Wednesday, October 30, 2019

OMM

Dates to remember:
Sunday, 11/3- turn in rough draft with outline to www.turnitin.com - by  8PM

Tuesday, 11/5- Work on web quests in class in pairs
-have it turned in to www.turnitin.com before class on Tuesday
-Complete the project in a PowerPoint
-Turn it in to www.turnitin.com

Wednesday, 11/6- Have your two short stories read.  Notes, highlight, etc.
-Be ready to go over in class

https://www.youtube.com/watch?v=YsXYM7aFyLo
Lit Terms Song
OMM Webquest
1. Remind students to work on their plot structures
2. Remind students to study their Short Story terms/ grammar terms  (There could be a quiz at any time)
3. Introduce Poetry Terms (Thursday)


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 29, 2019

End of MP 1

Important Reminders:
1. Notebooks and notebook index:  Due on Tuesday, October 29
1B. Also, due on Tuesday, Oct. 29 -- 5 Study Island Exercises
2. 451 Rough Drafts:  Due on Friday, Nov 1
 ** Tuesday, 10/29 and Thursday, 10/31 - We will use the second half of the class to work on our
       essays.
3.  Wednesday, 12/6:  Read 2 short stories:
"The Necklace" and "Gift of the Magi"   (Highlight and note each stories)

Tuesday, 10/29:
Today we are going to review


KEYSTONE EXAMS



Short Story/ Author Info:

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:

Part 1: 

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)
_____________________________________________________________________
  • GIFT OF THE MAGI
    1. Students will read "Gift of the Magi"
    2. Students will be introduced to IRONY and SURPRISE endings.
    3. Students will make predictions about the story

    *Pre-reading introduction to author
    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 21, 2019

Keystone practice, essays, and more

Monday, 10/21
Practice:  For Tuesday, 10/29, Complete the following exercises in Study Island:
Exercises 1-5
Directions:
Complete 10 questions and score 75%. If you fail to achieve 75%, continue taking the test until you reach 75%.
You must complete the requirements to receive full credit.  Points will count toward your first marking period grade.

Voc 5 due Tuesday, 10/22
Voc 5 Test - Friday, 10/25



Weekly lessons:
Using contextual/ textual evidence
Commas, semicolons, and colons....oh my!
In-text citations and Noodletools.com
Putting it all together.

Using Contextual Evidence


Textual analysis is the rhetorical concept that are used to analyze 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.

**WHEN YOU USE A DIRECT QUOTE, YOU MUST GIVE IT PURPOSE.  YOU CAN'T JUST TOSS IN A QUOTE AND NOT EXPLAIN ITS PURPOSE/ CONNECTION TO YOUR THESIS.  

BIG HINT: NEVER assume the reader has read, understands, or has a clue about your novel.
  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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