Friday, November 11, 2016

OMM/ Ibis


Tuesday:
Tuesday: Begin class with student-oriented discussion starters.
Journal: 
Quotation analysis: 
Hurst wrote, "I did not know then that pride is a wonderful, terrible thing, a seed that bears two vines, life and death."  

 How do both authors (Hurst and Steinbeck) use this quote to springboard his concept of "pride" throughout the story?  (If you look closely, you will see that the authors refers to pride several times in each of their works (Hurst directly and Steinbeck indirectly).  
**To answer this question, you must locate the original quote listed above.  Next, find several references of "Pride" in both stories.  Why does the authors continuously refer to pride throughout their stories?  What does pride mean to the authors/ the characters?

Explain the quote using examples from the stories.  Both stories have many similarities.

(You may write in first or third person.  If you use first person, you will be writing from the narrator's point of view.....You can be the narrator of this journal)

Monday: Pop Quiz on Reading
Monday/ Tuesday- continue to review OMM up to page 39
-Discuss Ibis Journal and make comparative analysis to George

Wednesday- Review OMM up to page 82

Thursday: Continue to analyze OMM and written work

Friday- OMM end of book.




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Wednesday, November 09, 2016

Practice / Ibis 


Part I



Today, we will also complete a Pre-Test in Study Island








Part II



Bell Ringer: 







Before you begin reading the short story "The Scarlet Ibis", let's see if you can        unlock the "mystery" and find the "meaning" in the following poem: 




1.  Read the poem carefully. 
2.  Write the specific clues that will aid in identifying the symbol. 
3.  Identify the symbol. 
4.  Provide a brief explanation or justification for your choice. 
5.  Submit your analysis to your teacher. 




 "First Lesson" by Philip Booth

Lie back, daughter, let your head 
be tipped back in the cup of my hand. 
Gently, and I will hold you.  Spread  
your arms wide, lie out on the stream 
and look high at the gulls.  A dead- 
man's - float is face down.  You will dive 
and swim soon enough where this tidewater 
ebbs to the sea.  Daughter, believe 
me, when you tire on the long thrash  
to your island, lie up, and survive. 
As you float now, where I held you 
and let go, remember when fear 
cramps your heart what I told you: 
Lie gently and wide to the light-year 
stars, lie back, and the sea will hold you.



 
Answer the following questions on your paper:

1.  The father is giving his daughter advice about floating.  This first swim 
lesson dealing with floating also has a symbolic meaning.  Not only is the 
father giving his daughter advice about floating, but he is also giving his 
daughter advice about ____________________. 

2.   



What is a Scarlet Ibis?




You'll be reading a story about a scarlet ibis, and you 
have probably guessed that it will involve some symbolism.  Wouldn't 
you agree that it would help to understand the story if you knew what a 
scarlet ibis was?  

The following site has a picture of the scarlet ibis.  

Click the link below to see a scarlet ibis.

Photograph of the scarlet ibis (Click)

What's so special about the scarlet ibis?  Click on this site and be ready to 
answer some questions. 

The Scarlet Ibis - INFO SITE ONE




The Scarlet Ibis - INFO SITE TWO



Record your answers to the following questions on your worksheet: 




1)  What is a scarlet ibis?  Describe in detail -




     A.  Provide a physical description




     B.  List any significant character traits




2)  Describe the environment in which the scarlet ibis lives.  
3)  How is environment important to the bird's survival?












Provide a brief explanation for your choice.









1. Review the following litereary terms:



 




LITERARY TERMS




Foreshadowing            symbol           theme          point of view




Dynamic character       climax            conflict           mood




Allusion                     simile             metaphor
















2. Vocab to Review:





VOCABULARY WORDS:



Caul           Nettles



Invalid        Vermilion







Imminent        Heresy



Infallibility   Careen

              Precariously    Evanescence











R11.B.1: Understand components within and between texts.



1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.







Understand fiction appropriate to grade level.









R11.A.2: Understand nonfiction appropriate to grade level.



-Analyze inferences and draw conclusions based on text



-Analyze the effectiveness of figurative language
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Monday, November 07, 2016

Monday, 11/7/16
1. We will submit our Web Quests for grading to www.turnitin.com

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 there will be a vocab quiz on Friday

5. Begin reading Of Mice and Men

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.
George -  A small, wiry, quick-witted man who travels with, and cares for, Lennie. Although he frequently speaks of how much better his life would be without his caretaking responsibilities, George is obviously devoted to Lennie. George’s behavior is motivated by the desire to protect Lennie and, eventually, deliver them both to the farm of their dreams. Though George is the source of the often-told story of life on their future farm, it is Lennie’s childlike faith that enables George to actually believe his account of their future. Read an in-depth analysis of George.
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.

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Tuesday, November 01, 2016

Of Mice and Men Webquest

Looking Ahead:
Vocab 4 is due on Friday with sentences.  Be sure to underline words and context clues.
*451 Plot Structure sheet- please have it available in your binder

Click Below for Thursday's Lesson:
Lesson for Thursday, 11/6/16

 Web Quest- Due on Monday, 11/7/16

 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:







Posted by at

Of Mice and Men Webquest

Looking Ahead:
Vocab 4 is due on Friday with sentences.  Be sure to underline words and context clues.

 Web Quest- Due on Monday, 11/7/16

 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:







Posted by at

Of Mice and Men Webquest

Looking Ahead:
Vocab 4 is due on Friday with sentences.  Be sure to underline words and context clues.

 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:







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"Metaphor" and "The Wind Tapped"

Goal: Students will analyze poetry
Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry:  sonnet, haiku


Terms: Figurative language, simile, metaphor, personification


Students will read two poems that contain imagery, metaphoric comparisons, 

I. Bell Ringer; 1. Students will take a blank sheet of paper.
2. Since it is a new year,, students will indicate an aspect of their life that they would like to change or start over with the new year.
3. They will have 5 minutes to write, draw and declare on their blank sheet of paper.
4. As a class, we will discuss their outlooks for the new year.

II. Students will be introduced to Eve Merriam
-1916-1992 from NYC
-She was a poet, biographer, radio writer, fashion-magazine editor and teacher
- She said, "Poetry is the most immediate and richest form of communication."

III. Students will read the poem "Metaphor" by Eve Merriam
(Pg 668 in their text; page 5 in the packet)

1. Students will discuss imagery, personification and the overall metaphor discussed in the poem

IV. Students will read a selection by another author who is famous for her use of imagery: Emily Dickinson
Emily Dickinson
-Regarded as one of America's greatest poets 
(1830- 1886) Amherst, Massachusetts
-As a young girl she was sociable,  However, as she got older she became withdrawn and avoided all contact with strangers
-Recluse - lived with her family, rarely left her home, never married
-wrote 1,775 poems - only 7 were published during her lifetime.

1. Discuss the following scene:  Imagine being home alone at night and it is very windy.  What do you hear?  What do you imagine?
- Students will read the poem (Pg 669 in text and pg 8 in the packet)
-Students will discuss imagery, personification and similies used in the poem

V. Compare and contrast the attitudes of the two authors


11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
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To Satch and One Perfect Rose

"One Perfect Rose" and "To Satch"

I. Poetry Terms Pop Quiz



II. Goal: Students will analyze poetry
I. Brief intro to the author's of both poems
Dorothy Parker
(1893-1967)
-Grew up in NYC
-Fashion writer, drama critic and author.
-Published volumes of short stories and poems
-Sarcastic attitude  For example, when she was told that President Calvin Coolidge, known for his poker face and rigid manner, had died, she replied, "How can they tell?"
Questions:
1. What event is being described in the first line of "OPR"?
2. What would the speaker prefer to one perfect rose?
3. What attitude does the speaker have toward the perfect rose in the first two stanzas?
4. What is the irony of the poem?
5.What is the rhyme scheme of the first stanza?
6. What sarcastic message is the author sending?



Samuel Allen
(1917- present)
-Born in Columbus, Ohio
-Law degree from Harvard University
-Eventually concentrated in writing and became a college professor of African Literature

-His poem, "To Satch" is about Satchell Paige, Legendary black baseball pitcher -1948
-He had one of the longest professional baseball careers in history.
 -
Leroy Robert "Satchel" Paige (July 7, 1906 – June 8, 1982) was an American Major League Baseball (MLB) pitcher who became a legend in his own lifetime by being known as perhaps the best pitcher in baseball history, by his longevity in the game, and by attracting record crowds wherever he pitched.
Paige was a right-handed pitcher, and at age 42 in 1948, he was the oldest major league rookie while playing for the Cleveland Indians.
 -Played in the Major Leagues until 1966.  He played in the World Series in 1948
Questions:
1. How does the speaker say he feels?
2. What does the speaker say he will do?
3. The poem presents a picture in words to help convey tone.  What are the three sections in the poem that contain verbal imagery?
4. What is the speaker's tone?
5. Write out the line of one  hyperbole
6. Write out a line that contains alliteration
7. Satchel Paige once said, "How old would you be if you didn't know how old you are?"  How does this quote relate to the poem?  Explain the quote

Quiz

After the quiz, students will write a journal:

Pick one of the poems from our packet, and discuss how you or your life relates to it.  Use specific examples from your life and the poem.
Turn your journal into www.turnitin.com

1 page minimum

11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony

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Monday, October 31, 2016

Essay Format

Monday, 10/31 -Happy Halloween
Today we are going to review the requirements for your essay.

In your essay, you were supposed to prove your thesis.
1. Does your thesis provide a subject that can be proven?
2. Do your blueprints support your thesis?
3. Body paragraphs:  Does each begin with a transitional phrase and topic sentence
4. Are they ordered like your blueprint?
5. Do you provide specific support and contextual evidence in your body paragraphs?  Do not just summarize and assume?
6. Conclusion paragraph



Structure:

MLA Format
https://owl.english.purdue.edu/owl/resource/747/13/

Essay Checklist
1. MLA Format
2. In-text citations
-Did you place quotation marks around direct quotes?
-Did you cite paraphrased material?
-In-text citation (Bradbury 150).
--(292)
3. Works Cited page
4. Peer edits?
5. Grammarly?
6. turnitin.com?

These essays must be resubmitted to www.turnitin.com
midnight tomorrow night: 11/1/16.

Essays submitted after the due date will receive a large deduction.
We will no longer be working on these essays in class.

Any questions, just ask!

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