Poetry and OMM WebQuest

Poetry Packet - LINK TO POEMS

Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
 (Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagery)

Friday, 12/18 through Wednesday, 12/23.  Work on their WebQuest in class.

1. Complete the OF MICE AND MEN WEBQUEST on a Google Doc...You can include pictures- You may work with a partner.  Your work MUST be turned in to www.turnitin.com by Wednesday, 12/23 BY THE END OF THE PERIOD. 

2. In your novel, read/ highlight/ note the following page before you begin the WEBQUEST, it will help answer several questions on the QUEST

-The very first page, it doesn't have a number, but it begins "Born in Salinas, California..."

(It's a nice intro to Steinbeck's background)

Monday, 12/21 - Poetry Quiz - Skyward - First part of the Class.  It is a double.  

WebQuest

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:

Links to be used for all sections: (If you would like to sign in to the second website, you will have to use your school email)  However, I have provided the link info for you:

PLEASE REFER TO THESE THREE LINKS IN ALL SECTIONS OF THE WEBQUEST

1. Of Mice and Men and Migrant Farm Workers of the Great Depression

2. 1930-1940  (Tons of info)

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

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.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.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

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

Working Women in the 1930's
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- Remember to use the intro page from your novel.

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

Robert Frost

 

ROBERT FROST

LINK TO POEMS
LINK TO POEMS
Robert Frost

Introduction to POETRY
SCHEDULE:
POETRY TEST:  Wednesday, 12/9

Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
 (Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagery)

Bell Ringers:
Identify the following terms by using context clues:
Tuesday, 12/8
The apples that I picked upon a BOUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

The animals skimmed this morning from the drinking TROUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Good manners and tolerance, which are the highest MANIFESTATION of style, can often transform disaster
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

A JUDICIOUS response to a joke can disarm a rude person, removing the power to injure.
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Goals:

1.. Students will be introduced to Robert Frost: Introduction in text.  

go to www.PHSchool.com

Click on Course Content

Use code eqe-9403

Click on Robert Frost

Students will read three poems by Frost
"Two Tramps in Mud Time", "After the Apple Picking" and "Mowing"

 Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance

2.Introduction:
 Let's talk about the phrase:
YOU REAP WHAT YOU SOW.

A. What does this mean?
Literal meaning:
 Figurative Meaning:

B. Discuss apple facts:
The US is one of the world's leading apple-producing countries.  Although Washington produces more apples than any other state, New England is home to many apple orchards as well.  This area is well suited to growing apples because of its cold winters.  While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year.  The trees blossom in the late spring, but apple growers do not begin harvesting fruit until late summer or early fall

3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems

Worksheet:  Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.

Worksheet

Students will need:

Prentice Hall Literature Book

- Study Guide Questions Handout

- Sample Missing Person’s Report

- Rubric

- Paper

- Pencil/Pen

Assessment- Rubric

Intro to Poetry/ Review Opening Paragraphs

Intro to Poetry

Intro to Poetry:

Poetry Terms

Poetry- a type of literature that uses very concise (very brief; using few words), musical, and emotionally charged words.

Poetic Language:

1. Figurative Language-not the literal meaning; interpreted imaginatively
1. Simile-comparison between two  unlike things using like or as

It rained like cats and dogs.

2. Metaphor- comparison between two things without using like or as; one thing is spoken of as being another

Death is a long sleep

3. Personification- giving objects human qualities or characteristics

The moon sighed; The trees danced

4. Hyperbole- Extreme exaggeration

A nose the size of a house

2. Imagery- use of vivid language to create word pictures for the reader. Uses sensory language appealing to smell, taste, feel, sound, sight.

3. Symbol- something that has a meaning and also represents or stands for something else.

4. Devices-
1. Alliteration- repetition of the first sound of several words. Example: “start their silent swinging”
2. Onomatopoeia-use of words to imitate actual sounds. Example: “bang, tap, swish”

1. Assonance-repetition of similar vowel sounds. Example:  “deep, beneath, dreamless”; At, Ask
2. Consonance- repetition of similar consonant sounds at end of accented syllables. Example: “spurt of a lighted match”; Will-Wall
3. Repetition – repeating a word
4. Rhyme – repetition of sounds at the end of words

                                          i.    End rhyme- rhyming words at ends of lines

                                        ii.    Internal rhyme- rhyming words are within the line

Rhyme:

A.   Rhyme Scheme- A regular rhyming pattern of words in a poem (Usually found at the end of the lines)

Mary had a little lamb             A

Its fleece was white as snow B

Everywhere that Mary went,  C

The lamb was sure to go       B

B.   Rhyme Scheme of a Shakespearean Sonnet:

A,B,A,B  C,D,C,D= the first 8 lines (an OCTET)

E,F,E,F = The last 6 lines are a SESTET

G,G= RHYMING COUPLET

C.   Couplet- A pair of consecutive rhyming lines

Rhythm:

1. Rhythm- the pattern of stressed and unstressed syllables or beats in the lines

2. Meter- the rhythmical pattern of a poem. This pattern is determined by the number and types of stresses, or beats, in each line.

3. Foot-  each group of stressed and unstressed syllables in a line.
1. Lines are described in terms of the number of feet that occur in them
2. Monometer-1 foot
3. Dimeter-2 feet
4. Trimeter-3 feet
5. Pentameter- 5 feet

Poetic Structures:

1. Refrain- phrase or word that his repeated regularly in a poem

2.  Stanza- groups of lines that form units in a poem (like a paragraph)

4. Blank verse- poetry written in unrhymed iambic pentameter.

When I / see birch/ es bend/ to left/ and right

Across/ the lines/ of  straight/ er dark/ er trees

Iambic pentameter- Lines of poetry with 5 Iambic feet; each with one unstressed followed by one stressed syllable (see example above)

5. Free verse-verse not written in formal rhythmical pattern

Types of Poetry:

1. Ballad- a poem intended to be sung; tells a story

2. Haiku- three line verse form; (Japanese Poem)

first line has five syllables,

second line has seven syllables

Third line has five syllables. 

A haiku tries to convey a single vivid emotion with images from nature.

3. Lyric poetry- poetry expressing the observations and feelings of a single speaker. Never tells full story; zeroes in on an experience or creates and explores a single effect.

(Lyrics- Also words of a song)

4. Narrative- type of poem that tells a story.

5. Sonnet-  fourteen-line lyric poem, usually written in rhymed iambic pentameter.

(Most common: Shakespearean sonnet; Elizabethan sonnet)

6. Concrete Poetry- A poem with a shape that suggest it’s subject
7. 
   
   
   Point of View

8. 1.       Point of view- The relationship of the narrator/ storyteller to the story.  The perspective or vantage point from which the story is told

   a.        First person – The narrator in the story tells the story directly using I, we, me and / or us.

   b.       Third person- The narrator speaks in third person using he, she it, and they. 

   c.        Third Person Omniscient – The narrator has an “all-knowing” point of view.  The narrator supplies more information about all the characters and events than any one character could know.  The narrator knows what every character is thinking.

   
   Making conclusions:
9. 
   

   

   Adding Emotions
10.     Mood- The climate or feeling based on characters, setting, plot, etc.; The atmosphere; the feeling created in the reader by a literary work .

11.        Tone-The author’s attitude toward the readers and toward the subject.  Formal or informal; friendly or distant; personal or impersonal.

    
    
    
    
    

12. Methods of Characterizationn

13. Author's Purpose: Persuade, Inform, Entertain, Explain, or Describe

14. a.       Methods of characterization

15.                                                                i.      What a character says

16.                                                              ii.      The character’s actions

17.                                                            iii.      The character’s thoughts

                                                                iv.      What others say about the character

                                                                  v.      How the character looks: Appearance

18. 1.       Universal Theme- A theme that is timeless.  All people can relate to the theme.  Example: Love, Hate, Death, Betrayal, free will vs. fate, good vs. evil.

    2.       Symbol- Anything that stands for or represents something else.

    3.       Inference- A reasonable conclusion drawn from evidence

    4.       Denotation- The dictionary definition of a word

    5.       Connotation- A suggested, personal or implied definition of a word

    6.       Foreshadowing- The use of hints or clues to suggest what will happen later in the story.

19. Prose vs Poetry

http://bhscomp1.blogspot.com/2017/12/poems.html

1.  Students should review Poetry Terms,

2.        There will be a poetry terms test on Wednesday, 12/9

3.      Work on the Essay.

4. Monday, 12/7- Poetry intro and 

Review Opening Paragraph

5. Continue working on rough drafts

6. Rough Drafts are due before class, tomorrow, 12/8

Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of compositio