Goals: Understanding connotation and denotation and then applying that knowledge.

Connotation and Denotation:
DICTION refers to the specific word choices that authors make.
Often, authors choose specific words because of their CONNOTATION.
Words can be interpreted three different ways.

1. DENOTATION - This is the literal, dictionary definition of a word.

2. CONNOTATION (emotional charge) - Every word has a positive, neutral, or negative connotation or association.
"Youth" = positive connotation (or association); "Juvenile" = negative connotation; "Adolescent" = neutral connotation.

https://3.bp.blogspot.com/-qZVodGeYYkk/WfHuxGr6CrI/AAAAAAAAUeM/_KSfQafXfPMqYdVxzLMZC_6QC_Ouh2CLQCLcBGAs/s1600/connotation1.PNG
"Request" or "Remind" = positive connotation; "Whine" or "Nag" = negative connotation; "Ask" = neutral connotation.
"Assertive" = positive; "Bossy" = negative; "Dominant" = neutral.

3. CONNOTATION (symbolic meaning) - Some words have a secondary figurative or cultural association with them. In this case, the word can take on a whole new meaning.
Snake: An evil, devious or immoral person.
Chicken: A coward.

https://3.bp.blogspot.com/-VUU1MFicJJU/WfHu6Re830I/AAAAAAAAUeQ/SXZ85v3pgRghTU6sx8oF-PQAmOLE_jLBQCLcBGAs/s1600/Connotation2.PNG
Pig: A vulgar person or slob.
Sweet: Cool, awesome or fun.

Go back to the Old Man With Enormous Wings-

Open your English Journal. Date at the top 11/1/17 and answer the following questions. Repeat the question in your answer.

1. Which words suggest the pain/suffering of the angel, or reinforce the idea that he is trapped/confined?

2. Which words have to do with "largeness" or "greatness"?

3. Which words seem grotesque, "ugly", or vulgar?

4. Which words help establish a mysterious mood?

Remember to finish your paragraph assignments in your English Journal.

1. Where does the setting occur? How does “This is Halloween”
introduce all the major characters, and how does it affect the mood?
2. How do the citizens of Halloween Town feel about their town, their job,
and Halloween? Are they mean people? Do they want to scare people to
be cruel?
3. Why is the protagonist Jack Skellington a hero to the people of
Halloween Town?
4. How does Jack feel about his work though as sung in “Jack’s Lament”?
What is his internal conflict? Why? Who overhears Jack? How does this person feel similarly to Jack? Why?
5. How is Zero Jack’s faithful companion? How is his nose similar and
different to Rudolph the Red-Nosed Reindeer?
6. What is Sally’s relationship like with her creator/father figure, Dr.
Finkelstein? Why? What is her internal conflict?
7. How does Jack get Halloween Town interested in Christmas Town? Do
they care about Christmas the same way Jack does? Why or why not?
8. What experiments does Jack conduct in order to figure out Christmas?
Can Christmas be understood scientifically? Why or why not?
9. What happens to the flower that Sally touches? What does it turn into?
What happens next? Why? What does this foreshadow?
10. How does Jack enlist the town to help him create his own Christmas?
What does Jack entrust Lock, Shock, and Barrel to do? Why? Why is it
appropriate that the children move from right to left when they depart to
the woods? What is conveyed or implied in this movement?
11. How are the citizens of Christmas Town and Halloween Town both
shown to be preparing for Christmas in montage?
12. What is ironic about Santa saying “There are hardly any naughty
children this year” when Lock, Shock, and Barrel arrive? Who’s in power? Who’s not?
13. Why is Oogie Boogie the film’s antagonist? Why doesn’t Jack trust him?
14. What does Oogie have planned for Santa? Why? Are Oogie’s plans any
better or different than Jack’s? Why or why not?
15. Why does Sally try to thwart Jack’s plans? What is Sally’s internal
conflict that she sings in “Sally’s Song”? What can the gate be a metaphor for?
16. What havoc does Jack wreak as Santa as shown through montage, and
how is all of this havoc create humor through irony? Does Jack intend
to cause harm? Why or why not?
19. How does Sally try to assist Jack? How does she tempt and distract
Oogie?
20. What does Jack finally realize when he is bombed from the sky?
21. How does Jack become a dynamic character? What does he realize by
shredding his costume of Santa Claus?
22.  how does Oegie appearance indirectly characterize him? What is implied to happen to Oogie?
23. How do Lock, Shock, and Barrel right the wrong that they created?
How are they dynamic characters?
24. What Christmas gift does Santa give the people of Halloween Town?
Why?
25. What does Dr. Finkelstein create for himself? Why? Why is this
appropriate or fitting given his relationship with Sally? What does this
creation also allow Sally to do or become?
26. What does Jack finally realize about Sally? What conflicts
are resolved in the film’s resolution? What will likely happen to the
people of Halloween Town? Why?

 

Direct characterization is when the narrator specifically tells us what a character is like. the writer makes direct statements about a character's personality and tells what the character is like. the writer directly comments about the character and his personality and tells the readers what he or she is alike. This can be done by the narrator, another character or by the character himself

 

Indirect characterization is when the narrator shows the reader something about the character through the character's actions, things the character says, or things other characters say. the writer reveals information about a character and his personality through that character's thoughts, words, and actions, along with how other characters respond to that character, including what they think and say about him. The writer reveals information about a character through the character’s actions, words, and words along with other characters’ interactions with that particular character.

 

Authors use direct and indirect characterization to tell readers about the character's in the book.
Consider your group novel. Where does the author tell you about characters?
This could include information about: appearance, personality, motivation, their setting
Writing: Open your English Journal
Use this paragraph frame to write about direct and indirect characterization in your group novel.

The author of (book title), (author name), shows that  (character name) is  (character description)  using both direct and indirect characterization. For example on page (#) (the author) writes that (evidence from the text). Which shows that.... This is an example of (direct characterization) The reader also knows that (character name) is (character description) because (author) writes...(text evidence)...(page #). In this case the author is using (indirect characterization) because.... Through this evidence we can see that (character name) is....

Goal: Learn a bit about character motivation and apply what you learn in the PPT on theme to the book you are reading as a group.

Your LAST Lesson On Theme PPT:

Theme work with your group:
Have ONE person in your group get a copy of your theme organizer.

https://docs.google.com/document/d/1kmtlp-LwZUD7B1RQiZN23aDpru4UFmHk5eamOIBvSq4/edit?usp=sharing
That person needs to rename it correctly, share it with everyone in the group.
Work as a group to complete the organizer. Divide the work evenly.
Remember you need evidence to go with your themes.
I will look at the revision history to see who completed what.

 

Catch Up day:

Due on Google Classroom by 11:59pm:

-Great Expections table/chart

-Google Slides setting presentaion

-English Journal for 10/13-10/19

 

-Create a Google Slides deck presentation with 3 settings from your novel. Each slide should have a visual representation and an analysis of how that location affects the mood and/or characters. Also you need a slide that provides research about the "real life" setting.

Example:

 

Goal: Looking closely at how setting tells us about character in our novels.

OPEN your English Journal.
CHOOSE a character from your group book that doesn't have his or her own setting, or who's setting is not well described.
DISCUSS that character and his/her setting with your group.
WRITE a descriptive paragraph about the setting for that character. (In English Journal)
EXPLAIN (in a second paragraph) what you are trying to show about the character with the setting you created.
Consider that this week we worked on character, setting, and mood.

Reminders:
Be sure your English Journal is caught up.
Keep up with the reading in your group novel.

Goals: Understanding how setting contributes to mood.

The term MOOD in literature refers to how the setting of the story makes the reader feel.
It is the emotional feeling of the place where the events are taking place.
Sometimes the mood of the place matches the characters mood and sometimes it is in contrast to it.
Word choice and the details an author includes help to create the mood of a setting.
She had not quite finished dressing, for she had but one shoe on,--the other was on the table near her hand,--her veil was but half arranged, her watch and chain were not put on, and some lace for her bosom lay with those trinkets, and with her handkerchief, and gloves, and some flowers, and a Prayer-Book all confusedly heaped about the looking-glass.
Let's Look at Great Expectations Again:
#1. Watch Great Expectations clip

https://www.youtube.com/watch?v=MEVl1Ec92s8&disable_polymer=true
#2. Check out these passages

We went into the house by a side door, the great front entrance had two chains across it outside,--and the first thing I noticed was, that the passages were all dark, and that she had left a candle burning there. She took it up, and we went through more passages and up a staircase, and still it was all dark, and only the candle lighted us.

She had not quite finished dressing, for she had but one shoe on,--the other was on the table near her hand,--her veil was but half arranged, her watch and chain were not put on, and some lace for her bosom lay with those trinkets, and with her handkerchief, and gloves, and some flowers, and a Prayer-Book all confusedly heaped about the looking-glass.

Setting and Mood in Your Novels:

-Look closely at a setting. View a description of a setting from Great Expectations. We will look closely at what this setting tells us about the characters.
https://docs.google.com/document/d/1GiKbvlVKUKwFiFWSFNcxU9fZGlgTK9sVBEB9vHOU-gA/edit?usp=sharing

-Make a copy of the google doc above and highlight and fill in the third column.

-In your English Journal:

-What can you infer(educated guess) about a character in your group novel based on setting?

-Describe the relationship between two characters in your group novel.

-Use at least one quote from the novel to support your opinion about their relationship.

-create a setting for a character in their novel that doesn't appear in the novel already.

Get into novel groups and decide on reading goals for the next 4 weeks (10/16- 11/12).

Create a table chart in your English Journal with what pages you will read each day. Divide up the total number of pages by 28(days).
-Talk to your group about what's happening in your novel.
What is confusing you about the events or characters in your novel? 
How has setting played a role so far?
What do the settings tell you about the characters? 
MARK the places in your book where the setting informs you about the characters.
-Open your English Journal, describe a place you like to be. What does this place say about you as a person? 

In your English Journal, describe a character in your past/present Independent Reading book. Include a physical description, but also consider personality, speech, thoughts, and things other characters say about this character.
Adding details about a place the character spends a lot of time helps too.
Use interesting, specific adjectives, figurative language, sensory details, similes. Who is the main character? What do they want? 

-Read for 25 minutes in your group novel, marking in your text with post-its examples of characterization. 

-Characters are Awesome slide presentation- 

-Creat a STEAL chart in English Journal for your Group Novel character.

-Choose novel based on your reading level