Lessons 7 & 8: Wonka Two Ways

• Compare written and film texts and identify how mood and tone are created in each

• Cite textual evidence from written and film texts to support an interpretation

Activity 2.14—Setting the Mood and Understanding Tone

•Academic Vocabulary• Mood• Tone• Main Idea• Theme• Biography• Autobiography• Cinematic Techniques

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Examine the mood and tone in the excerpt from “The Gift of the Magi”. Identify parts of the text that display mood, and parts that display tone.

What three details from the excerpt establish a mood of hopelessness and despair?

Think about diction and imagery.

Tone in the passage

• What is the author’s tone toward Della’s dilemma?

Writers make choices about diction, imagery, and details so that their

audiences will experience a certain mood and, in turn, a certain tone in a piece. Similarly, a director can make choices to create a mood and tone by

making specific directorial choices about cinematic techniques.

While we read today

• Looking for author’s style—identifying details that contribute to mood and tone

• Remember: imagery and diction help convey mood and tone

• Complete close readings of each passage to identify details

• As you read, make notes in columns of how mood and tone could be conveyed in film through the passage

Passage 1: Mood

• In Passage 1 from Charlie and the Chocolate Factory, you will examine the mood. Highlight diction, imagery, and details that help you to identify the atmosphere or predominant emotion in the text. You are highlighting textual evidence that will lead you to identify the mood of the passage.• Paragraphs 1-5: What mood is established in these five

paragraphs? What words and details help create this mood?

• Evaluate the family’s relationship as described in Passage 1. Using one word, describe the Buckets’ relationships. Find three details in the text that led you to make this inference.

Overall, what evidence have we collected?How do we describe the mood in the passage?Diction, Imagery, Details/Textual Evidence

Adjectives Describing Mood

Partner Work: Passage 2, Tone

• Working with a partner, repeat the same process in passage two• This time, look for details, imagery, and

diction that relay the author’s tone• Identify first what the subject is—then, find

the above details to help determine the author’s attitude (tone) toward that subject• Answer the “Key Ideas and Details” questions

in the “My Notes” columns• When you are finished with the close reading,

fill in the graphic organizer

Recap: Literary Devices to Cinematic TechniquesExit Ticket: Answer on half sheet of paper

• How can we convey the mood from passage one using cinematic techniques? Describe the techniques you would use to create a specific mood.

• How can we convey the tone from passage two using cinematic techniques? Describe the techniques you would use to create a specific tone toward one subject from passage two.

If time remains, work on EA 3.1 Storyboard

Lesson 8: Continuing Wonka Two Ways

• Compare written and film texts and identify how mood and tone are created in each

• Cite textual evidence from written and film texts to support an interpretation

Close Reading and Comparison:Written text vs Film text

• Just as you did a close reading of passages from Charlie and the Chocolate Factory, now you will do a close “reading” of the beginning of Tim Burton’s film version of that text. While viewing, pay special attention to the ways in which a director creates mood and tone through cinematic techniques such as lighting, sound, angles, framing and shots, editing, and camera movement.

Groups of 6

• Each member will be responsible for a different cinematic technique to takes notes during the film• As you watch the film, consider the two questions:• How does Burton create mood and tone? What does a director have at

his disposal that an author does not?• In terms of mood and tone, how is the film version similar to and

different from the written version? What specific elements contribute to the mood/tone?

After viewing, discuss as a group:What is the mood and tone, and how each

technique contributes to the mood and tone of the opening.

Writing Prompt: Bottom of Page 143

• Return to the questions you considered as you watched the film, and select either Question 1 or Question 2. Think about what you have analyzed in the novel excerpt and the film. Now write to explain your answer to the question you have chosen. Be sure to:

• Answer the question in the topic sentence. (Claim)

• Cite textual evidence from both the written text and the film. (quote)

• Include a clear explanation of how the textual details support your topic sentence. (commentary)

• One paragraph, 5-7 Sentences

Time Out – Sentence Formatting!

• Review the sentence types:

• Simple

• Compound

• Complex

• Compound-Complex

Combining Sentences

Three days went by. We had no luck.

We can use a semicolon to make it one sentence

Three days went by; we had no luck.

When we use semicolons, there must be an independent clause on either side of the semicolon.

The independent clauses also need to relate to one another in ideas.

Which sentences correctly use a semicolon?

• Phoebe and Mike went on vacation; they had an excellent time.

• Ross wanted to take Erica to the Empire State building; he was ecstatic to see her, and to take her to one of the most amazing sites New York City had to offer.

• Joey needed to learn French for an audition; Monica introduced Erica to Phoebe and Joey.

Alternate ways to combine sentences

• Change two simple sentences into a complex sentence

• Turn one of the simple sentences into a dependent clause

• Three days went by. We had no luck.

• Although three days went by, we had no luck.

Now, with your writing prompt…

• Go back through your paragraph, and revise some of your sentences to combine shorter, simpler sentences into more complex sentences.

• Rewrite the paragraph below the original, highlighting the sentences you combined