vpp

De Bruyne, Validated Practices Project 1

Validated Practices Project

Spring 2015

Leentje De Bruyne

ENGL SCED


Table of Contents:

Narrative: 3-10

Student Reading Scores and Observational Data: 11-12

Alignment Table: 13-15

Pre Test w/ Student Artifacts: 16-18

Lesson 1 w/ Materials and Student Artifacts: 19-20

Lesson 2 w/ Materials and Student Artifacts: 21-22

Post Test w/ Student Artifacts: 23-25

Growth Chart: 26


Validated Practices Project: Narrative

This Validated Practices Project(VPP) spans two 90 minute class periods in a standard

inclusion English 12, British Literature classroom. All of the 25 students in this specific class

are seniors and are considered standard inclusion. There are four students who are English

Language Learners(ELL) in this class and 3 students with Individualized Education Plans(IEP).

None of the students in this class are repeating their senior year and at the time of the VPP there

were 3 students with an “E”, 6 students with a “D”, 7 with a “C”, 5 with a “B”, and 4 with an

“A”. This class consists of 13 boys and 12 girls, and is 40% white, 40% African American, and

20% Hispanic

The school involved in this study is in a low income area which is where much of the

student body lives, but is also fed by a more affluent area nearby due to zoning. This school is

also a magnet school for the Global Studies Program and International Baccalaureate Diploma

Program, so students come from a wide range of areas within the county. Parental involvement

varies widely from class to class, but is minimal in the class that is the subject of this study.

While designing the lessons for the VPP, I used the above information in a variety of

ways. First, I realized that although most of my students ranked proficient or above and had

passed the High School Assessments(HSA) in reading with only 4 failing to do so, most of them

were frustrated with the difficulty of the Frankenstein text, especially the ELL students. I

decided that the best way to approach the lessons would be to use multiple forms of media

during lessons to engage the students who were having a hard time with the text. I also decided

that it would be especially beneficial for the ELL students to see some key scenes in the

Frankenstein text acted out in film in a way that would reinforce the topic of the lesson. Literacy

implementation is easy with a British Literature class, but I decided that using some visual texts


would appeal to the students and allow them to connect with the text in a way that the text itself

had so far failed to achieve.

Curriculum Learning Goals and Objectives

The VPP consists of two days of lessons. Originally, it was three days of lessons, but snow

and inclement weather made it necessary to cut the third lesson from the project, leaving an

abbreviated version which was unable to explore tone and mood in gothic literature. As it

stands, the VPP centers around tone and mood in Mary Shelley’s Frankenstein. The following

learning objectives were achieved:

1. Students will be able to identify the way an author uses setting and diction to develop

tone and mood.

2. Students will identify tone and mood in visuals and text in order to determine how

romanticism effects tone and mood.

Mary Shelley’s Frankenstein is a major text in the Harford County Public Schools 12th grade

British Literature curriculum, and these objectives align with the following Maryland

Common Core State Standards:

CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and phrases as they

are used in the text, including figurative and connotative meanings; analyze the impact of

specific word choices on meaning and tone, including words with multiple meanings or

language that is particularly fresh, engaging, or beautiful.

CCSS.ELA-Literacy.RL.11-12.7: Analyze multiple interpretations of a story, drama, or

poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating

how each version interprets the source text.


CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to

support analysis of what the text says explicitly as well as inferences drawn from the text,

including determining where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices

regarding how to develop and relate elements of a story or drama (e.g., where a story is

set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-LITERACY.L.11-12.3: Apply knowledge of language to understand how

language functions in different contexts, to make effective choices for meaning or style,

and to comprehend more fully when reading or listening.

Lesson planning and implementation

My mentor and I decided that the VPP lessons would fit best during the third week of

February, when the students should have been more than halfway through the novel. The

thinking was that at this point the stud nets would have a feel for Shelle’s writing, and would be

able to quickly grasp the ways in which she creates tone and mood within her novel. We decided

to focus on setting and diction and also decided that we would heavily integrate visual texts into

the first two lessons. Because tone and mood are so heavily linked to setting and imagery within

Shelley’s novel, including visual texts within the lesson seemed like a logical way to show the

students the sorts of scenes that Shelley is trying to evoke within their minds. We also decided

that one of these visual texts would be a single issue comic book, The Saga of the Swamp Thing,

issue 21, by Alan Moore. This concepts within the comic align well with the romantic

sensibilities of Shelley, and the story also shares many themes with Frankenstein while also

including striking and dramatic art that creates intense mood within the story when paired with

the writing.


With these things in mind, I created my VPP Pre-test. I used a variety of texts that I

hoped would spark their interest in the examples, and asked them to pull out diction and key

phrases that contributed to the tone and mood in the text. I also included a painting, The Savage

State by Thomas Cole, as an example of a visual text. These questions require students to

decipher tone and mood based on the excerpt’s diction, and occasionally setting. I started the

quiz with a longer excerpt from S.E. Hinton’s The Outsiders and required them to examine the

diction, phrasing, and how the author utilizes the setting. The test then moves on to several short

excerpts in which the students repeat the same exercise before examining the painting for

romantic elements and determining the tone and mood of the painting. I followed the same

format for the Post-Test only using different texts and the painting Wanderer above the Sea of

Fog by Caspar David Friedrich. Since the students had been taking reading quizzes every day as

a warm-up, I decided that they would take the pre-test in the place of a warm up on the first day

of the VPP so that they wouldn’t feel overwhelmed with tests, and then they would take the post

test as a closure on the third day of the VPP. Since I was unable to implement the third lesson,

the post test was given as a warm-up the next day of school.

The assessments during the two days of the VPP were formative, in the form of graphic

organizers, worksheets and closures. On the first day of the VPP, the focus was mainly on

introducing tone and mood and looking at tone and mood within the context of Mary Shelley’s

Frankenstein, so I planned a quick review of tone and mood, with blank note spaces for students

to fill out during the review. I also planned for the students to read three passages from the book

and pull out descriptive diction to help determine the tone and mood. Along with each of the

passages, I found clips of these same scenes from various film adaptations of Frankenstein. The

first passage, the creation of the monster, has three separate clips accompanying it because it has


been interpreted so differently over the years. I created a chart in which the students would write

what details in the scene stand out, what tone the director is presenting, their own feelings on the

scene, and the mood portrayed. This worksheet was graded on completion. The closure asked

students to reflect on the film clips and the way directors created tone and mood within their

films.

The second day of the VPP, students studied how romanticism effects tone and mood

within a piece, with a specific focus on romantic images. Again, the assessments on this day

were formative with the exception of the warm-up which was a reading check. On this day, I

reviewed elements of Romanticism with them, as well as elements of Romantic art. I also

planned a brief review of reading tone in images, which they had done previously during the

Beowulf unit. To accompany the review of romanticism and introduction of Roamantic art, I

created a worksheet on which they read a particularly romantic passage from Frankenstein,

analyzed it for diction tone and mood, and then drew a picture of it that incorporated some of the

elements of romanticism they had just learned. Afterwards, I planned to introduce them to Alan

Moore’s comic book, The Saga of the Swamp Thing. Within the book they would be looking for

quotations and images that not only showed elements of romanticism, but also contributed to the

tone and mood of the comic. I purchased a class set of the comics, and designed a graphic

organizer to contain this information, and planned to perform an “I do-We do-You do” since

many of the students might not be familiar with the structure of comic books. For their closure

on this day, students examined an image of Frankenstein’s creation from a the comic book series

Frankenstein, wrote down what romantic elements they noticed in the image and what tone and

mood were portrayed.


On the third day of the VPP we would have examined Tone and Mood within the context

of gothic literature, however, inclimate weather prevented that.

Instruction

Day 1: Some of the students were completely lost on the pre-test, but most of them

seemed to have at least heard of tone and mood before. When I asked if anyone thought they

could define them, I had one student who gave an almost perfect definition for tone, though he

didn’t know mood. Initially, the difference between the two confused them, so I created a quick

illustration which I included on the flipchart for later classes. The illustration seemed to help, and

when I did a quick survey of thumbs up, thumbs sideways or thumbs down to see who

understood, most thumbs were up, and by the end of the period, everyone had grasped the

difference. For the sake of time, I read the first passage aloud to them and we went over it as a

class. The students were really excited about the film clips and when we discussed them after

having viewed all three, there were some exciting observations that could have sparked an

intense discussion had they not been so eager to read the next passage so they could see more

film clips. In the end we were only able to get through two of the passages because it took

longer than expected to go over the difference between tone and mood. By the end of class,

which was also the end of the school day, the studnets were really excited about the film clips,

but did not give very good answers on their closures. Next time I would set a minimum length

for the closure to ensure that the students answer fully.

Day 2: Since the school I did my VPP at is on an AB schedule and I began my VPP on a

week when it snowed a lot, my students wound up having a six day weekend between the first

and second class of the VPP, and the students were not excited to be back at school. Class began

with a reading check, as per the instructions of my mentor, after which we briefly discussed the


objective and I told students to pull out their notes sheet from the beginning of the Frankenstein

unit on which they should have written down some notes on Romanticism. As a class we

reviewed romanticism and examined Romantic era paintings for specific elements that seemed in

line with what the students knew about the genre. We then reviewed how to read images, which

they had all done previously with Beowulf, and as a class determined the tone and mood of two

different paintings. After discussing romantic art, I told them that they would create their own

romantic art by depicting a scene from Frankenstein. Within their groups, the students read the

assigned passage and were supposed to fill out the worksheet with descriptive words from the

passage, determine the tone and mood, and create their drawing, but they were really off task.

Many students complained that they had to draw, and only about half of them completed the

worksheet before going to lunch. When they came back from lunch, I introduced them to the

comic book we would be reading that day and showed them the chart they would eb filling out as

they did so. A lot of them complained that I was making them read a comic book, and some said

they didn’t know how to read comic books, which I had anticipated, so we did an “I do-we do-

you do”. The because we had to review tone and mood again at the beginning of class, which I

hadn’t anticipated, we didn’t have time to complete the “You-Do”. Students were intrigued by

the closure and we discussed it as a class instead of writing it.

Post Test: The post-test went well, most of the students finished quickly, and there were

very few questions.

Reflection

Though the post-tests did show that 46% of the students improved over their initial

score, there are a lot of things I would do differently in the future. I would ask students more on

the spot questions to probe for understanding. I think a lot of students weren’t as clear as they


could have been but I didn’t realize it, asking more involved questions would help me to better

gauge their grasp of a topic. I would also spread out concepts dealing with romanticism across

the unit so that they are more comfortable with it when it comes time to identify the way it

affects tone and mood.

I am concerned by the number of students who’s score remained the same on both tests,

23%, that are 6 out of the 25, don’t appear to have gotten anything out of the lesson, and three

actually dropped (though all three who dropped are still in the proficient category of 7 or above).

I believe the rough schedule and time crunch were behind at least some of these grades, but

many of those who didn’t do well didn’t complete work, which tells me that they weren’t

engaged. I tried to engage them with the film clips and the comic book, but some of them

seemed to really hate the comic. I don’t think I would cut the comic book out next time, but I

might rethink how I approach it. I would definitely cut out the drawing section of the worksheet

during class 2 because I don’t think the students got anything out of it or took it seriously.

Overall, 5 students (20%) missed either the pre or post-test, 6 students (23%) maintained

the same score on both tests, 3 students (11%) received lower grades on their post-test, and 12

students (46%) raised their grade on the post-test by an average of two points.


Student Reading Scores and Observational Data

Student HSA Score Pass Y/N* Observational Data1 480 Y Frequently helps ESOL

classmates.2 367 N Does not complete

homework.3 439 Y Frequently off-task, but

high quality work.4 421 Y ESOL, excellent in

discussion5 397 Y Needs reminders to stay on

task6 411 Y Consistently on task, quiet.7 400 Y Refuses to participate in

discussions, but completes work.

8 425 Y Falls asleep in class, but has never missed an assignment.

9 399 Y Will not seek help even if it is needed.

10 415 Y Keeps those around him on task. Second highest grade.

11 398 Y Frequent refusal to work, health issues.

12 420 Y Issues with completing work.

13 528 Y Highest grade in class. Excellent in discussion.

14 404 Y Issues with copying.15 412 Y Frequently refuses to work,

but amazing when she contributes to class.

16 402 Y Completes work ahead of class, disruptive.

17 397 Y Good in class discussion.18 392 N IEP. Frequently disruptive19 384 N ESOL, needs reminders to

do own work, not copy.20 453 Y Attendance issue.21 421 Y Issues with allowing other’s

to cheat.22 416 Y Attendance issue.23 377 N ESOL


24 411 Y Needs reminders to stay on task

25 403 Y ESOL, excellent in discussion, frequently seeks help with assignments.

*Passing Grade in Maryland is 396


Validated Practices Project Alignment Table

Objectives District and/ or State Standards

Assessment Items from Pre-and Post-assessments

Instruction/Lesson Plans

Know : Students will be able to analyze ways in which an author or director uses Gothic elements to develop tone and mood.

Do: 1. Students will examine the tone and mood in select passages of Frankenstein.2. Students will watch different film interpretations of the passages of Frankenstein in order to evaluate how each version interprets the source text and note how gothic elements contribute to the mood of the film.

1. CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

2. CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

Pre-Test will be given

Definition of Tone and mood will be discussed.

Elements of Gothic Literature will be reviewed.

How an author or director uses diction and syntax to create tone and mood will be assessed.

Warm Up: VPP pre-test

Objective: we will go over the objective as a class.

Review elements of Gothic literature.

Define tone and mood, discuss how the two are different.

Read selected passages from Frankenstein and identify tone and mood based on diction and syntax. Then we will watch film clips of the scenes and examine how the tone and mood differ in the film versions in relation to the use of gothic elements.

Closure: Think about the different versions of Frankenstein that we analyzed today.

How did the directors (film authors) portray the tone of the selected passage differently? How did the gothic elements incorporated by some directors affect the mood of the passage?


Know: Students will identify how Romanticism contributes to tone and mood in both visuals and text.

Do: 1. Students will examine romantic paintings and note the ways artists create mood. 2. Students will read sections of The Saga of the Swamp Thing and identify how the author and artists use romantic elements to create mood and tone in the comic. 3. Students will apply their new knowledge of romanticism to determine the tone and mood of a section from Frankenstein.

CCSS.ELA-LITERACY.RL.11-12.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

CCSS.ELA-LITERACY.RL.11-12.1Cite strong and thorough textual evidence to support analysis of what the text well as inferences drawn from the text, including determining where the text leaves matters uncertain says explicitly.

Students understanding of Tone and Mood will be assessed.

Elements of Romantic Literature will be reviewed.

Understanding of how an author uses diction and syntax to create tone and mood will be assessed.

Visual representations of tone and mood will be examined.

Warm-up: Students will complete a reading check

Objective: We will go over the objective as a class

Review elements of Romantic Literature.

Examine painting from the Romantic Period and identify the elements of romanticism within them.

As a class we will read a section of Frankenstein. We will identify the romantic elements of this section and determine as a class what mood and tone are meant to be portrayed within the section. Studnets will portray this passage using elements of romantic art.

Read selected passages from The Saga of The Swamp Thing and identify romantic elements both within the writing and within the artwork. Based on these elements we will decide on the tone and mood of the different passages.

Closure activity: Examine the painting below. The title of this painting is, “Wanderer above the sea of Fog”.

What is the tone of this painting? What is the mood? Would you characterize this painting as romantic? Why


or why not?


Name____________________________________________

Tone and Mood Pre-Test

Read the following passage from S.E. Hinton’s The Outsiders, to answer questions 1-5.

Five Socs were coming straight at us, and from the way they were staggering I figured they were reeling pickled. That scared me. A cool deadly bluff could sometimes shake them off, but not if they outnumbered you five to two and were drunk. Johnny’s hand went to his back pocket and I remembered his switchblade. I wished for that broken bottle. I’d sure show them I could use it if I had to. Johnny was scared to death. I mean it. He was as white as a ghost and his eyes were wild-looking, like the eyes of an animal in a trap. We backed against the fountain and the Socs surrounded us. They smelled so heavily of whisky and English Leather that I almost choked. I wished desperately that Darry and Soda would come along hunting for me. The four of us could handle them easily. But no one was around, and I knew Johnny and I were going to have to fight it out alone. Johnny had a blank, tough look on his face- you’d have to know him to see the panic in his eyes. I stared at the Socs coolly. Maybe they could scare us to death, but we’d never let them have the satisfaction of knowing it.

1. The tone of the passage is…

a. frustrated and angryb. scared and determinedc. excited and jealousd. lonely and sad

2. Which word(s) from the passage best reveals the tone?

a. white as a ghostb. desperatelyc. switchbladed. a cool deadly bluff

3. The mood of the passage is…

a. Suspensefulb. Spookyc. Excitingd. Social Justice


4. Which phrase from the passage best reveals the mood?

a. “They smelled so heavily of whisky and English Leather that I almost choked.”b. “ I’d sure show them I could use it if I had to.”c. “He was as white as a ghost and his eyes were wild-looking, like the eyes of an

animal in a trap.”d. “A cool deadly bluff could sometimes shake them off, but not if they outnumbered you

five to two and were drunk”

5. How does the setting of the passage affect the mood?

a. It allows the reader to picture the scene in his/her head.b. It creates tension because they are backed into a corner and surrounded.c. It doesn’td. Both A and B

6. Which tone is represented in the following sentence?: “You seemed so far away.” said Ms. Honey. “Oh, I was. I was flying past the stars on silver wings,” Matilda said. “It was wonderful.”

a. peacefulb. nervousc. scaredd. happy

7. What word(s) from the following passage best reveals the tone?: “You think me a fool, traveler,” Tepper said, “but I know what you’re doing. You’re the one they call the Survivor; those scars on your arms give you away. You’re a troublemaker- you travel the plantations, stirring up discontent…”

a. troublemaker, discontentb. Survivorc. traveler, plantationsd. fool

8. What phrase from the following passage best reveals the mood? An army in tennis shoes, tramping. Carrying three-foot lengths of pipe with leather wrappings. Lanyards at the wrist. Some of the pipes were threaded through with lengths of chain fitted at their ends with every kind of bludgeon. They clanked past, marching with a swaying gait like wind-up toys. Bearded, their breath smoking through their masks. Ssh, he said. Shh…. The boy lay with his face in his arms, terrified. They passed two hundred feet away, the ground shuddering slightly. Tramping.

a. “Tramping.”b. “The boy lay with his face in his arms, terrified.”c. “Some of the pipes were threaded through with lengths of chain fitted at their ends

with every kind of bludgeon.”d. “Bearded, their breath smoking through their masks.”


Use the following painting, The Savage State by Thomas Cole, to answer questions 9-10.

9. What are the romantic elements of the painting?a. Ragged rocks, mountains.b. Gnarled trees, spooky clouds, ocean.c. Focus on nature, reverence for the primitive, dramatic lighting.d. The bow is like cupid’s bow.

10. What is the tone of the painting?

a. awe struck, admiring b. Precarious, inquisitive c. Angry, frustrated d. Natural, lonely


Day 1: Tone and Mood

Standards- 1. CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

2. CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

3. CCSS.ELA-LITERACY.L.11-12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Goals- 1. Analyze and evaluate the appropriateness of a specific tone and/or shift in tone for a particular purpose, character, speaker, or situation.

2. Compare and contrast significant ideas between multiple interpretations of the source text.

Objective-Know : Students will be able to analyze ways in which an author develops tone and mood.

Do: 1. Students will examine the tone and mood in select passages of Frankenstein.2. Students will watch different film interpretations of the passages of Frankenstein in order to evaluate how each version interprets the source text.

Assessment-1. Tone and Mood AnalysisAfter determining the difference between tone and mood as a class, we will read selected passages from Frankenstein and identify tone and mood. Then we will watch film clips of the scenes and examine how the tone and mood differ in the film versions.

Criteria-1. This is a formative assessment used to help students distinguish between tone and mood. This activity should help them to prepare for the quiz on tone and mood that they will take in two days.

Possible scores:25= Worksheet filled out correctly12=Most sections of the worksheet correct2=Few or none of the sections completed

Closure Activity:

Think about the different versions of Frankenstein that we analyzed today.

How did the directors portray the tone of the selected passage differently than in the

Homework:Read chapters 19-20. Write a summary and an active reading note for each chapter.

Timing: (A-Day)Warm-up- 8 min (VPP pre-test)Objectives- 2 min


book? How did this affect the mood of the passage

Review of HW Reading- 5 minDefine tone and mood- 10 min1st Passage- 10 min“It’s Alive!” film clips- 15 min2nd Passage - 8 minGirl drowning film clip- 5 min3rd Passage- 8 minCreature request film clip- 5 minClosure- 4 minTotal: 85 min (approx)


Day 2: Romanticism, Tone, and Mood

Standards- 1. CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

2. CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

3. CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

4. CCSS.ELA-LITERACY.L.11-12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Goals- 1. Review and understand elements of Romanticism as they pertain to both literature and art.

2.Analyze visual texts in conjunction with actual text to assess the relationship of the two when creating tone and mood within a graphic novel.

Objective-Know: Students will identify tone and mood in both visuals and text in order to determine how Romanticism effects tone and mood.

Do: 1. Students will examine paintings from the Romantic era and note the ways artists create mood. 2. Students will read and illustrate a passage from Frankenstein in order to illustrate romantic tone 3.Students will read sections of The Saga of the Swamp Thing and identify how the author and artists use romantic elements to create mood and tone in the comic.

Assessment-1. Tone and Mood and images AnalysisAfter reviewing romanticism as a class we will read a selected passage from Frankenstein and identify tone and mood and create an image. Then we will read Alan Moore’s The Saga of the Swamp Thing to determine how romanticism effects tone and mood within the comic. Students will complete a graphic organizer

Criteria-1. This is a formative assessment used to help students distinguish between tone and mood. This activity should help them to prepare for the quiz on tone and mood that they will take in two days.

Possible scores:25= Worksheet filled out correctly12=Most sections of the worksheet correct2=Few or none of the sections completed

Closure Activity: Homework:


Examine this image of Frankenstein's monster from the comic series by Grant Morrisson.What romantic elements does this image portray? What are the tone and mood of the image?

Read chapters 20-21. Write a summary and an active reading note for each chapter.

Timing: (A-Day)Warm-up- 8 min (Reading check)Objectives- 2 minReview of HW Reading- 5 minReview of Romanticism-5 minReview Reading images- 5 minFrankenstein passage and notes- 10 minRomantic drawing- 5 minutes1st Section “I do”- 10 min2nd Section “We do” - 15 min3rd Section “You do”- 15 minClosure Discussion- 5 minTotal: 85 min (approx)

For Ram hour day- cut out Drawing, move faster through “I do”.Total: 68 min


Tone and Mood Post-Test Read the following passage from Stephen King’s The Shining to answer questions 1-5.

There was a sudden rattling, metallic sound behind him. It came just as he closed his hand around the doorknob, and an observer might have thought the brushed steel of the knob carried an electric charge. He jerked convulsively, eyes widening, other facial features drawing in, grimacing.

Then he had control of himself, a little, anyway, and he let go of the doorknob and turned carefully around. His joints creaked. He began to walk back to the bathroom door, step by leaden step.

The shower curtain, which he had pushed back to look into the tub, was now drawn. The metallic rattle, which had sounded to him like the stir of bones in a crypt, had been the curtain rings on the overhead bar. Jack stared at the curtain. His face felt as if it had been heavily waxed, all dead skin on the outside, live, hot rivulets of fear on the inside. The way he had felt on the playground.

There was something behind the pink plastic shower curtain. There was something in the tub.

1. The tone of the passage is…

a. frustrated and angryb. scared and tensec. excited and jealousd. lonely and sad

2. Which word(s) from the passage best reveals the tone?

a. leaden step, hot rivulets of fear, jerked convulsivelyb. bones in a crypt, rattle, now drawnc. pink plastic, heavily waxed, somethingd. electric charge, metallic sound, doorknob,

3. The mood of the passage is…

a. Somberb. Sadc. Excitingd. Frightening

4. Which phrase from the passage best reveals the mood?

a. “The shower curtain, which he had pushed back to look into the tub, was now drawn.”b. “There was something in the tub.”


c. “…an observer might have thought the brushed steel of the knob carried an electric charge.”

d. “The metallic rattle, which had sounded to him like the stir of bones in a crypt, had been the curtain rings on the overhead bar.”

5. How does King’s choice of detail effect mood and tone?

a. They the reader to picture the scene in his/her head.b. He brings certain minor things into sharp focus, heightening the reader’s mental

senses. c. He allows the reader a glimpse into Jack’s mental state throughout the scene.d. All of the above

6. Which tone(s) is represented in the following passage?: “Are you poor?” I couldn’t lie to her anymore.“Yes,” I said. “I’m poor.”I figured she was going to march out of my life right then. But she didn’t. Instead she kissed me. On the cheek. I guess poor guys don’t get kissed on the lips. I was going to yell at her for being shallow. But then I realized she was being my friend. Being a really good friend, in fact. She was concerned about me. I’d been thinking about her breasts and she’d been thinking about my whole life. I was the shallow one.

a. goofy, b. Sarcastic, amazedc. Frightened, anxiousd. happy

7. What word(s) from the following passage best reveals the tone?: Clenching her jaw, she started sorting through the pieces. Carefully. One by one. Her fingers trembled over every mangled screw. Every bit of melted plastic. She shook her head, silently pleading. Pleading.

a. jaw, pieces, meltedb. mangledc. clenching, trembled, pleadingd. silently

8. What is the mood of the following passage?:“I’ve done it!” he yelled. “I’ve done it first time! I’ve done it I’ve done it!” He pulled himself up through the gap in the floor and started prancing and dancing with joy. “Come on up!” he sang out. “Come up and see where you are my darlings! What a sight for a hungry fox! Hallelujah! Hooray! Hooray!”

a. Exuberant, triumphantb. Hungryc. Peaceful, melancholyd. Inquisitive


Below is the painting Wanderer Above the Sea of Fog by Caspar David Friedrich, use it to answer questions 9-10.

9. What are the romantic elements of the painting?a. Ragged rocks, fog, mountains.b. Mountains, cane, blonde hairc. Focus on nature, introspective tone, solitude.d. The character’s clothing is similar to the cover of a romance novel.

10. What is the tone of the painting?

a. Introspective, peaceful b. Precarious, inquisitive c. Angry, frustrated d. Natural, lonely

vpp

Documents

ell students

specific class

frankenstein text

minute class periods

days of lessons

pre test w student artifacts

post test w student

student reading scores