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6.2 Diction, Tone, and Iceberg Theory

"Hills Like White Elephants"

Jason Eiben

on 29 January 2013

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Transcript of 6.2 Diction, Tone, and Iceberg Theory

I. Aim & HW

II. Iceberg Theory

III. Diction & Tone Review

IV. Guided Practice

V. Independent Practice & Reading I. Do Now

II. Midterm Reflection

III. MP3 Changes & Expectations

IV. Packet

V. "Hills Like White Elephants" Aim: SWBAT read and annotate Hemingway's "Hills Like White Elephants" in order to prepare for Dialogue Journals. HW: Finish reading and annotating "Hills Like White Elephants", complete at least 3 Dialogue Journal entries on your own paper. Lesson 6.1 Do Now: Read the questions on the board. Use your packet to answer these questions on the post-it. Take out loose-leaf. Average Midterm Score: 78 (w/ 5 pt. curve)

Common Strengths:
- Good use of text evidence (paragraphs)
- Directly answering question/prompt
- Full responses (paragraphs)

Common Weaknesses:
- (Paragraphs) started with general statement
- (Essays) thesis complexity
- (Essays) short intro & conclusion Mr. Eiben Strengths:
- Always prepared
- Changing strategies to meet student needs
- Patience!

Mr. Eiben Weaknesses:
- Keeping students accountable
- "Telling" rather than "Showing"
- Not enough revision Class Strengths:
- Asking for assisstance
- Smart
- Writing Growth!

Class Weaknesses:
- Skipping readings
- Meeting deadlines Isolating Skills
- We will not start an essay until we have FINISHED reading a text!

Reading Time
- Each class period you will have 10+ minutes to start (and likely complete) reading HW
- Wednesdays are "Reading Days" Materials
- You will work from a packet for the entire unit. No more daily handouts. Bring paper!

- Reading checks for Do Now
- Reading detention for failing Do Now scores
- More enforced silent, independent work Independent Practice: Criteria for Success
1) Read "Hills Like White Elephants" by Ernest Hemingway
- Read silently and independently

2)Annotate the text
- Underline important moments, circle unknown vocab, mark ?'s and comments

3)Select quotes/text for 3 Dialogue Journals (see pg 4)
- Pick at least 3 direct quotes (left side)
- Explain, in complete sentences, why you feel this quote is significant. J A A J A J A A J Guiding Question - What is the man trying to convince her to do? How do you know? Answer the Guiding Question on your notes (checked as exit ticket!) Lesson 6.2 Aim: SWBAT analyze tone and diction in order to prove the "Iceberg Theory" in Hemingway's writing. Do Now: Answer the questions on the post-it. Please have your dialogue journals and packet on your desk! 1) Where is the conversation happening?
2) What does he want the woman to do?
3) What are two reasons that he uses to try to convince her to do it?
4) Why does she threaten to scream? Aim: SWBAT analyze tone and diction in order to prove the "Iceberg Theory" in Hemingway's writing. HW: Read and annotate Hemingway's "Letter of August 18, 1918, to His Parents" (pg 13)
+ 3 Dialogue Journal Entries Reading Hemingway is like encountering an iceberg The biggest ideas are hidden beneath seemingly small or every-day words. Careless readers can easily miss important concepts if they are not willing to look below the surface! The Iceberg Theory (also known as the "theory of omission") is the writing style of American writer Ernest Hemingway. Hemingway began his writing career as a reporter. Journalistic writing, particularly for newspapers, focuses only on the facts of a particular story. When he became a writer of short stories, he retained this minimalistic style, focusing on surface elements without explicitly discussing the underlying themes. Hemingway believed the true meaning of a piece of writing should not be evident from the surface story, rather, the crux of the story lies below the surface and should be allowed to shine through. While you might see a few ideas on the surface... So what happens if you are speeding along too quickly and fail to notice an iceberg? Reading fail... In order to identify the deeper meaning below a literary "iceberg," we will need to use a few analytical tools:

Diction - the deliberate choice of particular words in a text. Diction allows deeper meaning to be attached through the unique connotations of a chosen word.

Tone - the apparent attitude, opinion, or feeling of a character, narrator, or author as seen through their choice of words or manner of speaking. an associated or secondary meaning that is attached to a word or phrase. Diction Tone 'Yes,' said the girl.
'Everything tastes of
liquorice. Especially all the
things you've waited so long
for, like absinthe.' Connotations with liquorice:
candy, childhood, red/black In choosing to have Jig describe the taste as being like liquorice, our brains automatically connect her with the idea of childhood.

This connotation makes us more aware of her age, suggesting that she is younger than the American. Her complaint about "all the things you've waited so long for" might sound childish due to this diction. After the "operation"...

'And you think then we'll be all right and be happy.'

'I know we will. You don't have to be afraid. I've known lots of people that have done it.'

'So have I,' said the girl. 'And afterwards they were all so happy.'

'Well,' the man said, 'if you don't want to you don't have to. I wouldn't have you do it if you didn't want to. But I know it's perfectly simple.' At first, Jig seems to agree that the operation will make her happy. But then the American says "if you don't want to you don't have to."

How might she have said her line in order to express how she felt about the surgery? "liquorice" 'And afterwards they were all so happy.' The American's line "if you don't want to" suggests that he senses a tone in the way that she said her line. Her tone must have been sarcastic, which suggests that she does not think that the operation has made other people happy. On your notes Criteria for Success:

- Find a quote
- Pick a specific word or phrase

- Explain the deeper, below-the-surface meaning that you see in the quote.

- Complete 2 icebergs, one for Diction and one for Tone! When done, start tonight's reading homework and Dialogue Journals (3) Exit Ticket: One CCEAJ Paragraph analyzing an iceberg (on the back of post-it) Jig's word choice helps to define the conflict between her and the American. As they discuss their drinks, Jig says that "[e]verything tastes of liquorice. Especially all the things you've waited so long for..." The taste of "liquorice" brings to mind connotations of childhood and immaturity, since liquorice is a type of candy. By connecting Jig with the idea of childhood, readers must consider the difference in age between her and the American. As a result, this passage suggests that age is one of the causes for their different views on the abortion. Jig's sarcastic tone helps readers to understand her opinion about the abortion that the American suggests. The American seems to change his mind about the operation making them happier when Jig says "[a]nd afterwards they were all so happy." On the surface this seems to suggest that she agrees with him, but he immediately changes his argument and says "you don't have to do it if you don't want to." This means that she must have said "they were all so happy" in a sarcastic way, implying that she disagrees that having an abortion will help to solve their problems.
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