OMM

OMM Links:

1.
OMM Overview and due dates:
http://bhscomp1.blogspot.com/2018/10/omm-overview-and-due-dates.html

2.
Key Point Worksheet

3.
Audio Book:
https://www.youtube.com/watch?v=XIU5PH4_Yno

4.
Study Guide


Bell Ringers:
Tuesday:
How do you feel about George and Lennie's relationship?

Wednesday:
What is their dream?  Do you feel it is realistic?  Explain

Thursday:
What are your first impressions of the ranch?  Explain

Friday:
Is Lennie a simple or complex character?


Goals: Students will read, analyze and interpret the novel Of Mice and Men
Students will discuss characters and literary elements within the readings
Students will be able to identify key points and key quotes from the readings (Key Points Worksheets)

Tuesday, 10/30 - Review Vocab 6
Create Study Island accounts

Wednesday, 10/31-Thursday, 11/1 -Scarlet Ibis
Short Story Terms Quiz


Friday, 11/2 - Voc 6 test
Review readings up to page 55


**There will be a surprise review quiz on Short Story terms this week
***Work on Study Island
****Don't forget about the beloved plot structures!!!!!




Scarlet Ibis:
James Hurst
http://www.classzone.com/lol_demo/authors/09/9hurst.htm

1. Where did/does James Hurst live?

2. What careers did James Hurst have?

3. What seemed to be James Hurst’s passion?

The Scarlet Ibis

 The Scarlet Ibis:

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.

Link: Photograph of the scarlet ibis


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?'


Read Ibis
http://whs.wsd.wednet.edu/faculty/zobel/documents/TheScarletIbisText.pdf

_____________________________________________________________________________
Study Island Exercises- Due on 11/9

Study Island

Students should complete the seven Keystone Practice exercises in www.Studyisland.com

Students must score at least 70% on each quiz.  If they don't reach 70%, students need to continue to answer questions until they reach 70%.

These exercises will count as points.

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.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

OMM Overview and due dates

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 10/30

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 Monday, 10/29

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.  They will be uploaded to turn it in as we complete the readings.
Key Points Worksheet
7. Turn in Key Points Worksheet for ch 1 and 2
8. Read up to page 55 for Friday, 11/2

9. Vocab 6 test Thursday, 11/2

10. Complete chapters 3 and 4  with KP worksheets for Thursday, 11/8,  (Page 91)
11. Finish the book for Monday (Page 118) 11/12
12. Make sure all Key Point Worksheets are completed by 11/12
13. OMM test Friday, 11/16

Audio Book: 

https://www.youtube.com/watch?v=XIU5PH4_Yno
https://www.youtube.com/watch?v=XIU5PH4_Yno

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.

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.

Study Guide/ questions

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:

Link for all sections: 
https://www.gilderlehrman.org/history-by-era/great-depression/resources/mice-and-men-and-migrant-farm-workers-great-depression


http://cehs.clovisusd.libguides.com

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?

http://www.freshexpress.com/YourSaladStory/our-growing-regions/salinasvalley.aspx

http://www.salinas.net/history/index.html

http://www.penguinrandomhouse.com/books/532148/of-mice-and-men-by-john-steinbeck/9780140177398

http://www.mchsmuseum.com/salinasbrief.html

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:

http://history1900s.about.com/od/1930s/p/greatdepression.htm

http://www.english.illinois.edu/MAPS/depression/photoessay.htm

http://www.history.com/topics/great-depression

http://www.neabigread.org/books/grapesofwrath/readers-guide/historical-context/

http://www.pbs.org/wgbh/americanexperience/features/timeline/rails-timeline/

http://www.history.com/topics/dust-bowl

http://livinghistoryfarm.org/farminginthe30s/water_02.html

https://www.thebalance.com/what-was-the-dust-bowl-causes-and-effects-3305689

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:

https://sites.google.com/site/jaylinsgroup4/page-1

http://peopleof.oureverydaylife.com/migrant-workers-great-depression-8228.html

http://loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/alt/mexican6.html

http://ofmiceandmenenglishproject.wikispaces.com/Migrant+Farmers+in+the+Depression+Era

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?)

Links:
Working Women during the Depression

http://depts.washington.edu/depress/everyday_life.shtml

https://sites.google.com/site/genderrolesofthe1930s/

http://ic.galegroup.com/ic/uhic/ReferenceDetailsPage/ReferenceDetailsWindow?

http://peopleof.oureverydaylife.com/womens-roles-1930s-9973.html

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:

http://aaidd.org/intellectual-disability/definition#.WBjwhI-cH5o

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:

https://www.cliffsnotes.com/literature/o/of-mice-and-men/john-steinbeck-biography

http://www.biography.com/people/john-steinbeck-9493358#related-video-gallery

http://www.nobelprize.org/nobel_prizes/literature/laureates/1962/steinbeck-bio.html

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

  
  

  
  

  
  

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

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?

2. 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.

3. 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.

4. 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)?

5. 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.