1. Agenda IR
Tone #3
Unwind
Theme Practice – using provided claims; select evidence
Read Unwind – Chaps

2. Reminders 12/4/18 Get your IR Book!
IR FlipGrid assignment due Friday, 12/14 (Thursday 12/13 if you are trying to exempt the final exam)
Quiz, Part 3 and 4 - Friday

3. IR

4. Voice Lesson: Tone #2

5. Read and think:
Rachel/Rachelle and some other twit natter about the movie date before Mr. Stetman starts class. I want to puke. Rachel/Rachelle is just “Andythis” and “Andythat.” Could she be more obvious? I close my ears to her stupid asthmatic laugh and work on the homework that was due yesterday.
-- Laurie Halse Anderson, Speak
What is the attitude of the narrator toward Rachel/Rachelle? (Use your own description here and not your tone word list yet.)
Make a chart to list the diction, details, and imagery that reveal this attitude.
What is the tone of the passage? How do you know? (Review your answers to the first two questions- you should have essentially answered this already.) Now use your tone words to reflect your answer to #1.

6. Responses critical, contemptuous Elements:
Diction: twit, natter, puke, stupid, asthmatic laugh, “Andythis” and “Andythat”
Details: Similar to diction – but some details that should be examined separately as details: In the first sentence Rachel/Rachelle and the twit talk about the movie date, a specific detail that has significance and clearly excludes the narrator. Also, I want to puke and the whole last sentence, serve to connect the reader to the experience.
Imagery: movie conversation, puking, closing her ears to the laugh, narrator turning in her homework
*Important to understand that these elements work together to re-create the experience and express voice of writer. Don’t feel like you must ‘categorize’ evidence into solely diction, detail, or imagery – often they are all three! 
Tone of passage: contemptuous and disdainful (you know this because of what you just did – diction, detail, imagery

7. Unwind Theme Practice (Claims & Evidence)
Read Chaps (Finish whatever we don’t in class for homework)

8. Claims/Evidence: Identity
“I already told you, it wasn’t me! Now go take all that stuff and get rid of it. Get rid of it and don’t let me see where you put it” (Shusterman 135).
“Don’t do it! Connor tells himself. This is not the same baby!” (Shusterman 62).

9. Claims/Evidence: Human Value
“You’re special, his parents had always told him. Your life will be to serve God and mankind” (Shusterman 31).
“Connor wastes no time. He picks the kid up off the ground and flips him over his shoulder” (Shusterman 28).

10. Claims/Evidence: Authority
“He’s power hungry, he’s ruthless, and he’s very smart” (Shusterman 196).
“And in front of Conner is a policeman: a Juvey cop wearing a smile as big as all outdoors” (Shusterman 17).

11. Claims/Evidence: Self-Preservation
“Running away is the only way to save my life” (Shusterman 9).
“’We’re screwed,” Connor says. ‘Now we have to get on the bus’” (Shusterman 61).