Agenda - pretest. Pre-test. HW: Universal truth due tomorrow

Transcription

1 Monday, August 21

2 Agenda - pretest Pre-test HW: Universal truth due tomorrow

3 Pre-test: A baseline for me to see what you already know Fill in answers on the Mastery Manager sheet Do not write on the test Do your best and don t stress! (It s not for a grade) Read something quietly when done.

4 Tuesday, August 22

5 Agenda Share out universal truths Etymology assignment Tone introduction DO: Identify tone words. Identify and analyze instances of tone in pictures. Convey tone through short skits and correctly identify tone word used. HW: Create tone word poster

6 Universal truths Share out your universal truth to the class.

7 Etymology assignment Merriam-Webster: The history of a linguistic form (such as a word) shown by tracing its development since its earliest recorded occurrence in the language where it is found, by tracing its transmission from one language to another, by analyzing it into its component parts, by identifying its cognates in other languages, or by tracing it and its cognates to a common ancestral form in an ancestral language. With a chosen partner, prepare to teach students assigned part of a word or root using visuals. Be sure to utilize what is in the packet provided and provide additional information or clues (cartoons, example words, advertisement, video clip) that will help peers understand the root or part of the word. Students must take notes to study for quizzes which will have vocabulary using parts of the word or the root throughout the semester.

8 Etymology what you turn in Be creative. Use videos, cartoons, illustrations, infographics, literary allusions, etc. BRIEF. You will only have 2 minutes to teach (including video). Send me Power Points slides (with PAGE NUMBER OF YOUR ROOT/WORD PART AS WELL AS YOUR VISUAL - videos, etc. attached not too different files) with each partner s name prior to the week you are scheduled to present. Check that technology is working prior to assigned day of presentation. Unless told otherwise, students will present on the first day of the week in the first two minutes of class. This is a graded assignment.

9 Pick a partner and pick a date!

10 Tone time!

11 Tone Tone reflects the mood (the effect of the writer s words on the reader) Tone - the author's attitude, stated or implied, toward a subject. The author s style conveys the tone in literature. Tone is the author s attitude toward the story and readers. For example these words (adjectives or adverbs) describe the author s tone: brave, lighthearted, romantic, energetic, cynical, bitter, insulting, etc. Tone = author s attitude Mood = the reader s feeling

12 But how do I figure out tone? Through building your vocabulary and analyzing carefully. In order to analyze tone, you need tone words. You also need to think critically.

13 Building vocab Refer to your tone packet; place a plus (+) next to positive tone words, a dash (-) next to negative, and a circle next to neutral. For example: ACCUSATORY - charging of wrongdoing AMBIVALENT the absence of having strong feelings. ANXIOUS Worried or excited Hint: consider if this a tone that would get you in trouble with your parents (negative) or if it s how you d like someone to feel about you (positive)

14 Analyzing tone DIDLS will help (more on that later), but you ll need to think critically. Consider: Important elements Purpose Similar/previous experience

15 Tone theatre!! Procedure Choose a partner and see me for a number. Reflect on the meaning of the 3 words in your assigned numbered list (List will be projected on the board). Choose 1 of the 3 tone words in your list to act out in an extremely brief skit. Be sure to portray the meaning without using the word itself, and keep your selected word a secret. The rest of the class will guess and debate which of the 3 tone words best fits your mini skit.

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17 Homework : tone poster Select a tone word from the glass Create a poster that includes Your tone word The definition Positive, negative, neutral distinction Some decoration

18 Wednesday, August 23

19 Agenda Share tone word poster DIDLS introduction Poem carousel DO: Students will identify elements of DIDLS and apply to textual analysis. HW: Create a haiku about your new tone word + reflection

20 Share tone poster

21 DIDLS = the key to tone Tone Devices: Diction Imagery Details Language Syntax (sentence structure)

22 Diction The connotation of the word choice (commonly associated meanings, not just dictionary definition) What words does the author choose? Consider his/her word choice. Why did the author choose that particular word? How does that specific word impact the piece? Laugh: guffaw, chuckle, giggle, cackle, snicker, roar Self-confident: proud, conceited, egotistical, stuck-up, haughty, smug, condescending House: home, hut, shack, mansion, cabin, residence Old: mature, experienced, antique, senior, ancient Fat: obese, plump, portly, burly, husky, full-figured

23 Imagery Vivid descriptions or use of figurative language that appeal to understanding through the senses (visual, auditory, olfactory, tactile, gustatory) What images does the author create? What does he/she focus on in a sensory way? Descriptive images the author puts in or omits reflect his/her style. Are they vibrant? Ordinary? An old, mad, blind, despised, and dying king. (somber) He clasps the crab with crooked hands. (dramatic) Love gets you going like a fat gold watch. (fanciful) Smiling, the boy fell dead. (shocking)

24 PSA about Imagery DO NOT SAY IT CREATES A PICTURE IN THE READER S MIND. That is it s most basic definition. You will be arguing EFFECT.

25 Details commonly the facts provided to convey support for the author s tone. The speaker's perspective shapes what details are given and which are not. Omitting information can influence tone just as much as adding/including details. Which details does the author choose to include? What do they imply? What info does the author omit? Why? How does this choice impact the piece? The juror wiped sweat from his brow and once again shifted his weight in the old, stiff chair as the witness started to speak. Is the detail about the chair necessary to the story? NO. If omitted, would the audience still get the big idea? YES. Why is this detail included? How does the detail about the chair convey a negative tone toward jury duty?

26 Language The overall use of language, such as formal, clinical, jargon, dialect, slang What is the overall impression of the language? Does it reflect education? Social class? A particular profession? Is it plain? Ornate? Simple? Clear? Figurative? Poetic? Regional? Language - the entire body of words used in a text, not simply isolated bits of diction. For example, an invitation to a wedding might use formal language, while a biology text would use scientific and clinical language. When I told Dad that I had goofed the exam, he blew his top. (slang) I had him on the ropes in the fourth and if one of my short rights had connected, he'd have gone down for the count. (jargon) A close examination and correlation of the most reliable current economic indexes justifies the conclusion that the next year will witness a continuation of the present, upward market trend. (pompous)

27 Syntax (sentence structure) How a sentence is constructed affects the audience s understanding. What are the sentences like? Simple with one or two clauses? Multiple phrases? Choppy? Flowing? Sinuous like a snake? What tone do they convey? Does the syntax impact the pace? Speed up? Slow down? Does the syntax create clarity or confusion? Does it draw comparisons or emphasize contrasts? Does it mirror meaning? Why does the author structure the sentences in that way?

28 Syntax vocabulary building Parallel syntax (similarly styled phrases and sentences) creates interconnected emotions, feelings and ideas. Animated syntax uses dynamic, vibrant words and structure to liven or energize the subject. Choppy syntax includes short sentences which are punchy, intense, and often emphatic, passionate or flippant. (think simple sentences)

29 Syntax vocabulary building Long sentences point at the end and are distancing, reflective and more abstract, and often suggest greater thought. (think compound-complex sentences) Periodic sentences point at the beginning, followed by modifiers and phrases. The inverted order of an interrogative sentence cues the reader to a question and creates tension between speaker and listener. Rhetorical questions are used to emphasize a point and get the audience thinking.

30 PRACTICE TOGETHER Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square. Somehow, it was hotter then; a black dog suffered on a summer s day; bony mules hitched to Hoover carts flicked flies in the sweltering shade of the live oaks on the square. Men s stiff collars wilted by nine in the morning. Ladies bathed before noon, after their three-o clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum. Identify: subject? tone? How does author convey this? Diction? Imagery? Details? Language? Syntax? Textual evidence.

31 Poetry groups Part I Poetry 1. In your group, read the poem. 2. Annotate the poem. 3. Answer the questions. Write your answers on the front or back of the poem.

32 NOTE: Tone can change or shift. Often it will be signaled by: -key words but, yet, nevertheless, however, -punctuation dashes, periods, colons -stanza and paragraph divisions -changes in line and stanza or sentence length although To misinterpret tone is to misinterpret the author s meaning and purpose.

33 Part II: Presentation As a group, you will teach the class about the poem. You will: Read it aloud Identify DIDLS Explain meaning

34 Haiku Homework: Take time to have a sensory experience cafeteria, room, bus, under a tree, with your dog, in kitchen. Choose a tone word to capture the moment. Using your chosen tone word as a title, write a haiku conveying that tone Be sure to refer to haiku rules. Write your haiku on computer paper and illustrate to further capture the tone and essence of the moment. Due: tomorrow Be prepared to share and display. 15 points.

35 Caustic Thought I would wither? Tender love roses shrivel I am not fragile - Mrs. Hornik

36 Optimistic Yesterday has left Rise to meet your pink morning Smiling promises - Mrs. Hornik

37 Thursday, August 24

38 Agenda Haiku share Diction & tone: RATA You ll Be Back Connotation vs. denotation (I never said you stole my read hat) Traveling Through the Dark: Diction study DO: Students will analyze diction and evaluate it in terms of tone. HW: Diction description (product review conveying tone)

39 Share haikus! Share your haikus with your group, but do not share the title. Squad members will determine what tone you are conveying based on your writing.

40 DIDLS recap Diction = word choice Consider the connotation of words; the emotion and weight of words often is a clue to the author s feelings.

41 You ll Be Back Together we ll go through this song focusing on the diction to determine tone. First, listen to the song in full to get a general idea of the content. Then, we ll analyze specific diction choices.

42 I never said you stole my red hat.

43 I never said you stole my red hat. Place a different stressing on each word in the sentence. Once complete, discuss how the meaning of the sentence changes based on what is stressed.

44 Diction: connotation v. denotation Remember: when analyzing diction, you re thinking about what is said and how it s being said. Go beyond the dictionary definition, and make inferences about the baggage that comes with that word.

45 Homework: product review Directions: Using the format of your choosing (product review, poem, etc.), write a detailed description of a given item according to 2 contrasting tone words. Sample: Pod chair: Patronizing This chair doesn t know how to be a chair. It has a cushion that better belongs on a couch (not that the product designer would understand that) and makes you sink into it as soon as you sit down. If I wanted a bed I would ve bought one. I could make a better chair in my garage from garbage.

46 Friday, August 25

47 Agenda Share product descriptions Imagery Storm in the Black Forest DO: Students will analyze imagery and evaluate it in terms of tone. HW: paragraph using imagery

48 Share product descriptions Share descriptions (but not tone word) in your squads, and try to guess the tone word accordingly.

49 Imagery Sensory imagery is descriptive language that appeals to the 5 senses to create a vivid picture in the reader s mind. This picture often reveals the author s attitude (tone). Visual, auditory, olfactory, gustatory, and tactile.

50 Storm in the Black Forest : Part 1 Read this poem several times. As you listen, create an image depicting the details and imagery used in the poem. In your notebook, choose a tone word that best suits the poem. Justify your choice in several complete and thoughtful sentences using textual evidence.

51 Part 2 Under your image, write a tone analysis paragraph. Consider starting with, In the poem {insert title}, {insert author} uses {insert device(s)} to convey a(n) {insert tone word} tone toward {insert subject}. Be sure to support your claim with at least two pieces of evidence from the poem.

52 Part 3 Your turn! On a separate sheet of paper, write a paragraph utilizing imagery. Take the time to have a sensory experience for inspiration (kitchen, mall, restaurant, outside, etc.) Due tomorrow!