9/22/2015
DO NOW STEP 1
Please have ready:
 Notebooks
 Something to write
with
Await further
instruction
DO NOW STEP 2
 As you watch, write a
response to the
following questions in
your notebooks:
 How did you feel
watching this trailer?
 What effects (dialogue,
music, visuals, etc.)
helped create that
feeling for you?
 https://www.youtube.
com/watch?v=ufsrgE0
BYf0
← Gravity
 https://www.youtube.
com/watch?v=YOUBsl
xbSJo ← Peanuts
AGENDA AND OBJECTIVE
Agenda
Objective
 Do Now
 Share Out
 Notes
 Word choice and mood
in songs
 Exit
 Students will analyze
how author's word
choice (diction)
contributes to the mood
of the piece.
DICTION, IMAGERY AND
MOOD
DICTION
Diction refers to the words chosen by the author
for the text.
For example:
“The only people for me are the mad ones, the ones who
are mad to live, mad to talk, mad to be saved, desirous of
everything at the same time, the ones who never yawn or
say a commonplace thing, but burn, burn, burn like
fabulous yellow roman candles exploding like
spiders across the stars.” – Jack Kerouac,
On the Road
Why choose words like “mad” and “burn”?
CONNOTATION VS. DENOTATION
 Connotation – the idea or feeling the word invokes in you.
 Couch – sleep, comfort, naptime, TV, football, dinner, etc.
 Denotation – the actual definition of the word; it’s literal
meaning.
 Couch – a long piece of upholstered furniture for people to sit on.
IMAGERY
Diction (word choice) is directly related to
IMAGERY.
IMAGERY is an author's use of descriptive
language that appeals to human senses to
deepen the reader's understanding of the work.
Powerful forms of imagery engage all of the
senses.
 Sight
 Smell
Taste
Sound
Touch
FOR EXAMPLE…
burn, burn, burn
(touch, smell, sight)
like fabulous yellow
roman candles
exploding (sound,
sight, smell)
like spiders across
the stars (sight,
touch)
MOOD
Authors use diction and
imagery together to
create a MOOD of the
piece.
The mood evokes
certain feelings in
readers.
 How do you feel when you
read the piece?
 How did the author’s words
get you there?
TYPES OF MOODS
DIFFERENT MOODS YOU FEEL WHEN YOU READ
Satisfied
Positive Moods Sentimental
Surprised
Amused
Sympathetic
Calm
Touched
Content
Vivacious
Dreamy
Warm
Ecstatic
Welcoming
Excited
Exhilarated
Hopeful
Loving
Mellow
Optimistic
Passionate
Rejuvenated
Relaxed
Negative Moods Irate
A ggravated
Annoyed
Anxious
Brooding
Cold
Confused
Cranky
Cynical
Depressed
Disappointed
Drear y
Enraged
Exhausted
Foreboding
Gloomy
Hopeless
Indif ferent
Jealous
Lonely
Morose
Ner vous
Numb
Over whelmed
Pensive
Pessimistic
Scared
Serious
Sick
Stressed
Suspenseful
Tense
Terrifying
Violent
Worried
DICTION, IMAGERY AND
MOOD IN SONGS
YOU PICK!
 Someone pick an APPROPRIATE song
 I’m going to listen to the song, but I’m not
going to look at the words. As I listen, I’m
going to try to pick out the words and phrases
the artist says that stick out to me that can
help me describe the mood of the song and
write those answers in the four boxes on the
board.
I will also listen for the music notes, the beat (if
any), the sound, etc.
“SONG”
Words I hear repeated
Words that create Images
Word with connotations
Music
YOUR TURN!
PERIOD 2 – “ACCUSED OF LOVE” FOR JACK
 Now, we’re going to listen to another song, but I’m not
going to show the words. As you listen, you’re going to
try to pick out the words and phrases Tom Petty uses that
stick out to you that can help you describe the mood of
the song. (You can use my organizer or not)
 Words that repeat
 Words that create images
 Words that have specific connotations
 You may also comment on the music notes, the beat (if any), the sound,
etc.
 Next, I’m going to give you the words to look over.
 PAIRS! (get moving…)
 With your partner and your notes, look over the song
again and answer the questions in complete sentences.
PERIOD 3 – “FRIDAY I’M IN LOVE” FOR
EMMA
 Now, we’re going to listen to another song, but I’m not
going to show the words. As you listen, you’re going to
try to pick out the words and phrases Tom Petty uses that
stick out to you that can help you describe the mood of
the song. (You can use my organizer or not)
 Words that repeat
 Words that create images
 Words that have specific connotations
 You may also comment on the music notes, the beat (if any), the sound,
etc.
 Next, I’m going to give you the words to look over.
 PAIRS! (get moving…)
 With your partner and your notes, look over the song
again and answer the questions in complete sentences.
PERIOD 4 – “DREAM ON” FOR SEAN
 Now, we’re going to listen to another song, but I’m not
going to show the words. As you listen, you’re going to
try to pick out the words and phrases Aerosmith uses
that stick out to you that can help you describe the mood
of the song. (You can use my organizer or not)
 Words that repeat
 Words that create images
 Words that have specific connotations
 You may also comment on the music notes, the beat (if any), the sound,
etc.
 Next, I’m going to give you the words to look over.
 PAIRS! (get moving…)
 With your partner and your notes, look over the song
again and answer the questions in complete sentences.
PERIOD 2 – “FAST CAR” FOR ELLIE
 Now, we’re going to listen to another song, but I’m not
going to show the words. As you listen, you’re going to
try to pick out the words and phrases Tom Petty uses that
stick out to you that can help you describe the mood of
the song. (You can use my organizer or not)
 Words that repeat
 Words that create images
 Words that have specific connotations
 You may also comment on the music notes, the beat (if any), the sound,
etc.
 Next, I’m going to give you the words to look over.
 PAIRS! (get moving…)
 With your partner and your notes, look over the song
again and answer the questions in complete sentences.
EXIT TICKET
Read the short lines
on the exit slip and
answer accordingly.
AGENDA AND OBJECTIVE
Agenda
 Do now
 TKAM Discussion
 Diction, Imagery and
Mood in Emily
Dickinson
 D.I.M in “Beat! Beat!
Drums!” by Walt
Whitman
 Exit
Objective
 In this lesson, students
will learn to analyze
how imagery
contributes to the mood
of different poems by
examining specific word
choice.
TKAM DISCUSSION
Do you think Atticus is
right when he tells
Jem that you should
be nice to someone no
matter how mean they
are to you? (Like Mrs.
Dubose from Chapter
11).
DICTION, IMAGERY AND
MOOD IN EMILY
DICKINSON
REVIEW…
Diction
author word choice
Imagery
author’s use of words to create vivid and
descriptive images that appeal to the reader’s
senses
Mood
how the reader feels and reacts to the word
choice and imagery created by the author
“BECAUSE I COULD NOT STOP FOR
DEATH” BY EMILY DICKINSON
As we read the poem,
please fill out the chart
provided.
Step 1 - What words paint a
picture in your mind?
Step 2 – What kind of
picture do they paint?
Step 3 – How do these
words create a specific
effect on the reader?
“BECAUSE I COULD NOT STOP FOR
DEATH” STANZAS 1-3
Because I could not stop for Death –
He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality.
We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility –
We passed the School, where Children strove
At Recess – in the Ring –
We passed the Fields of Gazing Grain –
We passed the Setting Sun –
“BECAUSE I COULD NOT STOP FOR
DEATH” STANZAS 4-6
Or rather – He passed us –
The Dews drew quivering and chill –
For only Gossamer, my Gown –
My Tippet – only Tulle –
We paused before a House that seemed
A Swelling of the Ground –
The Roof was scarcely visible –
The Cornice – in the Ground –
Since then – ‘tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses’ Heads
Were toward Eternity –
10/8/2014
DO NOW
 Refer to the conversation
between Scout, Jem and Atticus
at the end of Chapter 13 – what
does Atticus mean when he says
the children should know their
ancestors so they can “behave
accordingly?” (151). Why do the
children get so upset by this?
 Answer in 3-4 COMPLETE
SENTENCES on the sheet of
paper provided.
 This will be collected and
graded, so make an effort.
AGENDA AND OBJECTIVE
Agenda
 Do now/Share Out
 Diction, Imagery and
Mood in Emily
Dickinson Part II
Partner Work
 D.I.M in “Beat! Beat!
Drums!” by Walt
Whitman Independent
work
 Exit ticket
Objective
 Students will learn to
analyze how imagery
contributes to the mood
of different poems by
examining specific word
choice.
“BECAUSE I COULD NOT
STOP FOR DEATH”
WORK WITH YOUR PARTNERS…
Read through Stanzas
2-6 of “Because I
Could Not Stop for
Death” and fill out the
corresponding chart
with your partner.
You will have 15
minutes
PARTNERS!
Period 2
Period 3
Period 4
Period 5
Mario/Jarrod
Corey/Amanda/Alex
Megan/Frankie
Anthony/Hanna
Vin/Ava-Loren
Eunice/Tim
Victoria/Scott
Vin C/Joe
Jess/Dom/Danie
lla
Raven/Andrew
Marissa/Mike
Ange/Jimmy
Yogesh/Rob
Chris/Vin O
Julianna/William
Alexa C/Lance
Mike/Alana
Isabella/Alejandro
Brina/Kenneth
Tom/Kristy
Jillian/Jay Jay
Mark/Vin I
Dom/Eric
Alexa P/Tarrin
Sonia/Tayybe
/Aronne
Dave/Natalie
Gabby/Jake
Brooke/Rachel/Michelle
Mike M/Rucha
Joanne/Dan H
Alex/Chris
Lauren/Sameer
Dave/Aash
Jocelyn/Willy/Dan C
Juliane/Greg
Nicole/Seamus
“BECAUSE I COULD NOT STOP FOR
DEATH” STANZAS 4-6
Or rather – He passed us –
The Dews drew quivering and chill –
For only Gossamer, my Gown –
My Tippet – only Tulle –
We paused before a House that seemed
A Swelling of the Ground –
The Roof was scarcely visible –
The Cornice – in the Ground –
Since then – ‘tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses’ Heads
Were toward Eternity –
“BEAT! BEAT! DRUMS!”
WALT WHITMAN
“BEAT! BEAT! DRUMS!”
Work independently
to read through
“Beat! Beat! Drums!”
and answer the
corresponding
questions.
HOMEWORK
Please read chapter
14 of Mockingbird.
EXIT TICKET
On a separate sheet
of paper, explain
how diction and
imagery affect the
reader’s mood in 2-3
sentences.