Wednesday, January 26, 2022

OMM 3-6

 I know where I'm going and I know the truth, and I don't have to be what you want me to be. I'm free to be what I want. (Muhammad Ali)

2/1
THE VOCAB UNIT 10 IS IN YOUR GOOGLE CLASSROOM
Tuesday, 2/1- Voc 10- 10 original sentences will be due on Tuesday, 2/1 before you walk in to class. 
Friday, 2/4- Voc 10 test

Unit - Google Classroom
Sentences - www.turnitin.comn

**Be sure to CAPITALIZE  the words and HIGHLIGHT OR UNDERLINE THE  CONTEXT CLUES

___________________________________________

Hmk: Hmk: Read Ch 3 up to page 50 (including all of the corresponding comprehension and interpretation questions) due Wednesday, 2/2 and complete the packet turn it in to www.turnitin.com Complete chapter 3 and the corresponding questions up to page 64 for Thursday, 2/3. complete the packet turn it in to www.turnitin.com Chapters 1 and 2 Key Points worksheets due on Friday, 2/4 - www.turnitin.com (turn each chapter in separately) ____________________________________________________

Wednesday, 2/2 - Go over Ch 3 OMM

-Complete Study Guide Questions (Due before class on Wednesday, 2/2)
**Key Points Worksheet will be due to www.turnitin.com for Friday, 2/11
2. Over the next few weeks, we will be discussing the novel, and nonfiction


4. Remember to read and complete all work
_____________________________________________

5. Read OMM Ch 4 for Monday, 2/7
-Study Guide Questions are due before class on Monday, 2/7
_Key Point Worksheets for CH 3/ 4 will be Friday, 2/11 
-ALL Study Guide Questions  (Study Guides and Key Point Worksheets should be turned in to www.turnitin.com ) 

______________________________________

6. Read chapters 5 for Wednesday, 2/9 turn in Study Guide Questions to www.turnitin.com
7. Read chapter 6 for Monday,  2/13- turn in Study Guide Questions to www.turnitin.com

_Chapters 5 and 6  Key Points Worksheets will be due by Friday, 2/18


Homework:
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



2. Tuesday, 2/1- Voc 10- 10 original sentences will be due on Tuesday, 2/1 before you walk in to class. 

Unit - Google Classroom
Sentences - www.turnitin.comn

**Be sure to CAPITALIZE  the words and HIGHLIGHT OR UNDERLINE THE  CONTEXT CLUES


3. 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)


5. Thursday, 1/27 Begin reading Of Mice and Men -
6.Thursday, 1/27 -Students will read chapter' 1 AND 2 the Study Guide Questions  (Study Guide questions should be turned in to www.turnitin.com )  before class MONDAY, 1/31 (Possible pop quiz?)
________________________________________________________

STUDY GUIDE DIRECTIONS
(This link is also on Google Classroom)
Turn i In your answers to www.turnitin.com

Format: 
Include The section title: 
EX: Chapter 1 Study Guide
Chapter 1 Interpretation

Include the Question
Include your answer.

All questions must be full sentences

- Students will read chapter 2 by Monday, 1/31 and complete Study Guide  Questions questions before class...www.turnitin.com

7.Thursday, 2/4 Key Point worksheets for Chapter 1 and 2 are due - 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

_____________________________________________________________

8. KEY POINTS WORKSHEET DIRECTIONS
Key Points Worksheet  (Complete one worksheet for each chapter. Turn each in to www.turnitin.com )
(This link is also on Google Classroom)

INCLUDE THE SECTION TITLE
INCLUDE THE QUESTION
ANSWER AS INDICATED BELOW:


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

Use TEXTUAL EVIDENNCE AND PAGE NUMBERS 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 - 


(This link is also on Google Classroom)

 OMM test tbd

___________________________________
LINKS: (REPEATED FROM ABOVE)
(This link is also on Google Classroom)

(This link is also on Google Classroom)

LINK:  KEY POINTS WORKSHEET
(This link is also on Google Classroom)

(This link is also on Google Classroom)

Tuesday, January 25, 2022

OMM Intro

 

INTRO TO OMM

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 

1. Monday, 1/20 Go over Web Quest and begin novel
2. Over the next few weeks, we will be discussing the novel, poetry, and writing.
3. The Vocab unit 2 packet (lessons -9) will be in your GC 
THE VOCAB UNIT 2 IS IN YOUR GOOGLE CLASSROOM
**Please complete the lesson in Kami and turn Lesson 7 in to GC
                  ** Your 10 original sentences should be turned in to www.turnitin.com

4. Monday, 1/24-Voc 9 and 10 sentences will be due on Monday, 1/24 before you walk in to class.


5. Thursday, 1/27 Begin reading Of Mice and Men -
6.Tuesday, 1/25 -Students will read chapter 1  the Study Guide Questions  (Study Guide questions should be turned in to www.turnitin.com )  before class Tuesday, 1/25 (Possible pop quiz?)


- Students will read chapter 2 by Thursday and complete Study Guide  Questions questions before class...www.turnitin.com

6. Friday, 2/4 Key Point worksheets for Chapter 1 and 2 are due on Friday, 2/4 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

Poetry Unit

 

Due Dates 

1. Wednesday, 1/26- Poetry test
2. Thursday, 1/27- Begin OMM in class

2. Friday, 1/28- Voc 9 Test
_________________________________________________



Amy Lowell

"Generations" and "Night Clouds"
Goal: Students will be able to identify Cycles presented in text
Students will identify imagery and supporting details from text
Students will make inferences and draw conclusions based on text
Students will identify and evaluate text organization

Terms: Figurative language, lyric poetry, imagery, simile and metaphor

Lyric Poetry- expresses a speaker's personal thoughts and feelings.  In acnient Greece, such poems were sung to the music of harplike instruments called lyres.  This type of poetry takes its name and songlike quality from this instrument.

Students will be introduced to Amy Lowell
1874-1925
Popular at the end of the 19th century.
Brooklyn Massachusetts- Lived in the family mansion.
Spent years reading, studying and writing poetry before joining a group of                    radical poets called "imagists" led by Ezra Pound
She used precise, concrete images, free verse and sugggestion.

Famous for her readings and lectures, as well as poetry.
1926- Won Pulitzer Prize after her death for her writing
A pioneer of the Imagist movement
Influenced by haiku poets, the Imagists focused on a single, precisely presented image.
"Night Clouds" typifies Imagist poetry, with its strong central image and its rhythmic but irregular lines.

Pre- Reading discussion
"Generations"  will discuss their families and the importance of generations
"Night Clouds" will discuss shapes of clouds
1. Students will read the poems by Lowell: "Generations" and "Night Clouds"
2. Students will pick out Figurative language, imagery, simile and metaphor and imagery,
3. Students will discuss both poems
4. Students will analyze the cycles presented in both poems.
5. Students will compare and contrast both poems

Fueled by Marcie Hans
Hans (1928-75)
Born in Chicago
Work: Advertising Copywriter
          Author
            There's an Elephant in My Sandwich
She has a whimsical approach to life
Fueled

Fueled
by a million
man-made
wings of fire-
the rocket tore a tunnel
through the sky-
and everybody cheered.
Fueled
only by a thought from God-
the seedling
urged its way
through thicknesses of black-
and as it pierced
the heavy ceiling of the soil-
and lauched itself
up into outer space -
no
one
even
clapped.
Answer the following;
1. What is fueled by "a million man-made wings of fire"?
2. What reaction does the above event bring?
3. What is fueled by "a thought from God"?
4. What reaction does the event bring?
5. What does "a million man-made wings of fire" mean?
6. What do you think the author is inferring with the phrase "fueled only by a though from God"?
7. What does "outer space" refer to in the line 16?
8. Compare what fuels the rocket to what fuels the seedling?
9. What does the rocket tear through compared to what the seedling tears through?
10. What is People's reaction to the rocket in the contrast to their reaction to the seedling?
11. What point about society is Hans making?
12. Do you agree or disagree with 11 , the author's point?
13. What is the figurative meaning/ theme of this poem?
14. What is the literal meaning/ theme of this poem?
15. List the line and any literary/ poetic device found in the poem

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,

_________________________________________________________
Structure Poems-  Haiku

Goal: Students will analyze poetry Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry: sonnet, haiku

________________________________________________________
I. Bell Ringer
Define Haiku
Define Sonnet


II. The Haiku
Basho- Most famous of the Japanese haiku poets.
-Believed that a poet must express the essential nature of an object

Issa- Favorite haiku poet
-led a life of hardship and personal loss
-Lived in poverty
-All children died in infancy
-His young wives died during his lifetime
-Found strength in small creatures and insects (Creatures whose lives are fleeting and appear overwhelmed by the elements)

The Haiku
-Can be read from line 1-3 and line 3-1
-The Camillia Flower









- Sumida River








-Discuss structure
-Students will Read BASHO and ISSA
(page 6 in packet)

1. What simple/ natural elements do these poets describe?
2. A haiku can make us see two things at the same time.  What two things do we see in these works?
_______________________________________________________
III. Students will be briefly introduced to William Shakespeare
(1564-1616)
-Actor, theater owner, playwright and poet
-wrote 38 plays over twenty years
-Wrote many of his sonnets and poems during a time when theaters were closed in London
-The sonnet was the most popular form of poetry during his time
_______________________________________________________
Sonnets-

IV. Students will Read "Shall I Compare Thee to a Summer's Day?"
(Page 6 packet; 868 in text)
(read once for meaning and once to hear Iambic Pentameter)
Terms: Metaphor; Rhyme Scheme of a SS Sonnet; Iambic Pentameter

1. As in a Shakespearean sonnet, The first 8 (Octet) lines present a problem or issue and the last 6 (Sestet) have a solution or outcome.
To what is the speaker comparing the subject of the poem?
2. What does the speaker say shall not fade?
3. What does the speaker say Death shall not do?
4. To whom is the poet speaking?
5. To what does "The eye of heaven" refer?
6. To what does the world THIS in the last line refer?
7. In comparison, does the beloved fare better or worse than a summer's day?  Give a detail to support your opinion.
8. What makes the beloved immortal?

9. Find a metaphor
10. What is the rhyme scheme
___________________________________________
V. Shakespeare used by modern artists

Song
https://www.youtube.com/watch?v=CjPc8RVJ0Dc

http://bhscomp1.blogspot.com/2018/01/song-lyrics.html

In pairs, find similar phrasing, figurative and literal meanings.
Compare/ contrast the way both artists present the subject matter (problem/ solution)


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 irony

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 irony 

Students will need:
Prentice Hall Literature Book
- Study Guide Questions Handout
- Sample Missing Person’s Report
- Rubric
- Paper
- Pencil/Pen

Assessment- Rubric

Wednesday, January 19, 2022

Generations/ Night Clouds/ Haiku / Sonnets

Due Dates 

1. Friday, 1/20 Go over Web Quest and begin novel
2. Over the next few weeks, we will be discussing the novel, poetry, and writing.
3. The Vocab unit 2 packet (lessons -9) will be in your GC 
THE VOCAB UNIT 2 IS IN YOUR GOOGLE CLASSROOM
**Please complete the lesson in Kami and turn Lesson 7 in to GC
                  ** Your 10 original sentences should be turned in to www.turnitin.com

4. Monday, 1/24-Voc 9 -  10 original sentences will be due on Monday, 1/24 before you walk in to class. 


**Be sure to CAPITALIZE  the words and HIGHLIGHT OR UNDERLINE THE  CONTEXT CLUES

__________________________________________________________

4 Poems AND WEBQUEST

Generations/ Night Clouds/ Haiku / Sonnets


Thursday, 1/20 - before you enter class- Web Quest will be due

Amy Lowell

"Generations" and "Night Clouds"
Goal: Students will be able to identify Cycles presented in text
Students will identify imagery and supporting details from text
Students will make inferences and draw conclusions based on text
Students will identify and evaluate text organization

Terms: Figurative language, lyric poetry, imagery, simile and metaphor

Lyric Poetry- expresses a speaker's personal thoughts and feelings.  In acnient Greece, such poems were sung to the music of harplike instruments called lyres.  This type of poetry takes its name and songlike quality from this instrument.

Students will be introduced to Amy Lowell
1874-1925
Popular at the end of the 19th century.
Brooklyn Massachusetts- Lived in the family mansion.
Spent years reading, studying and writing poetry before joining a group of                    radical poets called "imagists" led by Ezra Pound
She used precise, concrete images, free verse and sugggestion.

Famous for her readings and lectures, as well as poetry.
1926- Won Pulitzer Prize after her death for her writing
A pioneer of the Imagist movement
Influenced by haiku poets, the Imagists focused on a single, precisely presented image.
"Night Clouds" typifies Imagist poetry, with its strong central image and its rhythmic but irregular lines.

Pre- Reading discussion
"Generations"  will discuss their families and the importance of generations
"Night Clouds" will discuss shapes of clouds
1. Students will read the poems by Lowell: "Generations" and "Night Clouds"
2. Students will pick out Figurative language, imagery, simile and metaphor and imagery,
3. Students will discuss both poems
4. Students will analyze the cycles presented in both poems.
5. Students will compare and contrast both poems

Fueled by Marcie Hans
Hans (1928-75)
Born in Chicago
Work: Advertising Copywriter
          Author
            There's an Elephant in My Sandwich
She has a whimsical approach to life
Fueled

Fueled
by a million
man-made
wings of fire-
the rocket tore a tunnel
through the sky-
and everybody cheered.
Fueled
only by a thought from God-
the seedling
urged its way
through thicknesses of black-
and as it pierced
the heavy ceiling of the soil-
and lauched itself
up into outer space -
no
one
even
clapped.
Answer the following;
1. What is fueled by "a million man-made wings of fire"?
2. What reaction does the above event bring?
3. What is fueled by "a thought from God"?
4. What reaction does the event bring?
5. What does "a million man-made wings of fire" mean?
6. What do you think the author is inferring with the phrase "fueled only by a though from God"?
7. What does "outer space" refer to in the line 16?
8. Compare what fuels the rocket to what fuels the seedling?
9. What does the rocket tear through compared to what the seedling tears through?
10. What is People's reaction to the rocket in the contrast to their reaction to the seedling?
11. What point about society is Hans making?
12. Do you agree or disagree with 11 , the author's point?
13. What is the figurative meaning/ theme of this poem?
14. What is the literal meaning/ theme of this poem?
15. List the line and any literary/ poetic device found in the poem

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,

_________________________________________________________
Structure Poems-  Haiku

Goal: Students will analyze poetry Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry: sonnet, haiku

________________________________________________________
I. Bell Ringer
Define Haiku
Define Sonnet


II. The Haiku
Basho- Most famous of the Japanese haiku poets.
-Believed that a poet must express the essential nature of an object

Issa- Favorite haiku poet
-led a life of hardship and personal loss
-Lived in poverty
-All children died in infancy
-His young wives died during his lifetime
-Found strength in small creatures and insects (Creatures whose lives are fleeting and appear overwhelmed by the elements)

The Haiku
-Can be read from line 1-3 and line 3-1
-The Camillia Flower









- Sumida River








-Discuss structure
-Students will Read BASHO and ISSA
(page 6 in packet)

1. What simple/ natural elements do these poets describe?
2. A haiku can make us see two things at the same time.  What two things do we see in these works?
_______________________________________________________
III. Students will be briefly introduced to William Shakespeare
(1564-1616)
-Actor, theater owner, playwright and poet
-wrote 38 plays over twenty years
-Wrote many of his sonnets and poems during a time when theaters were closed in London
-The sonnet was the most popular form of poetry during his time
_______________________________________________________
Sonnets-

IV. Students will Read "Shall I Compare Thee to a Summer's Day?"
(Page 6 packet; 868 in text)
(read once for meaning and once to hear Iambic Pentameter)
Terms: Metaphor; Rhyme Scheme of a SS Sonnet; Iambic Pentameter

1. As in a Shakespearean sonnet, The first 8 (Octet) lines present a problem or issue and the last 6 (Sestet) have a solution or outcome.
To what is the speaker comparing the subject of the poem?
2. What does the speaker say shall not fade?
3. What does the speaker say Death shall not do?
4. To whom is the poet speaking?
5. To what does "The eye of heaven" refer?
6. To what does the world THIS in the last line refer?
7. In comparison, does the beloved fare better or worse than a summer's day?  Give a detail to support your opinion.
8. What makes the beloved immortal?

9. Find a metaphor
10. What is the rhyme scheme
___________________________________________
V. Shakespeare used by modern artists

Song
https://www.youtube.com/watch?v=CjPc8RVJ0Dc

http://bhscomp1.blogspot.com/2018/01/song-lyrics.html

In pairs, find similar phrasing, figurative and literal meanings.
Compare/ contrast the way both artists present the subject matter (problem/ solution)


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 irony

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 irony 

Students will need:
Prentice Hall Literature Book
- Study Guide Questions Handout
- Sample Missing Person’s Report
- Rubric
- Paper
- Pencil/Pen

Assessment- Rubric