1. Wednesday, February 8, 2017 Do Now: Homework:  Copy HW
 Pick up the Intro to the unit worksheet and answer the first question come up with as many elements as you think of!
Homework:
Complete formal (TREXREXicon)MP paragraph – due tom.
Typed and double spaced OR written in pen skipping lines
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What would you expect from a story that falls under the category of “strange and/or mysterious?”
• Bullet points to emphasize the subject of the slide. Continue text here.

3. CLICK HERE TO ADD TEXT What will you have to do?
As a reader, how is reading a SM story different than reading other genres (think skills)?
• Bullet points to emphasize the subject of the slide. Continue text here.

4. Take out your homework
Before we dive into the unit, let’s review the literary elements you looked up and worked with last night.

5. Atmosphere
The mood of the story; the emotional feeling a reader gets, usually set by descriptions of the setting.
The fog was thinner as you approached the top of the hill. The half-moon shone, not as bright as day, not by any means, but enough to see the graveyard, enough for that.
Look.
You could see the abandoned funeral chapel, iron doors padlocked, ivy on the sides of the spire, a small tree growing out of the guttering at roof level.
You could see stones and tombs and vaults and memorial plaques. You could see the occasional dash or scuttle of a rabbit or a vole or a weasel as it slipped out the under-growth and across the path.
The atmosphere is eerie. It is created by:
being set in a graveyard because they are scary
being a foggy night because that means it is difficult to see.
having the chapel abandoned with ivy and a tree growing on it

6. Example from something we read this semester:
Atmosphere
Example from something we read this semester:
In the beginning of The Giver, the atmosphere is tense because Jonas brings up a flashback of a pilot being released because he flew over the Community, which was against the rules. Even though the reader doesn’t know what release is at this point, one can infer that it is a punishment; therefore, it creates a feeling of tension as the introduction into this world shows how strict it is.

7. Suspense This is suspenseful because:
A state of uncertainty, anticipation, and curiosity; emotional tension resulting from the reader's desire to know "what will happen next?" or "what is actually happening now?” happening
There was another knock, and another. The old woman with a sudden wrench broke free and ran from the room. Her husband followed to the landing, and called after her appealingly as she hurried downstairs. He heard the chain rattle back and the bottom bolt drawn slowly and stiffly from the socket. . . But [he] was on his hands and knees groping wildly on the floor in search of the paw. If he could only find it before the thing outside got in. A perfect fusillade of knocks reverberated through the house, and he heard the scraping of a chair as his wife put it down in the passage against the door. He heard the creaking of the bolt as it came slowly back, and at the same moment . .
This is suspenseful because:
A woman is running toward the door as her husband calls for her not to go
Slowing down the sound of her unlocking the door—makes you wonder what is on the other side.
The husband is afraid of the “thing” getting in—makes you wonder what it is.
The obnoxious knocking (fusillade is an attack in quick succession)
Slowing down the sound of her opening the bolt. . .

8. Example from a story we read this semester
Suspense
Example from a story we read this semester
A suspenseful moment in The Giver is when Jonas gets skipped during his Ceremony of 12.
The first 6 chapter were setting this event up, and then he just gets skipped. It left Jonas and the reader wondering why and what will happen next?

9. Foreshadowing This could foreshadow. . .
A hint by the writer of what is to come later in the story. Usually appears at the beginning of the story or chapter.happening
1st example = A teenage girl leaves the house for an evening out with her friends. Her mother makes her promise to be back before midnight. The girl kisses her mother and tells her she worries too much. She’ll be fine, she says.
This could foreshadow. . .
Something bad is going to happen to the daughter since the daughter is so relaxed about it.
Maybe something happens to the mother and the daughter will have to figure it out.

10. Foreshadowing This could foreshadow. . .
A hint by the writer of what is to come later in the story. Usually appears at the beginning of the story or chapter.happening
2nd example = An old man is sitting at his desk looking at his stamp collection. When he opens the drawer for his magnifying glass, his fingers brush against a gun. He finds the magnifying glass and closes the drawer.
This could foreshadow. . .
That the gun will be used; why else have him notice and touch it in the beginning?

11. Situational Irony  
When what happens is very different from what is expected to happen. (A REVERSAL of expectations)
 1st example = Someone posts a video on Youtube about how boring and useless Youtube is.
This is ironic because
Someone who calls it useless is actually using it to say it’s useless.

12. Situational Irony  
When what happens is very different from what is expected to happen. (A REVERSAL of expectations) .
This is ironic because
Someone who has no phone service can’t CALL a phone company!

13. When what is said or written is NOT what is meant think sarcasm.
Verbal Irony  
When what is said or written is NOT what is meant think sarcasm. .
This is ironic because
The dad is obviously disappointed in his son’s grades.

14. Next, tell students that these are the main elements we are going to be looking for and thinking about as we read each of our strange/mysterious texts, so it’s important they understand them. Tell them that all of these elements will be found in our first story, “The Monkey’s Paw.”  The original story was written by WW Jacobs in 1902, yet the ideas from it is still alluded to in today’s culture- from The Simpsons to Adventure Time- the conflict and themes are still really relevant.  The version we are going to read is actually written in play form.

15. First Story = “The Monkey’s Paw”
The original story was written by WW Jacobs in 1902, yet the ideas from it is still alluded to in today’s culture- from The Simpsons to Adventure Time - the conflict and themes are still relevant and referred to all the time.

16. What is the main difference between a play and a short story?
Our version = a play
What is the main difference between a play and a short story?
leave out a lot of the descriptions
focuses on mostly dialogue as it is intended to be acted out.  
Therefore, the way someone might act it out may differ from actor to actor.  
there are certain words/phrases that the writer wants to make sure are acted the same way, and they will include stage directions so the actor knows HOW to say it.

17. Stage Directions 101 let’s practice with our partner!
Same scene  3 different ways
Person one: I can’t stand it when you hum.
Person two: Then I’ll stop.  (begins humming)
Person one: (smiling) I can’t stand it when you hum.
Person two: (mischievously) Then I’ll stop.  (begins humming)
Person one: (angrily) I can’t stand it when you hum.
Person two: (disobediently) Then I’ll stop.  (begins humming)
obj: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone

18. Therefore, as we read this play, we are going to look for and be sure we do a few things:
Read the stage directions so we can understand what the characters are doing and how they are saying thing
Act out your ‘parts’ with emotion, especially when there are stage directions.
Look for and annotate examples of how the atmosphere is created and how it impacts the story.
Look for and annotate examples of foreshadowing and make predictions.
obj: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone

19. Mr. White Mrs. White Herbert Morris Volunteers?
obj: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone

20. Do Later: When your group has finished scene 1…
Discuss whether or not you would have wished on the paw.
Put a star next to one quote to support your opinion.
obj: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone

21. MP Writing Assignment – due tomorrow
Write 1 paragraph with 2 REXs.
Use a quote with internal citation for EACH reason
Make sure it’s blended!
No first or second person!
Typed, double spaced, Times New Roman
If can’t type, blue or black pen, skipping lines
obj: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone

22. T REX REX icon T: title, author, answer the question (pick ONE side)
R/E: first reason, context and quote
X: explain how it proves the wish will be good or bad
R/E: TRANSITION, second reason; context and quote
X: explain how this proves the wish will be good or bad
Icon: concluding sentence
obj: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone

23. Obj: Use clues to make logical inferences
CLICK HERE TO ADD TEXT
Solve a mystery!!
With your partner, read through this conversation between 2 men and try to figure out—
Who did what and to whom?
First time, just read through to get the gist.
Next time, read with “passion” use the punctuation to read with expression.
Finally, on an index card, answer the above question using the lines that helped you figure out the answer!
Click Here To Add Text.
• Bullet points to emphasize the subject of the slide. Continue text here.
Obj: Use clues to make logical inferences