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What's In a Word? Setting the Mood.
Students will draw inferences
from words used in a fictional passage which creates a
mood from setting and
characterization.
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Nevada
Objective(s):
4.6 The student will recognize that an author
chooses words with specific connotations to create mood.
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Subjects:
English/Language Arts, English/Languages Arts
Learning Level: Intermediate
Author(s): Julie Abeyta, Judy Dart,
Aurelia Wilson
Submitted by: Carolyn Breaz
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This lesson will take
place in the classroom. Time - 2 days
Grouping /
Interaction(s):
Small group brainstorming followed by
direct instruction
Whole group brainstorming followed by
direct instruction
Small group independent practice
followed by individual independent practice
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Day 1
1. Pass out cards with mood words to
groups. Each group should develop a brief skit where the
characters and setting reflect the mood. Groups present their
skits. Other students should guess what mood is being conveyed
and what clues they used.
2. Students will be given a list
of scenarios (such as going to Wet-N-Wild, a relative
visiting, moving to a new environment) and write a word for
each that describes how they felt or might feel in that
situation.
3. From the student responses, generate a master
list of mood words.
4. Discuss why these words were chosen
and derive a definition of mood. (The motion created in the
reader by a piece of writing. A writer creates a mood by using
concrete details.)
Day 2
1. Review the definition of
mood derived in previous activities.
2. Read first two
paragraphs of A Wrinkle in Time orally and identify words that
set mood. Continue this activity with several other passages
from a variety of literature.
3. Use one passage to
demonstrate creation of a graphic organizer.
4. Have small
groups generate a graphic organizer for another passage. Share
and discuss organizers.
5. Students work independently to
generate a graphic organizer of another passage.
From "The
Sneetches" by Dr. Seuss
"Then, with snoots in the air, they
paraded about
And they opened their beaks and they let out
a shout,
"We know who is who! Now there isn't a
doubt
The best kind of Sneetches are Sneetches
without!"
From Call of the Wild by Jack London (Chapter
3)
"At the end of this day they made a bleak and miserable
camp on the short of Lake Le Barge. Driving snow, a wind that
cut like a white-hot knife, and darkness, had forced them to
grope for a camping place. They could hardly have fared worse.
At their backs rose a perpendicular wall of rock, and Perrault
and Francois were compelled to make their fire and spread
their sleeping robes on the ice of the lake itself. The tent
they had discarded at Dyea in order to travel light. A few
sticks of driftwood furnished them with a fire that thawed
down the ice and left them to eat supper in the dark."
From
"All Summer in a Day" by Ray Bradbury
"It had been raining
for seven years; thousands upon thousands of days compounded
and filled from one end to the other with rain, with the drum
and gush of water, with the sweet crystal fall of showers and
the concussion of storms so heavy they were tidal waves come
over the islands. A thousand forests had been crushed under
the rain and grown up a thousand times to be crushed again.
And this was the way life was forever on the planet Venus, and
this was the schoolroom of the children of the rocket men and
women who had come to a raining world to set up civilization
and live out their lives." |
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Students will read a selection and
generate a graphic organizer showing words related to
character, setting, and other story elements that set the
mood. |
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Tools / Materials
1. Mood words on
cards
2. List of scenarios
3. Copies of literary
passages
Technology Component(s):
None |
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Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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