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).
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.
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!
