Reflection: Discourse and Questioning Comedic Moments: Tone Shift Between Chapter 10 and Chapter 11 - Section 2: Tone Chart


Much of what I predicted about this activity was accurate. The students were mostly overwhelmed by the tone words, at first, because so many of the the words were foreign, but working through the list helped. I would just pick a word and ask, "Is Raymond erudite?" And then we would work through the definition of erudite and decide using our knowledge of the chapter. I only had to pose such questions a couple of times; then the students worked with their neighbors to figure out the rest. Their discussions were so interesting to listen to because, at times, they really fought with each other when deciding. And in the end, they didn't always agree, which pleased me to no end. They had a view point, they used the text to back up their work, and they worked with conviction. These two examples-- example 1 and example 2-- show how different students interpreted the tone.

I should also note that I don't think that this list of tone words is the most complete or the perfect choice for this chapter-- it might not even be the best for freshmen-- and yet it works. They may have been overwhelmed by how many of the tone words they didn't know, but the definitions are there and they work through them. And hopefully they will remember some of these new words!

  Discourse and Questioning: Tone Chart
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Comedic Moments: Tone Shift Between Chapter 10 and Chapter 11

Unit 2: Great Expectations Ch. 7-18: Applying Knowledge
Lesson 5 of 8

Objective: SWBAT analyze how language sets the tone of the story by acting out scenes and charting tone shifts.

Big Idea: Acting out a funny scene can make deciphering tone more engaging.

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