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Monday, May 9, 2011 GOOD MORNING, HP 10!

Monday, May 9, 2011 GOOD MORNING, HP 10!. Please clear your desk except for your pencil. No, we don’t have a quiz yet; don’t panic. Reminder – Your homework was to read Ch. 18, pp. 102 – 118 and to work on your SR1 (Character Traits) worksheet and study guide. Pride & Prejudice.

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Monday, May 9, 2011 GOOD MORNING, HP 10!

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  1. Monday, May 9, 2011GOOD MORNING, HP 10! Please clear your desk except for your pencil. No, we don’t have a quiz yet; don’t panic.

  2. Reminder – Your homework was to read Ch. 18, pp. 102 – 118 and to work on your SR1 (Character Traits) worksheet and study guide. Pride & Prejudice

  3. Poetry Analysis Nearly everyone has taken the poetry final. The tests have been scored, but Mrs. Skinner and I need to confer on a few of them before we return and discuss them. However, we did notice that many of you could still use help identifying TONE and how word choice helps create it. Mrs. Skinner and I will assign a writing assignment later this week which deals with tone. In order to prepare for that, we thought it would be helpful to practice identifying tone.

  4. Tone Lesson Let’s read a short poem together first. “Beverly Hills, Chicago”– Gwendolyn Brooks A home in Winnetka, Illinois, a suburb of Chicago

  5. Tone Lesson The dry brown coughing beneath their feet, (Only a while, for the handyman is on his way) These people walk their golden gardens. We say ourselves fortunate to be driving by today. That we may look at them, in their gardens where The summer ripeness rots. But not raggedly. Even the leaves fall down in lovelier patterns here. And the refuse, the refuse is a neat brilliancy. --Gwendolyn Brooks, “Beverly Hills, Chicago” Discuss: Who is the we (line 4) of the poem? Who are these people (line 3)? What is the poem’s attitude toward these people? Examine lines 6-8. Even rot and refuse is neat and brilliant, and leaves fall down in lovelier patterns here. What image does the diction (word choice) create? How does image contribute to the tone?

  6. Personal Reaction Before we discuss the poem, write a response to the poem on the half-sheet provided, using one or more of these sentence starters. I wonder… My favorite line of the poem is…because… This poem reminds me of… I think… I would like to ask the poet why… Powerful words I recognize in this poem are… The emotion of this poem seems to be… A literary device I notice is…

  7. Tone Lesson Tone Handout One possible TONE word is “disdain”a feeling of contempt for anything regarded as unworthy; haughty contempt; scorn

  8. TONE Practice – With a Partner • With a partner, write a short passage (2-4 sentences) which reveals a TONE OF DISDAIN in describing a clique (a group that doesn’t socialize with others) at school. • Use imagery or concrete detail to create the tone. • Do not directly state your disdain; the images and detail should carry the tone. • Be precise and creative with your language.

  9. TONE Practice – With Another Pair • Find another pair and share your passage. • Choose the best one or combine your ideas. • When ready, use the wireless keyboard to type your group’s final passage and include your names. • Turn in your pair’s first draft (with names and hour on the upper right side) in the basket by my podium.

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