1. Day 18 Tone Activity, Subjects Practice, and turn it in review.

2. Agenda  Warm Up  Vocabulary  SINUP quiz  Tone Activity  Individual  Group  Closure

3. Objectives  Identify tone as it is used in a nonfiction text.  Evaluate the use of tone through diction.  Discuss and develop a thesis statement for the research paper. Homework: 1.VCR quiz Monday

4. Warm Up Copy and label subjects, verbs, and Prep phrases 1. What happened to your car? 2. From Virginia have come many of our presidents. 3. Here are your gloves. 4. What are you doing on New Year's Eve

5. Subject quiz  Clear your desks except for a pencil.  No talking!  Eyes on your own paper!

6. 1.Chuck, make a quick stop at the store. 2.Bobby, let me see that cut on your arm. 3.There are two groups left to take across the bay. 4.Dan and Sue could not believe their eyes. 5.Beyond the smaller mountain stood a much larger one. 6.How will we ever find our way home? 7.Here is the key that fits the garage. 8.Outside the door was a package with a name on it. 9.Just place the package on the counter, please. 10.His name was difficult to pronounce. 11.Should a murderer ever be released from prison? 12.Is the principal serious about the dress code? 13.Few of us were on time for the event. 14.Here are several suggestions for the journal entry. 15.Into the late hours of the afternoon did the meeting last. 16.Paula, remove your belongings from the locker after the season. 17.There aren’t any mistakes to fix with the highlighter. 18.Where did the majority of the priests go for their final worship? 19.The snow covered the rooftops. 20.Eros and his stupid arrows struck again.

7. VCR  Check your answers

8. Face-off!

9. 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 diction, imagery, details, figurative language, and sentence patterns. Record your annotations in the space provided.  4. Highlight lines which you feel are significant to the development of the tone present in the work.

10. Critical Thinking 1.How does the author feel about the use of the “N word?” 2.How does diction play a role in the use of tone in this work? 3.How does the author feel toward the past? The present? The future? How do you know? 4.What are your thoughts concerning the censorship of slurs in literature?

11. 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 diction, imagery, details, figurative language, and sentence patterns. Record your annotations in the space provided.  4. Highlight lines which you feel are significant to the development of the tone present in the work.

12. Critical Thinking 1.How does the author’s tone aid their argument? 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? Whatever isn’t finished is homework.

13. Closure 3, 2, 1  Write:  3 things you have learned about tone today.  2 examples of hard-to-find subjects.  1 question you still have regarding today’s lesson.

14. Week 3 Close Reading Requirements Beyond standard annotation requirements, please complete the following: "Charles Dickens" 1.Write the number of the questions beside the portion of the text that best supports your response. Then, highlight the text. 2.Annotate the word choices and portions of the passage that communicate how the author feels about Charles Dickens. 3.Highlight the act of “listening to the rats” mentioned in the fourth paragraph. In the margin, explain the image created and summarize why this is important to the passage.

15. Week 3 Close Reading Requirements Cont. "Will's Journal"  1.Annotate components of tone. After each entry, briefly summarize the entry and use a tone word to capture how Will feels. Then examine tone consistencies/changes. Compose a statement which identifies a connection among the tones.  2.At the bottom of the passage, compose a sentence which explains how Will feels about saving energy. Annotate portions of the text that specifically support your statement. Connect these portions to the statement by drawing arrows from the evidence to the statement.