Mood Rings

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SWBAT analyze the mood of the book and give evidence to support that.

Big Idea

One of the best lessons to teach from the book is on how an author creates mood and tone. This lesson explores this and how we infer to determine it.

Rewind to Understand

2 minutes

The first part of the lesson is to review what we have read and where the story has gone so far. I ask students to flip to the first chapter of the book and turn to their elbow partner. Each partner is going to take a turn recalling on important fact from each chapter of the book through chapter eight. 

Each student takes turn sharing back and forth. When they finish I want to make sure the thought of something for each chapter. The question I ask the class is "is there any chapter that you could not think of a key event or details?" If there is a chapter we will discuss it as a class. 

Mood and Tone

5 minutes

To teach the class about mood I am going to use a picture book. In the book Pumpkin Soup by Helen Cooper. The illustrations and words complement each other and are easy for students to practice identifying the mood of the story and the details that change it.

As I read, I make sure to also model other reading strategies that we have been practicing. I always model checking for understanding, but I want to stop often to bring their attention to the mood of the story as it is told. 

I point out the colors, and expressions on the characters faces in the first part of the book. I ask them what they think the mood is of the story and we discuss it and how it helps us with the understanding. For the second part of the book, I do not show them any pictures and only read and model checking for understanding. The next part is deciding on if the mood has changed.  I then ask what has happened in the book and how did it affect the mood. we discuss this as a class. 


Mood Rings

10 minutes

We are now going to read chapter nine of Number the Stars. As we read we brainstorm what we think might be the mood and tone of the story. We discuss ideas and write them onto the white board. Whenever they come up with an idea, I ask for a detail that would support that idea.

I then ask them to get back into their partners and discuss what they think is the mood. When they decide they will write it into the top of the mood ring. Then they will add supporting details from the story to the bottom part of the ring. They need to try to include three to four details and use the book to find those details.  We will then come together and discuss this as a class 


Mood Ring