10/27/2014

Do Now

• Think back to the in-class essays you wrote on Diction, Imagery and Mood for To Kill a Mockingbird AND WRITE IN YOUR NOTEBOOKS YOUR RESPONSE.

• What were some of the challenges?

Agenda and Objective

Agenda

• Diction, Imagery and Mood review

• Types of Moods • Graphic Organizers • Your Papers

Objective

• Students will edit their DIM writing assignment on a graphic organizer in order to effectively argue how Harper Lee uses diction and imagery to create mood in different scenes.

REMINDERS!

Things to Remember… • Titles (when written) get UNDERLINED ONLY.

• Please make sure you spell the author’s name correctly: Harper Lee. SHE is a WOMAN.

• Please make sure you spell all character’s names correctly: Jem, Scout, Atticus, Calpurnia, Boo Radley, etc.

• Please make sure you NAME the book you’re writing about. • Remember, treat the audience (me) like they’re stupid.

• All pieces of textual evidence get page numbers. THIS IS A NON NEGOTIABLE. If you have the book on hand, there is NO REASON to not use page numbers. • Going forward, failure to use page numbers in papers written in class or at home will

result in disciplinary action for plagiarism. It is LAZY and UNACCEPTABLE to not use page numbers when the book is in your hands.

REVIEWDiction, Imagery, Mood

Diction, Imagery and Mood• Diction – The words the author uses.

• Imagery – A picture painted by the author (through diction) in order to enhance the reader’s understanding through appealing to the senses.

• Mood – HOW THE READER FEELS WHEN READING THE TEXT.

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

GRAPHIC ORGANIZERS AND ANALYZING EVIDENCE

 Quote example from my paper

(You should have at least

three with PAGE

NUMBERS!)

 Analysis of that

example(Have you made a

connection to a picture that is

painted for EVERY word (if applicable? If not, do it now!)

 

 What is the mood

generated by your quote? (Name it!)

 How does the quote

connect to the mood?

(If it doesn’t connect, YOU CAN’T

USE IT!) 

“People moved slowly then. They ambled across the square, shuffling in and out of the stores around it, took their time about everything” (Lee 6)      

 ”Slowly” – the image of people plodding through life, almost like they’re in water, or in a trance-like state.

“Ambled” reminds the reader of a cowboy going to a duel, moving so slowly with calculated movements to save the energy until the necessary moment.

“Shuffled” – people are dragging their feet, so they can’t move quickly.

 The mood generated by this quote is CALM and SERENE.

 The images of the people who move “slowly,” “ambling” across the street with no apparent need to be anywhere creates a mood of extreme calm and serenity. These are people who are not in a rush: they don’t live in a big city and they move at their own pace, which permits all the time in the world.

Work independently one section at a time and then raise your hand. I will give you permission to move on!

• Step 1. Look at your paper

• Step 2. Look at your textual evidence with page numbers • Don’t have any? Get some. (This is MANDATORY).

• Simply saying, “When this incident happened on page 179…” is not enough. You need DIRECT QUOTES.

• Step 3. Is your evidence analyzed THOROUGHLY (like my example)? • If not, start doing that.

• Step 4. What is the mood your evidence evokes in YOU?

• Step 5. How does your piece of evidence connect to the mood? • IF IT DOESN’T, FIND ANOTHER PIECE OF EVIDENCE!

•

Homework

• Please complete this assignment by FRIDAY.

• I want this typed (or nicely handwritten) and submitted WITH THE ORGANIZER.

• This is worth a 100 point test grade and will not have the two-week long grace period window to turn in late.

• Read Chapter 24 of TKAM.

10/28/2014

Please take out…

• A writing utensil • Your To Kill a Mockingbird diction, imagery and mood essay I handed back to you yesterday

• Your graphic organizer • Your To Kill a Mockingbird books

For today…

• You will be working on each section of the graphic organizer.

• Do not go to the next column until I SIGN OFF on your sheet with my GREEN pen.

• When you are finished with the organizer, you may start to rewrite your essay.

Work independently one section at a time and then raise your hand. I will give you permission to move on!

• Step 1. Look at your paper

• Step 2. Look at your textual evidence with page numbers • Don’t have any? Get some. (This is MANDATORY).

• Simply saying, “When this incident happened on page 179…” is not enough. You need DIRECT QUOTES.

• Step 3. Is your evidence analyzed THOROUGHLY (like my example)? • If not, start doing that.

• Step 4. What is the mood your evidence evokes in YOU?

• Step 5. How does your piece of evidence connect to the mood? • IF IT DOESN’T, FIND ANOTHER PIECE OF EVIDENCE!

•

Homework

• Please complete this assignment by FRIDAY.

• I want this typed (or nicely handwritten) and submitted WITH THE ORGANIZER.

• This is worth a 100 point test grade and will not have the two-week long grace period window to turn in late.

• Read Chapters 25 and 26 of TKAM.

10/29/2014

Do Now

• Refer to the introduction of Mrs. Grace Merriweather (on page 263). How is she described by Harper Lee as an introduction to readers?

• Think about diction and word choice here and respond in 2-3 sentences.

Agenda and Objective

Agenda

• Do Now/Share Out• Character traits• Literal and Figurative

Meanings • “The Necklace” by Guy de

Maupassant• Exit

Objective

• Students will learn to analyze how characters are introduced and developed by interpreting literal and figurative meanings of words and phrases in a text.

CHARACTER TRAITS

Trait (noun)

• a distinguishing quality or characteristic that sets you apart from others

• We learn about WHO characters are directly and indirectly.

Refer to the character trait list!

Review of Characterization Methods

• Direct – we learn things about the characters through description• Authors use both literal and figurative language for this

Literal and Figurative Language

Literal • taking words in their most basic, obvious sense.

• Example: • She was seven years old.

• This explains that the character is a seven year old.

Figurative• Using words in a way other than their original, intended meaning.

• Example: • She acted like a seven year

old. • This explains that this

person could be an adult who acts like a child.

HOW DOES JOHN GREEN USE LITERAL AND FIGURATIVE LANGUAGE TO INTRODUCE GUS IN TFIOS?

“Long and leanly muscular, he dwarfed the molded plastic elementary chair he was sitting in” (Green 9)

Description Example Literal or Figurative? Explanation of answer

“Long and leanly muscular, he dwarfed the molded plastic elementary chair he was sitting in.”

Literal AND figurative Literal: “Leanly muscular” = lean (not fat) and has muscles Figurative: “Long” and “dwarfs the chair”

Though Gus is lean, he is also very tall; the fact that he dwarfs the chair he sits in makes him seem gigantic and intimidating.

Together! • Mahogany hair, straight and short. He looked my age, maybe

a year older, and he sat with his tailbone against the edge of the chair, his posture poor, one hand half in the pocket of his dark jeans” – Hazel’s description of Gus, TFIOS (Green 9)

Character Trait Literal or Figurative? Explanation of answer

“Posture poor, one hand half in the pocket of his jeans”

L – “posture poor” F – “one hand half in the pocket of his jeans”

Gus’ one hand in his jeans shows he maybe doesn’t care.

HOW DOES GUY DE MAUPASSANT USE LITERAL AND FIGURATIVE LANGUAGE TO DEVELOP MADAM LOISEL IN “THE NECKLACE”?

“The Necklace”

• First published in 1884 in the French newspaper Le Gaulois

• Has been adapted for stage and screen by several different people.

• Let’s read the first paragraph together.

Character development through description…

Character Trait Textual evidence Literal or Figurative? (or both)

Explanation of that evidence

Pretty, charming and odd

“She was one of those pretty and charming girls born, as though fate had blundered over her, into a family of artisans.”

Both. Literal – “pretty and charming” Figurative – “Fate had blundered over her into a family of artisans”

She is so pretty and charming it’s as though she is out of place because she was born to a poor family of artisans.

As we read…

• Now work with a partner to fill out the organizer of the descriptions of Madam Loisel.

• Be sure to fill out every box and EXPLAIN your answers according to the model!

Homework

• Please read up to chapter 27 in To Kill a Mockingbird.

10/30/2014

Do Now

• Look at the dialogue between Jem and Scout on page 273 where they discuss the insect: considering what we know about them from the beginning of the story, what do their actions and dialogue say about their growth (or lack thereof) as people?

• Explain your answer in 2-3 complete sentences.

Agenda and Objective

Agenda

• Do now• Share out • Indirect characterization

review • Using media to

understand how dialogue develops character

• Exit

Objective

• Students will be able to analyze how characters are introduced and developed by interpreting action and dialogue in various texts.

REVIEW

Review

• Direct • we learn about characters

through author description • Literal and figurative language

• Indirect – we learn about the character through: • Speech (Dialogue)• Thoughts • Effect on Others • Actions • Looks

HOW DO AUTHORS USE ACTION AND DIALOGUE TO DEVELOP CHARACTERS IN TV AND MOVIES?

As you watch the video clips…

• Refer to “character trait” worksheet and give ONE trait to ONE character. Then, explain in one sentence how you got that answer (was it the characters WORDS or ACTIONS?)

Once Upon a Time – Pick one character

• Rumpelstiltskin –

• Snow White –

• Prince Charming –

• https://www.youtube.com/watch?v=rqLWzSm9iYI

• Refer to “character trait” worksheet and give ONE trait to ONE character. Then, explain in one sentence how you got that answer (was it the characters words? Actions?)

Once Upon a Time – Character Traits with Explanation

• Rumpelstiltskin – • Creepy – talks weird, touches her when he shouldn’t, sweaty, teeth are rotten • Dark – “everything comes with a price, dearie” • Selfish – he cares that she wastes his time, he takes Snow’s necklace and evaporates

the sword • Mysterious – he disappears into thin air

• Snow White – • Ambitious – has confidence in her words • Sensitive – emotional when talking to PC• Stubborn – won’t accept what happened

• Fearless – able to defeat Regina, meet Rumpel, etc. • Stoic – appears calm even in front of Rumpel

• Prince Charming – • Caring – he plants the sword to help Snow • Peaceful – gives Snow the positives • Sneaky but wise – he tricks to her help her • Confident – believes that Snow can do anything

The Vampire Diaries – Pick one character

• Mr. Tanner (Teacher)

• Miss Bennett (Bonnie)

• Mr. Donovan (Matt)

• Elena

• Mr. Salvatore (Stefan)

• https://www.youtube.com/watch?v=F-WIsnJR4Hk

• Refer to “character trait” worksheet and give ONE trait to ONE character. Then, explain in one sentence how you got that answer (was it the characters words? Actions?)

The Vampire Diaries – Character traits with explanation

• Mr. Tanner (Teacher)• Impolite – “cute turns into dumb” • Tall/Demanding – won’t stop until he gets an answer • Brave – called out kids • Smart – he knows his history • Rude – embarrasses his students

• Judgmental -

• Miss Bennett (Bonnie)• Sarcastic – “a lot. Like a whole lot.”

• Mr. Donovan (Matt) • Arrogant – doesn’t care about consequences for talking back • Foolish – he lets the teacher think he’s a dumb jock

• Elena • Confused – not sure how to answer

• Mr. Salvatore (Stefan)• Smart – proves teacher wrong • Confident – argues with teacher and shuts him down • Arrogant – facts with details • Sharp/Fierce • Intelligent • Wise

The Little Mermaid – Pick one Character

• https://www.youtube.com/watch?v=__dlFEWclNI

• Refer to “character trait” worksheet and give ONE trait to ONE character. Then, explain in one sentence how you got that answer (was it the characters words? Actions?)

• King Triton –

• Sebastian –

• Ariel –

• Flounder -

The Little Mermaid – Character Traits With Explanation • King Triton – Stubborn • Strict

• Sebastian – • Dramatic

• Ariel – • Confident • Stubborn• Innocent • Naïve

• Flounder - • Courageous • Dependable

10/31/2014Happy Halloween!

Do Now

• Look at the first paragraph on page 283 (where Scout describes Miss Gates and the trial). What does Scout’s retelling say about Miss Gates as a person? What does Scout’s confusion say about her growth?

• Answer in 2-3 sentences.

Agenda and Objective

Agenda

• Do now • Characterization in To Kill

a Mockingbird example• Partner Work – identifying

character traits in characters of TKAM

• Character walk • Exit

Objective

• Students will apply their knowledge of how authors develop character by identifying characteristics of TKAM characters, supporting claims with textual evidence and putting their information on character walk boards.

CHARACTER WALK You will need your character trait sheets, your books and something to write with!

Character Walk, Part I • There are ten stations set up around the

room with characters from TKAM.

• You will work with a partner (of your choosing) to pick out FOUR pieces of textual evidence for that character.• You must have textual evidence• You must have explanations

• One person will fill out the characteristic on the front of the post-it with the textual evidence on the back

• One will fill out the chart.

• When done, please wait quietly with your partner for Part II.

Character Walk, Part II

• Next, you will walk with your partner to the different stations around the room.

• At each station you will pick ONE characteristic from the board and write down the trait and the textual evidence on your sheet.

• When you are done, please sit quietly back in your regular seat.

REFLECTION

On a separate sheet of paper…

In 3-4 complete sentences, explain why it is important to look at the way an author describes a character? Why is it important to evaluate a character’s dialogue and actions?

Homework and Reminder!

• Please finish the rest of the book!

• You will have a test on Monday!