4 Poems AND WEBQUEST

 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. LINK;- We will begin the 4 Poem Unit.  Use the link below:

4 Poetry Units

OTHER LINKS:

Intro to Poetry

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

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

POEMS: 

https://docs.google.com/document/d/16G7Nyty-eW28W2ZL81sQjWsvMHlzNDB7/edit?usp=sharing&ouid=115237694256539959089&rtpof=true&sd=true

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

COMPLETE WEDENSDAY, 1/12 WITH A PARTNER.  MAKE A POWERPOINT FOR YOUR ANSWERS.  turns YOUR WORK IN TO GOOGLE CLASSROOM BY THE END OF THE DAY ON FRIDAY, 1/13,  OMM WEBQUEST

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.

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The Quest

What are the background issues that led to Steinbeck's writing of this novella about profound friendship and social issues?

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

3. http://www.mchsmuseum.com/salinasbrief.html

4. 

https://doortega12.wordpress.com/history-of-salinas-california/

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.mchsmuseum.com/salinasbrief.html

https://doortega12.wordpress.com/history-of-salinas-california/

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

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:

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

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

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:

http://bhscomp1.blogspot.com/2021/12/robert-frost.html

OTHER LINKS:

Intro to Poetry

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

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

LINK;

4 Poetry Units

POEMS: 

https://docs.google.com/document/d/16G7Nyty-eW28W2ZL81sQjWsvMHlzNDB7/edit?usp=sharing&ouid=115237694256539959089&rtpof=true&sd=true

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

Week of 12/20- 12/23

 Monday, 12/20- Tuesday, 12/21- 

T'here are 2 Albert Practice Exams.

30 Questions each.  They are due on 12/23 by noon.  You may use class time to complete these exercises

**You must score 70% to receive full credit.

Wednesday, 12/22- Poetry Terms Test

-The test is in Skyward.  Make sure all other tabs/ sites are closed before taking the exam.

Voc 8 Test

 Friday, 12/17- voc 8 Test on Skyward

Monday, 12/20- Tuesday, 12/21- There are 2 Albert Practice Exams.

30 Questions each.  They are due on 12/23 by noon.  You may use class time to complete these exercises

Wednesday, 12/22- Poetry Terms Test

No homework over the holidays!

Have a safe and wonderful vacation!

Intro to poetry, R and J Test, and vocab 8

Intro to Poetry

12/14-https://bhscomp1.blogspot.com/2021/12/poetry-terms-intro.html

R and J

12/15-  Test - Wednesday, 12/15

Vocab 8

After the test, work on Vocab lesson 8

12/16--Packet work will be due on Thursday, 12/16, before you enter class tI will check the packets in class

12/16-Original sentences with context clues will be due on Thursday, 12/15, before you enter class to www.turnitin.com

12/17-Vocab 8 test will be on Friday, 12/17

Poetry Terms Intro

 

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

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

LINK;

4 Poetry Units

POEMS: 

https://docs.google.com/document/d/16G7Nyty-eW28W2ZL81sQjWsvMHlzNDB7/edit?usp=sharing&ouid=115237694256539959089&rtpof=true&sd=true

Acts 4 and 5

 Act 4

Monday, 12/6- 

Act 3 Test

Act 3 Journals:   The Quote Section   Due:  Monday, 12/5-- due to www.turnitin.com before you enter class.

____________________________________________________

Wednesday, 12/8- Go over the homework:  Act 4 Study Guide and read Act 5 SC 1 in Old English.

Homework: Read Act 5 up to Scene 3 line 120.  Read the modern English side of R and J for The remainder of Act 2 -finish reading the rest of the act in Modern English.  Take notes, highlight and include your Take Away at the end of each page

Thursday, 12/9- Read Act 5 Old English

Friday, 12/10- Romeo and Juliet Essay - due to www.turnitin.com before you enter class.

Monday, 12/13- Complete your quotes on Skyward.  Act 4 A-G

Complete the Study Guide for Act 5.  - I will check in class.

All Assignments must be turned in before you enter class.

Journals/ ESSAYS: complete in Skyward.  This assignment is set as a project so you are able to complete it at home. 
Today: We are going to reflect on Act 4.    You must include specific examples (and their line, scene and act numbers) and explain them.

You MUST include Act, Scene, and Line numbers.  Cite each quote. (3.2.1-12).

Remember, a paragraph is at least 7 sentences.

**Remember to cite each line that is quoted directly

Act 4 Journals 

1. Who said these lines? 

2. 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.  

3..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.″ Death is my son-in-law, Death is my heir;My daughter he hath wedded. I will die And leave him all. Life, living, all is Death’s.”meaning: personification. lord capulet is grieving. He says that Juliet married death, so death is his heir. he will die and leave death everything."

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

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

Act 4 Essay-TBD

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 Page	Shakespeare, William. Play Title. Collection Title, edition, edited by Editor first name Last name, Publisher, Year, pp. Page range.
Works Cited entry	Shakespeare, William. Twelfth Night. The Norton Shakespeare, 3rd ed., edited by Stephen Greenblatt, W. W. Norton, 2016, pp. 1907–1971.
In-text citation	(Shakespeare 3.2.20–25) or (TN 3.2.20–25) Research paper sample link: https://drive.google.com/file/d/1L4TunKA8lt-CkyP6V04BQbac6_OzvzUm/view?usp=sharing

The following must be answered in 5 paragraphs:  Use regular opening
2. Think about the isolation Juliet feels as—alone in her room—she prepares to take the sleeping potion.  Prove why she feels isolated.  Identify the people Juliet has depended on for love, advice, or help, and explain why she cannot turn to them now.  Can she trust them?  

-Is her feeling of isolation the result of the FOUR people who guide her (Nurse, Mom, Dad, Friar) or is is the result of her own actions?  (You may establish a thesis that combines both scenarios.

3. Prove  that Friar Lawrence's plan is realistic or unrealistic? 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  references to details in the play to support your ideas

(embed your evidence!)

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.

Act 4

Monday, 12/6- 

Act 3 Test

Act 3 Journals:   The Quote Section   Due:  Monday, 12/5-- due to www.turnitin.com before you enter class.

____________________________________________________

Tuesday, 12/7-  All of Act 4, scenes 1-4.  Read, highlight, make notes, and AT THE BOTTOM of the page below the Modern English section, list all important actions that occurred on that page.

**I'm seeing a pop quiz on the readings..HMMMMMM, Could this be a hint????????

Friday, 12/10- Romeo and Juliet Essay - due to www.turnitin.com before you enter class.

Journals/ ESSAYS: 
Today: We are going to reflect on Act 4.  Each essay must be answered in at least 3 paragraphs each.  You must include specific examples (and their line, scene and act numbers) and explain them.

Remember, a paragraph is at least 7 sentences.

**Remember to cite each line that is quoted directly

Act 4 Journals 

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 - C  do not have to be answered in three paragraphs).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. “What must be shall be.”

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

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

Act 4 Essay

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 Page	Shakespeare, William. Play Title. Collection Title, edition, edited by Editor first name Last name, Publisher, Year, pp. Page range.
Works Cited entry	Shakespeare, William. Twelfth Night. The Norton Shakespeare, 3rd ed., edited by Stephen Greenblatt, W. W. Norton, 2016, pp. 1907–1971.
In-text citation	(Shakespeare 3.2.20–25) or (TN 3.2.20–25) Research paper sample link: https://drive.google.com/file/d/1L4TunKA8lt-CkyP6V04BQbac6_OzvzUm/view?usp=sharing

The following must be answered in 5 paragraphs:  Use regular opening
2. Think about the isolation Juliet feels as—alone in her room—she prepares to take the sleeping potion.  Prove why she feels isolated.  Identify the people Juliet has depended on for love, advice, or help, and explain why she cannot turn to them now.  Can she trust them?  

-Is her feeling of isolation the result of the FOUR people who guide her (Nurse, Mom, Dad, Friar) or is is the result of her own actions?  (You may establish a thesis that combines both scenarios.

3. Prove  that Friar Lawrence's plan is realistic or unrealistic? 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  references to details in the play to support your ideas

(embed your evidence!)

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.