Reflection: Complex Tasks Voice, Tone, and Mood: What Are These And Why Do They Matter? - Section 2: Application Using Music


Using music as a means to ease students into analyzing texts for voice, tone, and mood is definitely a practice I will continue using, both for its potential for high interest as well as for its natural application of the concepts.  While the songs I have chosen worked well and generated the desired responses from my students, there are many other songs that would work as well.

One of the key shifts in the Common Core Standards requires that students develop text-based answers, supporting their claims and interpretations about a text with evidence from the text.  As I caught myself adding the additional task of providing one piece of evidence for student claims of voice, I will most likely revise the graphic organizer to include a spot for evidence, as I need my students to understand how critical it is that they support any and all claims with evidence from the source, which, of course, will ultimately be the texts we read.  This was an oversight on my part when I was developing the graphic organizer that I am glad I caught during the lesson delivery.

  Providing Evidence to Support Claims
  Complex Tasks: Providing Evidence to Support Claims
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Voice, Tone, and Mood: What Are These And Why Do They Matter?

Unit 2: Literary Analysis: The House on Mango Street
Lesson 1 of 10

Objective: SWBAT complete a set of interactive notes on voice, tone, and mood and apply their knowledge on a graphic organizer to excerpts from four popular songs.

Big Idea: Don't use that voice! Watch your tone! I'm not in the mood! Using what students already know and applying it to writing.

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