Block 2 seating Chart White Board Antonio Brittany Angelina Monica Jorge Nick Amber Christian Aleah ThomasUriel Federico Isella Brenda Steven

Your 5-point daily participation grade is based on CLA’s core-values: CLA Students are S.M.A.R.T. SMART (Participation) Grade (5 min) What do you deserve today? *One point for each core-value (5 points possible each day). I reserve the right to change these grades. S = Self-Controlled M = Motivated A = Accountable R = Respectful T = Timely Each day YOU will decide the grade you deserve.*

Do Now (5 min) If you’re hanging out with a friend, how can you tell if their mood (or attitude) suddenly changes?

Tone Deaf – Exercises on Tone in Poetry Activity 3.14

1.Do Now (5 min) 2.Objectives (1 min) 3.Review Tone (1 min) 4.Read Lyrics: It Smells Like Teen Spirit (10 min)  What is the tone of the song? 5.Listen to Song: It Smells Like Teen Spirit (2 versions) (10 min)  Poetic Shift: Venn Diagram—Similarities/Differences (5 min)  Within Poems and Between Versions (5 min) 6.Questions #2 and #3 (5 min) 7.Closing (1 min) 8.Exit Slip (14 min) 9.Participation Grades (3 min) Agenda

Objectives (2 min) Language (How you will master the knowledge) By: 1.Writing and discussing the tone of the songs 2.Discussing where the tone and sound of the song changes Content (The knowledge you’ll master today) SWBAT: 1.Create rough draft classroom norms for 10 different situations 2.Create class-wide final-draft classroom norms for 10 different situations 3.Define the word “norm” and explain why it is important to have norms Content (The knowledge you’ll master today) SWBAT: 1.Analyze the tone in two versions of the song It Smells Like Teen Spirit 2.Identify where a poetic shift occurs within and between the songs

Read Lyrics: It Smells Like Teen Spirit (10 min) What is the tone of the song? Objective: SWBAT: Objective: SWBAT: Analyze the tone in two versions of the song It Smells Like Teen Spirit by writing and discussing the tone of the song Let’s read the lyrics and answer the following question. What is the tone of this song? Load up on guns, bring your friends It's fun to lose and to pretend She's overboard and self-assured Oh, no, I know a dirty word Hello, Hello, Hello, How Low (x3) Hello, Hello, Hello With the lights out, it's less dangerous Here we are now, entertain us I feel stupid and contagious Here we are now, entertain us A mulatto An albino A mosquito My libido Yeah I'm worse at what I do best And for this gift I feel blessed Our little group (tribe) has always been And always will until the end Hello, Hello, Hello, How Low (x3) Hello, Hello, Hello With the lights out, it's less dangerous Here we are now, entertain us I feel stupid and contagious Here we are now, entertain us A mulatto An albino A mosquito My libido Yeah And I forget just why I taste Oh, yeah, I guess it makes me smile I found it hard, it's hard to find Oh well, whatever, nevermind Hello, Hello, Hello, How Low (x3) Hello, Hello, Hello With the lights out, it's less dangerous Here we are now, entertain us I feel stupid and contagious Here we are now, entertain us A mulatto An albino A mosquito My libido

Read Lyrics: It Smells Like Teen Spirit (10 min) What is the tone of the song? Objective: SWBAT: Objective: SWBAT: Analyze the tone in two versions of the song It Smells Like Teen Spirit by writing and discussing the tone of the song Let’s listen to two different versions of the song! Tori Amos

Listen to Song: It Smells Like Teen Spirit (2 versions) (10 min) Objective: SWBAT: Objective: SWBAT: Analyze the tone in two versions of the song It Smells Like Teen Spirit by writing and discussing the tone of the song Let’s listen to two different versions of the song! Tori Amos

Poetic Shift: Venn Diagram—Similarities/Differences (10 min) Objective: SWBAT: Objective: SWBAT: Identify where a poetic shift occurs within and between the songs by discussing where the tone and sound of the song changes Between the two versions of the song we notice a poetic shift: a change in tone, or in syntax, or ideas, etc Tori Amos

Poetic Shift: Venn Diagram—Similarities/Differences (10 min) Let’s look at the similarities and differences to understand the poetic shift between the two versions. Tori Amos Objective: SWBAT: Objective: SWBAT: Identify where a poetic shift occurs within and between the songs by discussing where the tone and sound of the song changes

Poetic Shift: Venn Diagram—Similarities/Differences (10 min) Within each version of the song there is also a poetic shift. Where does the poetic shift occur within each version? Tori Amos Objective: SWBAT: Objective: SWBAT: Identify where a poetic shift occurs within and between the songs by discussing where the tone and sound of the song changes

Questions #1, #2, and #3 (5 min) Objective: SWBAT: Objective: SWBAT: Identify where a poetic shift occurs within and between the songs by discussing where the tone and sound of the song changes p. 231

Closing (1 min) Content (The knowledge you’ll master today) SWBAT: 1.Create rough draft classroom norms for 10 different situations 2.Create class-wide final-draft classroom norms for 10 different situations 3.Define the word “norm” and explain why it is important to have norms  Did you master the following objectives? Language (How you will master the knowledge) By: 1.Writing and discussing the tone of the songs 2.Discussing where the tone and sound of the song changes Content (The knowledge you’ll master today) SWBAT: 1.Analyze the tone in two versions of the song It Smells Like Teen Spirit 2.Identify where a poetic shift occurs within and between the songs

Exit Slip (14 min) p. 231 On a separate sheet of paper Topic: The is a poetic shift in tone between Nirvana’s and Tori Amos’ version of It Smells Like Teen Spirit Main Idea: Tone of Nirvana Version Main Idea: Tone of Tori Amos Version Conclusion: The tone poetically shifts between Nirvana’s and Tori Amos’ version of the song.

Your 5-point daily participation grade is based on CLA’s core-values: CLA Students are S.M.A.R.T. SMART (Participation) Grade (3 min) What do you deserve today? *One point for each core-value (5 points possible each day). I reserve the right to change these grades. S = Self-Controlled M = Motivated A = Accountable R = Respectful T = Timely Each day YOU will decide the grade you deserve.*