ENGL 3391: Literature for Adolescents
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Your Name: Christi Williams
Category: Language Arts (6-12)
Lesson Title: In the Mood: The Difference Between Mood and Tone
Annotation: Students will explore how the tone artists (including writers and musicians) use effects the resulting experience of the audience. Students will explore how choices artists make in their works stimulate the mood of the observer and/or reader.
Primary Learning Outcome: Students should be able to answer the following questions: 1. What does it mean when we talk about tone in a work of literature or art? 2. What is meant by “mood”? 3. What is the difference between “tone” and “mood”? 4. How do word choice, structure and imagery help create tone and mood? 5. Students should be able to create and identify literary terms of tone and mood, and respond to writing, film or art that demonstrate their use.
Additional Learning Outcome (optional):
Assessed Standards: Reading: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. a. Identifies the difference between the concepts of theme in a literary work and author’s purpose in an expository text. b. Compares and contrasts genre characteristics from two or more selections of literature. h. Analyzes and evaluates how an author’s use of words creates tone and mood and provides supporting details from text.
Writing: The student demonstrates competence in a variety of genres. c. Relates a clear coherent incident, event, or situation by using well chosen details. d. Reveals the significanceC of the writer’s attitude toward the subject. h. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded volcabulary, flashback, movement, gestures, expressions, foreshadowing, tone, and mood.
Non-Assessed Standards (optional):
Williams Practice Teach Lesson Plan 1 ENED 4414, Fall 2008 2 National Standards: 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). 12. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
Essential Questions: 1. How do artists effectively express their ideas and attitudes toward a particular subject for their audiences? 2. How do word choice and structure affect the tone of a story, both in print or non-print? 3. How do tone and mood represent literary elements that define a certain genre (e.g., suspense, drama, comedy, horror)?
Materials: 1. Power Point presentation (or hand-out) that defines style, mood and tone and gives some examples (suspenseful, serene, humorous, light-hearted, sad, etc.) 2. Trailer for a genre-specific movie trailer (the plan calls for “Sleepless in Seattle” but other choices will work just as well as long as they depict a clear, identifiable genre such as horror, comedy, science fiction, action/adventure, etc.) 3. Trailer for the same movie as used above that has been spoofed or “re-cut” to represent a completely different genre. This plan calls for a re-cut of “Sleepless” created by tomatopatch.com. 4. Short excerpts from a writing that depicts a pastoral description and one that depicts a gloomy description (instructor’s discretion, however here are two links:
Total Duration: :55 minutes (or :20 without the full collaborative writing assignment)
Technology Connection (optional): 1. Download and convert internet video to playback files. 2. Utilize media players to display video. 3. Use presentation software to create and display presentation material.
Procedures: 1. Teacher should begin by asking students to define “mood.” The teacher should scaffold student answers to help them build a definition and understanding of the term by writing down their responses and prompting them to craft a strong sense of the term.
Williams Practice Teach Lesson Plan 2 ENED 4414, Fall 2008 3 2. Teacher should work to get students to define tone as well, and then ask students to discern the difference between mood and tone.
3. Teacher should either present the brief Power Point on the terms with a list of the types of “mood” that can be created in literature and/or art. Teacher should also be prepared to model writing that exhibits tone and mood by either briefly writing sentences with a targeted tone or using excerpts from published literature.
4. Teacher should present the two film trailers and ask students to identify the elements that contributed to the tone and mood of each one. Teacher should write any descriptive, words or phrases students offer on the whiteboard, overhead, or docucam after each clip is viewed.
5. Teacher should emphasis that the word choices, images and structure (short choppy sentences or long flowing sentences, for example) that an author or artist utilizes reflects an attitude (or tone) toward the subject. Emphasize that the mood is the resulting response that the reader or audience has to the art or literature.
6. Teacher will then read from the book “The Mystery of Harris Burdick” and show all or some of the illustrations in the text. The book is brief with very little text. The emphasis should be on the elements in the illustrations that help create style, tone, and mood.
7. Teacher will then assign students to groups and distribute illustrations from the book. Students should work in groups to write a story or description about the picture. They should do their best to capture the illustration in words and convey a tone that will create a mood for their classmates.
8. Students should share their stories and/or descriptions with the class, and peer groups should respond with their ideas about the tone that was used and what mood is created by the writings of other students.
9. Teacher should conclude lesson with a recap of tone and mood. Teacher may assign individual homework to students to create a paragraph that uses tone to affect a mood in their writing.
Assessment: Students will be assessed for activity points. Students will receive 100 points during this lesson. Students will receive points for group participation and contributions, based on overall: Cooperative group participation and interaction Completion of organizer and writing assignment Participation in class discussion and presentation
Extension: Students who already understand the concepts or have completed the assignment may be given the opportunity to write an additional story based on another picture in Van Allsburg’s book, or begin writing an original paragraph of their own.
Remediation: Additional assistance will be offered to students who are struggling to understand the in- class assignment and worksheets. Teacher will clarify and repeat instructions to help students who have questions.
Williams Practice Teach Lesson Plan 3 ENED 4414, Fall 2008 4 Sources:
Christian. Todd. Associatedcontent.com “Teaching Mood and Tone.”
Houghton Mifflin.com. “Portfolio Edition: The Mystery of Harris Burdick.” http://www.houghtonmifflinbooks.com/features/harrisburdick. 21 Aug. 2008.
Turnbeaugh, Tamara. “Same Setting Different Mood.” www.writingfix.com/PDFs/Writing_Tools/Tone_words.pdf. 17 Aug. 2008.
Van Allsburg, Chris. Chris Van Allsburg.com. “The Mystery of Harris Burdick” http://www.chrisvanallsburg.com/harrisburdick.html 19 Aug. 2008.
You Tube.com. -- “Scary Mary.” http://www.youtube.com/watch?v=2T5_0AGdFic. -- “Sleepless in Seattle: The Thriller.” http://www.youtube.com/watch?v=frUPnZMxr08. -- “Sleepless in Seattle Trailer.” http://www.youtube.com/watch?v=bDPxg7YKIC8. (accessed 18—19 Aug. 2008).
Williams Practice Teach Lesson Plan 4 ENED 4414, Fall 2008