Georgia Standards Lesson Plan Format

Name: Kristie Kannaley

School: Lost Mountain Middle School

Lesson Title: Movie Moods

Annotation: We will begin the class with a journal entry followed by a mini lesson on compound sentences. These two parts will be combined when the students go back to their journal entries to see if there are too many simple sentences and to turn them into compound sentences. Additionally, the students will be exposed to mood in the framework of music and images. The students will have to “read” multiple texts at the same time and form their own interpretations of how music and pictures can influence mood. EQ: How do multi-media texts establish mood?

Primary Learning Outcome: The primary learning outcome is that students will be able to analyze mood within juxtaposed texts. By the end of the lesson, they should understand how authorial tone can influence the mood of the reader/viewer in several different formats. Additionally, the students should understand the difference between simple and compound sentences and should be able to produce them by the end of the class period.

Assumptions of Prior Knowledge: Students should know what a simple sentence/independent clause is prior to this lesson. Additionally, they should know the difference between a subject and a predicate. They have been practicing these concepts for weeks through their daily grammar practice and should therefore at least be familiar with the terms and concepts above. Also, the students have been introduced to FANBOYS, but they may not remember what the acronym stands for or understand how to use the conjunctions to combine sentences.

Assessed GPS’s:
ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

ELA6W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.

ELA6C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats.

National Standards:

Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

  1. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Materials: Journal Prompt handout, “Simple vs Compound Sentences” Handout (class set), CD with music tracks , computer/stereo to play CD, “Movies and Music” PowerPoint, document camera

Total Duration: 50 Minutes


1. Class will begin with a journal entry that asks the students to respond to the following quote: “You determine the way readers will view a setting or react to a sequence of events, simply by the way you choose to describe it. Prose description is analogous to the soundtrack of a movie. How would the audience have reacted to the shower scene in Psycho if, instead of using terrifying music, the soundtrack played a frolicking tune lifted from a Walt Disney movie about otters?” – Kevin Anderson, novelist. The students must write at least six sentences. The instructor will display the journal entry on the document camera, and the students will have about ten minutes to respond. Be sure to note that the students should not answer the question the quote asks. Instead, they should respond to the meaning behind the quote.

2) The class will then discuss their responses as a large group. The teacher should prompt the students by asking how they think music can influence movies, why directors choose different tracks for different moments in films, and how music can establish mood in a movie. While the students are discussing, the instructor should give each student a “Simple versus Compound Sentences” handout. This should take about five minutes.

3) Next, the class will shift to a grammar mini lesson. The instructor will write the numbers one and two on the board and lead the students through the handout by asking them to explain what is needed to create a simple sentence. After the students answer, the teacher will write the two components next to the numbers. After that, the teacher will explain to the students that simple sentences can have compound subjects and compound predicates and NOT be classified as compound sentences by using the examples on the handout. Then, the teacher will explain that compound sentences are simply combinations of simple sentences and will write the following formula on the board: Simple sentence + comma + coordinating conjunction+ simple sentence = compound sentence. The students will probably not be familiar with the term “coordinating conjunction.” The teacher will write the acronym FANBOYS on the board and have the students respond to which conjunction matches with each letter (the students have been exposed to this acronym before). The teacher will read the example of the compound sentence off of the handout. This should take about ten minutes.

4) After that, the students will be given a few minutes to practice the new concept. They will be asked to return to their journal entries and either 1) underline a compound sentence they have already formed or 2) combine two sentences to make a compound sentence. A few students will be called on to read their sentences. At this point in the lesson, it is important to remind students about the comma that goes before the conjunction. This should take about ten minutes.

5) After the grammar lesson, the students will be instructed to take out a clean sheet of notebook paper. The instructor will let them know that they are about to hear clips from five different songs. They should draw a different picture that represents the mood they get from each song. Each picture should be numbered in correspondence to the song played. For example, the first song should be labeled # 1, and the second song should be labeled #2. Then, the teacher will play the first 30 seconds of five songs on the music CD.
Song number 1 will be track 2.
Song number 2 will be track 6.
Song number 3 will be track 5.
Song number 4 will be track 9.
Song number 5 will be track 12.
This should take about 5 minutes.

6) Once all of the clips have been played, the students will be informed that each song will be played again, but this time, there will be a PowerPoint picture to accompany each one. The students will be instructed to write three to five sentences about the mood created with each song and picture combination. The pictures do not match the songs very well, which should make this a fairly difficult task. Each clip will be played for about forty five seconds, and the teacher should switch the picture at the end of each track. The pictures are arranged in the order of the songs that will be played on the “Movies and Music” PowerPoint. This should take about 5 minutes.

7) The remainder of the class will be spent discussing the students’ reactions to the texts. We will discuss each PowerPoint picture and how it did not seem to match the song. The teacher should ask the students how the viewers would be effected if they were watching a movie with this type of juxtaposition. This should take about ten minutes.

Assessment: The students will be assessed of their understanding of simple versus compound sentences through the edits they make on their journal entries. The placement of the compound sentence within the paragraph will be used to assess their organization and sentence fluency. Furthermore, the students will be informally assessed of their interpretation of different genres through their drawings and short paragraph responses to the music clips and pictures.

Extension: Students who already understand these concepts should work on incorporating them together. For example, an advanced student should use a variety of simple and compound sentences in his or her paragraph responses to the music clips and pictures.

Remediation: Students who are struggling with these concepts may need more practice. If they need extra help, the teacher can provide them with worksheets from the internet that break the concepts down more simply. For example, some worksheets have two separate independent clauses and ask the students to combine them using the appropriate coordinating conjunction. This type of worksheet requires a lower level of thinking that may be necessary before the students create their own sentences.

Works Cited and Consulted:
Anderson, Jeff. Mechanically Inclined. Portland: Stenhouse, 2005. Print.

“Creating Simple and Compound Sentences.” Writer’s Choice, Grade 6. McGraw Hill Education, n.d. Web. 13 Oct 2010.

Noden, Harry R. Image Grammar. Portsmouth: Heinemann, 1999. Print.

Journal Prompt 10/25
Please respond to this quote with at least six sentences. Be sure to respond to what you think the quote says instead of answering the question it asks.

“You determine the way readers will view a setting or react to a sequence of events, simply by the way you choose to describe it. Prose description is analogous to the soundtrack of a movie. How would the audience have reacted to the shower scene in Psycho if, instead of using terrifying music, the soundtrack played a frolicking tune lifted from a Walt Disney movie about otters?” – Kevin Anderson, novelist