Determining Mood and Tone

Review
Subject: Language Arts
Grade: 9 & 10
Daily Lesson: Reviewing mood and tone
Total Time of Lesson: 41 minutes x2
Objective: Students will refresh their memories of what mood and tone are. They will also review how to
change the tone in their writing. Finally, they will exercise determining mood and tone in the song Crash
and Burn.
Materials Needed:
- Smartboard
- Lyrics Printed Out
- Questions
- Whiteboard
- Paper
- Pencils
Question
Curriculum Outcomes

Evidence in Classroom
Gr. 9 GLOs
General Outcome 2
SLO
2.2.3 Appreciate the artistry of texts - describe how theme, dominant impression
and mood are developed and sustained through choices in language use and the
interrelationship of plot, setting and character
2.3.3 Experiment with language - analyze creative uses of language and visuals in
popular culture, such as advertisements, electronic magazines and the Internet;
recognize how imagery and figurative language, such as metaphor, create a
dominant impression, mood and tone
10-1 GLOs
General Outcome 2
SLOs
2.1.2 Understand and interpret content - e. describe a text creator's tone, and relate
tone to purpose and audience
2.2.2 Relate elements, devices and techniques to created effects - b. describe
aspects of a text that contribute to atmosphere, tone and voice [for example,
textual elements, such as setting, music and lighting, and stylistic techniques, such
as a text creator's choice of words and expressions]
10-2 GLOs
General Outcome 2
SLOs
2.1.2 Understand and interpret content - e. e. identify a text creator's tone
10-4 GLOs
General Outcome 2
SLOs
2.1.2 Understand and interpret content - h. determine a speakers intent by
identifying mood indicators; e.g., volume, tone, irony and sarcasm

Question

Evidence in Classroom

Criteria for assessment for

learning/evaluation

Got it: Students are able to grasp what tone and mood are, what they can change
in their writing to change the tone, and determine the tone and mood in a song.
10-4 - Students are able to grasp what tone and mood are and how to determine
the tone and mood in a song.
Somewhat: Students are somewhat able to grasp what tone and mood are, are
beginning to understand what they can change in their writing to change the tone,
and can somewhat determine the tone and mood in a song.
10-4 - Students are able to somewhat grasp what tone and mood are and can
determine the mood of the song.
Redo Lesson: Students are not able to grasp what tone and mood are, cannot
understand what they can change in their writing to change the tone, and cannot
determine the tone and mood in a song.
10-4 - Students are unable grasp what tone and mood are and cannot determine
the mood or tone of the song.

How will you share

criteria and build a shared
understanding of what
success looks like?

By the end of this class, students will know the difference between tone and
mood, what they can change in their writing to change the tone of the piece, and
will determine the tone and mood of the song.

What instructional
strategies will be chosen to
elicit evidence of learning?
How will you gather
evidence of student
learning?

Resource: If Frozen Were A Horror Movieclip (2 min)

Resource: Crash and Burn (4 min)
Metacognitive/Formative: Group Discussion (10 min)
Throughout the powerpoint presentation, there are questions for the students to
answer that we will have a group discussion about.
We will also pause to discuss students answers after the partner quick write
Metacognitive: Direct Instruction (5-10 min)
I will pause and explain slides further.
Metacognitive/Formative: Brainstorm Board (2 mins)
Students will call out words that describe mood and tone.
Metacognitive/Formative: Partner Sticky Note (5 min)
Students will rewrite the scenario in two different ways to convey 2 different
tones. Students will hand these sticky notes in.
Formative: Crash and Burn Questions (10 mins)
Students will read the song lyrics independently and fill out the first two
questions. When a majority of students are done, they will listen to the song and
fill out the last three questions.

Teacher feedback (I do):

Direct Instruction

Students as resources for one

Partner Sticky Note
another (You do):
The teacher and the students
Brainstorm Board
working together (We do):
Group Discussion
Students as owners of their
Questions
own learning (You do on your
own):

Assessment:

Students will be formatively assessed on their ability to recall what mood and tone are. They will also be
formatively assessed on how to change the tone in their writing. Finally, they will be formatively assessed
on their ability to exercise determining mood and tone in the song Crash and Burn.
Accommodations/Modifications:
If students were not given the answers I expect they will give, I will prompt them further, give them hints,
or provide some ideas to jump their own ideas.
I will also be pairing the lower students with the higher students to help both students. The lower students
will hopefully learn from the higher students and the higher students will exercise their ability to teach
material in their own words to their partners.
My expectations for grade 9, 10-1, and 10-2 are similar because these are not new concepts, but
refreshers. However, my 10-4 students will have different expectations as outlined above.
Extension/Extra Time Activity:
Students will work on their personal writing.

Crash and Burn Questions:

1. What is the tone of this piece? __________________________________________________________
2. What influence the tone of this song? Which words/aspects of this song made you think the author/speaker felt
this way?

3. What is the mood of this piece? ________________________________________________________

4. What influenced the mood of this song? Which words/aspects of this song made you feel the way that you do?

5. How confident do you feel determining the tone and mood of a text?
1
Not confident

5
Very Confident

Crash and Burn Questions:

1. What is the tone of this piece? __________________________________________________________
2. What influence the tone of this song? Which words/aspects of this song made you think the author/speaker felt
this way?

3. What is the mood of this piece? ________________________________________________________

4. What influenced the mood of this song? Which words/aspects of this song made you feel the way that you do?

5. How confident do you feel determining the tone and mood of a text?
1
Not confident

5
Very Confident

"Crash And Burn

by Thomas Rhett
So I guess it's over baby
Dj vu again
Who'd have thought that time don't stop
And somehow girl, the world keeps
spinning
I guess I've turned myself into a solitary
man
Ain't like I'm the only one
That's in the shoes that I am
Do you hear that
I'm right back
At the sound of lonely calling
Do you hear that
It's where I'm at
It's the sound of teardrops falling down,
down
A slamming door and a lesson learned
I let another lover crash and burn
I know that it might sound jaded
And I have to say
I think love is overrated
But I don't like throwing it away
I know you could probably tell me
Right where I went wrong
Some guys can't have all the luck
If others don't sing sad songs

Do you hear that

I'm right back
At the sound of lonely calling
Do you hear that
It's where I'm at
It's the sound of teardrops falling down,
down
A slamming door and a lesson learned
I let another lover crash and burn
That's right
Another lover
Another lover crash and burn
Ooooh yeah
Do you hear that
I'm right back
At the sound of lonely calling
Do you hear that
It's where I'm at
It's the sound of teardrops falling down,
down
A slamming door and a lesson learned
I let another lover crash and burn
Yeah, I let another lover crash and burn
Mhhhmm...
Mhhhmm...