LESSON PLAN IN ENGLISH

I. OBJECTIVES

At the end of the lesson, students are expected to:

• define tone and mood
• write the tone and mood of the literary pieces
• understand and appreciate the significance of tone and mood in the given
texts through participation

II. SUBJECT MATTER

Topic: Literature
Value Integrated: Participation, competence, and gratitude
References: https://www.pbslearningmedia.org/resource/litel18-tam/literary-
elements-and-techniques-tone-and-mood/
https://literarydevices.net/tone/
https://literarydevices.net/mood/
Materials: Laptop; Projector; White Board; Video Presentation; and
Worksheets

III. LEARNING ACTIVITIES

A. Preparatory Activities
1. Greetings, prayer, and checking of attendance
2. Recall and review the previous topic: Definition of modifiers – Adjectives and
Adverbs
3. Motivation

o Motivational Activity: The Winner Takes It All!

- The teacher will distribute a sheet of paper reminding the students
not to open yet or peep what is written on it. On the other hand,
students will only start answering the sheet once the teacher
declares to do so. The duration of the activity will not be announced
to the students but the teacher must note that it should be executed
for 10 minutes.
- The student who can finish the activity first must submit his/her
paper to the teacher. The student will then receive an instruction
from the teacher to go back in his/her seat and silently observe the
others until the time is up.
- After the activity, the teacher will select some students and ask them
how are they feeling to the given activity. The teacher must note of
the words being described by the students.
B. Developmental Activities

1. Presentation
o The teacher will recap the feelings or words described by the students
during the activity. The teacher will also share the purpose of the activity
and how it relates to the tone and mood topic.

2. Discussion / Abstraction
o The teacher will then introduce and discuss thoroughly the definition
and functions of the tone and mood with corresponding examples.

3. Generalization
o Activity 2: Describe Me! The teacher will present four (4) pictures of
different settings projected in the white board. The teacher will require
the students to look at the pictures, identify the atmosphere and the
intent of the artists, and answer the following questions:
 1. What have you observed so far from the pictures?
2. What did you feel about the pictures?
3. What was the intention of the artists when they created their
artworks?
4. How are the tone and mood functioning?

C. Closure Activities

o Activity 3: Application. The teacher will give another activity to the

students as stated in the worksheet provided.

IDENTIFYING TONE AND MOOD

For each example identify the tone, what context clues are used to convey the tone, and the
overall mood of the sentence.

1. Bouncing into the room, she lit up the vicinity with a joyous glow on her face as she
talked about her fiancé and their wedding plans.
Tone: __________________________________________________________________
Mood: __________________________________________________________________
Clues: __________________________________________________________________

2. She huddled in the corner, clutching her tattered (old & torn) blanket and shaking
convulsively, as she feverishly searched the room for the unknown dangers that awaited
her
Tone: __________________________________________________________________
Mood: __________________________________________________________________
Clues: __________________________________________________________________

3. Bursting through the door, the flustered mother screamed uncontrollably at the innocent
teacher who gave her child an F.

Tone: __________________________________________________________________
Mood: __________________________________________________________________
Clues: __________________________________________________________________

4. Drawing the attention of his classmates as well as his teacher, the student dared to
experiment with his professor’s intelligence by interrogating him about the Bible.
Tone: __________________________________________________________________
Mood: __________________________________________________________________
Clues: __________________________________________________________________
 5. He furtively glanced behind him, for fear of his imagined pursuers, then hurriedly walked
on, jumping at the slightest sound even of a leaf crackling under his own foot.
Tone: __________________________________________________________________
Mood: __________________________________________________________________
Clues: __________________________________________________________________

IV. EVALUATION

Multiple Choice. Encircle the correct answer in the choices provided. Strictly no erasures.

1. It refers to the feeling or atmosphere of a literary piece.

a. Tone c. Technique
b. Mood d. Imagery

2. How do authors set the tone?

a. Using strong verbs c. The choice of setting, details, images, and

words
b. Involving the reader's senses d. Through adjectives

3. What is the tone of the given sentence? “Bursting through the door, the flustered
mother screamed uncontrollably at the innocent teacher who gave her child an F
grade.”
a. Witty c. Suspicious
b. Angry d. Nervous

4. Tone is the author’s ___________ toward a subject or character?

a. Picture c. Choice
b. Forgiveness d. Attitude

5. What feeling does the author cause you to feel for the victim?

a. Happiness c. Sympathy
b. Fear d. No feeling

6. What is the mood? When I stepped out into the bright sunlight from the darkness of the
movie house, I had only two things on my mind: Paul Newman and a ride home.

a. Relaxed c. Worried
b. Terrified d. Perplexed

7. What is the mood? When the Darkness creeping towards me, I was shaking in fear of
it.
 a. Relaxed c. Worried
b. Terrified d. Peculiar

8. Which of the following does NOT create mood in a story?

a. Setting Description c. Character Speech/Feeling

b. Imagination d. Imagery

9. The Road Not Taken by Robert Frost (mood)

“I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged
in a wood, and I, I took the one less travelled by, and that has made all the difference.”
a. Suspenseful c. Unhappy
b. Warm d. Pleased

10. The School by Donalod Bathelme (tone)

“And the trees all died. They were orange trees. I don’t know why they died, they just
died. Something wrong with the soil possibly or maybe the stuff we got from the nursery
wasn’t the best. We complained about it. So, we’ve got thirty kids there, each kid had
his or her own little tree to plant and we’ve got these thirty dead trees. All these kids
looking at these little brown sticks, it was depressing.”

a. Sick c. Excited
b. Enraged d. Gloomy

V. ASSIGNMENT

What is the tone and mood of this picture? Determine what the artist is trying to portray
in the image. How do you feel about it? Explain your answer in 5-10 sentences. Write
your answer on a clean sheet of short bond paper.

Prepared by : Jonash M. Luna

Submitted to : Sir Red Labrador Colegado
Subject : EL 106 (MWF; 6:30 PM – 7:30 PM)