Katarina Corda

LESSON PLAN

SUBJECT/CONTENT AREA: 8th ELA

UNIT/THEME: IF this music had lyrics, IF these lyrics had music
STANDARDS:
CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.

GLE: 2.3.1 Applies a responding processincluding analysis and evaluation when experiencing
music.
Demonstrates a responding process: Engages the senses actively and purposefully while
experiencing music. Describes what is seen, felt, and/or heard (perceived/experienced).

TECH STANDARD:
a. TEACHER: STANDARD_2 Design or adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and creativity.
b. STUDENT: STANDARD_3 Plan and employ effective research strategies to locate
information and other resources for their intellectual or creative pursuits.
OBJECTIVE(S): 3 parts: 1) skill or knowledge to be learned, 2) activity to learn, 3) performance to assess

Using text excerpts and song excerpts, students will learn to identify mood and describe the tools artists use to convey
mood.
KID FRIENDLY OBJECTIVE (KFO): Today I will . . . .

I can identify mood and describe the tools used to convey mood in text and musical excerpts.
MATERIALS NEEDED:
Computer/Speakers to play music
Music & Text excerpts
Resource Chart for Mood
Graphic Organizer for Identifying Mood
Powerpoint
Computers for Day 2 Matching Mood to Music (http://moodfuse.com)
ACADEMIC LANGUAGE: PLANNED Language SUPPORTS (Use SDAIE/Sheltered English list OR Content
Literacy Strategies)
Function (verbs):
identify activating background knowledge on identification and description
describe

Vocabulary: linking students personal experiences with music to emotion (tapping into prior knowledge)

mood
excerpt
Discourse: use graphic organizer to help track evidence of mood

song composition
narrative text
Syntax: visualizing, graphic organizer fro students to map onto text
compound sentences

ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning

styles)
ELL graphic organizer and resource chart for mood
PROCEDURES:
1. ACTIVATE PK/HOOK: Think of your favorite song right now, and answer the questions on the entry
slip (how does the music make you feel, what do you picture when you listen to it, what it does it
make you think about) compare with a partner
2. DESCRIBE TARGET: How does art evoke emotion how can just thinking of this song, make you feel
an emotion what tools do artists use? Take student responses, and then tell them we will add onto
them throughout todays lesson By the end of the day, you will be able to describe the mood
(feeling) of a piece of music and text, and the tools the author uses to convey or express that mood
(give you that feeling).
3. SHARE TARGET WITH YOUR PARTNER students pair up and articulate target, then share out.
4. DESCRIBE RATIONALE Knowing the tools we can build the house (create our own art), and we can
better make sense of stories and ourselves (by pick up on the devices artists are putting to use) .
5. DEFINE MOOD EXAMPLES + NON-EXAMPLES (Show students the resource chart of moods; and
explain how mood is often conveyed through description in the form of music you will have to pay
attention closely to how your 5 senses are engaged and the feeling you gather from the musics
description be specific about what particular aspect of the music makes you feel (is it the pace/
temp how fast or slow; the particular instruments; the rhythm) and the same goes for the text
excerpts.
6. SELF-CHECK STATION Create mini-rubric for students to check themselves in 3-minutes after
getting started on matching mood with the following questions following first music clip (Did you
use the sense sheet to map the senses you heard from the music? Did you identify a single word for
mood using resource chart? Do you have evidence of elements of the music or tools used to express
this mood?)
7. Three text excerpts (lyrics) + three non-lyrical songs students match the mood of the song to the
mood of a text (lyrics), and then fill out the organizer to explain the evidence for their choices & the
TOOLs the artists used to convey the mood.
8. DEBRIEF + DISCUSS Students share out their choices and make clear their reasoning focusing
on HOW students know their identification is correct and clearing up misconceptions (list tools
students describe and share them at the end of the discussion)
9. Exit Slip Go back to your favorite song in your head describe the mood and tell me the tools the
artist used to make you feel this way; use lyrics from the song, specific word choices, as well as the
music itself to provide your evidence for mood.
10. Student Voice Look at notes for improvement here.

DAY 2 To continue investigation into identifying mood, students will use the following online program to
begin with their emotional state (mood) and find a matching song. Students will then use the same graphic
organizer to engage their senses and map their feelings as they listen to the song. Finally, students will
either provide evidence for a correct match (the program chose a correctly matched song fitting their mood)
OR an explanation describing how the mood chosen does NOT match the mood of the song.
Model for students the process of using the computer program (moodfuse.com), and using the graphic
organizer to map my identification of mood as I listening to the music the first time, and then the second
time through listened to the music as I read along to the lyrics. We then will discuss as a group, whether
or not my think-aloud pulling the tools of the musician and the words in the lyrics match the mood I
asked the program to locate.
 STUDENT SELF ASSESSMENT (STUDENT VOICE):
SEE STUDENT VOICE SLIP
On back of exit-slip; answer the following questions:
1) One step I took towards the learning target of identifying mood (in music and lyrics) Name one thing you
did well:
2) One thing I need to work on in relation to the learning target of identifying mood:

POST-ASSESSMENT (formative or summative)

EXIT SLIP:
MOOD in the MUSIC & LYRICS 1) Go back to your favorite song in your head (the one you described on the
entry slip today)and identify the mood of the song. 2) What tools did the artist use to convey this mood? In other
words, what about the music conveyed the mood? (HINT* use the tools we discussed in class today to
provide evidence) 3) Finally, look up the lyrics to your favorite song. What specific word choices or phrases, also
provide evidence for the mood?

Materials DAY 1:
MUSIC EXCERPTS:
1. Love like a Sunset (Phoenix) different segments of song (breaking into 3 parts); or addition of Songs 2&3
2. Disintegration Anxiety (Explosions in the Sky)
3. Electric Pow Wow Drum (A Tribe Called Red) (first segment, ending segment)

LYRIC EXCERPTS:
Home Again by Michael Kiwanuka
All these things that Ive done by The Killers
Window Shopping by Sharon Jones and the Dap Kings
Pray you catch me by Beyonce
Freedom by Beyonce
RUBRIC FOR LEARNING TARGETS:

TARGET 1: RESPONSE TO MUSIC

BEGINNING APPROACHING MEETING EXCEEDING

student does not student is able to student can identify student can identify
demonstrate ability to connect a feeling to feeling connecting to feeling/emotion and
connect a feeling to the music and music clearly, and can provide multiple
music, OR can only engage multiple provide provide proof pieces of proof and
engage one of the senses, but cannot or tools of expression understanding of
five senses in identify specific (of feeling, specific various tools artists
listening to music aspects of music that elements of music use to convey this
convey feeling that connect to feeling through music
emotion)

TARGET 2: IDENTIFYING MOOD

BEGINNING APPROACHING MEETING EXCEEDING

student does not student identifies student can identify student can identify
correctly identify mood correctly, but mood correctly and mood and pull out
mood or uses a non- cannot pick out provide evidence in multiple pieces of
emotional term to specific elements of text that contributes evidence within text
describe mood text that contribute to to mood that contribute to
mood mood
TARGET: IDENTIFYING ONLINE MOOD-MUSIC TOOL
BEGINNING APPROACHING MEETING EXCEEDING

student can navigate student can use student can clearly student can clearly
to site, but cannot online tool properly, articulate online tools articulate online tools
connect online but is not able to usefulness in relation usefulness and is able
resource with in-class make clear how the to identifying mood to flexibility use the
practice identifying website was or was device to create more
mood not correct in points of evidence
identifying mood
Name: __________________________________________________________ Title & Author: ________________________________________________

Identifying Mood in Literature

Sight

Smell Taste
The mood could be
described as...

Touch Sound
 FEELING WITH All OUR SENSES
! Authors often rely on descriptions of what can be seen to influence the mood of the reader.
But our other senses can have an effect on our mood as well.
! The comfortable, contented feeling of a visit to grandmas house is created by more than just
the sight of the house or grandmas smile. Close your eyes and imagine the warmth of the fire in the
large fireplace, the smell of the large pot of chicken soup on the back burner of the stove, the sweet,
gooey topping of the caramel roll sticking to your teeth, or the sound of the radio playing soft country
music in the background. Our mood is affected by what we feel, smell, taste or hear as well as what
we see.
! Choose a word from the list of moods below. Write the word on the line above the box,
then fill in the box with one specific detail for each of the senses. The first one is done for you.

MOODS: romantic, suspenseful, frightening, angry, joyful, lonely, concerned, thoughtful, inspirational

CONTENTED
the warmth of the fire in the large fireplace
*FEEL! ___________________________________________________________________
the large pot of chicken soup on the back burner of the stove
*SMELL __________________________________________________________________
the sweet, gooey topping of the caramel roll sticking to your teeth
*TASTE __________________________________________________________________
the sound of the radio playing soft country music in the background
*HEAR ___________________________________________________________________

________________________________

*FEEL! ___________________________________________________________________

*SMELL __________________________________________________________________

*TASTE __________________________________________________________________

*HEAR ___________________________________________________________________

_______________________________

*FEEL! ___________________________________________________________________

*SMELL __________________________________________________________________

*TASTE __________________________________________________________________

*HEAR ___________________________________________________________________

copyright 2015 ckteachingaids.com

 MOOD
-A feeling or atmosphere the writer creates for the reader

Calm Happy Scary Sad mean Worried

Mellow Ecstatic Frightening Depressed Harsh Confused

Relaxed Excited Mysterious Melancholy Cruel Bewildered
Soothed Thrilled Creepy Upset Hateful Panicky
Tranquil Joyous Terrifying Gloomy Edgy Anxious
Peaceful Cheerful Disturbing Grim Unkind Tense
Serene Merry Alarming Dismal Malicious Nervous
Quiet Lighthearted Chilling Dreary Despicable Apprehensive
Still Content Daunting Discouraging Unpleasant Concerned
Placid Pleased Startling Hopeless Callous Bothered