Viewing: Mood

1. Context: 10th grade mixed ability English. Suburban setting with mixed socioeconomic and
cultural backgrounds. Mixed male and female students.
2. Rationale/Broad, Lifelong Goal: By learning how to analyze mood in a visual context
through the use of camera angles, students will be able to interpret other visual
representations (commercials, television shows, and movies) for mood. This skill will also
help students identify when a visual representation is using camera angles to convince them
to feel a certain emotion, which can be used to convince the reader to act or think a certain
way.
3. Specific Daily Objective: Students will evaluate the mood of a scene from The Great
Gatsby film for mood. Students will analyze the mood of the scene through the effects of
camera angles. Students will log moods that are depicted in television shows, commercials,
or movies. Students will be able to explain the effects of camera angles on mood.
4. Common Core Standard: CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate
content presented in diverse media and formats, including visually and quantitatively, as
well as in words.
5. Assessment/Outcome: Students will be assessed informally and formally.
An informal assessment will take place during the discussion of mood in the scene from
The Great Gatsby film. Students will be able to discuss the mood of the scene through the
effects of camera angles. The teacher will observe how well the students can identify
different camera angles, and describe the effect they have on the mood of a scene.
A formal assessment will be given through a homework assignment. While watching
television shows, commercials, or movies, students are to complete the Mood in the
Media worksheet. This worksheet requires students to write down at least 10 different
shows, commercials, or movies that they have watched. Next to the title, students will
briefly describe a camera angle that was used and the scene it was used in. Finally, the
students will explain how this camera angle affected the mood. This will further prove the
students understanding of the effect of camera angles on the mood of a scene. See
attached Mood in the Media for the criteria and rubric for the assignment.
6. Materials: Trailer from The Great Gatsby film (2013), Camera Angles handouts, Mood
in the Media worksheet/rubric, classroom notebook, and pencil
7. Methods:
Beginning of class:
Teacher will welcome students to class, take attendance, and collect homework.

Students should be silent reading.

Teacher will check in with a few students in order to check reading progress.
(15 mins)
Anticipation:
Students will journal about a movie, show, or commercial that has made them feel
a strong emotion. Students should focus on the emotion and why that felt that
way. Journaling should only last for a few minutes.
o Possible responses: Animal rights commercial that shows abused animals.
This commercial made me feel sad because it shows a lot of injured and
abused animals. All the animals had noticeable injuries.
The teacher will ask for volunteers to share their answers.
The teacher will then explain to students that, when filming a movie, show, or
commercial, camera angles are used to further convey the mood. By conveying a
specific mood, the media can try to convince the viewers to act, think, or feel a
certain way.
(7 minutes)
Overview:
As a refresher, the teacher will ask for a student volunteer to define mood.
Mood (This term is review from the Reading: Mood lesson and should already be
in notes):
o Academic Definition: the emotional-intellectual attitude of the author
toward the subject (A Handbook to Literature by William Harmon and C.
Hugh Holman, print).
o Student Definition: A literary element that evokes a certain emotion or
feeling in the reader.
The teacher will pass out the Camera Angles handout to the class, which defines
key terms for camera angles (this handout out should be added into the Mood
Notes section of their classroom notebook).
Students will volunteer to read a definition from the handout.
o Definitions taken from Reading in the Dark by John Golden (print) p.
155).
I adapted his list of film terminology in Appendix A by focusing
solely on camera angles. I also adapted it by adding an example
picture of each angle.
After each definition is read, the teacher will explain the example picture that is
on the handout.
o Low Angle: Source: Spiderman. By looking at Peter Parker through a low
angle, it seems as if he is strong, powerful, and capable of assuming the
role of hero.

o High Angle: Source: The Incredibles. By looking at Mr. Incredible

through a high angle, he looks weak and clumsy. He looks as if he does
not make a good superhero.
o Eye Level: Source:The Lord of the Rings. The angle does not have much
effect on the mood. Here, Legolas looks powerful. However, if the sword
was removed from the scene and he was smiling, Legolas would look
happy and less threatening.
o Dutch Angle: Source: Thor. By looking at him through a Dutch angle,
Loki looks more sinister and evil. Loki looks like he is up to something.
Pictures were found through a Google search.
(5 minutes)
Modeling:
The teacher will play the trailer. During this playing, students are to watch the
trailer, and pay special attention to camera angles and their effects on the mood of
the scene.
o https://www.youtube.com/watch?v=qSOgWVlAMsg
The Great Gatsby trailer (3 mins). Shows key points from the
movie. Showcases several different camera angles.
The teacher will stop the trailer at two points in order to present two camera
angles. She will explain how these angles made her feel (mood).
o Stop at 0:25 (After Gatsby throws the shirts to Daisy).
Camera Angle: High angle on Daisy.
Mood: Delighted.
Why: The high angle made Daisy look very innocent and childlike. This made me feel delighted because she was happy. The
child-like look made her look happy which made me feel happy.
o Stop at 2:20 (Daisy crying)
Camera Angle: Eye level with Daisy.
Mood: Sad.
Why: The eye level angle lets me see Daisys full reaction. I feel
sad because I can see that she is hurting and upset.
(5 minutes)
Guided Practice:
As a class, students will re-watch the trailer, and have an opportunity to analyze it.
The teacher will replay the trailer. During this viewing, students will watch the
trailer, and they will write down notes about their observations of camera angles
(this should be written in the Mood Notes section of their classroom notebook).
As a class, students will then discuss their observations. They should identify a
camera angle that was used and how the angle helped to convey a mood.
o Example Response:

The low angle on Gatsby through the window made me feel

apprehensive because he looked so serious and powerful.

(10 minutes)
Application:
For homework, students will complete the Mood in the Media worksheet.
The teacher will pass out the worksheets.
The teacher will instruct students to use this chart to examine mood in the media.
While watching television or movies, pay special attention to the camera angles
that are used.
In the first column, list the name of a television show, commercial, or movie that
you have watched.
In the second column, identify and briefly describe a camera angle that was used.
In the third column, describe how this camera angle affected the scene. How did
it make the subject look? How did you feel watching this scene?
The teacher needs to emphasize that each type of camera angle should be used at
least once, and that students should have 10 different sources.
(5 minutes)
Closure:
The teacher will ask students if they have any questions concerning the homework
assignment.
The teacher will close with any final class or school announcements.
(3 minutes)
8. Adaptations: By participating in a whole class discussion, students have a chance to share
and discuss thoughts with the teacher or peers. For students with special needs, I will allow
them to work with an intervention specialist to complete the assignment as well as individual
conference time with me for guidance, help, and better understanding. I will also allow ELL
students individual conference time with me for guidance, help, and better understanding.
For students with vision problems, I will allow them to sit closer to the screen or around my
desk (they can watch the trailer on the computer).
9. Possible Problems and Solutions: A potential problem could occur through lack of

participation or the discussion getting out of hand. Both of these issues would be solved by
the teacher guiding and controlling the classroom during the discussion. By allowing time to
write down observations, all students should be focused on the discussion and have at least
one observation. Asking students specific questions will engage them and guide the
discussion if it is needed or becomes too rambunctious.