.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.

Big Ideas/Unit Goals:

Big Ideas/Essential Questions:

1. What are the central themes that can be found throughout the book?
2. How does the authors use of language and style impact the audience?
3. How does the characters actions and decisions affect his/her life?
Unit Goals/Objectives:

- Students will identify and investigate the central themes within the novel.
- Students will analyze symbolism, themes, (literal and figurative) language, dialogue, point of view, and character development.
- Students will discuss their interpretations and connections within class discussions.
- Students will support their claims by citing textual evidence.
- Students will use research to build their knowledge.
- This unit will end with:
1. The Final Paper - Students will be able to demonstrate their understanding through a written essay on any of the essential
questions (theme, language choice/style, or character development) while citing textual evidence.
2. The Final Project Students will be able to compare and contrast the novel and the film adaptation in a written/published movie
review.

Unit Summary:

The purpose of this unit is to explore the different literary elements that are found in the novel, Their Eyes Were Watching God by Zora Neale
Hurston. More specifically, we will investigate three essential questions that specifically address the novels big ideas such as: themes, language
style, and character development. Students will also be able to compare and contrast these literary elements by analyzing the film adaptation and
discover new technology skills throughout the lesson assignments/resources.

Assessment Plan:
Entry-Level: Formative: Summative:

To begin this unit, there will be a Brainstorming
discussion (first in table groups, then as a class) on
the question What literary devices make up a
good book?
Students will activate any prior knowledge
on literary devices that may have had a
I will monitor the students progress through: At the end of this unit, students will complete:
Webercise Notes Online activity, students Novel/Movie Review Students will create a
will write and answer questions that requires review demonstrating their knowledge of both
in depth research into the given URL the novel and the movie adaptation. It must
websites. focus on one of the essential questions and
positive impact on their experience in
reading. Through group and class
discussion, I will be able to gage which
literary devices the class has generally
been exposed to and can build those
connections with the unit novel, Their Eyes Discussions Throughout the reading and
Were Watching God.
Students will build on their prior
knowledge and deepen their
understanding of elements
surrounding the novel.
lessons, frequent (partner, table, and whole
class) conversations will be guided by the
three unit essential questions.
Students will be given the
opportunity to improve their
academic language and draw
connections from working
collaboratively with their peers.
Concept Map Students will organize the
different relationships and connections found
in the novel.
It encourages students to critically
analyze the theme, language style,
character development, and other
important literary devices.
Online Quiz This will assess students on
the general information that we have covered
so far.
Each student will receive a score that
shows me what they understand/do
not understand relating to the novel.
needs to be published via an online format
(personal blog, YouTube, forum, etc.).
Students will create this assignment by
applying the literacy skill of comparing
and contrasting. They will make real
world connections and learn how to
incorporate technology in their
presentations.
Essay Students will write a 3-4 page final
paper that addresses one of the essential
questions (different than the one used in the
Novel/Movie Review project).
Students will present a complete
understanding of the novel within the
topic they choose to write about. They
must cite textual evidence and include a
multimedia reference to support their
connections. A reflection page is
required and must follow the correct
format/guidelines.
Lesson 1 (Teacher Lecture)
Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments):

Students will identify and
investigate the central
themes within the novel.
Students will analyze
symbolism, themes, (literal
and figurative) language,
dialogue, point of view, and
character development.
Students will participate in Students actively participate in the class discussion throughout the lesson.
the class discussions
throughout the PowerPoint Students will make meaningful connections and contributions.
Lecture.
Students will follow along with the lesson using their guided notes.
Students will analyze the
literary elements found in
the novel which relate to
the essential questions.

Students will discuss their Students will fill out the

interpretations and guided notes during the
connections within class lesson.
discussions.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Acceptable Evidence: Lesson Activities:
Objective:
Students will utilize online Students will complete the online activity by researching information about the
Students will support their resources by answering novel.
claims by citing textual questions using the URL
evidence. links to informational Students will answer the questions using the corresponding URL given.
websites relating to the
Students will use research to novel. Students can complete this assignment individually or collaboratively with
build their knowledge. others.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective:
Students will create a Students will individually construct a graphic organizer in a Venn-Diagram
Students will analyze Venn-Diagram that format.
symbolism, themes, (literal demonstrates a balanced The Venn-Diagram will show a distinction between the similarities and
and figurative) language, understanding of differences between the novel and film adaptation.
dialogue, point of view, and similarities and differences Students will be able to compare and contrast these points and cite textual
character development. found within both the evidence to support their placement.
novel and film adaptation. The Venn-Diagram must include: information/connections to at least one of the
Students will support their essential questions (theme, language, or character development), one or more
claims by citing textual citations (page numbers/time stamps), and 4 points from each section
evidence. minimum.
The Venn-Diagram clearly organizes the students connections and prepares
them for the final project (Novel/Movie Review).

Unit Resources:

1. PBS Learning Media - Here you can find numerous video clips that go into greater detail about social factors surrounding the
novel.
2. Study.com - Here you can find a wide range of topics specific to the book that can help you focus on a particular section to study.
3. LitCharts - Here is another study guide resource.
4. University of North Carolina, Pembroke - Here you will find an analysis of some literary terms, symbolism, and themes.
5. Prezi - Here you will find historical context and background information.
6. Gale Student Resources - Here you can read about the major components of the novel (synopsis, characters, significance, etc.).
7. Digital Public Library of America - Here you will find Primary Sources that relate to the text.
8. Quizlet - Here you can refresh your memory and study a few details of the story.
9. Zora Neale Hurston - Here you will find additional information about the author.
10. Youtube - Here you will find the 2005 film adaptation of the novel. Remember, this is a supplemental resource, not a replacement
for reading the novel.
11. Crash Course - Click the link, or the video to view a brief overview of the text.
Useful Websites:

1. Thesaurus: When it's hard to find the right word you are looking for, try looking it up here. This website presents numerous
synonyms and antonyms of words through a simple click of the search bar.
2. Knightcite: Contains fill-in information boxes to help you cite your resources correctly. Although in this class we will be using MLA
format exclusively, this website can also cite APA and Chicago style.
3. Public Libraries: Digitally or in person, libraries give you a huge selection of books, access to computers, and a quiet place to
work. There are many great ways to utilize your local library