Monday, January 22, 2024

MONDAY, 1/22- 
CONTINUED -FINISH 6 POEM UNIT
-BISHOP, THE FISH

TUESDAY, 1/23 (DOUBLE)
  -DISCUSS OMM chapters 5/6
-MAKE SURE YOUR STUDY GUIDES AER TURNED IN TO WWW.TURNITIN.COM BEFORE CLASS
--test/ quiz OMM 5/6


WEDNESDAY, 1/24 (DOUBLE)
-DISCUSS OMM ch 5/6 - 
- KIPLING AND HAIKU POEMS
 

THRUSDAY, 1/25
- CONTINUED -FINISH 6 POEM UNIT
- KIPLING AND HAIKU POEMS, Shakespeare

FRIDAY, 1/26-(DOUBLE) 
-Albert poetry exercise - graded
Receive a score of 80% on each poem to receive a 100%, full credit for each poem.



KEY POINT WORKSHEETS DUE ON FRIDAY, 1/26
*ANSWER ALL QUESTIONS ACCORDING TO THE DIRECTIONS.
-   TO WWW.TURNITIN.COM BY MIDNIGHT

Monday, 1/29- Non-fiction intro



__________________________________________
RESOURCES FOR JANUARY
POETRY RESOURCES:
POETRY INTRO AND PACKET:

6 POETRY UNITS: MERRIAM, DICKINSON, PARKER,  ALLEN, KIPLING, BISHOP

_________________________________________________________

OMM RESOURCES:

OMM WEBQUEST LINK:

OMM READING / ASSIGNMENT SCHEDULE:
___________________________________

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Tuesday, January 02, 2024

POETRY AND OMM


TUESDAY, 1/16 FID DAY
  -DISCUSS OMM ch 3/4
 
WEDNESDAY, 1/17 (DOUBLE)
-DISCUSS OMM ch 3/4

THRUSDAY, 1/18
- CONTINUED -FINISH 6 POEM UNIT
-BISHOP, THE FISH
- KIPLING AND HAIKU POEMS

FRIDAY, 1/19-(DOUBLE) 
-CH 3/4 OMM QUIZ
-GENERATIONS/ NIGHT CLOUDS- LOWEL
-GRADED POETRY EXERCISE


KEY POINT WORKSHEETS DUE ON FRIDAY, 1/19
*ANSWER ALL QUESTIONS ACCORDING TO THE DIRECTIONS.
-   TO WWW.TURNITIN.COM BY MIDNIGHT



__________________________________________
RESOURCES FOR JANUARY
POETRY RESOURCES:
POETRY INTRO AND PACKET:

6 POETRY UNITS: MERRIAM, DICKINSON, PARKER,  ALLEN, KIPLING, BISHOP
_________________________________________________________

OMM RESOURCES:

OMM WEBQUEST LINK:

OMM READING / ASSIGNMENT SCHEDULE:
___________________________________



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Monday, January 01, 2024

SHALL I COMPARE THEE TO A SUMMERS DAY

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
LINK TO POETRY PACKET:
http://bhscomp1.blogspot.com/2017/12/poems.html

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 
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LOWELL - 2 POEMS- GENERATIONS / NIGHT CLOUDS

 2. poetry:

LINK TO POETRY PACKET:

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

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

_______________________________________________________

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RUDYARD KIPLING AND HAIKUS

 LINK TO POETRY PACKET:

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

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?
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OMM READING/ ASSIGNMENT SCHEDULE

  OMM CHAPTERS 1-2 PGS 1-37

1. TUESDAY, 1/9 -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?)


2. WEDNESDAY, 1/10
     A. FINISH DISCUSSON ON OMM CH 1
     B. STUDENTS WILL COMPLETE THE FOLLOWING POEMS


3. THURSDAY, 1/11
-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.\

STUDY GUIDES: HOMEWORK FOR  FRIDAY, 1/12- Students will read chapter 2 by Friday, 1/12 and complete Study Guide  Questions questions before class...www.turnitin.com


5. Friday, 1/20 Key Point worksheets for Chapter 1, and 2 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
________________________________________________
READING ASSIGNMENTS: 
OMM CHAPTERS 3-4 PGS 38-81
1. Students will READ chapters 3-4 FOR TUESDAY, 1/ 16  - the Study Guide Questions  (Study Guide questions should be turned in to www.turnitin.com )  before class Tuesday, 1/16 (Possible pop quiz?)


2. Friday, 1/16 Key Point worksheets for Chapter 3-6 are due on Friday, 1/30 to www.turnitin.com
___________________________________________


OMM CHAPTERS 5-6 PGS 82-105
 2.Students will read chapters 5-6 by TUESDAY 1/23 and complete Study Guide  Questions questions before class...www.turnitin.co

2. Friday, 1/23 Key Point worksheets for Chapter 3-6 are due on Friday, 1/23 to www.turnitin.com

_______________________________________________
CONDENSED SCHEDULE:
DUE:
TUESDAY, 1/9: BEFORE ENTERING CLASS
-READ PAGES 1-37- CH 1 AND 2
-COMPLETE STUDY GUIDE

TUESDAY, 1/16: BEFORE ENTERING CLASS
- READ OMM CHAPTERS 3-4 PGS 38-81
--COMPLETE STUDY GUIDE

TUESDAY, 1/23:
- READ - OMM CHAPTERS 5-6 PGS 82-105
--COMPLETE STUDY GUIDE

KEY POINT WORKSHEETS- DUE DATES: 
FRIDAY, 1/9- CH 1 AND 2
FRIDAY, 1/16- CH 3 AND 4
FRIDAY, 1/23- CH 5 AND 6
*TURNITIN.COM
___________________________________________

KEY POINT 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: 


-Ryan Morris original reader
 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
https://www.youtube.com/watch?v=SbFzOMq3zVw&t=2s

OMM RESOURCES:



-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 

KEY POINT WORKSHEETS WILL BE DUE 1 WEEK AFTER WE COMPLETE THE 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
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Metaphor, Wind Tapped, One Perfect Rose, To Satch, The Fish, Danny Deever 2025

 1. You will analyze a poem

LINK TO POETRY PACKET:
http://bhscomp1.blogspot.com/2017/12/poems.html
2. Poetry Terms
_________________________________________________________________________________

Part 1

"Metaphor" and "The Wind Tapped"

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


Terms: Figurative language, simile, metaphor, personification


Students will read two poems that contain imagery, metaphoric comparisons, 

I. Bell Ringer; 1. Students will take a blank sheet of paper.
2. Since it is a new year,, students will indicate an aspect of their life that they would like to change or start over with the new year.
3. They will have 5 minutes to write, draw and declare on their blank sheet of paper.
4. As a class, we will discuss their outlooks for the new year.

II. Students will be introduced to Eve Merriam
-1916-1992 from NYC
-She was a poet, biographer, radio writer, fashion-magazine editor and teacher
- She said, "Poetry is the most immediate and richest form of communication."

III. Students will read the poem "Metaphor" by Eve Merriam
(Pg 668 in their text; page 5 in the packet)

1. Students will discuss imagery, personification and the overall metaphor discussed in the poem

IV. Students will read a selection by another author who is famous for her use of imagery: Emily Dickinson
Emily Dickinson
-Regarded as one of America's greatest poets 
(1830- 1886) Amherst, Massachusetts
-As a young girl she was sociable,  However, as she got older she became withdrawn and avoided all contact with strangers
-Recluse - lived with her family, rarely left her home, never married
-wrote 1,775 poems - only 7 were published during her lifetime.

1. Discuss the following scene:  Imagine being home alone at night and it is very windy.  What do you hear?  What do you imagine?
- Students will read the poem (Pg 669 in text and pg 8 in the packet)
-Students will discuss imagery, personification and similies used in the poem

V. Compare and contrast the attitudes of the two authors
__________________________________________________________________________
Part 2
II. Goal: Students will analyze poetryI. Brief intro to the author's of both poems
Dorothy Parker
(1893-1967)
-Grew up in NYC
-Fashion writer, drama critic and author.
-Published volumes of short stories and poems
-Sarcastic attitude  For example, when she was told that President Calvin Coolidge, known for his poker face and rigid manner, had died, she replied, "How can they tell?"
Questions:
1. What event is being described in the first line of "OPR"?
2. What would the speaker prefer to one perfect rose?
3. What attitude does the speaker have toward the perfect rose in the first two stanzas?
4. What is the irony of the poem?
5.What is the rhyme scheme of the first stanza?
6. What sarcastic message is the author sending?



Samuel Allen
(1917- present)
-Born in Columbus, Ohio
-Law degree from Harvard University
-Eventually concentrated in writing and became a college professor of African Literature

-His poem, "To Satch" is about Satchell Paige, Legendary black baseball pitcher -1948
-He had one of the longest professional baseball careers in history.
-
Leroy Robert "Satchel" Paige (July 7, 1906 – June 8, 1982) was an American Major League Baseball (MLB) pitcher who became a legend in his own lifetime by being known as perhaps the best pitcher in baseball history, by his longevity in the game, and by attracting record crowds wherever he pitched.
Paige was a right-handed pitcher, and at age 42 in 1948, he was the oldest major league rookie while playing for the Cleveland Indians.
-Played in the Major Leagues until 1966.  He played in the World Series in 1948


Questions:
1. How does the speaker say he feels?
2. What does the speaker say he will do?
3. The poem presents a picture in words to help convey tone.  What are the three sections in the poem that contain verbal imagery?
4. What is the speaker's tone?
5. Write out the line of one  hyperbole
6. Write out a line that contains alliteration
7. Satchel Paige once said, "How old would you be if you didn't know how old you are?"  How does this quote relate to the poem?  Explain the quote

_______________________________________________________________
Part 3

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?

Part 4
_________________________________________

The Fish

Goals: Students will read, comprehend and interpret poetry

Students will apply poetry terms during reading sessions: Simile, hyperbole, tone, mood
 Students will read, comprehend and interpret poetry
Students will apply poetry terms during reading sessions
I. Students will be introduced to Elizabeth Bishop (info from: p. 262 in text)
1911-1979- Born in Massachusetts, but loved to travel
Spent many years in Brazil.
1945- Springboard for her career- She won a poetry contest, and was published in her first book: North and South
"I think geography comes first in my work, and then animals.  But I like people, too."
-Mood: the atmosphere or tone of a poem.  The poet uses specific words, phrases, and images to convey the mood of the poem.
Reading activities:
Activity A: Before class discussion of the poem:
In groups of 3, students will create analysis paragraphs and debate their interpretation of the poem versus the author’s purpose
1. Find examples in the poem that shows Bishop has experience catching fish.
2. Find an example in the poem where the author reveals atmosphere and tone
3. Discuss the "Medals" discussed in the poem.
4. In "The Fish," the poet says, "I looked into his eyes/ which were far larger than mine/ but shallower, and yellowed./ the irises backed and packed/ with tarnished tinfoil....."  
-These specific words convey the speaker's longing to understand the fish by looking into its eyes.  
I. In groups, students will pull out their analysis paragraphs and debate their interpretation of the poem versus the author’s purpose
Activity B:
2. Students will read and discuss the poem.
Activity C.
3. Assessment: Questions on the following link:
THE FISH STUDY GUIDE
THE FISH STUDY GUIDE


_________________________________

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
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