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Lesson Plan

Same Setting, Different Moods: Voice and Word Choice Using "Lord of the Flies" by NNWP


Subject

English Language Arts (NYS P-12 Common Core)

Grade Levels

Commencement, 9th Grade, 10th Grade


Description

Students will examine and discuss techniques that writers use to link moods to setting descriptions. Chapter 3 from William Golding's Lord of the Flies will be used as an anchor text. The class will review sections of Chapter 3 and discuss voice and word choice. Then, students will choose a mood and an interesting setting, and they will imagine a character in their chosen settings. Finally, each student will write a setting description, and he/she will attempt to establish a mood by imitating techniques that have been talked about and examined.

Website(s)

The National Writing Project
The Northern Nevada Writing Project

6-Trait Overview

The focus trait for this on-line activity is voice; establishing mood is something that authors attempting to use voice think about before writing and do while writing. The support trait for this writing assignment is word choice; carefully considered words will lead to stronger imagery and mood.

Author

Northern Nevada Writing Project Teacher Consultant Tamara Turnbeaugh

Materials

  • Lord of the Flies by William Golding
  • Copies of Mood Graphic Organizer
  • Copies of LOTF Ch 3 Graphic Organizer
  • Copies of Tone Words hand-out
  • Copies of Mood and Setting Ideas hand-out or this could be copied as an overhead transparency
  • Copies of Mood and Setting Models hand-out
  • Mood Graphic Organizer.pdf
  • LOTF Ch 3 Graphic Organizer.pdf
  • Mood and Setting Models.pdf
  • Mood and Setting Ideas.doc
  • Tone Words.pdf

    • Duration

    One 80-minute lesson

    Step-by-Step Procedure

    Anticipatory Set: Ask students to imagine an abandoned house alone on a hill. Did you automatically picture a creepy haunted house and get goose bumps? Now picture a sunny meadow with flowers. Does that make you feel happy?

    (Alternative Anticipatory Set: Show students two different pictures and have them identify the mood.)

    1. Distribute the Mood Graphic Organizer hand-out to students. Have students fill in the top of the worksheet using an easier mood, such as sadness. Have students brainstorm the words associated with sadness and identify nouns, verbs, adjectives, adverbs, and a personal connection. For example: if you were sad, what verbs might you use? Sulked, scowled, moped… What adjectives would describe you? Blue, gloomy, gray…
    2. Ask students to identify a personal experience that they connect to the mood. Personally, what do you think of when you think of sadness? Grandma's death, a fight with a friend…..
    3. Discuss with students that they will be linking mood and setting with word choices.
    4. Distribute the LOTF Ch 3 Graphic Organizer. Read aloud the first part of Chapter 3 of Lord of the Flies. (Stop at the point where the dialogue begins.)
    5. On the overhead, or board, fill in the Graphic Organizer with words and phrases from the text that give clues about the mood in Jack's jungle. (For example: Semi-darkness, frustration, mad, oppressive, harsh cry, hiss, furtive… )
    6. Skip the dialogue section and read again where Simon comes in. In this last section of the chapter, Simon goes into the jungle alone and sees a totally different jungle than Jack.
    7. Again, use the graphic organizer to look for mood clues through words and phrases: Flowers, fruit, sunlight, aromatic bushes, gaudy butterflies, danced, honey-colored, rose delicately…
    8. Distribute the Mood and Setting Model handout. Have students assemble into small groups (no more than five students) and read the models.
    9. While reading, have students highlight specific, words, phrases, and sentences in each model that attempt to make a read feel a certain emotional state of being. In each model, students should highlight only the three “best” words, phrases, or sentences that create mood for the reader.
    10. Have two groups come together and share their three examples and discuss.
    11. After you've read and discussed Golding's setting and the student samples, tell your students they will be creating an original character in an individually chosen setting, and they will attempt to create a mood as they describe the character and setting. Share with students the Tone Words hand-out and the Mood and Setting Ideas hand-out. If students are struggling with starting their pieces, you may want to brainstorm more mood and setting ideas.
    12. Allow students time to write their setting with a character and mood. Discuss the importance of word choice.

    Closure: Have students highlight three words in their drafts that they feel illustrate the mood then share with the class or a partner.

    Homework: Students should prepare another draft of their mood and setting piece.

    Extension Activity

    Golding describes one setting from two different characters' perspectives; the mood established for each character is different.  After your students describe their personally-chosen setting from one character's perspective, have them write a second description of the same place and set a different mood.

    Teachers may also want to have students share their writing with a partner or the class.

    Content Provider

    The Northern Nevada Writing Project: WritingFix


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