Tuesday, November 28, 2017

OMM Overview


John Steinbeck:

Born on February 27, 1902, in Salinas, California, John Steinbeck dropped out of college and worked as a manual laborer before achieving success as a writer. His 1939 novel, The Grapes of Wrath, about the migration of a family from the Oklahoma Dust Bowl to California, won a Pulitzer Prize and a National Book Award. Steinbeck served as a war correspondent during World War II, and was awarded the Nobel Prize for Literature in 1962. He died in New York City in 1968.


OMM Due Date and Character List

Review Web Quests

1. Web Quests needed to be turned in on 11/22

2. We will review the Web Quests to establish a background for the novel Of Mice and Men

3. Remind students to have all of their plot structures completed for the marking period

4. Remind students that Vocab 6 is due on Thursday, 11/30

5. Begin reading Of Mice and Men

6. Make a folder in your Integrated One Drive and turn in Key Points Worksheets as we go along
Key Points Worksheet

7. Turn in Key Points Worksheet for ch 1 and 2
8. Read up to page 55 for Friday, 12/1
9. Vocab 6 test Monday, 112/4

10. Complete chapters 3 and 4 for Tuesday, 12/5 (Page 91)
11. Finish the book for Thursday (Page 118) 12/7
12. Make sure all Key Point Worksheets are completed by 12/7
13. OMM test Monday, 12/11

The Characters

Lennie -  A large, lumbering, childlike migrant worker. Due to his mild mental disability, Lennie completely depends upon George, his friend and traveling companion, for guidance and protection. The two men share a vision of a farm that they will own together, a vision that Lennie believes in wholeheartedly. Gentle and kind, Lennie nevertheless does not understand his own strength. His love of petting soft things, such as small animals, dresses, and people’s hair, leads to disaster. Read an in-depth analysis of Lennie.
Candy -  An aging ranch handyman, Candy lost his hand in an accident and worries about his future on the ranch. Fearing that his age is making him useless, he seizes on George’s description of the farm he and Lennie will have, offering his life’s savings if he can join George and Lennie in owning the land. The fate of Candy’s ancient dog, which Carlson shoots in the back of the head in an alleged act of mercy, foreshadows the manner of Lennie’s death. Read an in-depth analysis of Candy.
Curley’s wife -  The only female character in the story, Curley’s wife is never given a name and is only mentioned in reference to her husband. The men on the farm refer to her as a “tramp,” a “tart,” and a “looloo.” Dressed in fancy, feathered red shoes, she represents the temptation of female sexuality in a male-dominated world. Steinbeck depicts Curley’s wife not as a villain, but rather as a victim. Like the ranch-hands, she is desperately lonely and has broken dreams of a better life. Read an in-depth analysis of Curley’s wife.
Crooks -  Crooks, the black stable-hand, gets his name from his crooked back. Proud, bitter, and caustically funny, he is isolated from the other men because of the color of his skin. Despite himself, Crooks becomes fond of Lennie, and though he derisively claims to have seen countless men following empty dreams of buying their own land, he asks Lennie if he can go with them and hoe in the garden. Read an in-depth analysis of Crooks.
Curley -  The boss’s son, Curley wears high-heeled boots to distinguish himself from the field hands. Rumored to be a champion prizefighter, he is a confrontational, mean-spirited, and aggressive young man who seeks to compensate for his small stature by picking fights with larger men. Recently married, Curley is plagued with jealous suspicions and is extremely possessive of his flirtatious young wife. Read an in-depth analysis of Curley.
Slim -  A highly skilled mule driver and the acknowledged “prince” of the ranch, Slim is the only character who seems to be at peace with himself. The other characters often look to Slim for advice. For instance, only after Slim agrees that Candy should put his decrepit dog out of its misery does the old man agree to let Carlson shoot it. A quiet, insightful man, Slim alone understands the nature of the bond between George and Lennie, and comforts George at the book’s tragic ending.
Carlson -  A ranch-hand, Carlson complains bitterly about Candy’s old, smelly dog. He convinces Candy to put the dog out of its misery. When Candy finally agrees, Carlson promises to execute the task without causing the animal any suffering. Later, George uses Carlson’s gun to shoot Lennie.
The Boss -  The stocky, well-dressed man in charge of the ranch, and Curley’s father. He is never named and appears only once, but seems to be a fair-minded man. Candy happily reports that the boss once delivered a gallon of whiskey to the ranch-hands on Christmas Day.
Aunt Clara  -  Lennie’s aunt, who cared for him until her death, does not actually appear in the work except at the end, as a vision chastising Lennie for causing trouble for George. By all accounts, she was a kind, patient woman who took good care of Lennie and gave him plenty of mice to pet.
Whit -  A ranch-hand.

Saturday, November 25, 2017

Key Points Worksheet

Key Points Worksheet:
Pages Reviewed: ____________________________
FOR ALL QUESTIONS BELOW: PLEASE LIST THE PAGES AFTER EACH ANSWER TO INDICATE WHERE INFO WAS DISCOVERED

QUESTION 1:
 Analyze 2-3 of the most influential characters who appear in these chapters.  (Include brief description of their actions/ purpose on these pages.  Using the elements of characterization, describe their purpose and influence in these chapters)

I HAVE LISTED THE ELEMENTS OF CHARACTERIZATION TO BE USED WITH QUESTION 1:
**Characterization is the method(s) used by an author to develop a character in a story.
A. What a character says
B. The characters actions
C. The characters thoughts
D. What others say/ think/ conclude about the character
E. How the character looks/ appearance

DIRECTIONS FOR QUESTION 1:
**Write a paragraph or two about each character.  
1. Begin with a topic sentence 
2. select evidence to support your main conclusion about each character. 
3/ USE TEXTUAL EVIDENCE
4. SUPPORT THE TEXTUAL EVIDENCE, EMBED
5. The paragraph should be composed of your own thoughts.  
6. A QUOTE TO DESCRIBE EACH CHARACTER (TEXTUAL EVIDENCE)  should not be the main component of the paragraph.  
7. YOUR WRITING SHOULD SUPPORT THE QUOTE AND GIVE IT PURPOSE- EMBED
.  (A paragraph is min. 7 compete sentences)

You should include textual evidence in your answer.  **See Below

       QUESTION 2.
List the key “events/ actions” in these chapters.


     QUESTION  3. YOU WILL LIST SEVERAL CONFLIFTS BECAUSE SEVERAL CONFLICTS OCCUR IN EACH CHAPTER
Explain the main  conflicts that occurs  (man vs man;  man vs nature; man vs supernatural; man vs society; man vs technology; man vs self, etc.).  These will be conflicts that develop the plot of the story.

qQUESTION4:4    
4.List 1-2 examples of  the following; irony, foreshadowing, plot structure ( FOR PLOT STURCUTRE, YOU WILL FOCUS ON THE AREA OF THE PLOTSTRUCTURE, EX: CH 1-EXPOSITION AND INCITING INCIDENT Exposition [ inciting incident], Rising Action, Climax, Falling Action, Conclusion/ Denouement), characterization,  AND AUTHOR'S PURPOSE FOR EACH CHAPTER 
QUESTION 5    
 5.  Indicate two passages or quotes to be discussed.  You should write out  and cite the passage:  EX  “Education is experience, and the essence of experience is self-reliance” (White 46).

a.        Use MLA Format.   Ex: “Education is experience, and the essence of experience is self-reliance” (White 46).

b.    Explain why you selected the passage/ quote.—relevance to the story.


____________________________________________________________________

**EXPLANATION  OF  TEXTUAL EVIDENCE:

**You must use textual evidence in your answers for Question 1.

For Question 1, You will select 2-3 most influential characters in these chapters.  You will use the elements of characterization to analyze them. You should use and cite a direct quote in your answer.
-YOU MAY USE THE CHARACTERS IN EVERY CHAPTER, BUT YOUR CHARACTERIZATION PARAGRAPH WILL BE DIFFERENT BECAUSE THE CHARACTERS GROW IN EACH CHAPTER

-The purpose of this question is to help you grow in the area of literary/ character analysis. 
The purpose of textual analysis is to describe the content, structure, and functions of messages within a text. 






Friday, November 17, 2017

Of Mice and Men Webquest

Web Quest

Introduction

You are about to embark on a journey of understanding of what it was like to be a migrant worker in the Salinas Valley of California during the 1930's, during the Great Depression. John Steinbeck wrote OF MICE AND MEN as a vehicle to express his social conscience about the period. OF MICE AND MEN is a novel about poverty and dreams, friendship and loneliness, and despair and hope. Through the memorable characters of George and Lennie, Steinbeck paints a portrait of enduring friendship that you won't soon forget. In order to help you to understand the context of the novel and how it still resonates today, you are about to embark on a Web Quest that will lay the ground work for a deeper understanding of this simple, yet profound story.




The Quest

What are the background issues that led to Steinbeck's writing of this novella about profound friendship and social issues?




The Process and Resources

In this Web Quest you will be working and exploring web pages to answer questions in your designated section.  Because these are real WebPages we're tapping into, not things made just for schools, the reading level might challenge you. Just focus on your section, answering the questions in it to the best of your ability. 

Phase 1 - Background: Something for Everyone

Steinbeck was influenced by a variety of geographical, human, and social issues to write Of Mice and Men. Your job will be to explore some of these issues.

Phase 2 - Looking Deeper from Different Perspectives

Use the Internet information linked below to answer these questions specifically related to Geographers: 

Below is a link that contains information for all sections of this webquest:

Section 1: Salinas Valley, California

1. What are the geographical features of the Salinas Valley in California?

2. What kinds of jobs are available here?



3. What is the Salinas Valley known as?

4. List several facts about the Salinas Valley:  Include those from the Depression Era


5. Why do you think he chose this place as the setting of his novel?  Explain.



6. What is Steinbeck's connection to Salinas Valley?










Section 2: The Great Depression

1. What were the main features of the Great Depression? (List and describe the most important facts)
(Ex: What was event that occurred?, How did this impact employment?  What were food riots and how did they impact society?  What was the government's solution?)

2. What were some of the causes of the Great Depression?

Links for sections 2 and 3:



Section 3: The Dust Bowl

1. What was The Dust Bowl?
2. How did the Dust Bowl / Great Depression effect California
3. List facts about California during the Great Depression
4. How did the Dust Bowl impact American society?


Section 4: Migrant Workers

1. Who were migrant workers?
2. How did the Great Depression effect the migrant worker?
3. What were the struggles that the migrant workers faced?
4. What is a swamper?

Section 4 links:


Section 5: Women in the 1930's
1. How are the working roles of women different from the 1930's to the 200'0s?
2. How were women treated during the 1930's?
3. What was the role of women during this time period?  (Jobs, roles at home, roles in society? liberties/ freedoms?)


Paste this in URL
http://ic.galegroup.com/ic/uhic/ReferenceDetailsPage/ReferenceDetailsWindow?query=&prodId=UHIC&displayGroupName=Reference&limiter=&disableHighlighting=true&displayGroups=&sortBy=&zid=&search_within_results=&action=2&catId=&activityType=&documentId=GALE%7CCX3468301237&source=Bookmark&u=sand55832&jsid=ff1c546a17b62d2d1ce4007351b97724

Section 6: Intellectual Disabilities
1. What is Intellectual Disability?
2. Reviewing the links on the Great Depression/ Dust Bowl, how were people with such disabilities different in 1930 as compared to modern day?

Links:
Also read the links on the Great Depression/ Dust Bowl located above

Section 7: John Steinbeck
1. Who was John Steinbeck
2. Provide a brief history (Key points from his life as an author)
3. Discuss the content of his writing
4. Provide examples of his works
5. How did he portray the Great Depression Era?
6. How was he recognized for his works?

Links:

Monday, November 06, 2017

451 Project

In groups of 3 students will complete the Literary Analysis Project.

Your group will complete the project using Sway or PowerPoint

This is a graded project and each member must show their contributions.  You must keep your rough drafts, notes and contextual evidence in a document in your One Drive.

Part I:Fahrenheit 451

1. Bradbury's message?
2. How does he use Montag as a "tool"/ "Example" to emphasize many points about man vs society.  Discuss those points
3. Similarities between the book and our current society
4. Write a thesis to depict a point that your group would like to present about the novel/ character.
(Make sure it isn't obvious and it proves a point.  See example below.)
Present your thesis in an "opening" paragraph include blueprints.

**https://sites.google.com/site/editrid11/progression-3-1/essay-3-literary-analysis
Please note the essay on individuality in this project.  
-Use and support of contextual evidence
-Provable thesis
-Organization and transition.

Part II
Contents of a Dead Man's Pockets
Masque of the Red Death
451

Using contextual evidence find similarities and differences of the three selections.  Use all three works:

1. Theme
2.Main Characters - Complete Characterization of each. 
2B. Characters- Tell how each are similar/ different- What is their individual purpose?
3. Influential Characters/ Factors
4. Tone
5. Mood
6. Inciting incident/ final result/ conclusion
7. Similarities and differences within the plots
8. Similar/ dissimilar lessons that the author's are trying to prove
9. Symbolism-Light and dark;  Life vs Death';  Choices
10. Discuss the role of "happiness" in each selection
11. What overall message are the authors trying to send?




https://sites.google.com/site/editrid11/progression-3-1/essay-3-literary-analysis
Please note the essay on individuality in this project. 
-Use and support of contextual evidence
-Provable thesis
-Organization and transition.