POETRY, VOCAB AND DEBATE

 1. Tuesday, 1/31- Poetry lesson

2.Wednesday, 2/1- FINALIZE 2ND ARGUMENT FOR DEBATE

3. Thursday, 2/2- REVIEW VOC 6 - V 6 TEST WILL BE THURSDAY,  2/9/23

4.  Friday, VOC 5 TEST- BEGIN JC

5. Monday, 2/6-  DEBATE

-Homework for Tuesday, 2/7- complete the Mythology pages in your Caesar packet.

-Must be completed before your walk into class.  

 ________________________________________________________________

2. poetry:

Figurative Language

Amy Lowell  "Generations" and "Night Clouds"  (Think Figurative language )

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 harp-like 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 suggestion.

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.

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

__________________________________________

"Night Clouds" typifies Imagist poetry, with its strong central image and its rhythmic but irregular lines.

Answer the following:

1. Describe the figurative and literal appearance of the clouds

2. Lowell uses an extended metaphor.  List ALL of the details that compare clouds to mares.  Include line numbers

3. Why are the horses "hoofs" golden?

4. What does the "milky dust of the stars" refer to figuratively and literally?

5. What is the effect of the "Tiger Sun"?

6. The speaker in the poem urges the white mares of the moon to exert themselves to the utmost.  What do you think is the implied message for the reader?

7. What poetic devices are used throughout the poem?  include line numbers

__________________________________________________________________

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

11. figurative and Literal meanings

___________________________________________
V. Shakespeare used by modern artists

Song

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

Words:

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 

Vocab, Poetry, Debate....

1. Monday, 1/23- FID Day- Complete vocab/ Flex assignment on Google Classroom

2. Tuesday, 1/24- Poetry lesson - Review vocab lesson from fid Day

3.Wednesday, 1/25- Poetry and review for Debate

4. Thursday, 1/26 -  Poetry Unit Test

5. Friday, 1/27 Debate

6. Tuesday, 1/31- Vocab Test

 ________________________________________________________________

2. poetry:

figurative Language

Amy Lowell  "Generations" and "Night Clouds"  (Think Figurative language )

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 harp-like 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 suggestion.

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.

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

__________________________________________

"Night Clouds" typifies Imagist poetry, with its strong central image and its rhythmic but irregular lines.

Answer the following:

1. Describe the figurative and literal appearance of the clouds

2. Lowell uses an extended metaphor.  List ALL of the details that compare clouds to mares.  Include line numbers

3. Why are the horses "hoofs" golden?

4. What does the "milky dust of the stars" refer to figuratively and literally?

5. What is the effect of the "Tiger Sun"?

6. The speaker in the poem urges the white mares of the moon to exert themselves to the utmost.  What do you think is the implied message for the reader?

7. What poetic devices are used throughout the poem?  include line numbers

__________________________________________________________________

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

11. figurative and Literal meanings

___________________________________________
V. Shakespeare used by modern artists

Song

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

Words:

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 

Debate

 We are going to debate the following topics.

Groups and Topics:

1. You will divided into 2 groups.....I pick  

2. One person from each group will be chosen as the moderator during the actual debate....I pick

3. Topics: (both  topics should be considered relevant to the time period of the novel)

A. Is Lennie’s mercy killing by George justified at the end of the novella or should he be conficted of murder?

B.  Was death the best option for Lennie?

One group will be pro/ the other against 

Directions:

1. Treat this like an extended five paragraph essay for each topic.  You will complete the following steps for both  topics.  I would begin with an outline--HINT HINT

2. Each group will write an opening paragraph for each topic with a motivatork, background, Thesis (based on each topic above), and Blueprint

(This will be your opening statement for the debate prior to each question)

-This paragraph should be strong and persuasive to set the tone for your argument/ Thesis.

3. Each group member will defend your blueprint points by utilizing  textual evidence and analyzing it through embedding.  This is how you will prove each point.

-Each group member must present their evidence during the debate

4. Each group member is responsible for finding their own textual evidence. (for all 3 parts of your goup's blueprint)

You must include:  Textual evidence, page number, and embedding

5. The group should write a collaborative closing paragraph to serve as your closing statement.

Each group member must participate in the debate

-Organize your defense

-Approach each topic like a 5 paragraph essay

-PROVE YOUR ARGUMENT

vocab, poems and OMM

 1. Tuesday, 1/17 - OMM CHAPTERS 5-6 PGS 82-105

 2.Students will read chapters 5-6 by Friday, 1/13 and complete Study Guide  Questions questions before class...www.turnitin.co

___________________________________________________________________

2. poetry:

igurative Language

Amy Lowell  "Generations" and "Night Clouds"  (Think Figurative language )

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 harp-like 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 suggestion.

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.

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

__________________________________________

"Night Clouds" typifies Imagist poetry, with its strong central image and its rhythmic but irregular lines.

Answer the following:

1. Describe the figurative and literal appearance of the clouds

2. Lowell uses an extended metaphor.  List ALL of the details that compare clouds to mares.  Include line numbers

3. Why are the horses "hoofs" golden?

4. What does the "milky dust of the stars" refer to figuratively and literally?

5. What is the effect of the "Tiger Sun"?

6. The speaker in the poem urges the white mares of the moon to exert themselves to the utmost.  What do you think is the implied message for the reader?

7. What poetic devices are used throughout the poem?  include line numbers

___________________________________________________________________ 

Due Dates and reminders:

-Review Vocab 4 lesson- Vocab test- Tuesday, 1/17

Friday, 1/20 Key Point worksheets for Chapter 3-6 are due on Friday, 1/20 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

OMM, Poetry, Vocab, and more!

 1. Monday, 1/9- review Chapter 2 OMM

-go over study guide questions

-possible quiz

-discuss chapter

2. Tuesday, Review chapters 3-4

-go over study guide questions

-possible quiz

-discuss chapter

-Review Vocab 4 lesson- Vocab test- Friday, 1/13

3. Wednesday/ Thursday- Finish discussion on OMM ch 3-4

____________________________________

4. Tuesday, 1/17 - OMM CHAPTERS 5-6 PGS 82-105

 2.Students will read chapters 5-6 by Friday, 1/13 and complete Study Guide  Questions questions before class...www.turnitin.co

___________________________________________________________________

Due Dates and reminders:

-Review Vocab 4 lesson- Vocab test- Friday, 1/13

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

Friday, 1/20 Key Point worksheets for Chapter 3-6 are due on Friday, 1/20 to www.turnitin.com

__________________________________

RESOURCES:

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)

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

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.

LINK to OMM Character LIST

(This link is also on Google Classroom)

OMM Audiobook link: each chapter

https://www.youtube.com/watch?v=XIU5PH4_Yno&t=1262s

OMM RESOURCES:

LINK: Study Guide/ questions 

-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 

_____________________________________________

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

Review OMM chapters 1-6

OMM CHAPTERS 1-2 PGS 1-37

1. TUESDAY, 1/3 -Students will review 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?)

LINK: Study Guide/ questions

2. WEDNESDAY, 1/4

     A.FINISH DISCUSSON ON OMM CH 1

     B. STUDENTS WILL COMPLETE THE FOLLOWING POEMS

http://bhscomp1.blogspot.com/2023/01/kipling-and-haiku.html

3. THURSDAY, 1/5

-STUDENTS WILL COMPLETE A POETRY EXERCISE ON SKYWARD- This will be graded

-AFTER THE EXERCISE, STUDENTS CAN WORK ON THEIR OMM READING, STUDYGUIDE, AND KEY POINT WORKSHEET ASSIGNMENTS.\

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

4. FRIDAY, 1/6-STUDENTS CAN WORK ON THEIR OMM READING, STUDYGUIDE, AND KEY POINT WORKSHEET ASSIGNMENTS.

5. 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

__________________________________________________'

READING ASSIGNMENTS: 

OMM CHAPTERS 3-4 PGS 38-81

1. Students will READ chapterS 3-4 FOR TUESDAY, 1/ 10  - the Study Guide Questions  (Study Guide questions should be turned in to www.turnitin.com )  before class Tuesday, 1/10 (Possible pop quiz?)

2. Friday, 1/20 Key Point worksheets for Chapter 3-6 are due on Friday, 1/20 to www.turnitin.com

___________________________________________

OMM CHAPTERS 5-6 PGS 82-105

 2.Students will read chapters 5-6 by Friday, 1/13 and complete Study Guide  Questions questions before class...www.turnitin.co

2. Friday, 1/20 Key Point worksheets for Chapter 3-6 are due on Friday, 1/20 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.

LINK to OMM Character LIST

(This link is also on Google Classroom)

OMM Audiobook link: each chapter

https://www.youtube.com/watch?v=XIU5PH4_Yno&t=1262s

OMM RESOURCES:

LINK: Study Guide/ questions 

-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 

_____________________________________________

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

Kipling and the Haiku

 

Narrative Poetry

Goal: Students will read, comprehend, and interpret poetry
Students will relate poems to personal connections
Students will identify the speaker in the poem
Students will recognize elements of narrative poetry


Bell Ringer:  Explain the following statement:  One's immediate actions may result in immediate consequences.

Introduction to Rudyard Kipling:

Rudyard Kipling - 1865-1936
Most famous work:  The Jungle Book

Born in India to English Parents.
Spoke Hindustani and English as a child
Went to England for formal education
At the age of 18, he returned to India as a journalist

Many of his first poems appeared in newspapers
In 1907, he became the first English author to win the Nobel Prize for Literature

1. Students will read the poem pg 851 in the packet
2. Students will discuss How the passage has narrative and dramatic elements of poetry

Terms:
Narrative poem- Tells a story and is usually longer than other types of poems.
-Like a story, a narrrative poem has one or more charaters, a setting, a conflict and a series of events that come to a conclusion

-Most narrative poems are divided into stanzas --- groups of lines that have the same pattern, rhythm and rhyme

Dramatic Poetry-
Poetry where one or more characters speak
Uses the words of one or more characters to directly convey what is happening
- Dramatic poetry creates the illusion that the reader is actually witnessing a dramatic event

Questions:
A. How would you feel if you were in the regiment about to watch the hanging of a friend?
B. What might lead someone like Danny Deever to make a choice that he must have known would result in execution?
C. Describe the setting in Danny Deever
D. Of the two speakers, which has prior experience with military executions?
E. Why is Danny being executed?
F. What does Files-on-Parade mean when he says "I've drunk 'is beer a score o' times?"
G. Compare and contrast the two speakers
H. "Bitter cold" - CS excuse for the soldiers hard breathing
""A touch o' sun" - CS excuse for a fainting in the ranks
Are these excuses believable?  What really accounts for the physical problems of the men?

____________________________________________________________

The Haiku

-Can be read from line 1-3 and line 3-1

-The Camellia Flower

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

- Sumida River

-Discuss structure
-Students will Read BASHO and ISSA

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

-He was a master of the long-inked poem - the regna.  He traveled teaching people to write the regna.  A regna could consist of 100 stanzas or more.  It was usually the work of 2-4 poets.  The haiku evolved from the starting verse of the regna.

Falling upon the earth.

Pure water spills from the cup

Of the camellia

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)

A gentle spring rain

Look, a rat is lapping

Sumida River

Chiyojo- Japanese poet;  little known.  When her husband, a servant, of a samurai died, she became a nunand studied poetry with a well- known teacher of ahiku.  Her works reflect a gentle light of spirit.

Having viewed the moon

I say farewell to the world

With heartfelt blessing

(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?