Diction Prezi - for help with connotation, tone, and mood

Monday, 11/04/13
Today you’ll read Chapter 4 of This Land, with a close reading of pages 55-57 and write a dialectical journal on the focus question: How did life as a hobo and his experiences in California affect the way Woody thought about people/life?
Homework: indefinite pronoun worksheet.

Tuesday, 11/05/13
Today you’ll read Chapter 5 and be able to answer the question: Why did Woody become interested in Communism?
Homework: Object pronoun worksheet.

Wednesday, 11/06/13
Today you’ll read Chapter 6 with a close reading of p. 92-94 and a focus on the question: How do Pete Seeger’s observations of Woody affect the way we think about him?
Homework: Interrogative pronoun worksheet.

Thursday, 11/07/13
Today you’ll begin your research on a musical artist for the final project of the Guthrie unit.
Homework: Adjective worksheet.

Friday 11/08/13
Today we’ll read Chapter 7 with a close reading and dialectical journal of pages 105-108 and answer the question: How does the author develop the theme of Woody’s deterioration?
Homework: none

 

Monday, 10/28/13

Today you’ll determine how details reveal mood by analyzing both a visual and a written text.

We’ll set up reading logs and do 15 minutes of independent reading with a focus on mood.

You’ll write a brief comparison between “Fields of Flashing Light” and a Dust Bowl photograph.

Homework: 20 minutes independent reading with summary.

Tuesday, 10/29/13

Today you’ll look at how to analyze a text more deeply based on the three levels of reading question format.

You’ll do a 20-minute free write on a disaster story.

You’ll read the preface of This Land was Made for You and Me and develop questions for each level.

Homework: Write three questions, one for each level for a book or movie you’ve read or seen.

Wednesday, 10/30/13

Today you’ll examine our essential question in terms of how Woody’s environment shaped him.

You’ll read aloud Chapter 1 of This Land and discuss and practice three levels of questions as we go, looking for characterization (and answers to our essential question) as we go.

Homework: Write down an example of someone whose environment shaped them.

Thursday, 10/31/13

You’ll examine how different components interact to create character by examining the forces applied to Woody in childhood.

You’ll do a 15-minute free write that focuses on the senses and create a “Post-Mortem” of Woody as we know him in Chapter 1.

Homework: Write a paragraph that explains the impact of Woody’s childhood in forming his character.

Friday, 11/01/13

Today you’ll consider how the author uses Woody’s background as a means of showing his later character through analysis in your dialectical journals.

You’ll read for 10 and conduct your book club for 10 minutes.

We’ll read Chapter 2 aloud and do a dialectical journal with focus on how Woody’s struggles shaped him as a person.

Homework: None.

This week we'll learn how to use an author's diction to determine tone and mood. We'll continue practice with word connotations.

For Monday, 10/21/13: We'll read “Prey Ballet” from Patricia Hubbell and look for connotation. You'll do a three-levels-of-reading poster to examine how Hubbell's diction choices.

Also, we'll choose our literature circle books.

Your homework: Write three words that you feel are connotative and tell what you think they imply.

Tuesday, 10/22/13: 

Our focus work will be a 20-minute free write: write a description or story from a photo prompt using interesting diction. 

We'll watch a Prezi on diction, connotation, mood, and tone and read "The Jacket," annotating for diction, mood, and tone as a class.

You'll do an exit ticket: Write down a mood an author could create. Fill in the blank: “An author could be _________about his topic or audience.” (tone) “An author might make you feel __________ with his words.” (mood)

Your homework: Find an advertisement (or draw one yourself) that creates a mood.

Wednesday, 10/23/13: 

We'll set up reading logs and review diction, connotation, tone and mood. 

We'll review the purpose of annotation. You'll re-read “The Jacket” and annotate a section for diction/tone/mood (for a grade).

Your homework: Find an advertisement or other written work that has interesting diction.

Thursday, 10/24/13: 

Your focus work will a 20-minute free write: Write a piece that sets the mood.

You'll create a three-levels-of-reading poster on “The Jacket," examining how diction affects tone and mood in the story.

Your homework: Write a paragraph that sets a mood and tell me what the mood is.

Friday, 10/25/13: 

You'll brainstorm in groups and share out on the writing prompt: "How does Gary Soto use diction to create mood?" 

Then you'll write an in-class analytical essay on this topic.

If you want a format to follow for your thesis statement, use this starter sentence:  “In ‘The Jacket,’ Soto uses the words __________, ___________, and ___________ to create a ____________ mood.” 

No homework; it's Friday!

Welcome 7th grade ELA!

Welcome to 7th grade ELA! Mrs. Giarrusso and I look forward to a year of creativity, lively writing, and interesting discussions and reading.

Mondays, Wednesdays, and Fridays are literature circle days, while Tuesdays and Thursdays are writing journal days. On reading days, you’ll read for 20 minutes silently, then complete an entry in your reading log. Every Friday we’ll do a book discussion group. On writing days, you’ll write for 20 minutes, sometimes by yourself, sometimes with a partner.

Each day, when you come in to class, your job is to copy down the day’s homework (from the front board) in your planner. We’ll come around and sign it, so be sure to leave it out until we sign it.

You will have homework each day, except Fridays. Doing your homework is an easy way to keep your grade up, and it will help you with whatever we are working on in class.

If you miss class and have internet access, you can check the day’s work and homework on this page. If you (or your parent or guardian) would like weekly updates, you can subscribe to the page by typing your email address into the box on the upper right called "Follow by Email."

To be successful, come to class each day with:

a pen or pencil

paper

your planner

your English binder

Our classroom guidelines:

Treat others with respect.

Allow the teacher to teach.

Allow other students to learn.

Be a good audience for whomever is addressing the class.

For classroom behavior, we use a check system in class. (Each check is 10 minutes of detention. You will receive a warning first.) If you feel there has been a misunderstanding, please speak with me or Mrs. Giarrusso in private (during on-task time in class or before/after class). We want you to be successful and have a positive, interesting year!