Transcript Tone and Adjectives * Day 15

TONE AND ADJECTIVES – DAY 15
INSTRUCTOR: KYLE BRITT
AGENDA
1. Warm Up
2. Guided Practice – Tone Recap
3. Group Practice – Tone Annotation
4. Individual Practice – Adjectives worksheet
5. Group Practice – Vocab Flyswatter
6. Closing
OBJECTIVES
 Analyze in detail how an author’s ideas or claims are developed and refined
by particular sentences, paragraphs. or larger portions of a text.
 Understand, identify, and analyze the use of rhetorical devices.
WARM UP
Construct five sentences that include:






Adjectives
Verbs
Noun
Prepositions
Prepositional Phrases
Subject
Make sure you label each of the pieces of the sentence.
TONE RECAP
Arguably the most revealing literary component is tone. Often confused
with mood, which is how the author wants the reader to feel, tone is the
author's attitude toward characters, events, or situations within a text.
COMPONENTS OF TONE
Each should be considered when identifying tone:
Diction: an author's word choice; the connotations, or the ideas associated with
a word, and the denotations, or the literal definition of the term, should both
be considered.
Details: information provided about characters, events, or situations
Imagery: vivid description which appeals to the senses
Sentence Patterns: how the author arranges sentences: short, medium, or long
in length; fragments; run-ons; repetitions, parallels
GROUP PRACTICE – TONE ANNOTATION
Read “Don’t Censor Mark Twain’s N Word.”
1. Chunk the material and summarize the chunks in the margins. Pay close attention to
how the author feels. Place a tone word from your list beside each chunk which most
closely captures the author's attitude. Pay attention to how and when the tones shift.
Annotate any shifts.
2. Read each of your summaries in sequence to determine significant points of
analysis or reactions. Write your analysis and ideas in the margins.
3. Annotate for tone. Play close attention to diction, imagery, details, figurative
language, and sentence patterns. Record your annotations in the space provided.
4. Highlight passages or lines which you feel are significant even if you don’t entirely
know how or why. Do your best to explain the author’s tone or purpose for including
the lines.
CRITICAL THINKING
1. How does the author communicate tone?
2. How does the author feel about the use of the “N word?”
3. How does diction play a role in the use of tone in this work?
4. What does the tone given in the three reasons show about the author’s feelings
toward the past? The present? The future?
5. What are your thoughts concerning the censorship of slurs in literature?
INDIVIDUAL PRACTICE - ADJECTIVES
Take the adjective worksheet and follow the instructions. Make sure you highlight the
noun that the adjective is modifying.
The worksheet is front and back. Any unfinished work is homework.
Also, identify the subject of a sentence. Remember, ask who and what before the
verb in the sentence.
FLYSWATTER ENGLISH I
Terse
Subjugate
Mediocre
Unflinching
Adjourn
Expulsion
Fodder
Dissolute
Fortify
Alien
Compensate
Jeer
Comely
Dissolute
Illegible
Sully
FLYSWATTER HONORS
Avuncular
Matriarchy
Patrimony
Bigamy
Matriculate
Patronage
Familial
Matrix
Patronize
Fraternal
Fraternize
Patriarch
Monogamy Patronymic
Uxorious
Gamos
INDIVIDUAL PRACTICE – TONE ANNOTATION
Read “A Message to Chris Rock on the N-word.”
1. Chunk the material and summarize the chunks in the margins. Pay close attention to
how the author feels. Place a tone word from your list beside each chunk which most
closely captures the author's attitude. Pay attention to how and when the tones shift.
Annotate any shifts.
2. Read each of your summaries in sequence to determine significant points of
analysis or reactions. Write your analysis and ideas in the margins.
3. Annotate for tone. Play close attention to diction, imagery, details, figurative
language, and sentence patterns. Record your annotations in the space provided.
4. Highlight passages or lines which you feel are significant even if you don’t entirely
know how or why. Do your best to explain the author’s tone or purpose for including
the lines.
CRITICAL THINKING
1. How does the author communicate tone?
2. How does the author feel about the use of the “N word?”
3. How does diction play a role in the use of tone in this work?
4. How has the author’s opinion of the word changed compared to the previous
work?
5. What is your opinion on the use of the “N-word” in Chris Rock’s comedy routine?
Whatever isn’t finished is homework.
CLOSING
Your homework is:
English I: Vocabulary unit 2 Antonym and Synonym
Close reading “Earthquake Damage” and “Leading Women”
Make sure you follow the guidelines and answer the questions
Honors: VCR Unit 3 sections A-C
Close reading “Earthquake Damage” and “Leading Women”
Make sure you follow the guidelines and answer the questions