Thursday, January 2, 2020

Objective:  Students will discuss the difference between tone and mood and begin reading Chapter Six.

Standards:  RL.4 (I can identify the meanings of unfamiliar words using context clues AND determine how an author's word choice through literary devices such as symbolism, irony, oxymoron, etc., affects meaning, mood, and tone. )

NOTE:  Students completing the vocabulary workbook should be working on Lesson Seven this week (week two of two).

1. We will discuss RL.4, identify how it relates to tone and mood, and determine the difference between those two words using some theatrics from some members of each class.  When discussing the theatrics, students can use the list of tone/mood words on Classroom to help them describe the emotions they are seeing/feeling.

2.  Students will have time to start reading through Chapter Six, which, if they hadn't already noticed, includes some language which isn't considered to be politically correct today.  Remember that this story is set in the 1930s.  Times were different, and thankfully our country has made some changes since then.

3.  Students will start reading Chapter Six for tomorrow.  Please make note of any words/phrases which convey the character's/Harper Lee's tone and those words/phrases which made you feel something as a reader (affected your mood).

4.  If you already read Chapter Six, that's okay.  Read through it again (you'll probably see something you didn't notice the first time) and consider what words/phrases conveyed Harper Lee's tone and those that affected your mood.

FOLLOW-UP:  Read Chapter Six for tomorrow (56-64).  As you read, annotate anything which affected your mood or showed the tone of a character or Harper Lee.  Next week there will be an assessment covering RL.3 (indirect characterization) and RL.4 (tone/mood).

Last modified: Thursday, January 2, 2020, 7:52 AM