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Writer’s Notebook • Tone can be defined as the writer’s attitude toward the subject, reader, or himself/herself. In dialogue it is indicated by the inflection in a person’s voice. Can you recall an instance when you misinterpreted someone’s attitude or tone? Cite experiences in personal situations, movies, novels, music, etc.
Tone in Music • After listening to both versions of Hey Ya and looking over your list of tone words, state a specific tone of each version. What made the tone of each version so different? How did that affect your interpretation of the song’s meaning? (BTW… it should!) Responses should be at least a half-page in length. • Obadiah Parker version • http://youtu.be/8ejeEBlDESc • Outkast version • http://youtu.be/43dE6fiTTSU
NEXT… • When you finish your bellringer, please turn to the TONE WORDS LIST that you got last class. It should be in the Notes section of your binder.
Terms to know when discussing tone: • Diction: The choice of a particular word as opposed to others. The word choice a writer makes determines the reader's reaction to the object of description, and contributes to the author's tone. • Denotation: The strict definition of a word as found in a dictionary, disregarding any historical or emotional connotation. • Connotation: An association that comes along with a particular word. Connotations relate not to a word's actual meaning but rather to the ideas or feelings that are implied by that word
Tone Activity (1A) • Student 1: Are those new shoes? • Student 2: They are! Do you like them? • Student 1: Well. . . They do remind me of a pair that my grandmother gave to the Goodwill last month. Is that where you. . . um. . . found them? • Student 2: Oh. Okay.
Tone Activity (1B) • Student 1: Are those new shoes? • Student 2: They are! Do you like them? • Student 1: Well. . . They look vintage. Very retro. Where did you find them? • Student 2: Thanks! Let me tell you. . .
Tone Activity (2A) • Student 1: Where have you been? • Student 2: I got stuck at practice. It was rough today. • Student 1: Oh my gosh, I tried to call you about thirty times! Why didn’t you answer? • Student 2: Sorry, but I don’t think that would have gone over very well with my coach.
Tone Activity (2B) • Student 1: Where have you been? • Student 2: I got stuck at practice. It was rough today. • Student 1: I tried to call you about thirty times! Why didn’t you answer me? Who all was at practice? You’ve never been this late before. It just seems kind of odd. • Student 2: Sorry, but I don’t think that would have gone over very well with my coach.
Tone Activity (3A) • Student 1: Hey, take a look at this article my English teacher gave me to read for homework. • Student 2: What about it? • Student 1: I was just wondering what you thought about the third paragraph. I’ve never read anything like this before, and it’s actually pretty interesting.Student 2: Here, let me take a look.
Tone Activity (3B) • Student 1: Hey, take a look at this article my English teacher gave me to read for homework. • Student 2: What about it? • Student 1: Could you read the third paragraph and tell me what you think about it? I’ve read it four times already, and I just don’t get it. • Student 2: Here, let me take a look.
“Our African Safari was a Big Pile of. . . Adventure”EXIT SLIP • On the back of your organizer, answer the following: • How does the author’s tone in this piece contribute to the overall meaning? Answer in a complete “cheeseburger” paragraph and use evidence in your response. • There now, aren’t you glad I added that?