Content/ Topic: Tone, Mood, Conflict, Characterization Teacher: SOL objective(s) with number and words

Subject/Grade: English 8 Week of: September 9-23

Monday , Tuesday, Wednesday, & Friday 8.5 c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning. d) Understand the authors use of conventional elements and characteristics within a variety of genres. Thursday Computer Lab Strands:

8.5
c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning. d) Understand the authors use of conventional elements and characteristics within a variety of genres. j) Identify an authors organizational pattern using textual clues, such as transitional words and phrases.
8.9

Collect and synthesize information from multiple sources including online, print and media. Evaluate the validity and authenticity of texts. Use technology as a tool to research, organize, evaluate, and communicate information. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. RPS Strands 8.4 b) Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases. c) Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary. d) Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words. 8.6 b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. d) Analyze the authors use of text structure and word choice. e) Analyze details for relevance and accuracy. g) Identify the main idea. h) Summarize the text identifying supporting details. i) Identify an authors organizational pattern using textual clues, such as transitional words and phrases. j) Identify cause and effect relationships.

a) b) c) d)

Review or Warm Up Activity & Exit Questions

See attachment of bell ringer/journal question/exit clip slides

Monday and Tuesday Direct Instruction of Content by Teacher:

1. Teacher will begin the lesson with the Authors tone and mood PowerPoint 2. This is a short activity that uses pictures and music to discuss the difference between tone and mood 3. This segues into the Authors Tone and Mood Prezi presentation. 4. The Prezi begins with a video that contains definitions of both tone and mood and a rhyming song reminder that helps to distinguish between the two things. 5. Students will then be shown movie trailers and re-cut movie trailers 6. While they are viewing this students will be asked to write down the tone and mood of the clips and how they changed from the original to the re-cut version. 7. Then, students will correctly identify the tone and mood of several paragraphs.

8. They will need to point out which clue words in each paragraph helped them figure it out 9. After the Prezi, teacher will complete Tone and Mood in songs activity 10. Students will listen to 8 songs and correctly identify the tone and mood within those songs. 11. (A wide variety of songs have been chosen for this. Songs with conflicting instrumentals compared to the music, and different versions of the same songs) 12. Finally, students will complete Write in different tones activity

Student Activities to Achieve Objectives: Prezi Presentation:

1. Students will be expected to enter into the class discussion at least twice during the interactive Prezi Presentation and one student will be chosen to switch the Prezi from transition to transition. 2. Students will identify the tone in 7 video clips and 4 text paragraphs

Tone and Mood in Songs:

3. Students will listen to 8 songs 4. While listening students will write down information about the lyrics and the instrumentals about the songs that helps them to determine the tone and mood of each songs 5. Students will record this information on the chart provided for them

Write your own Tone Paragraphs:

1. Students will be given several different instances and be asked to write paragraph in 3 different tones for the same incident (for example: On your way to a Justin Beiber Concert a tween girl would have a much different tone thinking about this than a 16 year old boy

Wednesday & Friday Direct Instruction of Content by Teacher:

1. Teacher will begin the lesson with Literary Conflict PowerPoint 2. She will ask students to write down definitions of the various types of conflict and then try to identify the different types of conflict examples given 3. She will then move on the to Conflict Prezi 4. She will ask students to try to identify the types of conflict in the pictures 5. The prezi will then show a 10 minute short film and students are to write down all the examples of conflict they saw within that film 6. The class will then move on to the conflict assignment 7. Teacher will provide old newspapers and students will use them to find photos that they think exemplify the different types of conflict. 8. Students will use these pictures to create news report screen shots of each of the types of conflict (See example in folder) 9. Remind students that from now on they will be asked to identify conflict in every single story they read.

Student Activities to Achieve Objectives: PowerPoint Presentation:

1. As teacher is going over the PowerPoint students will be expected to follow along with the PowerPoint by completing their interactive notes, engaging in the class discussion, and coming up to the board at least once during the course of the PowerPoint.

Prezi Presentation:
2. Students will be expected to enter into the class discussion at least twice during the interactive Prezi Presentation and one student will be chosen to switch the Prezi from transition to transition. 3. Students will write down answers to picture and film examples.

Create your own newsreel conflict:

4. Students will develop news screenshots for each of the types of conflict we have discussed.

Thursday
Every Thursday the class will go to the computer lab to work on research and literary SOL strands. TTW: 1. Introduce the computer lab activity of the week. 2. This weeks activity is Inference or Comparing and contrasting lunches across the country (students choice) 3. Teacher will model how to use correct sources to research questions. TSW: 1. Conduct research using reputable sources to determine both definitions and examples of the different types of genres or- find common themes in literature

Intervention
Thursday is also used as intervention day. Identified students can be pulled to reteach elements they are struggling with. Intervention topic of the week: Point of View

Tuesday/Wednesday/Friday RPS (Root, Prefix, Suffix) routines

Monday: TTW: 1. Provide students with RPS list of the week. 2. Present a PowerPoint that contains visual representations of the weeks Latin and Greek Roots and Prefixes. TSW: Fill out RPS list week and study words throughout the week for quiz on Friday Wednesday: TTW: 1. Read RPS nonfiction article of the week with students 2. Go over article and answers with students TSW: 1. Determine the text structure of the non fiction article 2. Determine the meaning of words that contain Latin and Greek roots within article 3. Answer comprehension and analytical questions about article Friday: TTW: 1. Administer 15 question RPS quiz TSW: 1. Complete 15 question RPS quiz

Assessment:
Conflict 45 question multiple choice test Tone and Mood: Students will take a 30 question multiple choice quiz on Tone and Mood RPS:

Friday Quizzes

Homework:
2. Students have a standing weekly homework in which they are assigned a textbook story to read throughout the week. 3. They are to fill out either a short story form or a nonfiction form based on the content of the piece that week 4. Teacher goes over homework answers every Friday

Differentiation:
See attached handout on differentiated questioning for Tone and Mood and Conflict ***Note: Advanced classes will begin doing different activities the 2nd week in October AFTER they have learned necessary content Assessment of Assessment for Resources: Text and Differentiation Learning: Learning: Technology Strategies: (Formal) (Informal) Textbook Stations Check and Observation Manipulative: Centers Correct Walk Around __________________ Partner/ Peer Homework Signaling Instructional Software Manipulatives Student Drill Choral Response Internet Varied Grouping Quiz Class Work Overhead Adjusting Test Oral Questioning TV/VCR Questions Presentation Discussion PowerPoint Choice of Project Self-Evaluation Prezi assignment Written Report Conferencing iPod Use of Rubrics Individual Promethean Board Conference Music Other: Supplemental materials

Power Strategies Research Based (Marzano): Setting Objectives and Providing Feedback Questions, Cues and Advance Organizers Identifying Similarities and Differences Cooperative Learning Nonlinguistic Representation Notetaking and Summarizing Reinforcing Effort and Providing Recognition Homework and Practice Generating and Testing Hypothesis

Recommendations for Future Use: