1. DO NOW! Tone & Point of View 9-21-17
Excerpt from “I Have a Dream” by Martin Luther King Jr 1 But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we’ve come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice. 2 We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God’s children. 3 It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro’s legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.
Refer to the positive, negative, neutral, humorous list of tones on p. x in AP* English Bound. 6. Identify the tone King uses for paragraph 1 7. Identify the tone King uses for paragraph 2 8. Identify the tone King uses for paragraph 3

2. POINT OF VIEW
TONE
♪When an author writes a passage, should s/he have his/her own point of view about the topic? ♪An authors point of view tells how and why an author feels a certain way about a certain topic. ♪Is an authors point of view affected by their? ♪When we know the author’s point of view, we can apply that information to other elements of the piece to make greater literary connections.
♪Why is tone an essential element to the text? ♪ How does it tell readers exactly why the piece was written? ♪ How does it help to explain the emotions of the author and also add an emotional impact to the passage, using rhetoric? ♪How does it give us clues about the main character’s background?

3. What Does “Tone” Actually Mean?
When an author writes a passage, they have a certain tone or point of view about the piece. To understand these elements, it’s important that we understand the meanings.
To understand an author’s tone, let’s discuss how we use and understand tone in real life. When you talk to your friend about something you feel passionate about, like politics or religion, you come to the conversation feeling a certain way.
The way you feel about the subject can be heard in the tone of your voice.
Thus, tone is the way the author feels about the topic they are writing about.

4. What does Point of View Actually Mean?
Point of view is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation. In literature, point of view is the mode of narration that an author employs to let the readers “hear” and “see” what takes place in a story, poem, essay etc.
Example:
First person: “I felt like I was getting drowned with shame and disgrace.”
Second Person: “Sometimes you cannot clearly discern between anger and frustration.”
Third Person: “Mr. Stewart is a principled man. He acts by the book and never lets you deceive him easily.”
What are your key pronouns?

5. LEARNING TARGET
I CAN ACQUIRE ADDITIONAL KNOWLEDGE AND SKILLS OF LITERARY AND RHETORICAL ANALYSIS BY PARTICIPATING IN ACTIVITIES AND ASSIGNMENTS THAT TEACH BOTH.

6. WHY IS THIS IMPORTANT?
BY PARTICIPATING IN THESE AP* ENGLISH BOUND LESSONS I WILL IMPROVE THE FOLLOWING:
RHETORICAL AND LITERARY SKILLS
APPLY CONCEPTS FROM LITERARY SELECTIONS AND ANNOTATONS
PRACTICE HIGHER ORDER THINKING SKILLS
GUIDED PRATICE IN SEQUENCED WRITING FOCUS

7. INTRODUCTORY TASK
THINK OF SOMETHING TERRIBLE YOU DID DURING YOUR CHILDHOOD (BEFORE AGE NINE). 1. HOW WOULD YOU TELL THE STORY TO YOUR BEST FRIEND?—WRITE TWO SENTENCES.
2. HOW WOULD YOU TELL THE SAME STORY TO
YOUR TEACHER?—WRITE TWO SENTENCES.
3. HOW WOULD YOU TELL THE STORY TO A
NEWS REPORTER?—WRITE TWO SENTENCES.
HOW DOES THE STORY CHANGE IN ITS RETELLING?
DESCRIBE SOME OF THE CHANGES IN YOUR VOICE THAT OCCUR?

8. CLOSURE Speaker/Writer Audience Subject(s)
REVIEW ARISTOTLE’S RHETORICAL TRIANGLE, p1:
SELECT THREE OF THE TONE WORDS FROM THE LIST, P2 DESCRIBING YOUR 3 RETELLING OF YOUR CHILDHOOD STORY.
Speaker/Writer
Subject(s)
Audience

9. HOMEWORK/DUE WEDNESDAY 9-20
COMPLETE PRACTICE HIGHER ORDER THINKING QUESTIONS AFTER READING EXCERPTS SPEECHES FROM THE ODYESSY, P. 8
TOMORROW PRESENT THE OUTSIDERS PROJECTS