1. Entry Task: Add the an entry for 2.14 Mood and Tone (Wonka) in your spiral and add the following two words and definitions: Mood: the atmosphere or predominant emotion in a literary work: the effect of the words on the audience. Tone: A writer’s or speaker’s attitude toward a subject, character, or audience. Then, explain the difference and the connection between the two words.

2. 2.14 Mood and Tone (Wonka) Before/During Reading Page 136-138 Read through the Before Reading section, and answer the questions in your text. Once you have finished that, follow directions for the During Reading activity. Highlight details that will lead you to identify the mood of the passage. Also read “About the Author.” Answer the Key Ideas and Details Questions in your text as you read in the my notes section. Complete the chart on page 138 with your group.

3. 2.14 Mood and Tone (Wonka) Passage 2 Tone - Page 139-140 Highlight and annotate the second passage for tone. You are looking for details that express the narrator’s attitude toward the children he describes. After you read, fill in the chart at the bottom of page 140. Discuss your findings of passage 2 (tone chart) with your table group. Identify one example to share. In your spiral, individually write a claim about the overall tone of the narrator. Choose the top piece of evidence that would support your claim; write it out. Then write out commentary explaining how that quote is proving the tone claim you made. Essentially you are writing a complete paragraph with these elements!

4. 2.14 Mood and Tone (Wonka) Page 139-140 (HW if not done in class) Share your tone claim paragraphs in your table groups. Give feedback by passing your paragraphs to the right as we did before (1 st person – claim/evidence; 2 nd person – commentary; 3 rd person – concluding sentence (s). Revise your paragraph/share again with group. Choose one to share out.

5. 2.14 Mood and Tone (Wonka) Group Activity Work together to fill in the chart on page 141. The chart wants you to connect Literary Elements to Cinematic Techniques. Follow the directions at the top of the page. Refer to your vocabulary pages in your spiral for the Cinematic Techniques. Be prepared to share.

6. 2.14 Mood and Tone (Wonka) While Watching Goal: identify the ways in which Tim Burton creates mood and tone through the cinematic techniques. Each group member will focus on a different category of Cinematic Technique (decide this now!): lighting, angles, framing and shots, and camera movement. Everyone must take notes about sound, mood, and tone. Copy the chart on page 142 into your spiral horizontally so you have room to take notes while watching on your assigned technique and then take notes on those that you didn’t watch for, after the viewing.

7. 2.14 Mood and Tone (Wonka) Discussion Take turns sharing with your group the observations and notes you took about your assigned category (other group members should take notes in their chart on the techniques they did not watch for)

8. 2.14 Mood and Tone (Wonka) Next, discuss in your group, and answer this question in your spiral: – In terms of mood and tone, how is the film version similar to and different from the written version? – Write the answers in claim form after your film notes (2 separate claims – similar and different) Individually: highlight two pieces of evidence from your film notes that support your claims (one for each). look at your evidence charts from the novel excerpts and choose two that you could use to support your claims as well. Write them below your claim. Put it all together as a paragraph by adding commentary and concluding sentence. – Share paragraphs with a partner to get feedback. Make revisions. – Share again in groups. Choose one to read aloud to the class.

9. 2.14 Mood and Tone (Wonka) Answer the following questions with a claim and specifics from the film. 1) How does Burton manipulate camera angles and lighting to create his intended effects? 2) How does he use sound to enhance these scenes? 3) Why does he use a flashback scene? What does he accomplish in doing so?