EDCI430 LANGUAGEFOCUSEDMINILESSON: Lesson Plan Format (Moran)

JenniferBeichner,Course (ECI 430), 8 November 2013 Unit and/orLessonTitle: Determining the Difference Between Mood and Tone Context : This lesson is based on the language concept focusing on the difference between Mood and Tone. I chose to focus my lesson on Mood and Tone because they are literary devices that are commonly confused. However, they have a major impact on the understanding of literature and the creation of writing. This lesson is intended for a 6 th grade Language Arts class. PlanNumber:N/A *PrimaryInstructionalObjectiveandCommonCoreStateStandardfor MGELA: Students will be able to participate in group activity. Students will be able to differentiate between mood and tone. Students will be able to determine mood and tone in poetry. Students will be able to create their own work of original poetry with a targeted mood and tone. Students will be able to identify the mood and tone of the poems Go to the Grave and To My Dear and Loving Husband Students will be able to demonstrate their knowledge of mood and tone through sharing their original work of poetry. CommonCoreStandard

CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. CCSS.ELA-Literacy.L.6.3b Maintain consistency in style and tone.
*Materials/TechnologyResourcesRequired: 1. Laptop 2. Prezi-(with embedded youtube clips) 3. Printed out Emoticon papers (for warmup activity) 4. Tape 5. Index cards: two different colors 6. Pen/pencil 7. Tone/Mood Handout (Poems included) 8. Paper (for creation of poem) 9. Poem (Go to the Grave: Nathaniel Hawthorne) 10. Poem (To My Dear and Loving Husband: Anne Bradstreet)

Time:50 minute class period 12 minute mini InstructionalProcedures/Steps: 1. Introduction: Class begins with a warm-up activity. Each student is given a sheet of paper with a printed out emoticon. Each emoticon expresses a different emotion. Each student is asked to write below the emoticon what mood they believe the emoticon is expressing. After each student has written the mood they believe is expressed in the emoticon image they will be asked to come up to the board and put their emoticon in one of three columns: (positive, neutral, negative). After each student has placed their emoticon under the column that best represents the tone expressed, a short class discussion will be held in which students share why they chose the mood they did and why they decided to place the mood under a specific tone column. (5 minutes).

2. Next, there will be a brief Prezi presentation explaining the difference between mood and tone. The Prezi includes three videos from Youtube. The first video has commonly used words to describe mood with music that matches the mood that is expressed. The video is over 5 minutes. (However, for the minilesson, only a brief portion of the video is shown). The second Youtube video is the original Mary Poppins movie trailer. The tone expressed is positive. (Again, only part of the trailer is shown for time constraints). The third Youtube video stands in constrast to the Mary Poppins video with a positive tone. This third Youtube video is a Mary Poppins trailer that has a negative tone and a scary mood. (Again, only part of the trailer is shown for time constraints). The Prezi also includes formal definitions of mood and tone along with prompting questions that lead to class discussion. At the end of the Prezi a prompting question is asked to the class if they think it would be more difficult to determine the mood and tone of a work of literature or poetry in comparison to a clip of film. The class discussion prompted shifts the direction of class into the mood and tone notecard activity. (Prezi should take around 10 minutes to present). 3. I will pass out a handout to each student. At the top of the handout is a bank of words that are commonly used to describe tone and mood. Below the bank of words are two poems. The one on the left is Go to the Grave by Nathaniel Hawthorne. The poem on the right is To my Dear and Loving Husband by Anne Bradstreet.

4. I will ask a volunteer to read each of the poems aloud. After the reading of the poems the students will be asked to write the tone of each of the two poems on a green notecard and the mood of the two poems on a orange notecard. Each student will have a chance to share the tone and mood they think matches with the two poems. A class discussion will be held and an opportunity for questions and clarification will be given. (Around 15 minutes). 5. Closure: The last part of class will be devoted to crafting original works of poetry; keeping in mind the intended tone the author wishes to create and the mood he/she intends their reader to feel. Students can work together to share ideas and gather peer feedback. By the end of class each student should have a rough draft of their poem with their intended tone and mood stated at the top. The poems will be finalized during the next days class. (20 minutes).

Evaluation: I will evaluate student understanding through looking at the mood and tone they write on the note cards handed out in class. By looking at their responses on the note cards I will be able to determine if they understand the mood and tone and the difference. I will also use the students original works of poetry to evaluate their level of understanding. I will evaluate their poems to see if their intended tone and mood match with the poem that they create. Accommodations:Explains any special adaptations made to accommodate students with special needs or circumstances (typically students identified as receiving special education resources). For now, it is only included as a reminder of this intent. In Retrospect/ In Reflection:This component of the plan is included to prepare for the actually teaching of the plan in the future. It is intended to encourage reflective practice on your part and would be filled out after you taught a plan. For now, it is only included as a reminder of this intent. Appendixof MaterialsNeeded:See Materials Required above. This is where you would include any copies of supplementary materials needed for a given plan. (Materials used provided on the following pages)

1. Mood and Tone Prezi (screenshot)

2. Youtube Links Embedded in Prezi

1.http://www.youtube.com/watch?v=2T5_0AGdFic 2. http://www.youtube.com/watch?v=fuWf9fP-A-U 3. http://www.youtube.com/watch?v=Z2DKIMEcyy8 3. Links to poems used in Handout http://www.poemhunter.com/poem/go-to-the-grave/comments.asp (Go to the Grave) http://www.poetryfoundation.org/learning/guide/238168 (To My Dear and Loving Husband)

3. Mood and Tone Handout (screenshot)