Ltl.appstate.edu



Katy Dellinger

RWT Lesson Plan

Lesson Title: Don’t Give Me That Tone!

Estimated Lesson Time: Five 45-minute sessions

Standards: 6, 8, and 11

Grade Band: 6-8

Abstract:

Both tone and mood are difficult for some students to grasp, especially middle school students. This lesson is introduced by comparing and contrasting both concepts and then students will focus on using different types of print and non-print materials to analyze the particular tone the author is trying to create.

Overview:

Tone and mood can sometimes be confusing for students, especially when trying to infer them in their reading. This unit will teach students how to analyze text and based on the words used, they will be able to determine what tone the author is trying to give off. They will be able to determine whether the tone is negative, positive, or neutral, and then based on this they can accurately establish a tone word for their reading. Students will also learn a new variety of tone words while being introduced to this lesson.

From Theory to Practice:

Buehl, D. (2009). Classroom strategies for interactive learning. Newark, DE: International

Reading Association.

• Concept/definition maps “help focus attention on explaining the key components of a definition; the class or category, the properties or characteristics, and illustrations or examples.”

• Buehl also says, “Students are encouraged to integrate their background knowledge when forming a definition.”

Trier, J. (2007). "Cool" engagements with youtube: Part 1. Journal of Adolescent & Adult

Literacy, 50(5), 408-412.

• Trier states in his article, “Through my YouTube examples, the students acquired a better sense of what I meant by articulating a text with some form of media they have found with an element in the required readings.”

• “In the future, I would like to discover what kind of cool engagements, if any, can take place with YouTube and other vidcast websites as part of the everyday practices of middle and high school teachers and students.”

Perskin, J, Allen, G, & Wells-Jopling, R. (2010). "The educational imagination": Applying

instructional research to the teaching of symbolic interpretation of poetry. Journal of Adolescent & Adult Literacy, 53(6), 498-507.

• “For readers to understand the nature and content of what they are reading, the readers’ own knowledge of literary conventions works in conjunction with their own imagination, leading to a personal interpretation of the writer’s work, an interpretation that may or may not be close to the writer’s original thought.”

Student Objectives:

Students will

• Draw inferences and conclusions about the author’s tone by using both print and non-print materials

• Compare, contrast, and evaluate information from different sources based on the same topic

• Analyze the effects of such elements as plot, theme, point of view, characterization, mood, tone, and style

• Explore and evaluate the underlying assumptions of the author/creator

• Understand the effects of author's craft on the reader/viewer/listener

INSTRUCTIONAL PLAN

Resources

• Classroom resources

-computers with internet access and word processing pogram

-one classroom computer with a projection screen for demonstration

-one of the following: overhead projector, board, promethean board, etc.

-student notebooks

-pens/pencils for student use

-markers for student use

-overhead markers

-spray adhesive

-butcher paper

-chart paper

-scissors

-white paper for student use

-freezer bags

-tape

-colored paper

-bright-colored cardstock paper

• Teacher Materials

-overhead copy of concept/definition map from Buehl book

-10 strips of colored paper per group

-overhead copy of most commonly used tone words & answer key printed out

-overhead copy of “Picture to Burn” lyrics

-small pieces of paper with numbers on them (numbers will match up to most commonly used tone words)

-category headings for word sort on bright colored card stock paper (set per group)

-tone words cut out on bright colored card stock paper-different color than category headings (set per group)

-literature book for “Stolen Day” - Anderson, S. (2007). Stolen Day. Prentice hall

literature. Upper Saddle River, NJ: Pearson: Prentice Hall.

-overhead copy of “Sick” by Shel Silverstein

-reading excerpts on bright colored paper to cut out and hang around the room

-printed out rubrics for every student

• Student handouts

-student copies of concept/definition map

-most commonly used tone words

-student copies of the Preamble

-people search handouts

-student copies of “Picture to Burn” lyrics

-student copies of “Sick” by Shel Silverstein

-student literature books for “Stolen Day”

• Web resources

-Tone/Mood video ()

-“Picture to Burn” lyrics ()

-“Picture to Burn” music video ()

-“Party in the USA” lyrics ()

-“Party in the USA” video ()

-“Broken” lyrics ()

-“Broken” video ()

-“Sick” by Shel Silverstein ()

-“Sick” video ()

-Venn Diagram ()

Preparation

Session 1:

1. On the overhead, write the journal entry for students to respond to as they walk into the classroom.

2. Print off student copies of concept/ definition map and prepare an overhead transparency to go along with it.

3. Set up an overhead projector.

4. Draw a venn diagram on the board.

5. Prepare 10 strips of colored paper for all groups in the classroom and provide markers.

6. Set up butcher paper and spray adhesive in the front of the room.

7. Set up chart paper with markers.

Session 2:

1. Set up classroom computer with projection screen and type in the website for the youtube video on tone and mood.

2. Print off student copies of most commonly used tone words and prepare an overhead copy.

3. Set up an overhead projector.

4. Make copies of the Preamble for every student.

5. On small pieces of paper write numbers (1-25 based on the number of tone words on most commonly used tone words handout) and fold them up. Place them in a cup for students to draw out of.

Session 3:

1. Print out tone word headings on bright colored cardstock and cut them apart.

2. Print out tone word cards on bright colored cardstock of a different color and cut them apart.

3. Place each set in a ziplock bag. Provide enough bags for every group of students in the class (3-4 students per group).

4. Print out tone and mood words people search for every student.

5. Print out “Picture to Burn” lyrics for every student and prepare an overhead copy.

6. Set up computer with projection screen and go to “Picture to Burn” youtube video website.

7. Set up an overhead projector.

Session 4:

1. Set up computer with projection screen. Pull up the Miley Cyrus lyrics and video, and the Seether/Amy Lee lyrics and video.

2. Set up an overhead projector.

3. Print out copies of “Sick” for every student.

4. Place student literature books on student desks.

5. Sign up for a computer lab or provide enough computers with internet access for every pair of students in the class.

6. Set up printer and make sure it is working with enough paper in it.

Session 5:

1. Print out tone excerpts or passages on bright colored paper.

2. Cut them apart and tape them on the walls in the classroom where students can walk to them easily.

3. Prepare markers and white paper for all students.

Instruction and Activities

Session 1: What is tone? What is the difference between tone and mood?

1. Students will come into class and respond to a journal entry that is either written on the board or the overhead: “Has your mother or father ever said ‘Don’t give me that tone!’?? What does that mean? What is the difference between tone and mood?” Students will spend about 10 to 15 minutes responding to this prompt in their student notebooks. This assignment is to get them thinking about what tone actually means to them and to prepare them for the next assignment.

2. After the students have had adequate time to free-write in their student notebooks, then explain to them that over the next couple of days they are going to learn about tone and clarify any misconceptions about the term they have ever had. Give all students a copy of the Concept/Definition Map to complete. An overhead copy should be on the overhead for all students to see. Next, ask students what they wrote about in their journals. Start a class discussion with the students by asking individual students what tone is? As they are answering questions write the word tone in the center of the concept map. As students start giving the correct definition of tone write it in the box labeled “what is it?”. A correct definition would be: the “sound” of voice that shows how someone feels about something. Next ask students “what tone is like?”. This means students should give scenarios of when people give off a certain tone. Some examples could be mom yelling when she is mad, when people say “fine” but don’t really mean “fine”, using a “sweet” voice to say something mean, etc. Students will write these down on their concept maps as the teacher goes over examples with the class. At the bottom of the concept map students will give examples of tone words, such as bored, enthusiastic, irritated, etc. Students will again see if they can come up with some example words on their own and put it on their concept map. The last thing students will do is create a summary definition and write it in the “my explanation of ______” box at the bottom of the page. An example of a summary definition would be “someone’s tone, whether written or spoken, shows their feelings on a particular topic”.

3. Students will then compare and contrast the word tone and the word mood. Draw a venn diagram on the board or overhead and label one side “tone” and one side “mood”. Ask students what they know about tone based on what the class discussion was just on. Write this information in the circle with the word tone above it. Next ask the students what they know about the word mood and write this in the circle with the word mood above it. Students should finally come to the conclusion that tone is how the author feels and mood is how the reader feels. Both of them show emotion and this should go in the center of the venn diagram.

4. Next divide the students in groups of 4 or 5 for an activity called “Dump and Clump”. Each group should have a recorder to write down information provided by the rest of the group. Give the students 10 minutes in their group to “dump” as many emotion words as they can on a piece of paper. Then students will decide together on their ten best words that they came up with and the recorder will write these words on the cut-up pieces of colored paper that has been provided by the teacher. Students will then come up and physically post their words with spray adhesive on butcher paper in the front of the room. The teacher will then have the students analyze these words by “clumping” the words together into categories. The teacher will record the categories on chart paper in front of the room. The teacher will ask what the common categories are, which category is the longest, which category is the most unique, and what words are the hardest words to categorize. The teacher will post the chart paper in the room as the class continues their study on tone.

Session 2: Learning new tone words

1. At the beginning of the class show the youtube video on tone and mood to the students:



After viewing the video, discuss with the students the different tones they saw and how the facial expressions or body language showed the particular tone.

2. Give each student a handout of the most commonly used tone words in reading and then put a copy on the overhead for the entire class to see. Go over each word and write out beside it whether the tone word is positive, negative, or neutral. Also describe in one or two words what each word means. Have students try to make guesses about the unknown words first and then provide them with the answer.

3. Give each student a piece of paper with a number on it and a copy of the Preamble to the Constitution. Have students recite the Preamble to the Constitution in the tone that corresponds with the number on their paper to the numbered tone on the commonly used tone words handout. With a partner, students will take turns reciting the Preamble to one another and the partner will try and guess what tone they are speaking in.

Session 3: Sorting the tones

1. Based on the tone words introduced yesterday, students will get into groups of four or five and complete a word sort. They will be given a ziplock bag with the tone words cut-out and the tone headings cut-out. After giving students about 10-15 minutes to complete this in their groups, the teacher will discuss the words they put into each category as a class.

2. Students will then be given a handout titled “Tone/Mood Words People Search”. Students will walk around the room and ask their peers of a time when they have been in situations where they have either shown that particular tone or they have seen someone else show that particular tone. The students will write down the scenario and their partner will sign it saying they have experienced that tone before. This could be a competition and the first person to have every box completed with a different person’s signature in each box could win a prize.

3. Next students will be given a copy of the lyrics by Taylor Swift “Picture to Burn”. As a class students will analyze the tone of this song, and what words tell you it is it this particular tone. For example, the tone could be contempt because she talks about how she is planning her revenge, but discuss with students that it could be more than one tone such as bitter or indignant. Make sure students understand that the tone is negative and can be more than one tone word. Then show the students the music video of “Picture to Burn” at the end of the class.



4. For homework students are to find a song on the internet and analyze the lyrics of it. They will look for words that help them determine what tone the song portrays. Remind the students to pick a song that is appropriate because they will be sharing their findings with the class.

Session 4: Determining tones by listening to the tunes

1. Ask some students to share what songs they found when they were completing their homework. Allow about 5 minutes for some students to tell what their songs were and why those songs are a particular tone. Then share some more examples with the class. Some examples could be Miley Cyrus “Party in the USA”. The teacher could pull up the lyrics on the internet and ask students what tones are in those lyrics. They could say apprehension because it says “my tummy’s turning and I’m feeling kind of homesick – too much pressure and I’m nervous”. They could also say delight because it says “the butterflies fly away” and “now I’m gonna be okay”. The website for viewing the lyrics is:



and the website for showing the video afterwards is:



Another song to share with the students could be Seether and Amy Lee “Broken”. Students would determine by listening to the song, analyzing the lyrics, watching the video, etc. that the tone could be reflective or solemn. The words “I keep your photograph…” represent the reflective tone. The words “because I’m broken, when I’m lonesome, and I don’t feel right when you’re gone away” represent the solemn tone because it is very serious. The website for viewing the lyrics is:



and the website for showing the video afterwards is:



**The teacher does not have to share both of these songs with the class. The teacher also does not have to show both the lyrics and the music video. Either one would be fine depending on what the teacher would like to accomplish.

2. Next students will analyze a short story and a poem and compare and contrast the literary elements within them, including the tone. Students will first analyze the poem called “Sick” by Shel Silverstein independently: . The class will go over some literary devices of the poem by using an overhead copy of the poem to write on for the whole class to see. For example, there is irony in the poem because at the end of the poem Peggy Ann McKay realizes that it is Saturday, and she does not need to fake being sick anymore because she does not have to go to school anyways. The class will also talk about the tone, which could be light-hearted because it is a humorous poem which can be shown by her exaggeration in trying to prove that she is sick. The teacher can then play the video for the students:



3. Students will then read the short story called “Stolen Day” by Sherwood Anderson. As the teacher reads the story outloud as a class, he/she will ask prediction questions just to make sure the students are following along and to also make sure the students understand the plot of the story.

Anderson, S. (2007). Stolen Day. Prentice hall literature. Upper Saddle River,

NJ: Pearson: Prentice Hall.

4. Next, students will pair up with another student and use the venn diagram from the student interactives on the ReadWriteThink website to compare and contrast the short story to the poem. Students will cite lines from within the poem and short story and describe what tone can be represented. They will then determine if either of them have anything in common. For differences, students could say that “Stolen Day” is written in first person point-of-view, and “Sick” is written in third person point-of-view. The tone for “Stolen Day” would be nostalgic because the speaker is reflecting on something that he remembers from his childhood. The tone for “Sick” would be that it is light-hearted and humorous. The resolution for “Stolen Day” would be that the boy ends up being embarrassed and frustrated because his family makes fun of him. The resolution for “Sick” would be happiness and contentment because the narrator figures out that the day is Saturday. In both the short story and the poem, two kids claim to be sick so they could get out of going to school. Both show characteristics of irony because in “Sick” the narrator realizes she played sick for nothing because it was Saturday. In “Stolen Day” the boy says he has inflammatory rheumatism, but he really does not. He has just convinced himself he is sick.



Each pair will then print out their venn diagrams for a grade and hand in to the teacher.

Session 5: Don’t give me that tone!

1. Students will get out a pen/pencil and notebook paper. They will be assigned to work with a partner and they will number their paper from 1-25. The tone passages will be posted around the room on bright colored paper and students will get up and walk from one to the next writing down which tone best matches the passage. They will also have to write phrases on their paper which helped them identify the correct tone. An answer key is provided. The teacher will call the class back together after an adequate amount of time has been given to complete this activity. As a class discussion, the teacher will go over the correct answers with the students.

2. Students will be given white paper and markers to create a graphic representation of one of the tone words. They will be able to pick one of their tone words and draw it creatively on the white paper so the teacher can display them throughout the room. The objective of this assignment is that students will be able to see the words hanging around the room and will be able to determine the definition just by looking at the way the word is written or drawn. Therefore, students need to illustrate their tone word in a way that helps someone figure out what the definition of the word could be. For example, the word indignant could have flames around it to represent that it means very mad.

3. To wrap up the lesson, go around the room and have students share their graphic representations with the class and what they have learned about tone words and the specific one they have created a visual representation for.

Extensions

•

Students will use tone words to play different games such as matching, concentration, word search, or flash cards. They will be exposed to some of the same words learned in this lesson and new words.

• Given a tone word by the teacher, have students create their own paragraph using this word. Students will use a word processing program on the computer to type up their paragraph, and by doing this; they will demonstrate their knowledge of the word and how to create that tone in their writing.

• Choose three student speeches to listen to at: and write about their tone and mood. Analyze why it is important to be aware of the tone, mood, and emotion of spoken communication when you are a listener.

Student Assessment/Reflections

• Informally observe student discussions and student responses to see how well students understand tone words and how to use them. Assist individual students as needed.

• Check student homework on finding song lyrics and analyzing words within the lyrics to determine which tone the song is using.

• Use the rubric attached. Created by rubistar.

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