1. Agenda Practice Benchmark 1 DO: Analyze DIDLS to determine tone.
HW: Tone presentation
Study for Benchmark 1 (Monday)

2. Tone presentations tomorrow Full class period for practice benchmark 1
Plan of attack
Tone presentations tomorrow
Full class period for practice benchmark 1
Tomorrow, we will go over answers together.
Benchmark 1 – Monday, November 12

3. Benchmark 1 Practice Test
INCLUDE:
Claim/thesis (1 sentence): In the poem “insert title,” insert poet uses insert adjective DIDLS device to create a insert tone word tone towards insert subject.
Background (1-2 sentences): Pretend the reader of your paragraph has not read the poem. What background info is necessary to understand your evidence? Consider mentioning the speaker, subject, conflict, and setting.
T.C.S. lead-in to cited quote (1 sentence): Integrate evidence (your words + the author’s) with blended lead-in (Transition Context Speaker) and MLA in-text citation. When quoting poetry, include a slash between lines. When citing poetry, use line numbers instead of page numbers.
Analysis (2 sentences): Analyze evidence by describing the effect of the DIDLS example. Explain the connotation (What is commonly associated with the example?) and how it conveys the tone toward the subject.
EXAMPLE:
In the poem “Did I Miss Anything?,” Tom Wayman utilizes impractical details to create a sarcastic tone toward being absent. A student misses class and, upon returning, asks the teacher, “Did I Miss Anything?” Frustrated by the question, the teacher answers with alternating extremes: “nothing” and “everything.” When initially responding to the absentee, the teacher reports that the class waited “for the full two hours” (Wayman 3). The absentee does not need the unhelpful detail of the length of time since this extra information does not provide useful feedback. Rather, “the full two hours” is associated with an unrealistic amount of time for students to waste simply waiting for a single classmate’s arrival, revealing the teacher’s mocking attitude.
Benchmark 1 Practice Test

4. Plan of attack - tomorrow
Tone presentations tomorrow
Go over answers together.
Benchmark 1 – Monday, November 12

5. Agenda Benchmark 1 answers
DO: Understand tone word definitions and apply it to textual examples
Identify tone in poetry.
HW: Study for B1 on Monday!

6. 1) In line 8, how is the word “ached” used to show the speaker’s attitude?
The speaker tends to be very shy with the subject of the poem
The speaker is very bold in confronting the subject of the poem
The speaker is empathetic in addressing the subject of the poem
The speaker is very passionate about the subject of the poem.

7. 1) In line 8, how is the word “ached” used to show the speaker’s attitude?
The speaker tends to be very shy with the subject of the poem
The speaker is very bold in confronting the subject of the poem
The speaker is empathetic in addressing the subject of the poem
The speaker is very passionate about the subject of the poem.
Ached is strongly connotated, and indicates something like yearning. This indicates the speaker really wants it, and passionate is the best fit

8. The speaker is happily enjoying life.
2) In line 17, the speaker’s use of diction, specifically the use of the word “hole,” reveals which of the following:
The speaker is happily enjoying life.
The speaker wants to live a better life.
The speaker feels his life is meaningless.
The speaker has no direction in life.

9. 2) In line 17, the speaker’s use of diction, specifically the use of the word “hole,” reveals which of the following:
The speaker is happily enjoying life.
The speaker wants to live a better life.
He hates the hole, and doesn’t want to be here; this reveals his desire for a better life
The speaker feels his life is meaningless.
The speaker has no direction in life.

10. 3) In which line does the tone shift, and what is the shift in tone?
Line 7—Bored to Amused
Line 16 —Uninterested to Overwhelmed
Line 27—Disappointed to Confident
Line 32—Whimsical to Bland

11. 3) In which line does the tone shift, and what is the shift in tone?
Line 7—Bored to Amused
Line 16 —Uninterested to Overwhelmed
Line 27—Disappointed to Confident
He goes from thinking it won’t happen (he’ll never be tall enough) to knowing one day he will be tall
Line 32—Whimsical to Bland

12. 4) The speaker’s repeated references to “reach” and “tall” suggest
the speaker thinks humanity always grows
the speaker thinks humanity desires more and will not be satisfied until they receive it
the speaker thinks humanity stretches their definition of reality
the speaker thinks humanity often seeks the aid of those who are larger than them

13. 4) The speaker’s repeated references to “reach” and “tall” suggest
the speaker thinks humanity always grows
the speaker thinks humanity desires more and will not be satisfied until they receive it
The “tall” is metaphorical, and this detail stands in for what he is grasping (hoping) for)
the speaker thinks humanity stretches their definition of reality
the speaker thinks humanity often seeks the aid of those who are larger than them

14. 5) What is the effect of the allusion in lines 21-26?
By alluding to “The Creation of Adam,” the author illustrates man’s desire to be closer to God and live an eternal life
By alluding to “The Creation of Adam,” the author shows that humanity should appreciate the importance of art
By alluding to “Forever’s Day,” the author shows the influence of media on our perceptions of important days
By alluding to “Forever’s Day,” the author shows that he seeks peace on Earth.

15. 5) What is the effect of the allusion in lines 21-26?
By alluding to “The Creation of Adam,” the author illustrates man’s desire to be closer to God and live an eternal life
“Forever’s Day” refers to eternal life; and the focus isn’t on the art itself, but on being able to touch God (be closer)
By alluding to “The Creation of Adam,” the author shows that humanity should appreciate the importance of art
By alluding to “Forever’s Day,” the author shows the influence of media on our perceptions of important days
By alluding to “Forever’s Day,” the author shows that he seeks peace on Earth.

16. 6) In line 32, Bradbury uses repetition to emphasize
the basic human desire for people to grow in wealth and knowledge
the speaker’s desire for people to put the needs of others before their own
the speaker’s desire for people to live their lives nearer to God so that they can live everlastingly
the basic human desire for people to live their lives at peace with others

17. 6) In line 32, Bradbury uses repetition to emphasize
the basic human desire for people to grow in wealth and knowledge
However, we see how a case can be made for this since getting taller can be seen as growing.
the speaker’s desire for people to put the needs of others before their own
the speaker’s desire for people to live their lives nearer to God so that they can live everlastingly
The whole purpose of being taller is to see God
the basic human desire for people to live their lives at peace with others

18. Peer editing
Claim/thesis (1 sentence): In the poem “insert title,” insert poet uses insert adjective DIDLS device to create a insert tone word tone towards insert subject.
Is something missing? Let them know!
Does this tone make sense?

19. Peer editing
Background (1-2 sentences): Pretend the reader of your paragraph has not read the poem. What background info is necessary to understand your evidence? Consider mentioning the speaker, subject, conflict, and setting.
Remember, poetry background is brief
Who is in the poem?
What is that person’s (or people’s) problem?

20. Peer editing
T.C.S. lead-in to cited quote (1 sentence): Integrate evidence (your words + the author’s) with blended lead-in (Transition Context Speaker) and MLA in-text citation. When quoting poetry, include a slash between lines. When citing poetry, use line numbers instead of page numbers.
You have to use TCS!!
Remember, the author is not the speaker, so say “speaker” not “Bradbury”
Example: However, the speaker realizes he will not always be too short, and says one day “I will send my rockets forth” (Bradbury 27).

21. Peer editing
Analysis (2 sentences): Analyze evidence by describing the effect of the DIDLS example. Explain the connotation (What is commonly associated with the example?) and how it conveys the tone toward the subject.
State exactly what the DIDLS is
Explain the connotation
How does this convey the tone?

22. Peer editing
Round 2! T.C.S. lead-in to cited quote (1 sentence): Integrate evidence (your words + the author’s) with blended lead-in (Transition Context Speaker)
Use a continuing transition (moreover, in addition, likewise, furthermore) or a contrasting transition (however, on the other hand) based on what is appropriate
Remember, the author is not the speaker, so say “speaker” not “Bradbury”
Example: However, the speaker realizes he will not always be too short, and says one day “I will send my rockets forth” (Bradbury 27).

23. Peer editing
Analysis (2 sentences): Analyze evidence by describing the effect of the DIDLS example. Explain the connotation (What is commonly associated with the example?) and how it conveys the tone toward the subject.
State exactly what the DIDLS is
Explain the connotation
How does this convey the tone?

24. Peer editing Concluding statement (1 sentence): Re-word thesis
Restate what the tone is clearly!