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Novels: TheirEyesWereWatchingGod

Their Eyes Were Watching God
Zora Neale Hurston

Reading Strategies

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Annotated Bibliography
Anticipation Guide
BeforeDuringAfter
Biopoem
Concept Analysis
discussion web
K-W-L
listgrouplabel
magicsquare
problematic situations
QAR
Raygors Reading
selective reading
story impression
Think Aloud
Unit Rationale
Unsent Letter
vocab graphic organizer
VSS
wordsquare

Reading Activities

More Information About Their Eyes Were Watching God

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“Double Entry Journal”

Novel of Emphasis: Their Eye Were Watching God by Zora Hurston

State Core requirement: Eleventh Grade Objective 1 (Writing to Learn): Analyze and synthesize ideas and information to refine thinking through writing. c. Consolidate and synthesize connections between texts, between texts and self, and between texts and different world connections.

Tedesco, Priscilla. "Double Entry Journal" San Diego County Office of Education. 7 Feb. 2011 <http://www.sdcoe.k12.ca.us/score/actbank/sdentry.htm>.

Tedesco, Priscilla. "Student Activity 3 for Their Eyes Were Watching God." San Diego County Office of Education. 7 Feb. 2011 <http://www.sdcoe.k12.ca.us/score/eyes/Eyesg3.htm>.

The purpose of this activity is to have students take notice of the thought-provoking ideas that make them stop and ponder. In this activity, students will keep a response journal to capture some of their ideas and give their opinion and interpretation of them. During their reading of the novel, students will note and respond to 15 quotes in a Double Entry Journal that they find especially important. A Double Entry Journal, a piece of paper is divided into two columns: on the left, students record quotations from the novel; and on the right, students record their thoughts about those quotations. A template can be found here. As they read through the novel, students will choose 15 quotes from the novel and write them on the left side of their journals. They could follow a theme such as marriage, the role of women, issues of race, Janie’s growth as a woman, or the folkways of the people. On the other hand, they may write down those quotes that are powerful poetic images, that are surprising, that make them laugh, or that relate to their own experiences. On the right hand side of their journals, students will reflect on the deeper significance of what is being said. The purpose of this exercise is to have students use writing as a medium for thinking. Their journals should reflect a dialogue they are having with themselves. The Journals should reflect: a judgment that demonstrates a comprehensive grasp of the significant ideas of work; support for key ideas and viewpoints through accurate and detailed references to the text; awareness of the author's use of stylistic devices and an appreciation of the effects created; the impact of perceived ambiguities, nuances, and complexities within text.

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Page last modified on February 07, 2011, at 07:09 PM