Thursday, October 25, 2018

OMM Webquest

1. Remind students to work on their plot structures
2. Remind students to study their Short Story terms  (There could be a quiz at any time)
3. Introduce Poetry Terms




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:

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Tuesday, October 23, 2018

The Necklace and Hearts and Hands

BELLRINGER - Keystone Practice 1

 . The Necklace Quiz
2. Character analysis
Literary Analysis
A character is a person, an animal, or even an object that participates in the action and experiences the events of a literary work. Writers communicate what characters are like through characterization:
  • Direct characterization: The writer explains a character.
  • Indirect characterization: The writer gives clues to a character by describing the character’s behavior, words and thoughts, physical appearance, or how others react to the characters
  • 3. A. Students will review strategies for constructing meaning 
  • B. Students will discuss inferences, conclusions, comprehension/ text relationships, comparing and contrasting ideas and recognizing the writer's purpose.\
    C. Essentially, students will realize that they are like detectives when they are reading, and these tools will help them find the essential clues needed for analysis and comprehension.

  • B.
  • Students will review "The Necklace" on page 536  of their text. 
    2. Students will be introduced to IRONY and SURPRISE endings
    3. Students will make predictions about the story 
    4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing
    5. Students will discuss and analyze the outcome of the story
    6. Students will Answer questions on page 541
    7. STUDENTS WILL CONTINUE TO DISCUSS AND APPLY LITERARY TERMS TO READING AS THEY MAKE PREDICTIONS AND INFERENCES THROUGHOUT THE TEXT
    8. Students will stop mid-story and make predictions about the characters   (LINK for story prediction chart)

    They will use a three column chart:
    PREDICTION     REASON     ACTUAL OUTCOME



  • 9. STUDENTS WILL CONTINUE TO READ AND DISCUSS THE STORY AND THEN FILL IN actual outcome SECTION OF THEIR CHART.
    10. Students will complete a plot structure worksheet
    PREDICTION     REASON     ACTUAL OUTCOME
    They will use a three column chart:
    8. Students will stop mid-story and make predictions about the characters.  (LINK for story prediction chart)
    7. students WILL CONTINUE TO DISCUSS AND APPLY LITERARY TERMS TO READING AS THEY MAKE PREDICTIONS AND INFERENCES THROUGHOUT THE TEXT
    6. Students will Answer questions on page 265
    5. Students will discuss and analyze the outcome of the story
    4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing


  • PART 2 - HEARTS AND HANDS
    1. Students will read "Hearts and Hands" on page 264  of their text.
    2. Students will be introduced to IRONY and SURPRISE endings.
    3. Students will make predictions about the story

    *Pre-reading introduction to author on page 262-263
    O Henry - William Sydney Porter 1862-1910
    Born: Greensboro, NC
    Moved to Texas in 1886- Held a number of jobs including bank teller.  He was charged with embezzling  funds
    Fled to Honduras but faced charges and was sentenced to a three-year prison term.  Here he wrote short stories including this story.
    -Surprise Endings- When the unexpected happens at the end of a story.  Misleads reader
    C. Essentially, students will realize that they are like detectives when they are reading, and these tools will help them find the essential clues needed for analysis and comprehension.
    B. Students will discuss inferences, conclusions, comprehension/ text relationships, comparing and contrasting ideas and recognizing the writer's purpose.\
    A. Students will review strategies for constructing meaning
    Goals:
  • R11.B.1: Understand components within and between texts.
    R11.B.2: Standard - 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, October 22, 2018

The Necklace

1. turn in your final essays to www.turnitn.com
2. Review Vocab lesson 5 - sentences will be collected - Test on Friday, 10/26
3. Read a short story:

THE NECKLACE

  • rueful   adj.  feeling sorrow or regret Her thoughtless comment soon made her rueful .
  • resplendent   adj.  shining brightly The winner’s face was resplendent as he accepted the prize.
  • disheveled   adj.  untidy Val’s disheveled hair showed he had overslept.
  • profoundly   adv.  deeply We were all profoundly moved by the long-lost brothers’ reunion.
Procedure:
Monday:
Part 1: Students will read and discuss page 292 in their textbook

Literary Analysis

A character is a person, an animal, or even an object that participates in the action and experiences the events of a literary work. Writers communicate what characters are like through characterization:
  • Direct characterization: The writer explains a character.
  • Indirect characterization: The writer gives clues to a character by describing the character’s behavior, words and thoughts, physical appearance, or how others react to the character.
Use a chart like this one to track characterization as you read.

Reading Skill

An inference is an insight you reach based on stated details about information that is not stated. To make inferences, relate characters and events to your own experience.
For instance, when reading the story of a space captain on her first voyage, you might compare the captain to leaders whom you have known. Use a chart like the one shown to relate your reading to your experiences.

A. Students will review strategies for constructing meaning 
B. Students will discuss inferences, conclusions, comprehension/ text relationships, comparing and contrasting ideas and recognizing the writer's purpose.\
C. Essentially, students will realize that they are like detectives when they are reading, and these tools will help them find the essential clues needed for analysis and comprehension.

Pre-reading introduction to author on page 534-535

1. Students will read "The Necklace" on page 536  of their text. 
2. Students will be introduced to IRONY and SURPRISE endings
3. Students will make predictions about the story 
4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing
5. Students will discuss and analyze the outcome of the story
6. Students will Answer questions on page 541
7. STUDENTS WILL CONTINUE TO DISCUSS AND APPLY LITERARY TERMS TO READING AS THEY MAKE PREDICTIONS AND INFERENCES THROUGHOUT THE TEXT
8. Students will stop mid-story and make predictions about the characters   (LINK for story prediction chart)

They will use a three column chart:
PREDICTION     REASON     ACTUAL OUTCOME

9. STUDENTS WILL CONTINUE TO READ AND DISCUSS THE STORY AND THEN FILL IN actual outcome SECTION OF THEIR CHART.
1
0. Students will complete structure worksheet

Monday Homework:  Finish reading the story....there will be a short quiz

R11.B.1: Understand components within and between texts.
R11.B.2: Standard - 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, October 15, 2018

Using Contextual Evidence





Textual analysis is the rhetorical concepts that are used toanalyze the features of texts. ... In another simpler definition, textual analysis is the sole focus on a piece of rhetoric while contextual analysis is the focus on the “big picture"

Both textual and contextual analysis are generally used when doing an in depth rhetorical analysis of various works. While they are both taken advantage of, they are on opposite ends of the spectrum of analysis and entail entirely different approaches. Textual analysis involves looking at the text as it is and what literary strategies it entails. There is an emphasis on analyzing the style of the piece, words used and the way in which the speaker delivers the message. Textual analysis also looks at the appeals; pathos, ethos and logos, to better understand the argument that the author or speaker is trying to convey in their work. Overall, the textual approach to rhetorical analysis is used to dig deep into the literal text and better understand what is being said and what the speaker is trying to defend or present to the reader.
Contextual evidence on the other hand focuses on better understanding the reasons behind why a particular piece is written, looking at it as part of a bigger picture, not just words on a paper, but something that has a role in a particular time or event. In order to understand and analyze the context of any piece, one must have information on the background of the topic, background of the author as well as information about the time in which it is written. This is necessary to help construct the bigger picture in which a particular piece is a part of because the contextual approach to rhetorical analysis looks at things as a part of a larger picture or a response to something else. Therefore, the context cannot be fully understood if one does not know the background, but through contextual analysis, one can find out these various facts and best understand the true reasons for a particular work, not just the literal words used.
One famous example that can be analyzed for contextual as well as textual analysis is Dr. Martin Luther King’s “I Have a Dream” speech. Looking at it textually, King makes use of repetition of the phrase, “I have a dream” to emphasize how he sees something better for the country that he hopes one day will happen. He is relying on pathos throughout in order to relate to his audience, regardless of race,  because the issue of discrimination is a powerful subject and his details bring out emotion. He also uses words such as we, us and together throughout to stress that the country needs to strive for unity among all and by repeating these words he is emphasizing that this truly is important for all people. As part of the bigger picture, this speech was given in 1963 during the Civil Rights Movement, a time in which African Americans were fighting for equal rights. Therefore, it is important to know that Dr. King is African American and that this movement directly effects him making his speech more meaningful and powerful. It also makes people realize that equality among people is not literally a dream, instead it is something that needed to be done in the United States and it needed to happen as soon as possible so everyone could be treated fairly.
In class assignment:

Using Literary Evidence:

      “If they give you ruled paper, write the other way”

How does this quote exemplify the theme of the novel?  Use at least two specific examples

2.       At the end of the novel, Montag meets a group of men who have also fled from the same society.  One of the men, Granger, compares this group to an ancient bird called the Phoenix.  In what ways are the two similar?  

Formal Writing Assignment
Essays: Fahrenheit 451

Write a well structured essay that thoroughly addresses one of the following prompts.  As usual, make sure your essay includes: all elements of a 5 paragraph essay including a strong thesis; 3 – 4 strong body paragraphs that support the thesis and include evidence (quotes) - Direct quotes and specific examples - from the book; and a conclusion that reviews the thesis and ends with a punch.

  1. Beatty tells Montag that it was the minorities that first began to censor books (and remember that he’s not just talking about racial minorities).  Explain how the minorities began the censorship movement in Fahrenheit 451 and then analyze our own society.  Does our society have similar problems?  How so?  Are we in danger of becoming like the society in Fahrenheit 451?  How can we avoid this pitfall?

  1. Faber discusses three things that are missing from the Fahrenheit 451 society.  These missing things are the reasons why the people in this society don’t want or need books.  Identify and explain the three reasons Faber gives and then analyze our own society to see if we suffer from the same maladies that infect the Fahrenheit 451 society.

  1. Choose one of the short stories we read last week, “There Will Come Soft Rains” or “Masque of the Red Death” or "Cask of Amontillado," and compare/contrast it with Fahrenheit 451.  Consider the following aspects of each story: theme, setting, values of each society, and final outcome for characters and society.

  1. Bradbury has said that his book is about the TV replacing books in society, not about censorship.  What types of technologies have replaced books in Bradbury’s future?  Do we see this technology today, 60 years after Fahrenheit 451’s publication?  Do you think Bradbury was right to fear that modern technology would replace books?  Do you think books are appropriately valued in our society (as in not valued too much or too little)?  How are books different from TV or movies (according to Bradbury, and according to you)?


  1. One theme in this book is happiness vs. discontentment.  Are the people in the Fahrenheit 451 society happy?  What does true happiness look like?  Which characters are happy and why?  Which characters are unhappy and why?  Evaluate the happiness of our own society.  Do we suffer from some of the same maladies that infect the Fahrenheit 451 society?

Using In-Text Citations

In-text citations: Author-page style

MLA format follows the author-page method of in-text citation. This means that the author's last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author's name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:
Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263).

Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263).
Wordsworth extensively explored the role of emotion in the creative process (263).
Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth. If readers want more information about this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find the following information:
Wordsworth, William. Lyrical Ballads. Oxford UP, 1967.

In-text citations for print sources with known author

For Print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation.
Human beings have been described by Kenneth Burke as "symbol-using animals" (3).
Human beings have been described as "symbol-using animals" (Burke 3).
These examples must correspond to an entry that begins with Burke, which will be the first thing that appears on the left-hand margin of an entry in the Works Cited:
Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. Berkeley: U of California P, 1966.

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Thursday, October 11, 2018

Thursday, 10/11

1. Type 1, 2, and 3 quiz
2. review vocab 2
3. Review packet

4. turn in packets

5. Essay questions

6. Keystone prep
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Tuesday, October 09, 2018

451 ch 3

451 ch. 3

Hey Integrated,
I am not in today.  Please take this time to really read/ review chapter 3.  I added a few Key Point questions below.  Really think about your answers.

I will see you tomorrow.

Have a wonderful Tuesday!
Mrs. C

Bell Ringer: 
Does Montag really fit in with his new friends that he meets during his escape?

1. Please answer the following questions
          A. List the key “events/ actions” on these pages.
             B. List any evidence of irony, foreshadowing, plot structure,                          
                   characterization, etc
              C.  Indicate two passages or quotes to be discussed.  (You don’t need to  
               write out the passage).
2. Finish reading chapter 3 in 451 and answer packet questions
3. Complete missing person's report

Homework for  tomorrow, Wednesday 10/10- finish Section 3  and packet work for 451


#451 vocab quiz 2 on Friday, 10/12

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
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Monday, October 01, 2018

Section 2



Goal: Students will analyze comparisons to this Not so "future" society. 

Students will read, discuss and analyze section 2 of 451

Monday:
Bell Ringer: Is there any part of this novel that you can see happening in our near future?

Monday Assignment:
1. Type 1 and 2 quiz up to page 90
1A. Students will review the packet questions
2. Students will review and discuss sections of the text
3. Students will continue reading the text.
Tuesday Assignment
Tuesday:  (Happy Tuesday!!!)

What actual historical events does Bradbury metaphorically represent up to this point in the novel.

 1. Review the 451 packet and vocab for section 1
2. Homework:  For tomorrow, finish section 2 (Page 110) the packet and vocab for section 2
3. Review up to page 90
4. Compare and contrast 451 and Cask
5. Complete the Missing person's report on Thursday

 Wednesday, 10/3
Bell Ringer: Who do you think turned Montag in?

 1. Type 1,2,3 quiz up to page 110
2. Analyze section 2
3. Go over vocab section 2
4. Review packet work

 Thursday, 10/4
Bell Ringer:  Explain how Montag has changed from the beginning of the novel.

1.Finish Cask of Amontillado


To assess comprehension of the story and review writing concepts, students will complete a "Missing Person's Report"




Link to Missing Person's Report

2. Read:

There Will Come Soft Rains

Compare and contrast Bradbury's writing.  How is this story similar to 451?

Goal: Students will utilize assigned short story terms and apply them in context
Students will practice interpreting context clues and taking notes
Students will understand the ideas of the future as told by Ray Bradbury.



-Students will discuss the Bradbury and his contributions to Science Fiction
Students will review their notes and discuss the context
Students will discuss the possibility of the story being realistic to our current society
(Assessment)
Students/ Teacher will discuss the story:  The structure; The similarities and differences in today's society.

Students will review Critical Thinking (text) questions after the text



 Friday- Vocab Test section 1 451


 Homework for Wednesday 10/10- finish Section 3  and packet work for 451
#451 vocab quiz on Friday, 10/5


Friday, 10/5

 1. Take vocab test
2. Finish reading chapter 3 in 451 and answer packet questions
3. Complete missing person's report

Homework for Wednesday 10/10- finish Section 3  and packet work for 451



#451 vocab quiz on Friday, 10/5
CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
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