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How do writers or film


producers create mood and
atmosphere?
e.g. music
Monday
October 8th
Learning Objectives
At the end of this lesson, you will be able to:

Identify examples of how mood and atmosphere is


created in film and literature.

Analyse a text to select relevant evidence that creates


a sense of mood and atmosphere.

Apply the success criteria to write a PEE chain to


achieve your target level.
Watching Focus

Study the film clip closely.

How does the director use tools such as the weather,


landscape and actions to build up a sense of mood and
atmosphere?
Complete the following table
Film Lighting Colour Weather Actions or
features behaviour of
the
characters

The Lord Bright colours


of the associated
Rings with nature
such as a rich
grass green.
The
Perfect
Storm
http://ww
w.youtube
.com/watc
h?v=sAb-f
qBrUsY&li
st=PL6301
FB8856B8
A332

0 - 1.15
45 Seconds
Independently, think about the
clip.
Finish completing your table.

1 minute
Exchange ideas with a
partner.
Did you both reach the
same conclusions?

Now share with the


rest of the class.
http://ww
w.youtube
.com/watc
h?
v=jmX3TK
7U5K4&lis
t=PL6301F
B8856B8A
332

(01.00 –
2.10)
45 Seconds
Independently, think about the
clip.
Finish completing your table.

1 minute
Exchange ideas with a
partner.
Did you both reach the
same conclusions?

Now share with the


rest of the class.
Mood

What kind of mood is


created?
The Lord of the The Perfect
Rings Storm
Write down one Write down one
adjective to describe adjective to describe
the mood and the mood and
atmosphere. atmosphere.

E.g. harmonious

Use ambitious vocabulary (AF7)


Reflection:
There is a stark contrast between
the mood and atmosphere created
in both clips.

How successful do you think the


directors were in creating mood
and atmosphere?
Can you identify a target?

Discuss.
Learning Objectives
At the end of this lesson, you will be able to:

Identify examples of how mood and atmosphere is


created in film and literature.

Analyse a text to select relevant evidence that creates


a sense of mood and atmosphere.

Apply the success criteria to write a PEE chain to


achieve your target level. (Level 5/6)
As I neared the ruins, I could see clearly that they were indeed of some ancient chapel, perhaps

monastic in origin, and all broken down and crumbling, with some of the stones and rubble

fallen, probably in recent gales, and lying about in the grass. As I passed under one of the old

arches, I startled a bird, which rose up and away over my head with loudly beating wings and a

harsh croaking cry that echoed all around the old walls and was taken up by another, some

distance away. It was an ugly, satanic looking thing, like some species of sea vulture – if such a

thing existed –and I could not suppress a shudder as its shadow passed over me, and I watched

its ungainly flight away towards the sea with relief. Then I saw that the ground at my feet and the

fallen stones between were a foul mess of droppings, and guessed that these birds must nest

and roost in the walls above.

Ahead, where the wall ended in a heap of dust and rubble, lay the grey water of the estuary. As I

stood, wondering, the last light went from the sun, and the wind rose in a gust, and rustled

through the grass. Above my head, that unpleasant snake necked bird came gliding back towards

the ruins, and I saw that its beak was hooked around a fish that writhed and struggled helplessly.

I watched the creature alight and, as it did so, it disturbed some of the stones, which toppled and

fell out of sight somewhere. The whole place had a sense of decayed and abandoned air.
Listening Focus
Identify evidence that
contributes to a build
up of mood and
atmosphere? Underline.

Select short relevant


quotes.
As I neared the ruins, I could see clearly that they were indeed of some ancient chapel, perhaps

monastic in origin, and all broken down and crumbling, with some of the stones and rubble
fallen, probably in recent gales, and lying about in the grass. As I passed under one of the old

arches, I startled a bird, which rose up and away over my head with loudly beating wings

and a harsh croaking cry that echoed all around the old walls and was taken up by

another, some distance away. It was an ugly, satanic looking thing, like some species of sea

vulture – if such a thing existed –and I could not suppress a shudder as its shadow passed over

me, and I watched its ungainly flight away towards the sea with relief. Then I saw that the ground

at my feet and the fallen stones between were a foul mess of droppings, and guessed that these

birds must nest and roost in the walls above.

Ahead, where the wall ended in a heap of dust and rubble, lay the grey water of the estuary. As I

stood, wondering, the last light went from the sun, and the wind rose in a gust, and rustled

through the grass. Above my head, that unpleasant snake necked bird came gliding back towards

the ruins, and I saw that its beak was hooked around a fish that writhed and struggled helplessly.

I watched the creature alight and, as it did so, it disturbed some of the stones, which toppled and

fell out of sight somewhere. The whole place had a sense of decayed and abandoned air.
Rally Coach
Label yourselves A and B.

Pupil A should track through the


extract, explaining:

• why they have underlined


certain words or phrases as
evidence.
• What kind of mood and
atmosphere is created?

Pupil B to listen and provide


feedback.

On teachers cue – swap over.


Pupil A
I have identified the word
Pupil B
‘startled’ as evidence Excellent – I agree with you.
because it creates a
questioning mood and Did you identify any other
atmosphere. It builds up words that build up
suspense. suspense?
threatening questioning

suspicious
What kind of mood tensed
and atmosphere is
created in the extract?
hopeless
Use ambitious
vocabulary.
fearful

grim and gloomy


Can you
identify the
key reading
skill that you
have just
applied?
Learning Objectives
At the end of this lesson, you will be able to:

Identify examples of how mood and atmosphere is


created in film and literature.

Analyse a text to select relevant evidence that creates


a sense of mood and atmosphere.

Apply the success criteria to write a PEE chain to


achieve your target grade.
Task:

How does the writer create a sense of


mood and atmosphere in the extract?

Present your answer as a PEE chain.


What do we need to do achieve our
target level when writing PEE chains?

In pairs, teach each other the key PEE


skills.

If you need a reminder, flick through


your book and find the key reading
skills.

Record on your mini white boards.


How does the writer create a sense of mood
and atmosphere in the extract?

The writer creates a sense of mood and atmosphere Evaluate.


through various vocabulary choices. The writer
refers to the character as having ‘startled’ a bird. Identify one
The use of the word ‘startled’ suggests that the bird positive and
is alarmed and frightened by the presence of the one target for
character. The use of the word ‘startled’ could also improvement.
suggest that the bird is on edge and is familiar with
this chilling and unsettling atmosphere. In this way,
the writer builds up suspense and creates a fearful
mood and atmosphere.
Success Criteria
How does the P.E.E sequence
writer create a
sense of mood Evidence - use relevant short quotes (use
quotation marks)
and
atmosphere in Exploration – select a key word to explore.
the extract?
Infer in detail – why has the writer chosen
that particular word? What mood and
Present your atmosphere does it create?
answer as a PEE Try and offer an alternative interpretation.
chain. Use appropriate and varied connectives to
link up the ideas.

Use language of analysis.


Peer Assessment:

Identify two positives and one


target against the success
criteria
Have your mini white boards ready!
We’re going to rate how confident
we feel about each learning
objective.

Give each learning objective a


rating between 1 – 3.

1 – Need help! 

2 – I understand some parts

3 – I am very happy and confident with


this 
Learning Objectives
At the end of this lesson, you will be able to:

Identify examples of how mood and atmosphere is


created in film and literature.

Analyse a text to select relevant evidence that creates


a sense of mood and atmosphere.

Apply the success criteria to write a PEE chain to


achieve your target level.
Homework
Describe a scene at the beach.

Use a range of vocabulary


choices to build mood and
atmosphere.

Aim for ambitious vocabulary

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