Working in Groups to Determine Mood Changes in Chapter 5 (Day 1 of 2)
Lesson 8 of 10
Objective: SWABT cite strong and thorough textual evidence to support their analysis of the mood in chapter by working in groups to determine the most fitting word.
Students begin by copying the definition of mood into the literary terms section of their notebook. Mood, as defined by Prentice Hall, is "the feeling created in the reader by a literary work or passage suggested by the author's choice of words, by events in the work, or by the physical setting."
This definition will work as the guidepost for today's lesson. Anytime students want to share their perception of mood, they will need specific diction, actions, or descriptions of setting to support their cause (RL.9-10.4).
Reading in Groups
Today we will read together, but work in groups of four. We are also going to switch seats today, so the groups will be arranged according to the new seating chart (we switch seats every month to make everyone happy at some point); students will work with those closest, so that they get to know their new neighbors. I will read the chapter, but I will stop six times throughout the reading, wherein the groups will work together to determine the mood of that section (SL.9-10.1). Each group will report out by stating the word they chose to best represent the mood and their supporting evidence (RL.9-10.4). The short clip shows collaboration between peers and copious note-taking, so they are ready to report. They are determining what word they want to assign to a particular section of the chapter, such as eerie or dangerous; as you can hear in the background, the competition was fierce (even though it wasn't a competition) and one student decided that he needed a thesaurus in order to be assured no other group would assign the same word to describe the mood.
I hope that the group work will break up any monotony in the reading and that it will motivate different students to participate more in class. I have noticed lately that I am mostly hearing from the same people, while others sit back and let the louder students answer, either because they just don't want to do the work or because they are intimated by the large group. Some students simply work better in smaller settings. I am hoping that I can hear everyone's voice in the small groups today and know that they are understanding, which is harder in the large group. I want to make sure that everyone is working to improve their analysis and that they are able to support their ideas with textual evidence (RL.9-10.1).
In the last few minutes, I remind the students that their homework is to continue reading their outside read book. We will also need time to move the chairs back into place.