2. Bell Ringer  Complete the Main Idea Comprehension sheet on the table. Reread and review your answers.

3. Objective- Use of Language, Mood, and Tone  The last time we met, we focused on the AHSGE direct and indirect characterization objective.  Today we are going to discuss, read and list use of language, mood and tone.

4. Motivation  Why should you be motivated to focus on the AHSGE use of language, mood, and tone objective?  Pass the AHSGE  Become lifelong readers  To better understand what you read  To be successful in your future  What is use of language, mood, and tone ?

5. Mood  Mood, or atmosphere, is the feeling created in the reader by a piece of literature. Words that describe the mood may be happy, contented, uplifting, sad, despairing, depressing, shocking, suspenseful, scary, horrific, or dreadful. Remember, these are emotions that the reader feels when reading an author’s words.

6. Tone  The tone of a piece of literature is the writer’s attitude (or how he feels) toward the subject of the piece or the characters. The dialogue, the actions, and the description all can show tone. Words that describe tone may be serious, playful, humorous, sarcastic, sympathetic, mocking, formal, casual, matter-of-fact, bitter, critical, optimistic, carefree, or hopeless to name a few. Remember, these words describe the author’s attitude towards the subject, not the reader’s response.  Mood and tone are easily confused, but you should be able to understand how they are different by studying the examples in your book.

7. Example 1  Look at the following example in your book on page 132.  Both passages might describe the same day from different points of view.  In passage 1, what is the mood ?  What kind of feeling or emotion do you get when you read the passage? Look at the words the author uses to give you clues. The author uses the words calm, graceful, pure white, perfect day, and smile to convey a peaceful, cheerful, and optimistic mood.

8. Example 1 (Continued)  In passage 2, what is the mood ?  The mood is opposite of that in the first passage. The mood is gloomy and pessimistic. The author uses words like bitterly cold, legions, dense, smothered, worsen, and grumbled to convey a gloomy mood. The author also uses sarcasm to convey pessimism.  What is the tone in these two passages?  The tone is actually the same in both. The author uses different moods, but the tone in both is matter-of-fact. The author describes the situations in an objective way.

9. Example 2  Look at the following example in your book on page 133.  What is the mood of this passage?  What is the tone of this passage?  As the reader what you feel when you read the passage is the mood of the passage. The mood in this passage could be described as one of dread or horror. That is what Poe wants the reader to feel.  The tone is the author’s attitude toward the subject. The subject is the plague he calls “Red Death”. The tone is serious. It is not casual, sympathetic, mocking or playful. He treats the narrative about the plague seriously.

10. Example 2 Continued  How does the author create the mood of dread and horror?  How does he give a serious tone ?  Poe uses words such as death, blood, devastated, pestilence, fatal, hideous, pains, and dissolution to create mood. He also uses sensory imagery such as profane bleeding at the pores which gives the reader a visual image of a victim of this plague and sharp pains which speaks to the reader’s sense of feeling. Poe’s overall use of imagery (word pictures) gives this passage it’s serious tone.  Poems can also have mood and tone.

11. Example 3  Look at the following example in your book on page 133.  What is the mood of this passage?  What is the tone of this passage?  What feeling do you get when you read this poem? What emotions does it make you feel? By answering these questions, you should discover the mood of this poem. Is this poem uplifting? No, it is not. Is it scary? No, the author’s choice of words is not meant to cause fear in the reader. Is it homesick? No. Is it depressing? Yes. The author’s choice of words in this poem give a mood of depression. Given the choices for mood, the answer is D, depressing. Another applicable mood for this poem might be hopelessness.

12. Example 3 (Continued)  Now, what is the tone of this poem? What is the author’s attitude towards the subject of April, spring, and life? The author’s attitude is not happy or playful. The author’s attitude isn’t adequately described as sad, either. The best description for the author’s attitude is bitter. The author seems bitter towards spring as it represents life. Even though this attitude seems apparent in the author, it is not necessarily the attitude of the reader. The poem doesn’t cause the reader to be bitter, but the author’s presentation of this poem shows that she is bitter.

13. True or False  If you agree with my statement say true.  If you disagree with my statement say false.  The author’s choice of words reveals a great deal to the reader.  An author’s words can create mood, they can reveal an author’s tone, or they can show the author’s purpose in other ways.  Mood, or atmosphere, is the feeling created in the reader by a piece of literature.  The tone of a piece of literature is not the writer's attitude (or how he feels) toward the subject of the piece or the characters.  The dialogue, the actions, and the description, can all show tone.

14. Activity  Model use of language, mood and tone using the practice on page 134, #1.

15. Guided Practice  Turn to page 134 in the AHSGE workbook.  We will do # 2 together.  Are there any questions?  Time- You have 7 to 10 minutes to finish #’s 3- 10 on page 134-135.  Do your best!  Review all answers.

16. Wrap Up Lesson  Remediate: 1.Use of Language, Mood and Tone P. 132  Today we focused on the AHSGE objective- Use of Language, mood and tone.

17. Independent Work  Take your lit journals and turn to the ___________section.  Read two chapters of your text and complete the _______ section of your lit journal.  I will work with you individually during this time.  After 30 minutes we will come back together and reread the text, share our lit journals and review the SAT vocabulary.

18. The End  You did a WONDERFUL job! I am very proud of you. Your hard work will pay off in the end!