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?

https://www.youtube.com/watch?v=ufsrgE0BYf0

← Gravity https://

www.youtube.com/watch?v=YOUBslxbSJo ← Peanuts

DO NOW STEP 2

Agenda

Do NowShare Out NotesWord 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 RoadWhy 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

Smell Sound

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

AmusedCalm ContentDreamyEcstatic ExcitedExhilaratedHopefulLoving

MellowOptimisticPassionateRejuvenatedRelaxedSatisfiedSentimental SurprisedSympatheticTouchedVivaciousWarmWelcoming

Negative Moods

AggravatedAnnoyedAnxiousBroodingColdConfusedCrankyCynicalDepressedDisappointedDrearyEnragedExhaustedForeboding GloomyHopeless

Indiff erentIrateJealousLonelyMoroseNervousNumbOverwhelmedPensivePessimisticScaredSeriousSickStressedSuspensefulTenseTerrifyingViolentWorried

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 repeated Word 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 nowTKAM 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

Imageryauthor’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 hasteAnd I had put awayMy labor and my leisure too,For His Civility –

We passed the School, where Children stroveAt 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 seemedA Swelling of the Ground – The Roof was scarcely visible – The Cornice – in the Ground –

Since then – ‘tis Centuries – and yetFeels shorter than the DayI fi rst 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 eff ort.

DO NOW

Agenda

Do now/Share OutDiction, 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 2 Period 3 Period 4 Period 5

Mario/Jarrod Corey/Amanda/Alex Megan/Frankie Anthony/Hanna

Vin/Ava-Loren Eunice/Tim Victoria/Scott Vin C/Joe

Jess/Dom/Daniella

Raven/Andrew Marissa/Mike Ange/Jimmy

Yogesh/Rob Chris/Vin O Julianna/William

Alexa C/Lance

Mike/Alana Isabella/Alejandro Brina/Kenneth Tom/Kristy

Jillian/Jay Jay Mark/Vin I Dom/Eric Alexa P/Tarrin

Sonia/Tayybe /Aronne

Dave/Natalie Gabby/Jake Brooke/Rachel/Michelle

Mike M/Rucha Joanne/Dan H Alex/Chris Lauren/Sameer

Dave/Aash Jocelyn/Willy/Dan C Juliane/Greg Nicole/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 seemedA Swelling of the Ground – The Roof was scarcely visible – The Cornice – in the Ground –

Since then – ‘tis Centuries – and yetFeels shorter than the DayI fi rst 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