LESSON PLAN: MOOD

Purpose of the Lesson: The student will gain an understanding of how mood can affect the audience and feelings. Distinguish between the moods conveyed in the poems “The Sharks” and “The Peace of Wild Things. How are the moods similar and how do they differ? Explain the contradiction in the title of “The Peace of Wild Things.

Virginia SOLs:

9.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.

b) Use context, structure, and connotations to determine meanings of words and phrases.

c) Discriminate between connotative and denotative meanings and interpret the connotation.

d) Identify the meaning of common idioms.

e) Identify literary and classical allusions and figurative language in text.

f) Extend general and specialized vocabulary through speaking, reading, and writing.

g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

9.4 The student will read, comprehend, and analyze a variety of literary texts, including narratives, narrative nonfiction, poetry, and drama.

a) Identify author’s main idea and purpose.

b) Summarize text relating the supporting details.

c) Identify the characteristics that distinguish literary forms.

d) Use literary terms in describing and analyzing selections.

e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme.

f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and elicit the reader’s emotion.

Objectives: By the end of this lesson the student will be able to compare and contrast the mood between “The Sharks and “The Peace of Wild Things with 75% accuracy.

Assessment: There will be formative assessments by constructing Venn diagrams comparing and contrasting the poems “The Sharks” and “The Peace of Wild Things. I will also walk around the class during discussions and group activities observing the students and assessing their input to the groups.

Sequenced Instruction:

Introduction (Anticipatory Set): Students will listen to different types of music. The types of music will be very diverse. The students will have a class discussion about mood and how the music made them feel.

Development: I will lead a class discussion on how the elements of setting and imagery are blended to create mood. Then this will lead into a review tying “The Most Dangerous Game” and “The Raven” can lead into the element of mood and atmosphere of a piece of literature (15 minutes). Then I will ask the students about what mood was conveyed in “The Most Dangerous Game” and “The Raven” (10 minutes). Students will then be shown some pieces of artwork and they will be asked what mood does artwork portray? The lesson will then go into independent practice. Half of the class will be given a copy of “The Sharks and the other half will receive “The Peace of Wild Things”. The students will then analyze each poem for setting, imagery, and mood and filling in the attached worksheet (15 minutes). When students have completed their analysis, they will pair with a student that had the other poem. Together they will complete the attached Venn diagram comparing/contrasting the elements of setting, imagery, and mood in a Think/Pair/Share exercise (10 minutes). When the pairs have completed their Venn diagram, they will add information to a class diagram through a carousel – 1 item unique to The Sharks, 1 item unique to The Peace of Wild Things, 1 item the two poems share (5 minutes).

Closure: The class will end with a discussion of the class Venn diagram and the relationships between the two poems.

Adaptations: The lesson will be differentiated by using a combination of lecture, discussion, visual aids, auditory aides, and group activities. I will provide a variety of teaching techniques so that all the students can be reached. This lesson has more visual and auditory aides than the previous lessons for students who may have special needs. I will provide more challenging activities that require higher critical thinking levels and higher level texts for any students that are gifted and talented.

Assignment: The students will create a “Fakebook” http://www.classtools.net/FB/home-page to chart the plot of a book, poem, or short story, the development of a character, setting, imagery, and mood.

Materials and Resources: The materials used will be power point, musical samples, and artwork.

Reflection: I believe having more auditory and visual aids in this particular lesson will enable me to reach a larger percentage of the students. This includes the entire range of students from those with special needs to those who are gifted and talented. I will also reach students who are either visual learners or auditory learners. I also incorporated technology by using “fakebook” so students can use technology as a tool to meet the objectives of the lesson.