Rob Black LESSON: Analyzing Tone OBJECTIVES SWBAT analyze ways in which tone affects or influences theme SWBAT

AT apply conflict theory in interpreting texts SWBAT write a text that has multiple meanings based on the texts tone NUMBER OF DAYS: 1 MATERIALS Copies of: Subterranean Blues By: Bob Dylan Students will write on the copy ACTIVITIES 1. Hook (5 Minutes) Students will respond to a writing prompt. The writing prompt will ask: How many different ways can you say, Yeah, you are totally right, and describe how each different way of saying the phrase changes your meaning. o Give examples on board: phrase= Those poor people Sad: You feel sorry for the people Angry: You dislike poor people Confused: You are wondering if the person youre talking to was referring to a group of people who appear to be poor Serious: You are empathizing with the people (this is similar to sad) 2. Modeling / Guided Practice (5 Minutes) I will demonstrate, through different sentences or phrases, how the meaning of the sentences can change based on tone. I will read the words out loud, so students can hear how my different tone changes what Im saying. The sentences and phrases will be: o Hey, dont do that o Youre mom goes to college. o We do this one together if enough time No, dont worry. Ill do everything. You can just sit there and rest yourself all nice like. (5 Minutes) Review conflict theory from previous class period o Specifically, review the concept of oppressed and oppressors In literature, there is always a person or a group of people who are being oppressed in some way by an oppressor, in which can be a person or a group of people. Give a historical example in U.S. society: Black Americans were exploited and oppressed by slave-owners, or the oppressor. 3. Group Practice (5 Minutes) I will split the students up into four groups. The text that I have chosen has four sections so each group will be assigned to examine one of the four sections. (10 Minutes) Students will focus on the tone of their section and how it affects the meaning. (5 Minutes) Next, Students jigsaw into different groups. In the new groups, the students will collaborate with each other to figure out the texts overall meaning.

Rob Black 4. Closure (10 Minutes) We will compare how the different groups understanding of the text is similar and different. ASSESSMENT/ INDIVIDUAL PRATICE (5 Minutes) I will then assign two pieces of homework. The first homework assignment will be for students to write two or more paragraphs on who can be interpreted as being oppressed in the song by Bob Dylan and who is/are the possible oppressor(s). Explain, using textural evidence, your reasoning. Also, I will have them write their own song lyrics that can be read in two or more different ways based on how the reader interprets the songs tone. RATIONALE The tone in any form of discourse is highly important for students to understand, because the tone in a text greatly influences the meaning of the content. Students need to recognize the different tones in order to comprehend future textswritten and spoken. The assignment with Bob Dylans song allows students to explore for themselves the different meanings that his words can produce. By working together, students are in an environment where there will be multiple outlooks as to what Dylans words mean by different interpretations of his words tone. Students need fully grasp the concepts that are taught in class. The writing assignment is a way for students to become more intimate with their understanding of tone. It requires them to do more than just look at someone elses work and determine the different tones. They have to construct a piece of work that forces them to apply their understanding of tone. Conflict theory is an important perspective to learn because it can be applied to any text. In other words, by learning what and how Conflict theory can be applied to text, students will be better prepared to successfully take on college-level classes because they will understand a certain analytical process when reading a text and be able to communicate their analysis through a written piece of work. Standards CCS Reading Standard 4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Reading Standard 6: Evaluate a piece of text to understand the difference of what is stated from what is actually being said by looking at text from multiple view points.