Overview


Subject/Sub-Subject: Language Arts/Reading


Title: Using Images to Introduce Mood and Tone in Stories


Summary:

Students will analyze images to identify mood and tone. Students will describe events and infer what the characters are thinking and feeling in that particular setting. They will also explain their feelings as they look at the image. This will be the introduction into a study of an author's use of specific language to reveal a mood and tone which contributes to the quality and enjoyment of reading selections.


Understanding Goal

Attention must be paid to details to understand the mood and tone of an image.

Investigative Question

What evidence helps to understand the mood and tone of the image?

Grade(s): 5, K
Audience: General
Learners: A class of 13 fifth grade students with a wide range of abilities.
Required Vocabulary: N/A
Prior Content Knowledge: N/A
Standards

Virginia: Language Arts - Grade 5

5.5.9. Essential Knowledge, Skills, and Processes: Students are expected to discuss why an author might have used particular words and phrases.

Field Tests

Click on the title to expand the description of each field test

Sources

Using Images to Introduce Mood and Tone in Stories

Understanding Goal

Attention must be paid to details to understand the mood and tone of an image.

Click on an image for more information.

Slideshow Icon View as a slideshow
Harry Thaw, with unidentified gentleman [New York City Police Commissioner Richard Enright and wife at Polo Grounds, New York] [Soco Gap Junior Square Dance Team dancing at the Mountain Music Festival, Asheville, North Carolina] [Young boy, crying] All these children five years, six years, seven years, nine years and two a little older, were picking cotton on H.M. Lane's farm Bells, Tex. Only one adult, an aunt was picking. Father was plowing. Edith, five years, (see preceding photo) picks all day. "Hughie" six years old, girl, picks all day. Alton, seven years old, boy, picks fifty pounds a day. Ruth, nine years old, picks seventy-five pounds a day. Rob and Lee are about ten or eleven years old. The very young children like to pick, but before long they detest it. Sun is hot, hours long, bags heavy. Location: Bells, Texas [Wilbur in glider turning rapidly to the left, Dan Tate running alongside; Big Kill Devil Hill] [Terry Turner, Cleveland AL (baseball)]

Required Materials

Files

Mood.pps
Mood.ppt

Directions

Introduction

Step 1 Display the first picture of the PowerPoint on the SMARTboard. Ask the students how they feel when they look at the background of this slide.
Step 2 Consider the following questions on slide 2: -What is happening in the picture? -How do you think the character(s) are feeling? What are they thinking? -What is your evidence? -How does this image make you feel? Display questions on chart paper.
Step 3 Display slide 3. Examine the image and have students talk with a partner about the questions. Have the pairs share their discussion
Step 4 Repeat steps one-three with three more images.
Step 5 Have individual students choose a picture from remaining pictures which have been printed and copied to write a description of how they feel while looking at that particular image. Have students use the questions as a guide and to justify their thinking with evidence from the image.
Step 6 Share out in small groups and collect the written descriptions for assessment.

Best Instructional Practices


Understanding Goal

Attention must be paid to details to understand the mood and tone of an image.

Investigative Question

What evidence helps to understand the mood and tone of the image?


Analysis of Student Learning


All of the students were engaged in this activity and willing to share their thoughts. It was a great opportunity to discuss perspective because for some of the images students had different feelings. For instance, some thought the baseball player looked sad because his team had lost the game, while another student thought the player looked serious because he was getting ready to bat. This student is part of a baseball team which allowed me to discuss how background knowledge affects perspective and feelings. The different images sparked feelings in different students.


Analysis of Best Instructional Practices (learn more)

Differentiated Instruction Differentiated Instruction (learn more)

Product

Most students were able to write independently during the assessment piece. A newly arrived English Language Learner student was given the opportunity to complete the assessment orally with the teacher.

Literacy Instruction Literacy Instruction(learn more)

Visual

Students were analyzing the image and finding evidence to support their thinking.

Teaching for Understanding Teaching for Understanding(learn more)

Explicit Understanding Goal

The image in the background of the first slide was used to create a link to a feeling such as calm or relaxation which led to discussions about different feelings and tone.

Learners Explain Thinking

The students were given the focus questions so they will target the objective of identifying tone and mood. The time to turn and talk with a partner allowed them to explain their thinking. It also allowed the teacher time to listen and take anecdotal notes of thinking.

Technology Integration Technology Integration(learn more)

Content Presented

Images were displayed on a SMARTboard for the initial discussion before the students went into their individual work.

Reflections and Recommendations


The students really enjoyed this activity and were asking for more pictures. The conversations with their partners were rich, and everyone was eager to share in the whole group. The one thing I would change would be to create a sheet with the questions for the students to answer versus having them just on a chart and on the SMARTboard. It would be easier for the students during the individual piece if they had the questions right in front of them.

Credits

Authors and Contributors

Beth Reidy
Mount Eagle Elementary School, Fairfax County Public Schools, Virginia

Library of Congress Items

Library of Congress items used in this Lesson Plan.

Thumbnail Library of Congress Item
Harry Thaw, with unidentified gentleman Unknown. 1909. Harry Thaw, with unidentified gentleman. Library of Congress: Prints & Photographs, RR-George Grantham Bain Collection.
[New York City Police Commissioner Richard Enright and wife at Polo Grounds, New York] Bain News Service. 1918. [New York City Police Commissioner Richard Enright and wife at Polo Grounds, New York]. Library of Congress: Prints & Photographs, RR-George Grantham Bain Collection.
[Soco Gap Junior Square Dance Team dancing at the Mountain Music Festival, Asheville, North Carolina] Unknown. 1938-1950. [Soco Gap Junior Square Dance Team dancing at the Mountain Music Festival, Asheville, North Carolina]. Library of Congress: Prints & Photographs, Lomax Collection .
[Young boy, crying] Unknown. 1934-1950. [Young boy, crying]. Library of Congress: Prints & Photographs, Lomax Collection .
All these children five years, six years, seven years, nine years and two a little older, were picking cotton on H.M. Lane's farm Bells, Tex. Only one adult, an aunt was picking. Father was plowing. Edith, five years, (see preceding photo) picks all day. "Hughie" six years old, girl, picks all day. Alton, seven years old, boy, picks fifty pounds a day. Ruth, nine years old, picks seventy-five pounds a day. Rob and Lee are about ten or eleven years old. The very young children like to pick, but before long they detest it. Sun is hot, hours long, bags heavy. Location: Bells, Texas Hine, L. W. 1913. All these children five years, six years, seven years, nine years and two a little older, were picking cotton on H.M. Lane's farm Bells, Tex. Only one adult, an aunt was picking. Father was plowing. Edith, five years, (see preceding photo) picks all day. "Hughie" six years old, girl, picks all day. Alton, seven years old, boy, picks fifty pounds a day. Ruth, nine years old, picks seventy-five pounds a day. Rob and Lee are about ten or eleven years old. The very young children like to pick, but before long they detest it. Sun is hot, hours long, bags heavy. Location: Bells, Texas. Library of Congress: Prints & Photographs, National Child Labor Committee Collection .
[Wilbur in glider turning rapidly to the left, Dan Tate running alongside; Big Kill Devil Hill] Wright, W. & Wright, O. 1902. [Wilbur in glider turning rapidly to the left, Dan Tate running alongside; Big Kill Devil Hill]. Library of Congress: Prints & Photographs, Wright Brothers Negatives.
[Terry Turner, Cleveland AL (baseball)] Bain News Service. 1918. [Terry Turner, Cleveland AL (baseball)]. Library of Congress: Prints & Photographs, Bain Collection.