Mood and Tone

I have been grading the ACES Literary Analysis Planning assignments and I have noticed that some students are confused about the difference between mood and tone.  Here is a short video that should help make the difference clearer:

Mood, Tone, Theme

I have graded the papers that I received for 1st and 2nd periods and will be returning them tomorrow (Friday). If you want to make corrections, please return them to me by end of day on Friday.

3rd, 6th, and 7th - I am still working on grading your papers, but please let me know in class if you would like to look at yours again and make changes based on what you saw in the video.

Extra Credit Writing Assignment

ACES Literary Analysis Essay
ACES Advanced Literary Analysis Essay
ACES Modified Literary Analysis Essay
Argumentative Rubric

This is an optional writing assignment for those students who want to boost their grade or get some practice in essay writing.  The essay should be emailed to me by Tuesday, May 31, in order to receive credit.


Desdemona's Willow Song

Figurative Language in Othello Act IV & V

Reader's Workshop Literary Analysis

ACES Literary Devices 

Fungi students have an ACES graphic organizer for literary analysis due on Monday, May 23. Please make sure you have your book with you so you can work on this assignment in class.

Assignment Prompt:

Advanced Literary Analysis ACES
ACES Literary Analysis for the Canon
Modified ACES Literary Analysis

Figurative Language Reference Sheet 

Example of response for A: (Answer the prompt)

In his “I Have a Dream Speech,” Dr. Martin Luther King Jr. uses allusions, repetition, and extended metaphors to communicate his tone of anger and impatience with the injustices inflicted on African-Americans in the United States during the 1960s.

Example of response for C/E: (Cite Evidence/Elaborate)

Example:  In Othello, Act 3, Scene 3, page 8, Iago uses a metaphor in comparing jealousy to a “green-eyed monster which doth mock the meat it feeds on.”   This phrase describes the destructive nature of jealousy for a man who suspects his wife might be cheating on him.

Example: The use of the metaphor in this section contributes to the tone of the story. Shakespeare is using Iago’s character to communicate his warning of the dangers of jealousy and suspicion in love.   

Reposting this to make sure everyone sees it...

8th Grade Commencement Speech Contest

8th grade Commencement Speech: 

If you would like to enter a contest to read a speech at the 8th grade Commencement Ceremony, please read the following:

Prepare a commencement speech in order to share your experience, values, and advice with your graduating class. What life lessons have you learned during your journey at Culbreth? What important, fun, or special memories stand out to you? What will you miss the most? The least?


Here is a cool NPR story about successful commencement speeches: 

Anatomy of a Great Commencement Speech

Speeches should be submitted to Ms. Motta by Tuesday, May 24.

Extra credit may be assigned. 

Characterization Infographic Assignment

The Infographics are due at the end of the day tomorrow (Wednesday, May 11).

Project Documents 

Assignment prompt and planning sheets

Rubric

Venn Diagrams

Sample of an Excellent Infographic

Notes for Success

Use characters from different books or short stories

Make sure characters have something in common.

For your Infographic, give specific examples of how actions define their traits.

You need to have a copy of the text available to you in order to complete your Infographic completely.  

For example:  Desdemona is loyal -- How do you know? (Act 1, Scene 3, Page 8) She stood up to Brabantio and said that she owes her obedience to Othello now.

Please make sure you are reading the rubric and you understand all the requirements.

Use piktochart.com. Sign in with Google.

Remember to  read the prompt and check your rubric:

Prompt: Create an infographic comparing 2 characters from 2 different texts. Bases of comparison are character traits and how the character drives the story.

Rubric:

Focus: all aspects of prompt (similarities and how character drives the story.)

Controlling idea: general statement of traits/actions/effects that drive the story

Example: Desdemona, from Othello, and Devorah, from Like No Other, have similar characters traits of love and respect for their families and traditions, loyalty to their loved one, and tenacity in achieving their desires. Both of them make significant, life-changing decisions that drive the plot of their stories.

Reading/Research: Accurate representation of what is in the text

Development:  Use of textual references; specific and detailed

Organization: Point by point or subject by subject - Be consistent

Conventions: Of course, spelling, grammar, word choice count!

Content understanding: understanding of character traits, characterization, understanding of actions and how they drive the plot (cause/effect)

Turning in your Infographic:

Click on the Share link in the upper right corner of the screen:

Give your Infographic a name. Make sure it's marked "Public."

Click on "Open Link" and test the link in another browser window. Make sure this is your Infographic.

Copy and paste that link to the Google classroom assignment.

8th Grade Commencement Speech

8th Grade Commencement Speech Contest

8th grade Commencement Speech: 

If you would like to enter a contest to read a speech at the 8th grade Commencement Ceremony, please read the following:

Prepare a commencement speech in order to share your experience, values, and advice with your graduating class. What life lessons have you learned during your journey at Culbreth? What important, fun, or special memories stand out to you? What will you miss the most? The least?


Here is a cool NPR story about successful commencement speeches: 

Anatomy of a Great Commencement Speech

Speeches should be submitted to Ms. Motta by Tuesday, May 24.

Extra credit may be assigned. 

"The fault, dear Brutus, is not in our stars, But in ourselves..."

What a sad and bittersweet week this has been. We lost our 'Guybrarian," the "Abbassinator," Mr. Abbasse.   We also kicked off the Reader's Workshop portion of our Teaching the Canon unit, which I so expected Mr. Abbasse to be part of.  Just last week he stopped in my class as we were reading Othello, and he later shared with me his thoughts on teaching Shakespeare. I will always appreciate his dedication, insight, and sharing of a love of literature, and we will miss him dearly.

My saving grace has been this Reader's Workshop unit, where students are reading their book of choice and meet with me individually to discuss their readings.  Some of my students are reading John Green novels, and many don't realize that the title of his book, The Fault in our Stars, is an allusion to a line from Shakespeare's Julius Caesar.   Students have learned to recognize this literary device and to search for deeper meaning in their books. Watching these students as they develop their love of reading has been a gift for me these past few days.

Salaam