Their Eyes Were Watching God Standards
These are the standards and I CAN statements we’ll be working on through this unit. Remember to look
back at the I CAN statements that we are doing through all three novel units. They are on the “Why did
we start with Dr. Seuss” handout.
Explain ways in which an author develops a point of view and style (e.g., figurative language,
sentence structure, and tone) and cite specific examples from the text. (LT11)
o Define the different types of point of view (1st person, omniscient, 3rd person)
o Define style and understand its components
o Define figurative language
o Define diction
o Define syntax
o Define sentence structure
o Define tone
o Take a piece of text and determine the writer’s style by his or her use of figurative
language, diction, point of view, syntax, sentence structure and tone.
o Find examples in the text to back up my definition of the writer’s style.
Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques
including repetition of ideas, syntax, and word choice that authors use to accomplish their purpose and
reach their intended audience. (IT1)
o Identify the type of organizational pattern used in a text
o Explain how the author repeats ideas, words, and sentence structures to share ideas with a
Infer the literal and figurative meaning of words and phrases and discuss the function of figurative
language including metaphors, similes, idioms, and puns. (V3)
o Explain the difference between literal and figurative meanings
o Discuss how and why an author uses figurative language
o Identify a specific metaphor and explain the author’s meaning
o Identify a specific simile and explain the author’s meaning
o Identify a specific idiom and explain the author’s meaning
o Identify a specific pun and explain the author’s meaning
o Identify specific personification and explain the author’s meaning
o Identity a specific hyperbole and explain the author’s meaning
Identify and explain an author’s use of direct and indirect characterization and ways in which characters
reveal traits about themselves including dialect, dramatic monologues, and soliloquies. (LT1)
o Find and explain examples of direct characterization
o Find and explain examples of indirect characterization
o Define dialect
o Explain how dialect reveals traits about a character
Analyze the author’s use of point of view, mood and tone. (LT8)
o Define point of view, mood and tone
o Explain the reasons for an author’s choices in point of view, mood, and tone
Critique the treatment, scope, and organization of ideas from multiple sources on the same topic. (IT2)
o Define treatment
o Define scope
o Determine how multiple texts on one topic are organized (spatial, chronological, cause and effect, etc.)
o Read several texts and determine if the authors’ scope of the topic is appropriate
o Read several texts and determine if the authors’ treatment of the topic is appropriate
Write informational essays or reports, including research, that: (WA10.4)
a. pose relevant and tightly drawn questions that engage the reader.
b. provide a clear and accurate perspective on the subject.
c. create an organizing structure appropriate to the purpose, audience and context.
d. support the main ideas with facts, details, examples and explanations from sources; and
e. document sources and include bibliographies.
o Create open-ended questions for research on a focused topic
o Select a variety of appropriate and valid sources to find information about the topic
o Compile information to create a well-organized and coherent structure
o Identify and correctly cite significant and effective quotations to support my position
o Create a properly formatted bibliography (works cited page) for my research sources
o Revise for content, organization, sentence structure, word choice, and voice.
o Edit to improve conventions.
o Prepare for presentation to the audience.
Deliver informational presentations (e.g., expository, research) that: (CO10.8)
a. demonstrate an understanding of the topic and present events or ideas in a logical sequence;
b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics,
stories and anecdotes;
c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect,
d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance
e. draw from multiple sources, including both primary and secondary sources, and identify sources used.
- Compose open-ended questions for research, assigned or personal interest, and modify questions as
necessary during inquiry and investigation to narrow the focus or extend the investigation. (RE10.1)
- Identify appropriate sources and gather relevant information from multiple sources (e.g., school library
catalogs, online databases, electronic resources and Internet-based resources). (RE10.2)
- Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity
(e.g., authority, accuracy, objectivity, publication date and coverage, etc.). (RE10.3)
- Evaluate and systematically organize important information, and select appropriate sources to support
central ideas, concepts and themes. (RE10.4)
- Integrate quotations and citations into written text to maintain a flow of ideas. (RE10.5)
- Use style guides to produce oral and written reports that give proper credit for sources, and include an
acceptable format for source acknowledgement. (RE10.6)
- Use a variety of communication techniques, including oral, visual, written or multimedia reports, to
present information that supports a clear position about the topic or research question and to maintain an
appropriate balance between researched information and original ideas. (RE10.7)