We started today's class with five minutes of fiction writing. I brought out my cat-themed activity cards and each person chose a card that they felt communicated a clear and interesting emotional tone. Everyone then had five minutes to write fictional pieces that used this tone (the writing could, but did not have to be related to the picture since our focus was on tone). Everyone could work on one piece or multiple pieces. At the end of the five minutes, people shared their writing with a partner and then several people shared their pieces with the whole class.
Next, we revisited the poem "The Ocean Chews Things Up". People shared the annotations that they had come up with with a partner and then we reviewed these annotations as a class. In our review we looked at how tone is established in the poem and how that relates to the poem's meaning. We then looked at the writing prompt which compares these poems (see below).
This prompt asks people to look at how diction is used to establish tone in the poem. For our purposes, people should also feel free to consider uses of figurative language and imagery in the poem and how those affect tone.
Handouts:
Salt Water Tones
Homework:
If you did not do so in class, finish your "Salt Water Tones" response in class.
Memorize your Poetry Out Loud poem (recitations are on Thursday, 11/20 and Friday, 11/21).
Work on any or all of the following revisions:
TED Talk Formal Analysis (6 paragraphs) - due Friday, 11/21
Gubernatorial Logical Fallacy Analysis - due Friday, 11/21
Lessig or Meyer Formal Analysis (See 10.17 and 10.21) - due Friday 11/21
