1. TONE AND ADJECTIVES – DAY 15 INSTRUCTOR: KYLE BRITT

2. AGENDA 1.Warm Up 2.Guided Practice – Tone Recap 3.Group Practice – Tone Annotation 4.Individual Practice – Adjectives worksheet 5.Group Practice – Vocab Flyswatter 6.Closing

3. OBJECTIVES  Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs. or larger portions of a text.  Understand, identify, and analyze the use of rhetorical devices.

4. WARM UP Construct five sentences that include:  Adjectives  Verbs  Noun  Prepositions  Prepositional Phrases  Subject Make sure you label each of the pieces of the sentence.

5. TONE RECAP Arguably the most revealing literary component is tone. Often confused with mood, which is how the author wants the reader to feel, tone is the author's attitude toward characters, events, or situations within a text.

6. COMPONENTS OF TONE Each should be considered when identifying tone: Diction: an author's word choice; the connotations, or the ideas associated with a word, and the denotations, or the literal definition of the term, should both be considered. Details: information provided about characters, events, or situations Imagery: vivid description which appeals to the senses Sentence Patterns: how the author arranges sentences: short, medium, or long in length; fragments; run-ons; repetitions, parallels

7. 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 tone. Play close attention to diction, imagery, details, figurative language, and sentence patterns. Record your annotations in the space provided. 4. Highlight passages or lines which you feel are significant even if you don’t entirely know how or why. Do your best to explain the author’s tone or purpose for including the lines.

8. CRITICAL THINKING 1.How does the author communicate tone? 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.What does the tone given in the three reasons show about the author’s feelings toward the past? The present? The future? 5.What are your thoughts concerning the censorship of slurs in literature?

9. INDIVIDUAL PRACTICE - ADJECTIVES Take the adjective worksheet and follow the instructions. Make sure you highlight the noun that the adjective is modifying. The worksheet is front and back. Any unfinished work is homework. Also, identify the subject of a sentence. Remember, ask who and what before the verb in the sentence.

10. FLYSWATTER ENGLISH I TerseSubjugateMediocreUnflinching AdjournExpulsionFodderDissolute FortifyAlienCompensateJeer ComelyDissoluteIllegibleSully

11. FLYSWATTER HONORS AvuncularMatriarchyPatrimonyBigamy MatriculatePatronageFamilialMatrix PatronizeFraternalMonogamyPatronymic FraternizePatriarchUxoriousGamos

12. 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 tone. Play close attention to diction, imagery, details, figurative language, and sentence patterns. Record your annotations in the space provided. 4. Highlight passages or lines which you feel are significant even if you don’t entirely know how or why. Do your best to explain the author’s tone or purpose for including the lines.

13. CRITICAL THINKING 1.How does the author communicate tone? 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? 5.What is your opinion on the use of the “N-word” in Chris Rock’s comedy routine? Whatever isn’t finished is homework.

14. CLOSING Your homework is: English I: Vocabulary unit 2 Antonym and Synonym Close reading “Earthquake Damage” and “Leading Women” Make sure you follow the guidelines and answer the questions Honors: VCR Unit 3 sections A-C Close reading “Earthquake Damage” and “Leading Women” Make sure you follow the guidelines and answer the questions