English I: Plot, Setting & Tone Mr. A. J. Soliz Qtr. 1 - Week 3 Monday, August 26th, 2019 Bell Ringer Identify the plot, setting, and tone of the following clip. Provide details to support your response. Objective: Identify the different parts of plot in a story, and understand how setting affects the tone, mood, characters and conflict in a story Lesson: In today’s lesson we will finish identifying and defining the key differences between Plot & Setting and how they are a key literary element of a text. Once upon a time… Plot is the sequence of related events that tells us what happens in a story. A good plot: • Has characters who experience a problem/conflict. • Has a conflict that is resolved in some way. • Includes interesting details that add depth to the story. • Takes place in a specific span of time. Building Blocks of Plot Basic situation (exposition) Introduces the main character and setting (time and place) of the story. Often the character wants something very much and encounters a conflict while trying to get it Conflict Struggle between a character and something or someone else • External conflict: a struggle between a character and something outside himself/herself (another character, nature, God, fate, society, etc.) • Internal conflict: a struggle between a character and himself or herself (a struggle inside the character’s mind) Building Blocks of Plot Complications Problems that arise during a story that keep the main character from getting what he/she wants Climax The story’s most exciting or suspenseful moment, when something happens that decides the outcome of the conflict. Usually occurs toward the end of the story. Building Blocks of Plot Resolution (denouement) The last part of the plot where the conflict is resolved, and the story ends. A good resolution makes the story feel complete. Structured Pair Share What is plot, and what makes a good plot? What are the two types of conflict and how are they different? A: Plot is _______________. A good plot __ _______________________________. B: The two types of conflict are _________. They are different because _____________. Playing with Time Chronological order The author begins at the beginning of the story, then tells about each event in the order in which it happens Flashback The present action in a story is interrupted with a scene or scenes from the past Flashforward The present action in a story is interrupted with a scene or scenes from the future En media res The author begins in the middle of the story and the beginning is filled in later (through flashbacks, dialogue, etc.) What Happens Next?!? Foreshadowing The writer plants clues that hint at something that will happen later in the plot Suspense The quality in a story or play that makes the reader eager to discover what happens next and how it will end • Authors often manipulate time and use techniques such as foreshadowing in order to build suspense (and keep us reading) Structured Pair Share What are the ways that authors play with time when telling their story? How do authors create suspense? A: Authors use _____, _____, _____, and _____ to play with time in a story. B: Author’s create suspense by _________ _____________________. Does Setting Matter? Setting helps create a story’s: • Mood: how the story makes the reader feel while reading • Tone: how the author feels about a given subject (a character, society, an idea, the reader, etc.) • Characters: Our environment affects in one way or another, so setting can provide clues as to what a character is like. • Conflict: In some cases, the setting can provide the conflict for the main character, or reflect the character’s internal conflict. Structured Pair Share What is setting? Why is setting important in a story? A: Setting is _________________________. B: Setting is important because _________ _________________________________. What is Tone? Tone is the author’s attitude toward the subject, the characters or the readers, which is revealed by the author’s diction. Activity 1 Explain the difference between the following sets of words: Silly/Giddy-silliness implies an element of childish behavior whereas giddiness implies happiness. You can be giddy without being silly. Angry/upset - Mocking/sarcastic - Tone Words Angry Sharp Upset Silly Boring Afraid Happy Hollow Joyful Allusive Sweet Vexed Tired Bitter Dreamy Restrained Proud Dramatic Sad Cold Urgent Joking Poignant Detached Confused Childish Peaceful Mocking Objective Vibrant Frivolous Audacious Shocking Somber Giddy Provocative Sentimental Fanciful Complimentary Condescending Sympathetic Contemptuous Apologetic Humorous Horrific Sarcastic Nostalgic Zealous Irreverent Benevolent Seductive Candid Pitiful Didactic Activity 2 “This is Just to Say” by William Carlos Williams I have eaten the plums that were in the icebox and which 5 you were probably saving for breakfast Forgive me they were delicious so sweet and so cold 10 What is the author’s tone towards the subject of forgiveness? Tone word: Insincere Explain: While Williams attempts to say he is sorry, “Forgive me” (ln. 9), the insincerity of his apology is evident as he waits to ask for forgiveness until the last stanza of the poem. Additionally, he goes on to explain how good the plums were that she was saving for breakfast “they were delicious/so sweet/and so cold” (ln. 10-12). The fact that he rubs in how good the plums were shows he wasn’t sincere in his “apology.” What is the author’s tone towards the person to whom he is speaking? YOU TRY: Pick a tone word and explain. Remember, you must always back up your explanation with evidence from the text. What is Mood? Mood is the feeling a piece of literature arouses in the reader. It is the atmosphere created by the author. Some literature makes us feel joyful, solemn, angry, etc. Mood is often created by setting. Closing: • Define plot. Why is it important for a story to have a good plot? • What are the two types of conflict and how are they different? • When does the climax of a story usually occur? What is the purpose of the climax? • What is setting and how does it affect a story? English I: Literary Elements Identifying Tone Mr. A. J. Soliz Qtr. 1 - Week 3 Tuesday, August 27th, 2019 Bell Ringer You will have 2 minutes to circle the correct Literary Element on you Bell Ringer Handout, and then 4 minutes to discuss with the members of your group. Be prepared to share your answer and defend it with the class using in-text evidence. “I was only six months old and I was supposed to croak during the surgery. And even if I somehow survived the mini-hoover, I was supposed to suffer serious brain damage during the procedure and live the rest of my life as a vegetable” (*p2). *THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN Objective: Today our focus will be on identifying tone. Key words are used by authors to help us come to determine the tone in which they are writing their different works of art. It is up to us to discover what exactly that tone is. Lesson: Just like an athlete needs to practice over and over to get their skills to the level of perfection, so too do we need to practice our detective skills in literacy. Today we will focus on practicing to further develop our tone identification skills using the “TONE Practice worksheet”. What is Tone exactly? Tone is an author's attitude toward his or her audience and characters. It is an integral part of an author’s style. Like the tone of a speaker’s voice, the tone of an author’s words expresses the writer’s feelings. You can’t “hear” the tone… The difficult aspect of determining tone through mere words is not hearing those cues that we have been accustomed to in speech that suggest a particular attitude, whether it is anger, joy, or sarcasm. In other words, there is no voice inflection to obscure or carry meaning. Tone Shift Good authors rarely use only one tone in their writings. Complex attitudes might include a changing attitude (tone shift) or one attitude toward the reader and another attitude toward the subject (split tone). Be careful though… To misread tone is to misinterpret meaning. If one misses irony or sarcasm, one may misread the meaning of an entire passage. Use DIDLS Use the acronym DIDLS to help you remember those elements of tone that you should consider when evaluating prose or poetry. Be careful though… Diction, imagery, details, language, and sentence structure all help to create the author’s or speaker’s attitude toward the subject and the audience. Familiarize yourself with the denotations and connotations of the following tone words. Some are not interchangeable! Be sure you can use both adjective and adverb forms of each word. Individual Work and then Small Group Share Work on the TONE Practice worksheet. Make sure to write in complete sentences. Provide “evidence” for your response(s). Use the ABCD model when completing your “chunk paragraph” at the end. Closing: The last 5 identify with your group what was confusing about identifying the tone in the two videos, and what, if any questions, you may still have. Turn in your Assignment: As you are walking out, please turn in your TONE Practice worksheet on the top tray closest to the door. I will grade these are return them to you to include in your Interactive Journals. English I: Engaged Reading Vocabulary of our First Text – “The Land Lady”. Mr. A. J. Soliz Qtr. 1 - Week 3 Wednesday, August 28th, 2019 Bell Ringer You will have 2 minutes to circle the correct Literary Element on you Bell Ringer Handout, and then 4 minutes to discuss with the members of your group. Be prepared to share your answer and defend it with the class using in-text evidence. “And then Dad pulled down his rifle and bullets from the closet. ‘Junior,’ he said, ‘Carry Oscar outside.’ ‘No!’ I screamed. ‘He’s Suffering,’ Dad said, ‘We have to help him.’ ‘You can’t do it!’ I shouted” (*p10-11). *THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN Objective: Students will be able to identify and develop their vocabulary skills by identifying and defining key vocabulary words for our first class Read-aloud. Lesson Developing vocabulary skills is essential to not only being able to understand what something means, but how it is being used as well. Today we will work on defining and providing graphic examples of our vocabulary words utilizing “Word-Splashes” to help us better grasp and remember the vocabulary words. Small Group and then Whole Group Share For the following Vocabulary words, you are to: • Look up their definition, and see how they best fit in context with the story of the Land Lady. • Provide the definition on the poster paper. • Draw a picture to help us understand the definition. • Explain how the word is being used in the story. Vocabulary List Dotty Facades Congenial Proceedings Illuminated Earnestly Rapacious Frisky Blotchy Threshold Lapsed Dainty Hearth Blemish Queer Splendid Puzzling Peculiar Closing: Discuss with your group, what one new word did you learn today, and how do you think this practice of the word splash, can help you when reading and even when writing. English I: Engaged Reading “Dry run” in Class Reading of our First Text – “The Land Lady”. Mr. A. J. Soliz Qtr. 1 - Week 3 Thursday, August 29th, 2019 Bell Ringer You will have 2 minutes to circle the correct Literary Element on you Bell Ringer Handout, and then 4 minutes to discuss with the members of your group. Be prepared to share your answer and defend it with the class using in-text evidence. “So I mostly hang out alone in my bedroom and read books and draw cartoons. I draw all the time. I draw cartoons of my mother, and father; my sister and grandmother; my best friend, Rowdy; and everybody else on the rez. (*p5) *THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN Objective: We will complete building our vocabulary for our reading of “the Land Lady”. The purpose is to become exposed to the distinct words that we are not familiar with from the text. Individual Work and then Small Group Share In small groups, we will wrap up building our word-splashes with our new Vocabulary Words from the text which will then be presented to the class. Closing Discuss with your group. List one new word that you learned today and how you think it will be helpful to you for this class. EngLish I: Engaged Reading In Class Reading of our First Text – “The Land Lady”. Mr. A. J. Soliz Qtr. 1 - Week 3 Friday, August 30th, 2019 Bell Ringer You will have 5 minutes to circle the correct Literary Element on you Bell Ringer Handout, and then 4 minutes to discuss with the members of your group. Be prepared to share your answer and defend it with the class using in-text evidence. “I wish I were magical, but I am really just a poor-ass reservation kid living with his poor-ass family on the poor-ass Spokane Indian Reservation” (*p7). *THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN Objective: We will present our new vocabulary words to the class and begin our dry-run reading of “the Land Lady” just to read it. The purpose is to become exposed to the text. Lesson: In a dry run reading of a text, the purpose is simply to become exposed to the text. Don’t worry so much about who did what, or what the plot/setting/tone are, the point of views, etc. Simply enjoy the text for what it is… a story that can convey some kind of emotion to you if you just allow it. There will be a time where we will go back and focus on “zeroing in” on the other aspects, but this is not that time yet. Individual Work and then Small Group Share • Students will do an A-B Choral read to one another of the text. • Then as a whole group we will come back and read the text one more time all together. Closing: The last 5-10 minutes of our class we will share out loud any misconceptions we may have had from the reading up until now.