1. 12/8/2014

2. Do Now “Mrs. Joe,” said Uncle Pumblechook, a large hard-breathing middle-aged slow man, with a mouth like a fish, dull staring eyes and sandy hair standing upright on his head, so that he looked as if he had just been all but choked, and had that moment come to…” (Dickens 29) What is one literary device that is being used here? How does it affect your understanding of the mood? (2- 3 sentences)

3. Agenda and Objective Agenda Do Now/Share Out Figurative Language in Great Expectations Groups Group work Objective Students will closely read passages of Great Expectations chapters 4- 11 and find examples of how figurative language affected their emotions or their understanding of theme.

4. FIGURATIVE LANGUAGE IN GREAT EXPECTATIONS

5. Example… “It was a rimy morning, and very damp. I had seen the damp lying on the outside of my little window, as if some goblin had been crying there all night, and using the window for a pocket- handkerchief. Now, I saw the damp lying on the bare hedges and spare grass, like a coarser sort of spiders' webs; hanging itself from twig to twig and blade to blade. On every rail and gate, wet lay clammy, and the marsh mist was so thick, that the wooden finger on the post directing people to our village—a direction which they never accepted, for they never came there—was invisible to me until I was quite close under it. Then, as I looked up at it, while it dripped, it seemed to my oppressed conscience like a phantom devoting me to the Hulks” (Dickens 21).

6. What is the mood? Dreary and Depressing How do I know that? “It was a rimy morning, and very damp. I had seen the damp lying on the outside of my little window, as if some goblin had been crying there all night, and using the window for a pocket-handkerchief. Now, I saw the damp lying on the bare hedges and spare grass, like a coarser sort of spiders' webs; hanging itself from twig to twig and blade to blade. On every rail and gate, wet lay clammy, and the marsh mist was so thick, that the wooden finger on the post directing people to our village—a direction which they never accepted, for they never came there— was invisible to me until I was quite close under it. Then, as I looked up at it, while it dripped, it seemed to my oppressed conscience like a phantom devoting me to the Hulks” (Dickens 21). The repetiti on of the word “damp” along with the images of wetnes s make the reader feel dreary.

7. Other examples? “It was a rimy morning, and very damp. I had seen the damp lying on the outside of my little window, as if some goblin had been crying there all night, and using the window for a pocket- handkerchief. Now, I saw the damp lying on the bare hedges and spare grass, like a coarser sort of spiders' webs; hanging itself from twig to twig and blade to blade. On every rail and gate, wet lay clammy, and the marsh mist was so thick, that the wooden finger on the post directing people to our village—a direction which they never accepted, for they never came there—was invisible to me until I was quite close under it. Then, as I looked up at it, while it dripped, it seemed to my oppressed conscience like a phantom devoting me to the Hulks” (Dickens 21). The use of personification (blue) and simile (green) help the reader see that the damp is oppressive and demanding, like a person.

8. What is the theme? Oppression can come in many forms: by people, and also by the elements. Or, nature has a mind of its own.

9. GROUP WORK!

10. Groups! You will now work in five groups of 2, and 3 groups of 3. Each group will get a chapter and will have to fill out the organizer provided. Make sure you also provide an objective summary of the chapter.

11. Homework! Quiz tomorrow on Chapters 4-11 Please read chapters 12-15 by MONDAY, December 15! (pages 91-115)

12. 12/9/2014

13. Great Expectations Quiz Please answer every question in 2-3 COMPLETE SENTENCES. Make sure you provide page numbers for textual evidence (where required). You may use books and notes. You will have 25 minutes

14. 12/10/2014

15. Do Now What is a cliffhanger? Why is it effective as a tool for audience engagement? Answer in your notebooks in 2- 3 complete sentences. Please have your homework (Great Expectations passages) on your desk.

16. Agenda and Objective Agenda Do Now/Share Out How do directors create suspense through structure? Lost example The Sopranos Exit ticket Objective Students will evaluate how directors in media use structure, action, dialogue and setting in order to create a mood of suspense.

17. TEXT STRUCTURE How do authors create suspense for the reader?

18. Structure Structure helps us to see what the author values. Authors use tools like structure, setting, action and dialogue to set the stage for the conflict and create suspense. Evaluating structure can help us learn about characters and themes.

19. EVALUATING STRUCTURE TO CREATE SUSPENSE IN MEDIA

20. Suspense in Media Just like in novels, writers and directors create suspense through: description (camera angles) dialogue between characters Character actions

21. Creating Suspense in Lost… As you watch the clip, consider how the writer/director creates suspense for the viewer. Look for: Dialogue Character actions Camera angles (setting) Music

22. ` Lens/TechniquesEvidence from the clipWhy and how does the evidence create suspense? Dialogue What do the characters say? Man behind desk: “You neglected to tell us about your condition” Locke (in wheelchair): “My condition is not an issue” By calling it a “condition” and not telling us that he’s in a wheelchair until the end of the scene, we’re left in suspense because we have NO idea what his condition is. Then, when it is revealed that he’s in a wheelchair, we’re even more shocked.

23. Lens/TechniquesEvidence from the clipWhy and how does the evidence create suspense? Actions What do the characters do? Hostile He seems confident that he can do the walkabout. Camera angles Where do the scenes take place? Both men sitting. We are shocked when one is in a WC. Music What kind of music is used? Starts off happy, drops off to ominous He’s creepily smiling; we don’t know what’s going on.

24. Now You! – Sopranos https://www.youtube.co m/watch?v=mRkLE3rA wGE https://www.youtube.co m/watch?v=mRkLE3rA wGE Look for the same things: Dialogue Camera angles (setting) Music

25. Exit ticket Please fill out what kind of example the figurative language is that’s being used. You may NOT use your notes. This will count for a 25 point quiz.

26. 12/11/2014

27. Do Now Read this page from To Kill a Mockingbird and reflect on how Harper Lee creates suspense in the “Mad dog” chapter and answer in 3 complete sentences: What are the characters doing? Saying? How is it described? What kind of figurative language is used and why is it effective? Take out your Sopranos suspense homework from last night!

28. Agenda and Objective Agenda Do Now/Share Out Cliffhangers and suspense in short stories “The Story of an Hour” by Kate Chopin Exit Objective Students will closely read Kate Chopin’s “Story of an Hour” in order to assess how the author's use of figurative language and structure creates a mood of suspense for the reader.

29. SUSPENSE IN SHORT FICTION

30. Suspense in Fiction Fiction writers create suspense through action, dialogue and description, just like writers and directors for television and film. As we read Kate Chopin’s “Story of an Hour,” pay attention to figurative language and how the author uses techniques of action, dialogue and description to create suspense.

31. “The Story of an Hour” Work with a partner to respond to ALL the questions on your worksheet. This will count for 50 points! Make sure you answer every question! Whatever you do not finish will be for homework.

32. 12/12/2014

33. Do Now Take out your “Story of an Hour” homework and your Great Expectations book.

34. Agenda and Objective Agenda Do now/share out Structured suspense in Great Expectations Partner work Exit Objective Students will closely read passages of Great Expectations in order to evaluate how Dickens’ use of diction and figurative language creates suspense for the reader.

35. CREATING SUSPENSE IN GREAT EXPECTATIONS

36. Suspense in Great Expectations Because Great Expectations was written as an episodic piece (one chapter a week in a newspaper), Dickens often leaves off with cliffhangers. Says: To be continued from week to week until completed in about eight months.

37. Independent work You will work independently to apply the knowledge of how author structure (dialogue, setting, action, figurative language) creates suspense for readers in a passage from Great Expectations.

38. Homework reminder! Have chapters 12-15 read for Monday! There will be a reading quiz!