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!