12/8/2014
Do Now
“Mrs. Joe,” said Uncle Pumblechook,
a large hard-breathing middle-aged
slow man, with a mouth like a fish,
dull staring eyes and sandy hair
standing upright on his head, so that
he looked as if he had just been all
but choked, and had that moment
come to…” (Dickens 29)
What is one literary device that is
being used here? How does it affect
your understanding of the mood? (23 sentences)
Agenda and Objective
Agenda
• Do Now/Share Out
• Figurative Language in
Great Expectations
• Groups
• Group work
Objective
• Students will closely read
passages of Great
Expectations chapters 411 and find examples of
how figurative language
affected their emotions or
their understanding of
theme.
FIGURATIVE LANGUAGE
IN GREAT EXPECTATIONS
Example…
“It was a rimy morning, and very damp. I had seen the damp lying
on the outside of my little window, as if some goblin had been
crying there all night, and using the window for a pockethandkerchief. Now, I saw the damp lying on the bare hedges and
spare grass, like a coarser sort of spiders' webs; hanging itself
from twig to twig and blade to blade. On every rail and gate, wet
lay clammy, and the marsh mist was so thick, that the wooden
finger on the post directing people to our village—a direction
which they never accepted, for they never came there—was
invisible to me until I was quite close under it. Then, as I looked up
at it, while it dripped, it seemed to my oppressed conscience like a
phantom devoting me to the Hulks” (Dickens 21).
What is the mood? Dreary and Depressing
How do I know that?
“It was a rimy morning, and very damp. I had seen the
damp lying on the outside of my little window, as if some
goblin had been crying there all night, and using the
window for a pocket-handkerchief. Now, I saw the damp
lying on the bare hedges and spare grass, like a coarser
sort of spiders' webs; hanging itself from twig to twig and
blade to blade. On every rail and gate, wet lay clammy,
and the marsh mist was so thick, that the wooden finger
on the post directing people to our village—a direction
which they never accepted, for they never came there—
was invisible to me until I was quite close under it. Then,
as I looked up at it, while it dripped, it seemed to my
oppressed conscience like a phantom devoting me to the
Hulks” (Dickens 21).
The
repetiti
on of
the
word
“damp”
along
with the
images
of
wetnes
s make
the
reader
feel
dreary.
Other examples?
The use of
personification
(blue) and
simile (green)
help the
reader see
that the damp
is oppressive
and
demanding,
like a person.
“It was a rimy morning, and very damp. I had seen
the damp lying on the outside of my little
window, as if some goblin had been crying there all
night, and using the window for a pockethandkerchief. Now, I saw the damp lying on the
bare hedges and spare grass, like a coarser sort
of spiders' webs; hanging itself from twig to twig
and blade to blade. On every rail and gate, wet lay
clammy, and the marsh mist was so thick, that the
wooden finger on the post directing people to our
village—a direction which they never accepted, for
they never came there—was invisible to me until I
was quite close under it. Then, as I looked up at it,
while it dripped, it seemed to my oppressed
conscience like a phantom devoting me to the
Hulks” (Dickens 21).
What is the theme?
• Oppression can come
in many forms: by
people, and also by
the elements.
• Or, nature has a mind
of its own.
GROUP WORK!
Groups!
• You will now work in five
groups of 2, and 3
groups of 3.
• Each group will get a
chapter and will have to
fill out the organizer
provided.
• Make sure you also
provide an objective
summary of the chapter.
Homework!
• Quiz tomorrow on
Chapters 4-11
• Please read chapters
12-15 by MONDAY,
December 15! (pages
91-115)
12/9/2014
Great Expectations Quiz
• Please answer every
question in 2-3 COMPLETE
SENTENCES.
• Make sure you provide
page numbers for textual
evidence (where required).
• You may use books and
notes.
• You will have 25 minutes
12/10/2014
Do Now
• What is a cliffhanger? Why
is it effective as a tool for
audience engagement?
• Answer in your notebooks in 2-
3 complete sentences.
• Please have your homework
(Great Expectations passages)
on your desk.
Agenda and Objective
Agenda
• Do Now/Share Out
• How do directors create
suspense through
structure?
• Lost example
• The Sopranos
• Exit ticket
Objective
• Students will evaluate
how directors in media
use structure, action,
dialogue and setting in
order to create a mood of
suspense.
TEXT STRUCTURE
How do authors create suspense for the reader?
Structure
• Structure helps us to see what the
author values.
• Authors use tools like structure,
setting, action and dialogue to set
the stage for the conflict and
create suspense.
• Evaluating structure can help us
learn about characters and
themes.
EVALUATING STRUCTURE TO
CREATE SUSPENSE IN MEDIA
Suspense in Media
• Just like in novels,
writers and directors
create suspense
through:
• description (camera
angles)
• dialogue between
characters
• Character actions
Creating Suspense in Lost…
• As you watch the clip,
consider how the
writer/director creates
suspense for the viewer.
• Look for:
• Dialogue
• Character actions
• Camera angles (setting)
• Music
Lens/Techniques
Evidence from the clip
Why and how does the
evidence create suspense?
`
Dialogue
What do the
characters say?
Man behind desk:
By calling it a
“You neglected to tell “condition” and not
us about your
telling us that he’s in a
condition”
wheelchair until the
end of the scene,
Locke (in wheelchair): we’re left in suspense
“My condition is not because we have NO
an issue”
idea what his
condition is. Then,
when it is revealed
that he’s in a
wheelchair, we’re
even more shocked.
Lens/Techniques
Actions
Evidence from the clip
Hostile
What do the characters do?
Camera angles
What kind of music is used?
He seems confident
that he can do the
walkabout.
Both men
sitting.
We are
shocked when
one is in a WC.
Starts off
happy, drops
off to
He’s creepily
smiling; we
don’t know
Where do the scenes take
place?
Music
Why and how does the
evidence create suspense?
Now You! – Sopranos
• https://www.youtube.co
m/watch?v=mRkLE3rA
wGE
• Look for the same
things:
• Dialogue
• Camera angles (setting)
• Music
Exit ticket
• Please fill out what
kind of example the
figurative language is
that’s being used.
• You may NOT use
your notes.
• This will count for a 25
point quiz.
12/11/2014
Do Now
• Read this page from To
Kill a Mockingbird and
reflect on how Harper Lee
creates suspense in the
“Mad dog” chapter and
answer in 3 complete
sentences:
• What are the characters
doing? Saying?
• How is it described?
• What kind of figurative
language is used and why is
it effective?
Take out your
Sopranos suspense
homework from last
night!
Agenda and Objective
Agenda
• Do Now/Share Out
• Cliffhangers and
suspense in short stories
• “The Story of an Hour” by
Kate Chopin
• Exit
Objective
• Students will closely read
Kate Chopin’s “Story of an
Hour” in order to assess
how the author's use of
figurative language and
structure creates a mood
of suspense for the
reader.
SUSPENSE IN SHORT
FICTION
Suspense in Fiction
• Fiction writers create
suspense through action,
dialogue and description, just
like writers and directors for
television and film.
• As we read Kate Chopin’s
“Story of an Hour,” pay
attention to figurative
language and how the author
uses techniques of action,
dialogue and description to
create suspense.
“The Story of an Hour”
• Work with a partner to
respond to ALL the
questions on your
worksheet.
• This will count for 50
points! Make sure you
answer every question!
• Whatever you do not
finish will be for
homework.
12/12/2014
Do Now
• Take out your “Story of
an Hour” homework
and your Great
Expectations book.
Agenda and Objective
Agenda
• Do now/share out
• Structured suspense in
Great Expectations
• Partner work
• Exit
Objective
• Students will closely read
passages of Great
Expectations in order to
evaluate how Dickens’
use of diction and
figurative language
creates suspense for the
reader.
CREATING SUSPENSE IN
GREAT EXPECTATIONS
Suspense in Great Expectations
• Because Great
Expectations was
written as an episodic
piece (one chapter a
week in a newspaper),
Dickens often leaves
off with cliffhangers.
Says: To be continued from
week to week until completed
in about eight months.
Independent work
• You will work
independently to apply
the knowledge of how
author structure
(dialogue, setting,
action, figurative
language) creates
suspense for readers
in a passage from
Great Expectations.
Homework reminder!
• Have chapters 12-15
read for Monday!
• There will be a reading
quiz!