9/22/2015

 Please have ready:  Notebooks  Something to write with  Await further instruction DO NOW STEP 1

 As you watch, write a response to the following questions in your notebooks:  How did you feel watching this trailer?  What effects (dialogue, music, visuals, etc.) helped create that feeling for you?  com/watch?v=ufsrgE0 BYf0 ← Gravity  com/watch?v=YOUBsl xbSJo ← Peanuts DO NOW STEP 2

Agenda  Do Now  Share Out  Notes  Word choice and mood in songs  Exit Objective  Students will analyze how author's word choice (diction) contributes to the mood of the piece. AGENDA AND OBJECTIVE

DICTION, IMAGERY AND MOOD

 Diction refers to the words chosen by the author for the text. For example: “The only people for me are the mad ones, the ones who are mad to live, mad to talk, mad to be saved, desirous of everything at the same time, the ones who never yawn or say a commonplace thing, but burn, burn, burn like fabulous yellow roman candles exploding like spiders across the stars.” – Jack Kerouac, On the Road Why choose words like “mad” and “burn”? DICTION

 Connotation – the idea or feeling the word invokes in you.  Couch – sleep, comfort, naptime, TV, football, dinner, etc.  Denotation – the actual definition of the word; it’s literal meaning.  Couch – a long piece of upholstered furniture for people to sit on. CONNOTATION VS. DENOTATION

 Diction (word choice) is directly related to IMAGERY.  IMAGERY is an author's use of descriptive language that appeals to human senses to deepen the reader's understanding of the work. Powerful forms of imagery engage all of the senses.  Sight TasteTouch  SmellSound IMAGERY

 burn, burn, burn (touch, smell, sight)  like fabulous yellow roman candles exploding (sound, sight, smell)  like spiders across the stars (sight, touch) FOR EXAMPLE…

 Authors use diction and imagery together to create a MOOD of the piece.  The mood evokes certain feelings in readers.  How do you feel when you read the piece?  How did the author’s words get you there? MOOD

TYPES OF MOODS

DIFFERENT MOODS YOU FEEL WHEN YOU READ Positive Moods Amused Calm Content Dreamy Ecstatic Excited Exhilarated Hopeful Loving Mellow Optimistic Passionate Rejuvenated Relaxed Satisfied Sentimental Surprised Sympathetic Touched Vivacious Warm Welcoming Negative Moods Aggravated Annoyed Anxious Brooding Cold Confused Cranky Cynical Depressed Disappointed Dreary Enraged Exhausted Foreboding Gloomy Hopeless Indifferent Irate Jealous Lonely Morose Nervous Numb Overwhelmed Pensive Pessimistic Scared Serious Sick Stressed Suspenseful Tense Terrifying Violent Worried

DICTION, IMAGERY AND MOOD IN SONGS

 Someone pick an APPROPRIATE song  I’m going to listen to the song, but I’m not going to look at the words. As I listen, I’m going to try to pick out the words and phrases the artist says that stick out to me that can help me describe the mood of the song and write those answers in the four boxes on the board.  I will also listen for the music notes, the beat (if any), the sound, etc. YOU PICK!

Words I hear repeatedWord with connotations Words that create ImagesMusic “SONG”

YOUR TURN!

 Now, we’re going to listen to another song, but I’m not going to show the words. As you listen, you’re going to try to pick out the words and phrases Tom Petty uses that stick out to you that can help you describe the mood of the song. (You can use my organizer or not)  Words that repeat  Words that create images  Words that have specific connotations  You may also comment on the music notes, the beat (if any), the sound, etc.  Next, I’m going to give you the words to look over.  PAIRS! (get moving…)  With your partner and your notes, look over the song again and answer the questions in complete sentences. PERIOD 2 – “ACCUSED OF LOVE” FOR JACK

 Now, we’re going to listen to another song, but I’m not going to show the words. As you listen, you’re going to try to pick out the words and phrases Tom Petty uses that stick out to you that can help you describe the mood of the song. (You can use my organizer or not)  Words that repeat  Words that create images  Words that have specific connotations  You may also comment on the music notes, the beat (if any), the sound, etc.  Next, I’m going to give you the words to look over.  PAIRS! (get moving…)  With your partner and your notes, look over the song again and answer the questions in complete sentences. PERIOD 3 – “FRIDAY I’M IN LOVE” FOR EMMA

 Now, we’re going to listen to another song, but I’m not going to show the words. As you listen, you’re going to try to pick out the words and phrases Aerosmith uses that stick out to you that can help you describe the mood of the song. (You can use my organizer or not)  Words that repeat  Words that create images  Words that have specific connotations  You may also comment on the music notes, the beat (if any), the sound, etc.  Next, I’m going to give you the words to look over.  PAIRS! (get moving…)  With your partner and your notes, look over the song again and answer the questions in complete sentences. PERIOD 4 – “DREAM ON” FOR SEAN

 Now, we’re going to listen to another song, but I’m not going to show the words. As you listen, you’re going to try to pick out the words and phrases Tom Petty uses that stick out to you that can help you describe the mood of the song. (You can use my organizer or not)  Words that repeat  Words that create images  Words that have specific connotations  You may also comment on the music notes, the beat (if any), the sound, etc.  Next, I’m going to give you the words to look over.  PAIRS! (get moving…)  With your partner and your notes, look over the song again and answer the questions in complete sentences. PERIOD 2 – “FAST CAR” FOR ELLIE

 Read the short lines on the exit slip and answer accordingly. EXIT TICKET

Agenda  Do now  TKAM Discussion  Diction, Imagery and Mood in Emily Dickinson  D.I.M in “Beat! Beat! Drums!” by Walt Whitman  Exit Objective  In this lesson, students will learn to analyze how imagery contributes to the mood of different poems by examining specific word choice. AGENDA AND OBJECTIVE

 Do you think Atticus is right when he tells Jem that you should be nice to someone no matter how mean they are to you? (Like Mrs. Dubose from Chapter 11). TKAM DISCUSSION

DICTION, IMAGERY AND MOOD IN EMILY DICKINSON

 Diction  author word choice  Imagery  author’s use of words to create vivid and descriptive images that appeal to the reader’s senses  Mood  how the reader feels and reacts to the word choice and imagery created by the author REVIEW…

 As we read the poem, please fill out the chart provided.  Step 1 - What words paint a picture in your mind?  Step 2 – What kind of picture do they paint?  Step 3 – How do these words create a specific effect on the reader? “BECAUSE I COULD NOT STOP FOR DEATH” BY EMILY DICKINSON

Because I could not stop for Death – He kindly stopped for me – The Carriage held but just Ourselves – And Immortality. We slowly drove – He knew no haste And I had put away My labor and my leisure too, For His Civility – We passed the School, where Children strove At Recess – in the Ring – We passed the Fields of Gazing Grain – We passed the Setting Sun – “BECAUSE I COULD NOT STOP FOR DEATH” STANZAS 1-3

Or rather – He passed us – The Dews drew quivering and chill – For only Gossamer, my Gown – My Tippet – only Tulle – We paused before a House that seemed A Swelling of the Ground – The Roof was scarcely visible – The Cornice – in the Ground – Since then – ‘tis Centuries – and yet Feels shorter than the Day I first surmised the Horses’ Heads Were toward Eternity – “BECAUSE I COULD NOT STOP FOR DEATH” STANZAS 4-6

10/8/2014

 Refer to the conversation between Scout, Jem and Atticus at the end of Chapter 13 – what does Atticus mean when he says the children should know their ancestors so they can “behave accordingly?” (151). Why do the children get so upset by this?  Answer in 3-4 COMPLETE SENTENCES on the sheet of paper provided.  This will be collected and graded, so make an effort. DO NOW

Agenda  Do now/Share Out  Diction, Imagery and Mood in Emily Dickinson Part II Partner Work  D.I.M in “Beat! Beat! Drums!” by Walt Whitman Independent work  Exit ticket Objective  Students will learn to analyze how imagery contributes to the mood of different poems by examining specific word choice. AGENDA AND OBJECTIVE

“BECAUSE I COULD NOT STOP FOR DEATH”

 Read through Stanzas 2-6 of “Because I Could Not Stop for Death” and fill out the corresponding chart with your partner.  You will have 15 minutes WORK WITH YOUR PARTNERS…

PARTNERS! Period 2Period 3Period 4Period 5 Mario/JarrodCorey/Amanda/AlexMegan/FrankieAnthony/Hanna Vin/Ava-LorenEunice/TimVictoria/ScottVin C/Joe Jess/Dom/Danie lla Raven/AndrewMarissa/MikeAnge/Jimmy Yogesh/RobChris/Vin OJulianna/WilliamAlexa C/Lance Mike/AlanaIsabella/AlejandroBrina/KennethTom/Kristy Jillian/Jay JayMark/Vin IDom/EricAlexa P/Tarrin Sonia/Tayybe /Aronne Dave/NatalieGabby/JakeBrooke/Rachel/Michelle Mike M/RuchaJoanne/Dan HAlex/ChrisLauren/Sameer Dave/AashJocelyn/Willy/Dan CJuliane/GregNicole/Seamus

Or rather – He passed us – The Dews drew quivering and chill – For only Gossamer, my Gown – My Tippet – only Tulle – We paused before a House that seemed A Swelling of the Ground – The Roof was scarcely visible – The Cornice – in the Ground – Since then – ‘tis Centuries – and yet Feels shorter than the Day I first surmised the Horses’ Heads Were toward Eternity – “BECAUSE I COULD NOT STOP FOR DEATH” STANZAS 4-6

“BEAT! BEAT! DRUMS!” WALT WHITMAN

 Work independently to read through “Beat! Beat! Drums!” and answer the corresponding questions. “BEAT! BEAT! DRUMS!”

 Please read chapter 14 of Mockingbird. HOMEWORK

 On a separate sheet of paper, explain how diction and imagery affect the reader’s mood in 2-3 sentences. EXIT TICKET