Before Activative Prior Knowledge -10 minutes
1. Use Literary Elements of Style, Tone and Mood PowerPoint to review the definition of mood. Do not go through the entire slideshow. You will only need to view the slides pertaining to mood.
Give students a copy of the Literary Devices pdf to review the definition of mood.
After reviewing the definition, ask students to put the handout away for now.
Tell students to take out a sheet of paper and fold it in half. This will quickly create a t-chart.
At the top of the page have them put the definition for mood in their own words.
Label the left side of the paper Mood Is...
Label the right side of the paper Mood Is NOT...
Ask students to get with their thinking partner to come up with three examples and three non-examples of mood.
Transition: Mood is a literary device writer's use to set the atmosphere of the prose or poetry. It also an important part of understanding how the author and/or narrator feels about the subject of the text. In other words, mood helps us figure out the tone of the piece.
Play the tone slides of the Literary Devices PowerPoint.
After viewing and discussing the tone slides, tell students to turn their Mood t-chart over.
As a class, put the definition of tone in your own words. Take several examples from different students. Ask- what information in the original definition (from the slides) helped you? Help students formulate a "working definition" of tone.
After the discussion record the definition at the top of the page.
Next lead students in a discussion to develop examples of what tone is. Record those on the Is side of the chart.
Finally talk about the non-examples of tone. Record these on the Is NOT side. Tip: you may find it easier for students to discuss what tone is NOT first.
Looking at Tone in Poetry.
Use the poem "Not Today" by Hope Anita Smith. It is in the book The Way A Door Closes.
Remember you can use any poem, but this lesson features the work of Smith.
I Do ( Teacher model phase)
1. Read the poem aloud.
2. Use the guiding questions on the graphic organizer to help you think through the process of determing the author or narrator's tone. You will find additional questions you can use to develop your think aloud listed beneath each focus question.
Focus Questions /Tasks
1. Who or what is the subject of the poem?
a. What does the poem seem to be mostly about? Is something discussed or described repeatedly or in great detail?
2. Determine the overall mood of the poem. Jot down the words or phrases that support your answer.
a. What emotion are you feeling now?
b. What are your connections to this subject matter?
3. Study the word choice. Does the poet use positive or negative connotations or meanings of words?
a. Does this word or phrase hurt or help my opinion of the subject matter?
b.Would I want this word or phrase said about me or my experiences?
4. Read the poem again. Who do think the intended audience is? What makes you believe this?
a. It seems like the author is talking to ...
b. Who needs to hear this information?
There is a completed graphic organizer for the poem "Not Today" you can use as an example.
Record your answers and display them as a model for students.
We Do and Y'all Do
Select another poem. Pass out copies of poem and blank graphic organizer to each student.
Repeat steps. Use the focus questions and the additional think aloud questions to guide students through this process.
As partners are working, circulate and confer.
Look-Fors check for these things to see if students are "getting" the lesson.
1. Student discussions include relevant connections to the words and subject matter of the poem.
2. Students are recording "moods" that make sense.
3. Can reasonably defend their choice of audience.
Transition: Mood and tone are often thought to be synonyms because they are depenent on each other. So please remember these are two distinct literary elements.