Activity Overview
Janie undergoes an evolution as she journeys through different places and marriages, learning important lessons about life along the way. Use the activity for Character Evolution with your students to help them keep track of how Janie evolves throughout the course of the novel.
Exposition
Janie’s Traits: 16 years old; long beautiful hair; young and a dreamer
Explanation: After sitting under a pear tree, Janie decides that she wants to find a love that is effortless and beautiful; her soul is searching for it. She allows a young boy named Johnny Taylor to kiss her. Nanny sees.
Conflict/Rising Action
Janie’s Traits: Early 20s; works in Eatonville General Store; keeps her hair tied up in a head-rag; dresses in fancy clothes; miserable
Explanation: After Janie is married off to Logan and learns that marriage does not equal love, she runs off with Joe Starks. Joe intends to keep Janie as a trophy wife and is very jealous of other men looking at her. He isolates her and forces her to hide her hair.
Climax
Janie’s Traits: Late 30s; wears overalls; hangs on Tea Cake's every word; works beside him in the bean fields
Janie’s Traits: After Joe's death, Janie finds true love with Tea Cake. He makes her happy, and she feels like she is finally in a true, effortless partnership.
Falling Action
Janie’s Traits: Late 30s; depressed and devastated
Explanation: Janie had to kill Tea Cake because rabies took over his mind. He flew into a jealous rage and tried to shoot Janie. Luckily, she had rigged his gun in case he tried to shoot her; she kills him with a rifle and is put on trial. She is acquitted.
Resolution
Janie’s Traits: Early 40s; still beautiful; wears overalls; quiet; proud
Explanation: Janie returns to Eatonville to the stares and envious gossip of the town women. She realizes that she finally found the love she had always wanted, and her soul feels at peace. She doesn't acknowledge the other women's gossip because she is now beyond all of that.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that shows the evolution of Janie throughout the course of Their Eyes Were Watching God.
- Use the Character Evolution Template to get started.
- Break the story down into Exposition, Conflict/Rising Action, Climax, Falling Action, and Resolution. What traits does Janie have?
- Illustrate one or more of the traits for each stage of the story.
- Identify major events in each part of the story that affected Janie.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 27 Points | Beginning 22 Points | Try Again 17 Points | |
|---|---|---|---|---|
| Character Evolution Traits and Analysis | The character traits and evolution are identified correctly at each of the five plot points. The analysis of the traits at each plot point clearly shows the link between the events that happen in the story and their impact on the character. The analysis reveals insight and understanding of the character's journey and the work as a whole. | Most of the character traits and evolution are identified correctly at each of the five plot points. The analysis of the traits at each plot point shows the link between the events that happen in the story and their impact on the character, although some of the analyses might be unclear or inaccurate. The analysis reveals understanding of the character's journey and the work as a whole. | Some of the character traits and evolution are identified correctly at each of the five plot points. The analysis of the traits at each plot point attempts to establish a link between the events that happen in the story and their impact on the character, but some of the analyses may be inaccurate, unclear, or minimal. There is an attempt to reveal insight and understanding of the character's journey and the work as a whole. | Most of the character traits and evolution are identified incorrectly, are missing, or are too limited to score. There is minimal or no analysis to establish a link between the events that happen in the story and their impact on the character, and there may be no attempt to reveal insight and understanding of the character's journey and the work as a whole. |
| Artistic Depictions | The art chosen to depict the scenes are historically appropriate to the work of literature. It is evident that the student spent a lot of time, creativity, and effort into carefully crafting each artistic depiction. | The art chosen to depict the scenes should be historically appropriate, but there may be some liberties taken that distract from the assignment. It is evident that the student stayed on task and put time and effort into crafting each artistic depiction. | Most of the art chosen to depict the scenes are historically appropriate, but there are serious deviations that cause confusion or inaccuracies. The student may not have paid much attention to detail in crafting each depiction, and there may be evidence of rushing or limited effort. | Most of the art chosen to depict the scenes are historically inappropriate, missing, or too limited to score. It is evident that the student did not put a lot of time, effort, and creativity into crafting each artistic depiction. |
| English Conventions | Ideas are organized. Displays control of grammar, usage, and mechanics. Shows careful proofreading. | Ideas and quotes are organized. Contains few errors in grammar, usage and mechanics. Shows some proofreading. | Ideas and quotes are organized. Contains errors in grammar, usage and mechanics which interfere with communication. Shows a lack of proofreading. | Contains too many errors in grammar, usage and mechanics; (and/or) errors seriously interfere with communication. Shows a lack of proofreading. |
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