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ENGLISH II HONORS SEPTEMBER 24 TH

ENGLISH II HONORS SEPTEMBER 24 TH. Get out yesterday’s warm-up: 1) Write a 4-sentence description of this room, using powerful imagery and diction. Give this description ANY positive tone.

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ENGLISH II HONORS SEPTEMBER 24 TH

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  1. ENGLISH II HONORSSEPTEMBER 24TH Get out yesterday’s warm-up: 1) Write a 4-sentence description of this room, using powerful imagery and diction. Give this description ANY positive tone. Ex.: “When I walk into room A183, I smell the sweet, flowery scent of body spray that many beautiful young women have on.” 2) Write a 4-sentence description of this room, using powerful imagery and diction. Give this description ANY negative tone. Ex.: “When I walk into room A183, the dim lighting, which makes me have to squint to see, always gives me an immediate headache.” 3) After you write both descriptions… a.) Identify the exact tone (emotion) that you were striving to achieve in the first description (CS!) b) Identify the tone that you were going for in the second description (CS!)

  2. REMINDERS • Drop off punctuation lesson worksheet (from last week) on the stool after class. • Whenever you’re absent, you need to see me as soon as you get back from you absence (after class) • Write this down: • “Bring book tomorrow” • “Exercise A of ‘Vocabulary in Action’ pg. 515– due tomorrow.”

  3. STANDARDS Reading 3.9 Explain how voice [and] persona… affect characterization and the tone…

  4. TONE • Get out a piece of paper and title it “Tone Practice: Classwork” • We are going to spend some time specifically identifying tone in sentences. • Partner up • Get out your “tone words” list. • After I read each sentence in the following slides, write down on your piece of paper: • 3 good tone words to describe the tone in that sentence • Circle your favorite tone word • Write down who the tone is directed towards

  5. TONE SENTENCE #1 Let’s do this one together: • “Bouncing into the room, she lit up the area with a joyous glow on her face as she told about her acceptance to college.” • The girl has a __________, ____________, or _________ (1st tone word) (2nd tone word) (3rd tone word) tone towards __________. (Subject)

  6. TONE SENTENCE #2 You do together with a partner: • He cautiously glanced behind him, for fear of his imagined pursuers, then hurriedly walked on, jumping at the slightest sound even of a leaf crackling under his own foot. • The man felt ________, _________ or ___________ towards _____________. • (First three= fill in with tone words) • (Last blank= fill in with subject that the emotion is directed towards)

  7. TONE SENTENCE #3 You do with a partner: • Bursting through the door, the flustered mother hollered uncontrollably at the innocent teacher who gave her child an “F” • The mother felt ________, _________ or ___________ towards _____________.

  8. TONE SENTENCE #4 You do on your own: • Drawing the attention of his classmates as well as his teacher, the student dared to experiment with his professor’s intelligence by challenging him about the imagery within the story. • The student felt ________, _________ or ___________ towards _____________.

  9. TONE SENTENCE #5 On your own… • Gently smiling, the mother tenderly tucked the covers up around the child’s neck, and carefully, quietly, left the room, making sure to leave a comforting ray of light shining through the opened door should the child awake. • The mother felt ________, _________ or ___________ towards _____________.

  10. TONE SENTENCE #6 On your own… • Sarah opened her door hastily, mumbling to herself because she was missing her favorite blouse, and she knew her sister was the culprit. • Sarah felt ________, _________ or ___________ towards _____________.

  11. TONE SENTENCE #7 On your own… • Although class was in session, Steve’s mind wandered from the lesson to his last date with his former girlfriend Susan. • Steve felt ________, _________ or ___________ towards _____________.

  12. HOMEWORK • Homework: • Exercise A of “Vocabulary in Action” – page 515– due tomorrow. • Bring book tomorrow!

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