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Candice's Mood, Tone (Mary Poppins) Prezi

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Danielle Black

on 11 September 2013

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Transcript of Candice's Mood, Tone (Mary Poppins) Prezi

September 9 & 10
Where am I?
In your journal, write about one of your favorite places using vivid imagery (think about the five senses). Don't tell what the place is specifically. It will be our job to guess as a class. Look at the following example before you begin your own.
My alarm clock is the sun rising above the ocean as I walk onto the patio and I am treated to a show of whales and dolphins frolicking in the sea. (sight) I quickly get dressed and walk to the nearest local market where people are talking, bargaining, music is playing, and the ocean makes its presence known by crashing her waves into the beach. (sound) I savor the delicious banana bread, fresh fruits, and homemade guacamole. (taste) When I return to the condominium we call home for the next two weeks, I change into my bathing suit, find a chair, and let the rays of the sun wrap me up like a warm blanket. (touch) Before I get a sunburn, I get out the lotion that is so rich with coconut milk and prepare myself for a day full of fun, sun, and family time. (smell) Where am I?
September 9/10, 2013

Standards:
1. Write narratives using effective details (imagery) & present information
2. Demonstrate understanding of words and word relationships
3, Present information for a specific task--skits
AGENDA:
Collect rewrites of timed essay practice
Share journals (Where am I?)
Review syntax
Tone vs. Mood
Tone skits
Mood:
creating or suggesting a particular feeling or state of mind (how the READER feels about the text--mood=me).

EX: This video puts me in such a good mood. It makes me laugh and feel happy.
TONE
Read the tone handout and find the definition to add to your yellow words to know sheet.
Examples of how "TONE" might be discussed:
He replied in a friendly tone.
They spoke in hushed tones.
Don't use that rude tone of voice with me.
the low tones of an organ
The speech had religious tones to it.
The author's tone shows her attitude toward the subject.
The professor's condescending tone irritated some students.
a bright, dark, or light tone of blue
the soft tones of the painting

Mary Poppins...The Original Trailer
In your journal, describe the tone and mood of the film using your two word lists.

Mary Poppins...The New Version
Next to your original list, write down the new tone and mood words for this different version. Cite evidence from the clip that support why you chose them.
Now let's take a closer look...
What attitude does the author take about hiring a nanny in the first version? How can you tell? What details are included to support the tone words you selected? What about the second version?
What changed from the first version to the second in how YOU felt? Again, cite differences in the first and second version to support your thoughts.
TONE
MOOD
Now You Try...Tone Skits
1. You will be paired with one other person from the class.
2. You will each be given a tone word that will indicate your attitude toward the situation in your skit.
3. You will choose a scenario from the list and perform the scene as the character embodying that tone.
The class will attempt to guess your tone.
Scenarios:
1. A parent confronting his/her child about a low grade.
2. A coach talking to his/her star player about the upcoming game.
3. A boyfriend/girlfriend deciding to break up.
4. A movie producer introducing an actor/actress to the character he/she will play in his upcoming movie.
Isn't It Ironic?
Choose one of these scenarios from the song "Isn't it Ironic?" by Alanis Morisette. Explain what is ironic about it in your journal.
An old man turned ninety-eight
He won the lottery and died the next day
It's a death row pardon two minutes too late
It's a free ride when you've already paid
It's like ten thousand spoons when all you need is a knife
It's meeting the man of my dreams
And then meeting his beautiful wife
IRONY
The contrast between expectation and reality—between what is said and what is really meant, between what is expected to happen and what really does happen, or between what appears to be true and what is really true.
September 9/10, 2013
Standards:
1. Word meanings--figurative and connotative
2. Read 9th grade literature proficiently.
3. Evaluate author's purpose--choices about plot, structure, characterization
4. Write for a specific purpose--support analysis with text.
AGENDA:
1. Journal--review irony/author's purpose/inference and add to words to know list
2. Section #2 quiz--Bruiser
3. Modified frayer--Characters
4. Finish body paragraphs
5. HW--for NEXT Wednesday (9/18) read chapters 23-32 in Bruiser (103-157)
Definition:
Author's purpose
--is the reason an author decides to write about a specific topic. Then,
once a topic is selected, the author must decide whether his purpose for writing is to
inform, persuade, entertain, or explain his ideas to the reader.


Inference/implied meaning
-- an opinion that you form about something that is based on information you already have


What do I think this character would like based on what I have inferred?
Character name
Based on what you know about this character so far...
What can you
IMPLY
that he/she likes?
Draw pictures and place them in this quadrant.
Food, movies, TV, music, hobbies, fashion, etc.
*You must select something from the text that shows WHY you made this inference. Put the quote and page number near the picture.
Have to include at least 5-10 likes.
So far....why do you think Neal Shusterman included this character? What is the
author's purpose
so far? What does he want us to know through him/her? Think about the big ideas.
Predictions
--What do you think will happen to this character as the book progresses? What is in store for him/her?
Field trip permission forms due Friday!
Field trip permission forms due Friday!
Full transcript