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Transcript of 9/22/2015. Please have ready: Notebooks Something to write with Await further instruction DO NOW...
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9/22/2015
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Please have ready: Notebooks Something to write with
Await further instruction
DO NOW STEP 1
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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
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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
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DICTION, IMAGERY AND MOOD
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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
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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
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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
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burn, burn, burn (touch, smell, sight)
like fabulous yellow roman candles exploding (sound, sight, smell)
like spiders across the stars (sight, touch)
FOR EXAMPLE…
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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
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TYPES OF MOODS
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DIFFERENT MOODS YOU FEEL WHEN YOU READ
Positive Moods
AmusedCalm ContentDreamyEcstatic ExcitedExhilaratedHopefulLoving
MellowOptimisticPassionateRejuvenatedRelaxedSatisfiedSentimental SurprisedSympatheticTouchedVivaciousWarmWelcoming
Negative Moods
AggravatedAnnoyedAnxiousBroodingColdConfusedCrankyCynicalDepressedDisappointedDrearyEnragedExhaustedForeboding GloomyHopeless
Indiff erentIrateJealousLonelyMoroseNervousNumbOverwhelmedPensivePessimisticScaredSeriousSickStressedSuspensefulTenseTerrifyingViolentWorried
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DICTION, IMAGERY AND MOOD IN
SONGS
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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!
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Words I hear repeated Word with connotations
Words that create ImagesMusic
“SONG”
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YOUR TURN!
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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
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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
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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
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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
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Read the short lines on the exit slip and answer accordingly.
EXIT TICKET
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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
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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
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DICTION, IMAGERY AND MOOD IN EMILY
DICKINSON
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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…
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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
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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
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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
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10/8/2014
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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
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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
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“BECAUSE I COULD NOT STOP FOR
DEATH”
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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…
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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
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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
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“BEAT! BEAT! DRUMS!” WALT
WHITMAN
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Work independently to read through “Beat! Beat! Drums!” and answer the corresponding questions.
“BEAT! BEAT! DRUMS!”
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Please read chapter 14 of Mockingbird.
HOMEWORK
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On a separate sheet of paper, explain how diction and imagery affect the reader’s mood in 2-3 sentences.
EXIT TICKET