Reflection: Complex Tasks Their Eyes Were Watching God, a Feminist Novel - Section 3: Application

 

I originally planned to take some time to ask students to share what they had written in their chart so far. This was going to take place between the work they did in small groups to select the second example for the chart and the work they were to do individually to select the third example. I expected this to turn into a whole class discussion about what makes Their Eyes Were Watching God a feminist novel. However, they had a much harder time than anticipated so I had to address the difficulties they encountered. I decided they needed immediate feedback so I gave each student feedback on their paper and I plan on giving them time tomorrow to edit what they wrote, following my feedback.

Here is a sample of a student applying feminism to novel. It has some initial feedback that is representative of the comments I made in many of their papers. Most ignored my instruction to write at least two sentences of analysis per quote so I made that note. I wrote “good” next to analysis I feel worked. I wrote a check if the concept and quote matched, meaning that the quote did support the concept identified. I also wrote, “just repeats” next to a sentence that basically paraphrased part of the quote. This is a typical problem. Students often default to paraphrasing or summary when they are not sure how to analyze the author’s language.  The line I drew next to the bullet points is there because this student had made a list of fragments. This is a thing I wanted to briefly speak to the student about individually so I marked it to prompt him to ask me the next day.

  Complex Tasks: Difficult Task
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Their Eyes Were Watching God, a Feminist Novel

Unit 1: Reading Their Eyes Were Watching God
Lesson 8 of 12

Objective: SWBAT analyze central ideas in an early-twentieth-century foundational work of American literature, Their Eyes Were Watching God, by collaborating and creating a graphic organizer. SWBAT present ideas discussed and support these with textual evidence.

Big Idea: Taking a bird’s eye view of a text to further understand its everlasting power in American literature.

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