Wednesday, December 21, 2022

Frost Analysis

 

Robert Frost

1. Students will be introduced to Robert Frost

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)

3. After the introduction, students will Read/ Analyze three poems by Frost
Robert Frost
"After the Apple Picking"
"Two Tramps in Mud Time"
"Mowing"

4. After the readings, students will complete the work on the FROST LINK:

FROST LINK:

WEDNESDAY, 12/22 ASSIGNMENT: 

IN CLASS ON WEDNESDAY, 12/21 - COMPLETE THE FOLLOWING QUESTIONS (IN YELLOW).  TURN YOUR WORK IN TO WWW.TURNITN.COM BEFORE CLASS ON 12/22

Mowing (READ THIS POEM FIRST)

1.     Literal Meaning:

2.     Figurative Meaning:

3.     Tone

4.     Mood

Include line numbers with the following:

5.     2 ex. Of imagery

6.     Assonance

7.     Consonance

8.     Frost’s physical description

9.     Rhyme scheme



3 poem comparison

1.     Tone

2.     Mood

3.     Physical description (Use examples with line numbers)

4.     Use of nature (Use examples with line numbers)

5.     What similarities do you see in the format / wording of these poems?

6.     What similarities do you see in the author’s style

7.     What elements does Frost utilize in all poems

8.     If you had to pick 5 ways to describe a Frost poem, what would they be?

Monday, December 19, 2022

Frost and OMM

 

FROST AND OMM WEB QUEST

12/19- REVIEW WEB QUEST


Robert Frost

1. Students will be introduced to Robert Frost

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)

3. After the introduction, students will Read/ Analyze two poems by Frost
Robert Frost
"After the Apple Picking"
"Two Tramps in Mud Time"

4. After the readings, students will complete the work on the FROST LINK:

FROST LINK:

OTHER LINKS:


LINK;



POEMS: 

__________________________________________________________________
-OMM WEB QUEST LINK: 

-OMM Packet Link: 
1. Read OMM
Complete the Study Guide packet for those chapters. All work must be turned in before you enter class.
-Packets- are on the blog

-OMM Key Point worksheet link:

Key Point Worksheet will be due on  by midnight on the day they are assigned .) * You must follow all directions to receive full credit. 

Link: Key Points Worksheet 

_____________________________________________

OMM

1. TUESDAY, 1/3 -Students will read chapter 1  the Study Guide Questions  (Study Guide questions should be turned in to www.turnitin.com )  before class Tuesday, 1/3 (Possible pop quiz?)


- Students will read chapter 2 by Friday, 1/6 and complete Study Guide  Questions questions before class...www.turnitin.com

6. Friday, 1/13 Key Point worksheets for Chapter 1 and 2 are due on Friday, 1/13 to www.turnitin.com
KEY POINTS WORKSHEET DIRECTIONS
****. Make a folders in your Integrated Google Drive and store Study Guide Key Points Worksheets as we go along:  Each Study Guide chapter and Key Points Worksheet MUST be turned in to www.turnitin.com


Key Points Worksheet  (Complete one worksheet for each chapter. Turn each in to www.turnitin.com )

(Answer All Questions in sentence/ paragraph form *Follow the directions.  

Use contextual evidence supported through your writing.  --Don't just quote or toss in examples without explaining/ giving them purpose.

Make sure they actually answer your question)

9. JAM BOARDS - 

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

 OMM test tbd

RESOURCES:

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.


(This link is also on Google Classroom)

OMM Audiobook link: each chapter

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 iron

Monday, December 12, 2022

FROST AND OMM WEB QUEST

12/12- POETRY TERMS TEST FIRST


Robert Frost

1. Students will be introduced to Robert Frost

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)

3. After the introduction, students will Read/ Analyze two poems by Frost
Robert Frost
"After the Apple Picking"
"Two Tramps in Mud Time"

4. After the readings, students will complete the work on the FROST LINK:

FROST LINK:

OTHER LINKS:


LINK;



POEMS: 

__________________________________________________________________
-OMM WEB QUEST LINK:

-OMM Packet Link: 1. Read OMM
Complete the Study Guide packet for those chapters. All work must be turned in before you enter class.
-Packets- are on the blog

-OMM Key Point worksheet link:

Key Point Worksheet will be due on  by midnight on the day they are assigned .) * You must follow all directions to receive full credit. 

Link: Key Points Worksheet 


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.

(This link is also on Google Classroom)

OMM Audiobook link: each chapter

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 iron

OMM WEB QUEST 2022

 OMM WEB QUEST :

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
4. 



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?









Links for sections 2 and 3:



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?


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?)

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- 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:

Friday, December 02, 2022

ESSAY, POETRY INTRO, and VOCAB

i. 

A.  Essay topics will be introduced on Monday, 12/5 

*This essay will be written on your own.

*You MUST complete an outline and turn it in with your final draft (10 pts)

B. You must have a defensible thesis and parallel blueprint when you walk in class on Tuesday, 12/6

C. I will review opening paragraphs on Thursday, 11/8.  Please be ready to put your paragraph on the Jam Board

D. Essays are due on Tuesday,  12/13

E. they must bee peer edited and run through Graaamrly.com/edu

G. Essays will be turned in to www.turnitin.com

H. There will be "POP" CHECKS ON YOUR ESSAY, SO PLEAS DON'T WAIT UNTIL THE LAST MINUTE.

___________________________________________________________________

II. POETRY INTRO:

 http://bhscomp1.blogspot.com/2021/12/poetry-terms-intro.html

______________________________________________________

III. R and J Essay topics

1. Prove that Fate does or does not play a key role in Romeo and Juliet

EX Thesis: Because the Capulets and Montagues (the families of Romeo and Juliet) are enemies, the stars are not aligned for Romeo and Juliet. Their relationship is doomed to fail.

2. Prove that Juliet is a feminist

EX: Women in the time of Romeo and Juliet are expected to follow orders. Men control society. Juliet, however, defies this role. She is flirtatious with Romeo, and the two even kiss. Juliet proposes marriage to Romeo and defies her parents’ wishes to marry another.

3. Argue whether Romeo and Juliet is a romance or a tragedy

4. Prove weather Romeo experienced (or did not experience) true love in the play

5. Argue who is most at fault for the deaths of Romeo and Juliet.

DIRECTIONS: 

The following must be answered in 5 paragraphs:  Use regular opening and 5 paragraph format.  EMBED your evidence.  

Citing evidence.... (Act. Scene. Lines)   (3. 4. 12-32)

Format for Works Cited PageShakespeare, William. Play TitleCollection Titleedition, edited by Editor first name Last namePublisherYear, pp. Page range.
Works Cited entryShakespeare, William. Twelfth NightThe Norton Shakespeare, 3rd ed., edited by Stephen Greenblatt, W. W. Norton, 2016, pp. 1907–1971.
In-text citation(Shakespeare 3.2.20–25) or (3.2.20–25)

Research paper sample link: https://drive.google.com/file/d/1L4TunKA8lt-CkyP6V04BQbac6_OzvzUm/view?usp=sharing

QUOTES:
Direct quotes that are 1-3 typed line Use regular quotation marks and cite after the quote.
FORMAT:  
REGULAR QUOTE 1-3 TYPED LINES:
it is apparant that Romeo has strong feelings for Juliet when he expresses, "But soft, what light through yonder window breaks? It is the east, and Juliet is the sun" (2.2.2-3).

EXTENDED QUOTE MORE THAN 3 TYPED LINES:

it is apparant that Romeo has strong feelings for Juliet when he expresses,

         But soft! What light through yonder window                     breaks? It is the east, and Juliet is the sun.
        Arise, fair sun, and kill the envious   moon, Who is         already sick and pale with grief, That thou, her                maid, art  Far  air than she. Be not her maid since          he is envious. Her vestal livery is but sick and                green, And none but  fools do wear it. Cast it off It         is my lady. Oh, it is my love. (2.2.2-10)


format:
-12 pt. , Times New Roman, MLA Format
-Quote/ Cite direct quotes
-Be sure to 
A. Introduce Evidence
B. Cite Evidence through direct, partial and paraphrased quotes
C. Embed your evidence (don't restate what the quote says, Analyze the quote and make it prove your point/ thesis)

_______________________________________________

IV.  VOCAB 9

 Vocab Ch 9  homework is due on WEDNESDAY, 12/7 before you enter class

complete the lesson

Write 2 sentence for each vocab word. (Total:  20 Sentences)

-Underline the word

-Highlight or italicize the context clue

turn in  sections to www.turnitin.com

 Vocab 8 test - Friday, 12/9

Standard - 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.
Standard - CC.1.3.9-10.K
Read and comprehend literary fiction on grade level, reading independently and proficiently.

Standard - CC.1.4.9-10.T

Deveop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.https://www.kibin.com/essay-writing-blog/romeo-and-juliet-essay-topics/

Tuesday, November 29, 2022

Act 5 Modern English, Acts 3/4 Test, Journals

MONDAY, 12/5- COMPLETE EVERY PAGE OF THE STUDY GUIDE AND TURN IT IN UPON ENTERING CLASS ON MONDAY.

FRIDAY , 11/2 BEFORE ENTERING CLASS.  - ACT 5 STUDY GUIDE DUE WHEN YOU WALK IN TO THE CLASS ON FRIDAY.

Thursday, 12/1

Check and review Modern English- For Act 5 for Thursday, 12/1

 -for Thursday, 12/1--Read, highlight, make notes in side margins, and list all important actions that occurred on each page (AT THE BOTTOM of the page below the modern English section)

_______________________________________________________________

Acts 3 and 4 Test on Wednesday, 11/30

___________________________________________________________

Journal Assignments for Acts 3 AND 4

Act 3 Journals - Due Wednesday, 11/30 www.turnitin.com


1. Who said these lines?  Identify the character and scene.  Briefly explain each quote (This means you must tell why each character said the following quotes and in what context.  A - M  Each quote should  answered in  paragraph form).Remember to include the Act, Scene, Line


A) Tybalt, the reason that I have to love thee Doth much excuse the appertaining rage,  To such a greeting. Villain am I none. Therefore farewell. I see thou knowest me not.


B) I am hurt. A plague a both houses! I am sped. No, ’tis not so deep as a well, nor so wide as a church door; but ’tis enough, ’twill serve. Ask for me tomorrow, and you shall find me a grave man.


C)Thy beauty hath made me effeminate

And in my temper soften’d valour’s steel!

d) O, I am fortune’s fool!

e) He is a kinsman to the Montague;
Affection makes him false; he speaks not true:
Some twenty of them fought in this black strife,
And all those twenty could but kill one life.
I beg for justice, which thou, prince, must give;
Romeo slew Tybalt, Romeo must not live.

( f) Not Romeo, prince, he was Mercutio’s friend;
His fault concludes but what the law should end,
The life of Tybalt.

g)There is no world without Verona walls,
But purgatory, torture, hell itself.
Hence banished is banished from the world,
And world’s exile is death.

h) O, tell me, friar, tell me,
In what vile part of this anatomy
Doth my name lodge? Tell me, that I may sack
The hateful mansion.

i) Go get thee to thy love, as was decreed,
Ascend her chamber, hence and comfort her.
But look thou stay not till the watch be set,
For then thou canst not pass to Mantua.

j) Wilt thou be gone? It is not yet near day.
It was a nightingale, and not the lark,
That pierced the fearful hollow of thine ear.
Nightly she sings on yond pomegranate tree.
Believe me, love, it was the nightingale.

k) Hang thee, young baggage! Disobedient wretch!
I tell thee what–get thee to church a Thursday
Or never after look me in the face.

l) Go in; and tell my lady I am gone,
Having displeased my father, to Lawrence’ cell,
To make confession and to be absolved.

m) Thy tears are womanish; thy wild acts denote
The unreasonable fury of a beast:
Unseemly woman in a seeming man!

Act 4 Journals : Due Friday, 12/2 www.turnitin.com


1. Who said these lines?  Identify the character and scene.  Briefly explain each quote (This means you must tell why each character said the following quotes and in what context.  A - G  Each quote should  answered in  paragraph form).Remember to include the Act, Scene, Line


A. “What must be shall be.”


B. “O, look!  Methinks I see my cousin’s ghost seeking out Romeo that did spit his body upon a rapier’s point.  Stay, Tybalt, stay!  Romeo, I come!  This do I drink to thee.”


C. Life and these lips have long been separate.  Death lies on her like an untimely frost
Upon the sweetest flower of all the field


D “Happily met, my lady and my wife!

E. “Love give me strength, and strength will help me through.  Goodbye, dear father.”\

F. “Alas!  Help!  Help!  My lady’s dead!” 


The following must be answered in 3 paragraphs:  Use regular opening
2. Think about the isolation Juliet feels as—alone in her room—she prepares to take the sleeping potion. Identify FOUR people Juliet has depended on for love, advice, or help, and explain why she cannot turn to them now.


3. What do you think of Friar Lawrence's plan? What are its strong points and drawbacks?

 
4.We see a side of Juliet that we have not seen before. Describe what her actions reveal about the growth of her character. Make at least two references to details in the play to support your ideas

Things to look at:
There is No Escaping Shakespeare


Standards:
Standard - 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.

Standard - CC.1.3.9-10.K
Read and comprehend literary fiction on grade level, reading independently and proficiently.

Standard - CC.1.4.9-10.T
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.