3 L Lesson

11:0 A Mood and Review

Title:
5- 7
11:5 A
Learning Outcomes from Alberta P of S
5
Learning ELA
Outcomes:  2.3.1- ID forms, genres of text, describe key characteristics
 2.3.6- Explain how sound/image work together.

Learning Objectives
Students will…
 Take notes on the definition of mood and brainstorm what affects mood in film.
 Watch a film and analyze details that contribute to mood.
 Apply to other texts.
Preparation, Materials, and Logistical Considerations
 Geri’s Game- https://www.youtube.com/watch?v=oq5gaV4ohn4&list=
LLfaJCMfrbh3Wc4RC1ul_zMA&index=2

PROCEDURE:

Introduction Time
Welcome, Introduce Rick- University.
Short class- Discuss reading concerns about page numbers: 1

Intro to Before: I’m going to ask a question and I want everyone to answer honestly
reading and truly. Don’t answer yet, just think about it. But I am going to ask, who is
really struggling to make our required number of pages of reading a month?
- I’m asking because I think if you are truly struggling with it, I think we
can set goals that are more personalized and realistic for you. I think
sometimes I talk too much about how many pages we’ve read when it
should really be about what is awesome, or action-filled, or
emotional about a book.
That’s what it should be about. The reason I keep talking about pages and
stuff is because a) were spending 20 mins a day doing this because (explain
math). 3
b) Really, I can’t think of a better way for you to spend your time. You get to
choose what you read, during class time, a time when people leave you alone
and you get a minute to just chill?

But if someone is really stressing to meet that number of pages, I will be

reasonable and we can talk about it. So, heads down and hands up:

Who is really struggling to make our required number of pages of reading

a month? TAKE NOTES, meet w/ during next class or tomorrows flex- arrange
quietly.
Body Time
Read 20- check in with Bryton. 20
Take Notes. When someone talks about their mood, what do you think of? 5
Mood. - How might someone express their mood? (Actions, verbally)
Films have moods too. Add to vocab sheet (box sheets)

Mood Definition

In literature, mood is a literary element that evokes certain feelings or

vibes in readers through words and descriptions. The feeling the reader
gets. - an emotional setting that surrounds the readers.

Writing:- setting, theme, tone, and diction (they way they speak or the
words chosen). Let us see how writers use the afore-mentioned elements in
their literary works to create a particular mood.

GIVE YOU GUYS A HINT:

Creating Mood through Setting

A particular setting not only provides important information for the story, but
also sets the mood of the readers. Let us analyze a few examples of mood
developed using a setting:

Example #1: Pickwick Papers (By Charles Dickens)

Charles Dickens creates a calm and peaceful mood in his

novel Pickwick Papers:

“The river, reflecting the clear blue of the sky, glistened and
sparkled as it flowed noiselessly on.”

What kind of words affect the mood here?

Example #2: Wuthering Heights (By Emily Bronte)

Emily Bronte, in Wuthering Heights, creates two contrasting moods

through two contrasting settings. The events of the narrative takes
place in two neighboring houses: Wuthering Heights and Thrushcross
Grange. A depressing mood is created whenever Wuthering Heights
is described.

“There was no moon, and everything beneath lay in misty darkness:

not a light gleamed from any house, far or near all had been
extinguished long ago: and those at Wuthering Heights were never
visible…”

On the contrary, the description of Thrushcross Grange creates a

calm and peaceful mood:

“Gimmerton chapel bells were still ringing; and the full, mellow flow
of the beck in the valley came soothingly on the ear. It was a sweet
substitute for the yet absent murmur of the summer foliage, which
drowned that music about the Grange when the trees were in leaf.”

For film- little different. What do we sometimes have in films that we don’t
have in writing?
 - Music, speech, colour, image.
- Also setting.
Rewatch Why are we reviewing so many times? To make sure we understand how it
something might look different across different texts. Also, to look at different parts.
we’ve seen Looking at mood this time.
before, but
this time, we Talk about plot alongside.
are going to Video- The Present https://www.youtube.com/watch?v=96kI8Mp1uOU
pay attention - Introduced to different characters (son, mom, puppy).
to different - Setting- dingy video games room.
things. Last 5
- Tone- the son seems to be moody or grumpy and doesn’t want to
time, double
be distracted by some dumb three legged dog. The son’s
entry diary.
attitude shows his moodiness. By the end of it the son is less
reluctant and decides to go hang out with the puppy! It seems
like the boy seems to appreciate that he has someone going
through the same struggles as him.
- Music?

After: - Finish writing up, notes.

- Split into groupings to talk and analyze. (10) 10
- Meet with each group and make sure on right page
Reassemble Taking notes:
as class and - Key details. Jot down. 6
share details. - Write on board alongside.
If extra time
(8 mins) Geri’s Game- https://www.youtube.com/watch?v=oq5gaV4ohn4&list=
LLfaJCMfrbh3Wc4RC1ul_zMA&index=2
If not, do 8
word 1) Examine mood again as well.
scramble. This time, pay attention to all. Take notes on same sheet (bottom) TITLE GERI’S
GAME
Conclusion Time
Exit Slip Check-In- Question: (IF GERI’S GAME)
Describe some elements of film that affect the mood in Geri’s Game.
4

Student Assessment
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