Discovering Mood in Poetry
1 Mood Warm Up
1. Students review mood by discussing how the current weather outside makes them "feel".
2. Students discuss the specific aspects of today's weather that made them "feel" this way.
3. Students discuss what mood the current weather creates and defend their thinking with specific examples of the current weather.
2 Listening, identifying key words that represent mood
1. Students listen to a reading of the poem "Stopping by Woods on a Snowy Evening".
2. Students will listen to a second and third reading of the poem with the objective of listening for the key words in each stanza that represent the mood.
3. As students identify key words in each stanza that depict the mood of the poem, they record the words on a classroom shared Padlet.
4. Students also record on the Padlet on how these key words that create the mood make them "feel".
Example Padlet post: Stanza 3: "downy flake"-peaceful, silent
3 Paper 53 Pictorial Depiction of Mood
1. Students create one Paper 53 pictorial representation of mood for each of the four stanzas.
2. Students listen to a rereading of the poem and consider the key words and feelings they have recorded on Padlet to create a pictorial representation that depicts the mood of each of the four stanzas.
3. Students title each pictorial representation of mood considering their key words and feelings postings from Padlet.
4 Collage of Mood Pictorials
1. Students load each of the four pictorial images created in Paper 53 into a 4 panel format in Book Creator to create a collage of the mood pictorials for each of the four stanzas.
2. Students synthesize all of their pictorials to identify an overall mood for the entire poem.
5 Publish and Explain Thinking
1. Students download Book Creator collage into Seesaw.
2. Student use the microphone option (click on the speech bubble) to explain how each of their images created in Paper 53 represents the mood for each stanza as well as how each pictorial representation contributes to the overall mood of the poem.
Key Standards Supported
|RL.5: Craft and Structure|
|RL.5.4||Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.|
|RL.5.5||Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.|
|Range of Reading and Complexity of Text|
|RL.5.10||By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.|
Speaking & Listening
|SL.5: Comprehension and Collaboration|
|SL.5.2||Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.|
|Presentation of Knowledge and Ideas|
|SL.5.5||Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.|