De Bruyne, Validated Practices Project 1

Validated Practices Project

Spring 2015
Leentje De Bruyne
ENGL SCED

De Bruyne, Validated Practices Project 2

Table of Contents:
Narrative: 3-10
Student Reading Scores and Observational Data: 11-12
Alignment Table: 13-15
Pre Test w/ Student Artifacts: 16-18
Lesson 1 w/ Materials and Student Artifacts: 19-20
Lesson 2 w/ Materials and Student Artifacts: 21-22
Post Test w/ Student Artifacts: 23-25
Growth Chart: 26

De Bruyne, Validated Practices Project 3

Validated Practices Project: Narrative

This Validated Practices Project(VPP) spans two 90 minute class periods in a standard
inclusion English 12, British Literature classroom. All of the 25 students in this specific class are
seniors and are considered standard inclusion. There are four students who are English
Language Learners(ELL) in this class and 3 students with Individualized Education Plans(IEP).
None of the students in this class are repeating their senior year and at the time of the VPP there
were 3 students with an E, 6 students with a D, 7 with a C, 5 with a B, and 4 with an
A. This class consists of 13 boys and 12 girls, and is 40% white, 40% African American, and
20% Hispanic
The school involved in this study is in a low income area which is where much of the
student body lives, but is also fed by a more affluent area nearby due to zoning. This school is
also a magnet school for the Global Studies Program and International Baccalaureate Diploma
Program, so students come from a wide range of areas within the county. Parental involvement
varies widely from class to class, but is minimal in the class that is the subject of this study.
While designing the lessons for the VPP, I used the above information in a variety of
ways. First, I realized that although most of my students ranked proficient or above and had
passed the High School Assessments(HSA) in reading with only 4 failing to do so, most of them
were frustrated with the difficulty of the Frankenstein text, especially the ELL students. I
decided that the best way to approach the lessons would be to use multiple forms of media
during lessons to engage the students who were having a hard time with the text. I also decided
that it would be especially beneficial for the ELL students to see some key scenes in the
Frankenstein text acted out in film in a way that would reinforce the topic of the lesson. Literacy
implementation is easy with a British Literature class, but I decided that using some visual texts
would appeal to the students and allow them to connect with the text in a way that the text itself
had so far failed to achieve.

De Bruyne, Validated Practices Project 4

Curriculum Learning Goals and Objectives

The VPP consists of two days of lessons. Originally, it was three days of lessons, but snow
and inclement weather made it necessary to cut the third lesson from the project, leaving an
abbreviated version which was unable to explore tone and mood in gothic literature. As it stands,
the VPP centers around tone and mood in Mary Shelleys Frankenstein. The following learning
objectives were achieved:
1. Students will be able to identify the way an author uses setting and diction to develop
tone and mood.
2. Students will identify tone and mood in visuals and text in order to determine how
romanticism effects tone and mood.
Mary Shelleys Frankenstein is a major text in the Harford County Public Schools 12th grade
British Literature curriculum, and these objectives align with the following Maryland
Common Core State Standards:

CCSS.ELA-Literacy.RL.11-12.4: 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.

CCSS.ELA-Literacy.RL.11-12.7: Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating

how each version interprets the source text.

CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.

De Bruyne, Validated Practices Project 5

CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices

regarding how to develop and relate elements of a story or drama (e.g., where a story is

set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.L.11-12.3: Apply knowledge of language to understand how
language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.

Lesson planning and implementation

My mentor and I decided that the VPP lessons would fit best during the third week of
February, when the students should have been more than halfway through the novel. The
thinking was that at this point the stud nets would have a feel for Shelles writing, and would be
able to quickly grasp the ways in which she creates tone and mood within her novel. We decided
to focus on setting and diction and also decided that we would heavily integrate visual texts into
the first two lessons. Because tone and mood are so heavily linked to setting and imagery within
Shelleys novel, including visual texts within the lesson seemed like a logical way to show the
students the sorts of scenes that Shelley is trying to evoke within their minds. We also decided
that one of these visual texts would be a single issue comic book, The Saga of the Swamp Thing,
issue 21, by Alan Moore. This concepts within the comic align well with the romantic
sensibilities of Shelley, and the story also shares many themes with Frankenstein while also
including striking and dramatic art that creates intense mood within the story when paired with
the writing.
With these things in mind, I created my VPP Pre-test. I used a variety of texts that I
hoped would spark their interest in the examples, and asked them to pull out diction and key
phrases that contributed to the tone and mood in the text. I also included a painting, The Savage
State by Thomas Cole, as an example of a visual text. These questions require students to

De Bruyne, Validated Practices Project 6

decipher tone and mood based on the excerpts diction, and occasionally setting. I started the
quiz with a longer excerpt from S.E. Hintons The Outsiders and required them to examine the
diction, phrasing, and how the author utilizes the setting. The test then moves on to several short
excerpts in which the students repeat the same exercise before examining the painting for
romantic elements and determining the tone and mood of the painting. I followed the same
format for the Post-Test only using different texts and the painting Wanderer above the Sea of
Fog by Caspar David Friedrich. Since the students had been taking reading quizzes every day as
a warm-up, I decided that they would take the pre-test in the place of a warm up on the first day
of the VPP so that they wouldnt feel overwhelmed with tests, and then they would take the post
test as a closure on the third day of the VPP. Since I was unable to implement the third lesson,
the post test was given as a warm-up the next day of school.
The assessments during the two days of the VPP were formative, in the form of graphic
organizers, worksheets and closures. On the first day of the VPP, the focus was mainly on
introducing tone and mood and looking at tone and mood within the context of Mary Shelleys
Frankenstein, so I planned a quick review of tone and mood, with blank note spaces for students
to fill out during the review. I also planned for the students to read three passages from the book
and pull out descriptive diction to help determine the tone and mood. Along with each of the
passages, I found clips of these same scenes from various film adaptations of Frankenstein. The
first passage, the creation of the monster, has three separate clips accompanying it because it has
been interpreted so differently over the years. I created a chart in which the students would write
what details in the scene stand out, what tone the director is presenting, their own feelings on the
scene, and the mood portrayed. This worksheet was graded on completion. The closure asked
students to reflect on the film clips and the way directors created tone and mood within their
films.

De Bruyne, Validated Practices Project 7

The second day of the VPP, students studied how romanticism effects tone and mood
within a piece, with a specific focus on romantic images. Again, the assessments on this day
were formative with the exception of the warm-up which was a reading check. On this day, I
reviewed elements of Romanticism with them, as well as elements of Romantic art. I also
planned a brief review of reading tone in images, which they had done previously during the
Beowulf unit. To accompany the review of romanticism and introduction of Roamantic art, I
created a worksheet on which they read a particularly romantic passage from Frankenstein,
analyzed it for diction tone and mood, and then drew a picture of it that incorporated some of the
elements of romanticism they had just learned. Afterwards, I planned to introduce them to Alan
Moores comic book, The Saga of the Swamp Thing. Within the book they would be looking for
quotations and images that not only showed elements of romanticism, but also contributed to the
tone and mood of the comic. I purchased a class set of the comics, and designed a graphic
organizer to contain this information, and planned to perform an I do-We do-You do since
many of the students might not be familiar with the structure of comic books. For their closure
on this day, students examined an image of Frankensteins creation from a the comic book series
Frankenstein, wrote down what romantic elements they noticed in the image and what tone and
mood were portrayed.
On the third day of the VPP we would have examined Tone and Mood within the context
of gothic literature, however, inclimate weather prevented that.
Instruction
Day 1: Some of the students were completely lost on the pre-test, but most of them
seemed to have at least heard of tone and mood before. When I asked if anyone thought they
could define them, I had one student who gave an almost perfect definition for tone, though he
didnt know mood. Initially, the difference between the two confused them, so I created a quick
illustration which I included on the flipchart for later classes. The illustration seemed to help, and

De Bruyne, Validated Practices Project 8

when I did a quick survey of thumbs up, thumbs sideways or thumbs down to see who
understood, most thumbs were up, and by the end of the period, everyone had grasped the
difference. For the sake of time, I read the first passage aloud to them and we went over it as a
class. The students were really excited about the film clips and when we discussed them after
having viewed all three, there were some exciting observations that could have sparked an
intense discussion had they not been so eager to read the next passage so they could see more
film clips. In the end we were only able to get through two of the passages because it took
longer than expected to go over the difference between tone and mood. By the end of class,
which was also the end of the school day, the studnets were really excited about the film clips,
but did not give very good answers on their closures. Next time I would set a minimum length
for the closure to ensure that the students answer fully.
Day 2: Since the school I did my VPP at is on an AB schedule and I began my VPP on a
week when it snowed a lot, my students wound up having a six day weekend between the first
and second class of the VPP, and the students were not excited to be back at school. Class began
with a reading check, as per the instructions of my mentor, after which we briefly discussed the
objective and I told students to pull out their notes sheet from the beginning of the Frankenstein
unit on which they should have written down some notes on Romanticism. As a class we
reviewed romanticism and examined Romantic era paintings for specific elements that seemed in
line with what the students knew about the genre. We then reviewed how to read images, which
they had all done previously with Beowulf, and as a class determined the tone and mood of two
different paintings. After discussing romantic art, I told them that they would create their own
romantic art by depicting a scene from Frankenstein. Within their groups, the students read the
assigned passage and were supposed to fill out the worksheet with descriptive words from the
passage, determine the tone and mood, and create their drawing, but they were really off task.

De Bruyne, Validated Practices Project 9

Many students complained that they had to draw, and only about half of them completed the
worksheet before going to lunch. When they came back from lunch, I introduced them to the
comic book we would be reading that day and showed them the chart they would eb filling out as
they did so. A lot of them complained that I was making them read a comic book, and some said
they didnt know how to read comic books, which I had anticipated, so we did an I do-we doyou do. The because we had to review tone and mood again at the beginning of class, which I
hadnt anticipated, we didnt have time to complete the You-Do. Students were intrigued by
the closure and we discussed it as a class instead of writing it.
Post Test: The post-test went well, most of the students finished quickly, and there were
very few questions.
Reflection
Though the post-tests did show that 46% of the students improved over their initial
score, there are a lot of things I would do differently in the future. I would ask students more on
the spot questions to probe for understanding. I think a lot of students werent as clear as they
could have been but I didnt realize it, asking more involved questions would help me to better
gauge their grasp of a topic. I would also spread out concepts dealing with romanticism across
the unit so that they are more comfortable with it when it comes time to identify the way it
affects tone and mood.
I am concerned by the number of students whos score remained the same on both tests,
23%, that are 6 out of the 25, dont appear to have gotten anything out of the lesson, and three
actually dropped (though all three who dropped are still in the proficient category of 7 or above).
I believe the rough schedule and time crunch were behind at least some of these grades, but
many of those who didnt do well didnt complete work, which tells me that they werent
engaged. I tried to engage them with the film clips and the comic book, but some of them
seemed to really hate the comic. I dont think I would cut the comic book out next time, but I

De Bruyne, Validated Practices Project 10

might rethink how I approach it. I would definitely cut out the drawing section of the worksheet
during class 2 because I dont think the students got anything out of it or took it seriously.
Overall, 5 students (20%) missed either the pre or post-test, 6 students (23%) maintained
the same score on both tests, 3 students (11%) received lower grades on their post-test, and 12
students (46%) raised their grade on the post-test by an average of two points.

Student Reading Scores and Observational Data

Student
1

HSA Score
480

Pass Y/N*
Y

367

439

421

397

6
7

411
400

Y
Y

425

399

10

415

11

398

12

420

Observational Data
Frequently helps ESOL
classmates.
Does not complete
homework.
Frequently off-task, but
high quality work.
ESOL, excellent in
discussion
Needs reminders to stay on
task
Consistently on task, quiet.
Refuses to participate in
discussions, but completes
work.
Falls asleep in class, but has
never missed an
assignment.
Will not seek help even if it
is needed.
Keeps those around him on
task. Second highest grade.
Frequent refusal to work,
health issues.
Issues with completing
work.

De Bruyne, Validated Practices Project 11

13

528

14
15

404
412

Y
Y

16

402

17
18
19

397
392
384

Y
N
N

20
21

453
421

Y
Y

22
23
24

416
377
411

Y
N
Y

25

403

*Passing Grade in Maryland is 396

Highest grade in class.

Excellent in discussion.
Issues with copying.
Frequently refuses to work,
but amazing when she
contributes to class.
Completes work ahead of
class, disruptive.
Good in class discussion.
IEP. Frequently disruptive
ESOL, needs reminders to
do own work, not copy.
Attendance issue.
Issues with allowing others
to cheat.
Attendance issue.
ESOL
Needs reminders to stay on
task
ESOL, excellent in
discussion, frequently seeks
help with assignments.

De Bruyne, Validated Practices Project 12

Validated Practices Project Alignment Table

Objectives

Know: Students
will be able to
analyze ways in
which an author
or director uses
Gothic elements
to develop tone
and mood.
Do: 1. Students
will examine the
tone and mood
in select
passages of
Frankenstein.
2. Students will
watch different
film
interpretations
of the passages
of Frankenstein
in order to
evaluate how
each version
interprets the
source text and
note how gothic
elements
contribute to the
mood of the
film.

District and/ or
State Standards

1. CCSS.ELALiteracy.RL.11-12.4
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.
2. CCSS.ELALiteracy.RL.11-12.7
Analyze multiple
interpretations of a
story, drama, or poem
(e.g., recorded or live
production of a play
or recorded novel or
poetry), evaluating
how each version
interprets the source
text.

Assessment
Items from Preand Postassessments

Instruction/Lesson
Plans

Pre-Test will be
given

Warm Up: VPP pre-test

Definition of Tone
and mood will be
discussed.
Elements of Gothic
Literature will be
reviewed.
How an author or
director uses
diction and syntax
to create tone and
mood will be
assessed.

Objective: we will go
over the objective as a
class.
Review elements of
Gothic literature.
Define tone and mood,
discuss how the two are
different.
Read selected passages
from Frankenstein and
identify tone and mood
based on diction and
syntax. Then we will
watch film clips of the
scenes and examine
how the tone and mood
differ in the film
versions in relation to
the use of gothic
elements.
Closure: Think about the
different versions of
Frankenstein that we
analyzed today.
How did the directors
(film authors) portray
the tone of the selected
passage differently?

De Bruyne, Validated Practices Project 13

How did the gothic
elements incorporated
by some directors affect
the mood of the
passage?

Know: Students
will identify how
Romanticism
contributes to
tone and mood in
both visuals and
text.
Do: 1. Students
will examine
romantic
paintings and note
the ways artists
create mood. 2.
Students will read
sections of The
Saga of the
Swamp Thing and
identify how the
author and artists
use romantic
elements to create
mood and tone in
the comic. 3.
Students will
apply their new
knowledge of
romanticism to
determine the
tone and mood of
a section from
Frankenstein.

CCSS.ELALITERACY.RL.1112.4
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.
CCSS.ELALITERACY.RL.1112.1
Cite strong and
thorough textual
evidence to support
analysis of what the
text well as inferences
drawn from the text,
including determining
where the text leaves
matters uncertain says
explicitly.

Students
understanding of
Tone and Mood will
be assessed.
Elements of
Romantic
Literature will be
reviewed.
Understanding of
how an author
uses diction and
syntax to create
tone and mood will
be assessed.
Visual
representations of
tone and mood will
be examined.

Warm-up: Students will

complete a reading
check
Objective: We will go
over the objective as a
class
Review elements of
Romantic Literature.
Examine painting from
the Romantic Period and
identify the elements of
romanticism within
them.
As a class we will read a
section of Frankenstein.
We will identify the
romantic elements of
this section and
determine as a class
what mood and tone are
meant to be portrayed
within the section.
Studnets will portray
this passage using
elements of romantic
art.
Read selected passages
from The Saga of The
Swamp Thing and
identify romantic
elements both within
the writing and within
the artwork. Based on

De Bruyne, Validated Practices Project 14

these elements we will
decide on the tone and
mood of the different
passages.
Closure activity:
Examine the painting
below. The title of this
painting is, Wanderer
above the sea of Fog.
What is the tone of this
painting? What is the
mood? Would you
characterize this
painting as romantic?
Why or why not?

De Bruyne, Validated Practices Project 15

Name____________________________________________

Tone and Mood Pre-Test

Read the following passage from S.E. Hintons The Outsiders, to answer questions 1-5.
Five Socs were coming straight at us, and from the way they were staggering I
figured they were reeling pickled. That scared me. A cool deadly bluff could sometimes
shake them off, but not if they outnumbered you five to two and were drunk. Johnnys
hand went to his back pocket and I remembered his switchblade. I wished for that broken
bottle. Id sure show them I could use it if I had to. Johnny was scared to death. I mean it.
He was as white as a ghost and his eyes were wild-looking, like the eyes of an animal in a
trap. We backed against the fountain and the Socs surrounded us. They smelled so heavily
of whisky and English Leather that I almost choked. I wished desperately that Darry and
Soda would come along hunting for me. The four of us could handle them easily. But no one
was around, and I knew Johnny and I were going to have to fight it out alone. Johnny had
a blank, tough look on his face- youd have to know him to see the panic in his eyes. I stared
at the Socs coolly. Maybe they could scare us to death, but wed never let them have the
satisfaction of knowing it.
1. The tone of the passage is
a. frustrated and angry
b. scared and determined
c. excited and jealous
d. lonely and sad
2. Which word(s) from the passage best reveals the tone?
a. white as a ghost
b. desperately
c. switchblade
d. a cool deadly bluff
3. The mood of the passage is
a. Suspenseful
b. Spooky
c. Exciting
d. Social Justice

4. Which phrase from the passage best reveals the mood?

a. They smelled so heavily of whisky and English Leather that I almost choked.
b. Id sure show them I could use it if I had to.
c. He was as white as a ghost and his eyes were wild-looking, like the eyes of an
animal in a trap.

De Bruyne, Validated Practices Project 16

d. A cool deadly bluff could sometimes shake them off, but not if they outnumbered you
five to two and were drunk
5. How does the setting of the passage affect the mood?
a. It allows the reader to picture the scene in his/her head.
b. It creates tension because they are backed into a corner and surrounded.
c. It doesnt
d. Both A and B
6. Which tone is represented in the following sentence?:
You seemed so far away. said Ms. Honey. Oh, I was. I was flying past the stars on silver
wings, Matilda said. It was wonderful.
a. peaceful
b. nervous
c. scared
d. happy
7. What word(s) from the following passage best reveals the tone?:
You think me a fool, traveler, Tepper said, but I know what youre doing. Youre the one
they call the Survivor; those scars on your arms give you away. Youre a troublemaker- you
travel the plantations, stirring up discontent
a. troublemaker, discontent
b. Survivor
c. traveler, plantations
d. fool
8. What phrase from the following passage best reveals the mood?
An army in tennis shoes, tramping. Carrying three-foot lengths of pipe with leather
wrappings. Lanyards at the wrist. Some of the pipes were threaded through with lengths of
chain fitted at their ends with every kind of bludgeon. They clanked past, marching with a
swaying gait like wind-up toys. Bearded, their breath smoking through their masks. Ssh, he
said. Shh. The boy lay with his face in his arms, terrified. They passed two hundred feet
away, the ground shuddering slightly. Tramping.
a. Tramping.
b. The boy lay with his face in his arms, terrified.
c. Some of the pipes were threaded through with lengths of chain fitted at their ends
with every kind of bludgeon.
d. Bearded, their breath smoking through their masks.
Use the following painting, The Savage State by Thomas Cole, to answer questions 9-10.

De Bruyne, Validated Practices Project 17

9. What are the romantic elements of the painting?

a. Ragged rocks, mountains.
b. Gnarled trees, spooky clouds, ocean.
c. Focus on nature, reverence for the primitive, dramatic lighting.
d. The bow is like cupids bow.
10. What is the tone of the painting?
a. awe struck, admiring
b. Precarious, inquisitive
c. Angry, frustrated
d. Natural, lonely

De Bruyne, Validated Practices Project 18

Day 1: Tone and Mood

Standards- 1. CCSS.ELA-Literacy.RL.11-12.4 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.

2. CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama,

or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating
how each version interprets the source text.

3. CCSS.ELA-LITERACY.L.11-12.3: Apply knowledge of language to understand

how language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
Goals- 1. Analyze and evaluate the
Objectiveappropriateness of a specific tone and/or shift Know: Students will be able to analyze ways
in tone for a particular purpose, character,
in which an author develops tone and mood.
speaker, or situation.
Do: 1. Students will examine the tone and
2. Compare and contrast significant ideas
mood in select passages of Frankenstein.
between multiple interpretations of the source 2. Students will watch different film
text.
interpretations of the passages of Frankenstein
in order to evaluate how each version
interprets the source text.
AssessmentCriteria1. Tone and Mood Analysis
1. This is a formative assessment used to help
After determining the difference between tone students distinguish between tone and mood.
and mood as a class, we will read selected
This activity should help them to prepare for
passages from Frankenstein and identify tone the quiz on tone and mood that they will take
and mood. Then we will watch film clips of
in two days.
the scenes and examine how the tone and
mood differ in the film versions.
Possible scores:
25= Worksheet filled out correctly
12=Most sections of the worksheet correct
2=Few or none of the sections completed
Closure Activity:
Homework:
Read chapters 19-20. Write a summary and an
Think about the different versions of
active reading note for each chapter.

De Bruyne, Validated Practices Project 19

Frankenstein that we analyzed today.

How did the directors portray the tone of
the selected passage differently than in the
book? How did this affect the mood of the
passage

Timing: (A-Day)
Warm-up- 8 min (VPP pre-test)
Objectives- 2 min
Review of HW Reading- 5 min
Define tone and mood- 10 min
1st Passage- 10 min
Its Alive! film clips- 15 min
2nd Passage - 8 min
Girl drowning film clip- 5 min
3rd Passage- 8 min
Creature request film clip- 5 min
Closure- 4 min
Total: 85 min (approx)

De Bruyne, Validated Practices Project 20

Day 2: Romanticism, Tone, and Mood

Standards- 1. CCSS.ELA-Literacy.RL.11-12.4 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.

2. CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to

support analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.

3. CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices

regarding how to develop and relate elements of a story or drama (e.g., where a story is set,
how the action is ordered, how the characters are introduced and developed).

4. CCSS.ELA-LITERACY.L.11-12.3: Apply knowledge of language to understand

how language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
Goals- 1. Review and understand elements of ObjectiveRomanticism as they pertain to both literature Know: Students will identify tone and mood
and art.
in both visuals and text in order to determine
how Romanticism effects tone and mood.
2.Analyze visual texts in conjunction with
actual text to assess the relationship of the
Do: 1. Students will examine paintings from
two when creating tone and mood within a
the Romantic era and note the ways artists
graphic novel.
create mood. 2. Students will read and
illustrate a passage from Frankenstein in order
to illustrate romantic tone 3.Students will read
sections of The Saga of the Swamp Thing and
identify how the author and artists use
romantic elements to create mood and tone in
the comic.
AssessmentCriteria1. Tone and Mood and images Analysis
1. This is a formative assessment used to help
After reviewing romanticism as a class we
students distinguish between tone and mood.
will read a selected passage from
This activity should help them to prepare for
Frankenstein and identify tone and mood and the quiz on tone and mood that they will take
create an image. Then we will read Alan
in two days.
Moores The Saga of the Swamp Thing to

De Bruyne, Validated Practices Project 21

determine how romanticism effects tone and

mood within the comic. Students will
complete a graphic organizer
Closure Activity:
Examine this image of Frankenstein's
monster from the comic series by Grant
Morrisson.
What romantic elements does this image
portray? What are the tone and mood of
the image?

Possible scores:
25= Worksheet filled out correctly
12=Most sections of the worksheet correct
2=Few or none of the sections completed
Homework:
Read chapters 20-21. Write a summary and an
active reading note for each chapter.
Timing: (A-Day)
Warm-up- 8 min (Reading check)
Objectives- 2 min
Review of HW Reading- 5 min
Review of Romanticism-5 min
Review Reading images- 5 min
Frankenstein passage and notes- 10 min
Romantic drawing- 5 minutes
1st Section I do- 10 min
2nd Section We do - 15 min
3rd Section You do- 15 min
Closure Discussion- 5 min
Total: 85 min (approx)
For Ram hour day- cut out Drawing, move
faster through I do.
Total: 68 min

De Bruyne, Validated Practices Project 22

Tone and Mood Post-Test

Read the following passage from Stephen Kings The Shining to answer questions 1-5.
There was a sudden rattling, metallic sound behind him. It came just as he closed
his hand around the doorknob, and an observer might have thought the brushed steel of
the knob carried an electric charge. He jerked convulsively, eyes widening, other facial
features drawing in, grimacing.
Then he had control of himself, a little, anyway, and he let go of the doorknob and
turned carefully around. His joints creaked. He began to walk back to the bathroom door,
step by leaden step.
The shower curtain, which he had pushed back to look into the tub, was now drawn.
The metallic rattle, which had sounded to him like the stir of bones in a crypt, had been the
curtain rings on the overhead bar. Jack stared at the curtain. His face felt as if it had been
heavily waxed, all dead skin on the outside, live, hot rivulets of fear on the inside. The way
he had felt on the playground.
There was something behind the pink plastic shower curtain. There was something
in the tub.
1. The tone of the passage is
a. frustrated and angry
b. scared and tense
c. excited and jealous
d. lonely and sad
2. Which word(s) from the passage best reveals the tone?
a. leaden step, hot rivulets of fear, jerked convulsively
b. bones in a crypt, rattle, now drawn
c. pink plastic, heavily waxed, something
d. electric charge, metallic sound, doorknob,
3. The mood of the passage is
a. Somber
b. Sad
c. Exciting
d. Frightening
4. Which phrase from the passage best reveals the mood?
a. The shower curtain, which he had pushed back to look into the tub, was now drawn.
b. There was something in the tub.
c. an observer might have thought the brushed steel of the knob carried an electric
charge.
d. The metallic rattle, which had sounded to him like the stir of bones in a crypt,
had been the curtain rings on the overhead bar.
5. How does Kings choice of detail effect mood and tone?

De Bruyne, Validated Practices Project 23

a. They the reader to picture the scene in his/her head.

b. He brings certain minor things into sharp focus, heightening the readers mental
senses.
c. He allows the reader a glimpse into Jacks mental state throughout the scene.
d. All of the above
6. Which tone(s) is represented in the following passage?:
Are you poor?
I couldnt lie to her anymore.
Yes, I said. Im poor.
I figured she was going to march out of my life right then. But she didnt. Instead she
kissed me. On the cheek. I guess poor guys dont get kissed on the lips. I was going to yell at
her for being shallow. But then I realized she was being my friend. Being a really good
friend, in fact. She was concerned about me. Id been thinking about her breasts and shed
been thinking about my whole life. I was the shallow one.
a. goofy,
b. Sarcastic, amazed
c. Frightened, anxious
d. happy
7. What word(s) from the following passage best reveals the tone?:
Clenching her jaw, she started sorting through the pieces. Carefully. One by one. Her
fingers trembled over every mangled screw. Every bit of melted plastic. She shook her
head, silently pleading. Pleading.
a. jaw, pieces, melted
b. mangled
c. clenching, trembled, pleading
d. silently
8. What is the mood of the following passage?:
Ive done it! he yelled. Ive done it first time! Ive done it Ive done it! He pulled himself
up through the gap in the floor and started prancing and dancing with joy. Come on up!
he sang out. Come up and see where you are my darlings! What a sight for a hungry fox!
Hallelujah! Hooray! Hooray!
a. Exuberant, triumphant
b. Hungry
c. Peaceful, melancholy
d. Inquisitive
Below is the painting Wanderer Above the Sea of Fog by Caspar David Friedrich, use it to
answer questions 9-10.

De Bruyne, Validated Practices Project 24

9. What are the romantic elements of the painting?

a. Ragged rocks, fog, mountains.
b. Mountains, cane, blonde hair
c. Focus on nature, introspective tone, solitude.
d. The characters clothing is similar to the cover of a romance novel.
10. What is the tone of the painting?
a. Introspective, peaceful
b. Precarious, inquisitive
c. Angry, frustrated
d. Natural, lonely

De Bruyne, Validated Practices Project 25