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English lesson plan · 7th grade (Year 8 in England) · 60 minutes

Choosing words to create a tone or mood

Vocabulary

CCSS L.7.5.CCCSS RL.7.4England: KS3 Writing (vocabulary for effect)England: GCSE English Language Paper 1 Q5

Objective and success criteria

Students will: Choosing words to create a tone or mood.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Positive, neutral or negative connotation?

Leads to: Near-synonyms: strength and shades of meaning

Materials: Word cards, A thesaurus or dictionary, A short text with the target words, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 6 min

  • Quick retrieval from earlier learning (Positive, neutral or negative connotation?). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Does the word in capitals have a positive, neutral or negative connotation here? The crowd SWARMED through the gates, pushing and shoving. (positive / neutral / negative) → negativePrompt: Denotation is the dictionary meaning; connotation is the feeling the word carries.
  2. Which word should the writer choose? A brochure wants a small flat to sound ATTRACTIVE. (pokey / tiny / compact / cramped) → compactPrompt: All the choices have similar dictionary meanings. Focus on the feeling.
  3. Does the word in capitals have a positive, neutral or negative connotation here? The meeting lasted forty minutes. (positive / neutral / negative) → neutralPrompt: Denotation is the dictionary meaning; connotation is the feeling the word carries.

Hook · 6 min

  • Show an interesting word in a sentence and ask what it might mean from the clues around it.
  • Share the objective: Choosing words to create a tone or mood. Read the success criteria together.

I do: model it · 12 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Choose the word that best creates the effect described in brackets. Grandma's kitchen was ___, full of the smell of fresh bread. (create a comforting mood)
  • Step 1: Tone and mood are built from word choice: verbs and adjectives carry strong connotations.
  • Step 2: Put it back into the sentence and read it aloud: "Grandma's kitchen was warm, full of the smell of fresh bread."
  • Step 3: So the answer is: warm
  • Answer: warm
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 12 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Choose the word that best creates the effect described in brackets. A ___ breeze rippled the surface of the lake. (create calm) (violent / savage / bitter / gentle) → gentlePrompt: Think about the feelings each word brings with it (its connotations).
  2. Which word best describes the mood created by this line? "Finally, after months of practice, she stood on the podium, gold medal gleaming." (triumphant / gloomy / indifferent / anxious) → triumphantPrompt: Pick out the two or three strongest words in the line.

You do: independent practice · 17 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which word best describes the mood created by this line? "We giggled all the way home, splashing through every puddle." (joyful / menacing / tense / mournful) → joyfulPrompt: Pick out the two or three strongest words in the line.
  2. Choose the word that best creates the effect described in brackets. The crowd ___ as the winning goal went in. (create excitement) (shuffled / erupted / murmured / yawned) → eruptedPrompt: Think about the feelings each word brings with it (its connotations).

Watch out for

  • Picking a "bigger" synonym that doesn't fit the meaning.
  • Ignoring the clues in the rest of the sentence.

Support and stretch

Support

  • Review first: Positive, neutral or negative connotation?.
  • Use concrete materials: word cards.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Near-synonyms: strength and shades of meaning.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-7.

Free lesson plan from eurekami.com/lesson-plan-builder

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Choosing words to create a tone or mood

Name

Date

Score/ 8

  1. Question 1

    Choose the word that best creates the effect described in brackets. A ___ breeze rippled the surface of the lake. (create calm)

    • A. gentle
    • B. bitter
    • C. violent
    • D. savage

Should Secondary Schools Try a Four-Day Week?

Imagine a school week that ends on Thursday afternoon. For students in a growing number of schools around the world, this is no longer a fantasy. I believe secondary schools should at least trial a four-day week. The strongest reason is wellbeing. Many teenagers report feeling exhausted by the end of the week, and a longer weekend could give them time to rest, exercise and pursue interests that school leaves no room for. Supporters also point to attendance. In one regional pilot involving twelve schools, attendance rose by three percentage points after the change. That may sound small, but across a year it adds up to thousands of extra lessons attended. Critics argue that working parents would struggle with childcare on the fifth day. This is a serious concern. However, schools could offer an optional supervised study day, run by staff and volunteers, so that no family is left without support. Others worry that students will learn less. Yet schools in the pilot lengthened each remaining day by forty minutes, so total teaching time hardly changed. A trial costs little and teaches us a lot. If it fails, we can change back. If it works, students will thank us for it.

  1. Question 2

    Read "Should Secondary Schools Try a Four-Day Week?". How would you describe the writer's tone?

    • A. furious and insulting
    • B. uncertain and confused
    • C. sarcastic and mocking
    • D. confident but reasonable

  1. Question 3

    Which word best describes the mood created by this line? "We giggled all the way home, splashing through every puddle."

    • A. mournful
    • B. tense
    • C. menacing
    • D. joyful

  2. Question 4

    Choose the word that best creates the effect described in brackets. Grandma's kitchen was ___, full of the smell of fresh bread. (create a comforting mood)

    • A. bare
    • B. warm
    • C. cold
    • D. gloomy

  3. Question 5

    Which word best describes the mood created by this line? "The empty swings creaked in the fog; nobody had played there for years."

    • A. eerie
    • B. excited
    • C. comic
    • D. cheerful

  4. Question 6

    Choose the word that best creates the effect described in brackets. The crowd ___ as the winning goal went in. (create excitement)

    • A. shuffled
    • B. yawned
    • C. erupted
    • D. murmured

  5. Question 7

    Choose the word that best creates the effect described in brackets. The old ship ___ through the freezing waves. (create a sense of struggle)

    • A. glided
    • B. battled
    • C. floated
    • D. skipped

  6. Question 8

    Which word best describes the mood created by this line? "She packed her grandfather's books into boxes, pausing over every faded note in the margins."

    • A. silly
    • B. excited
    • C. wistful
    • D. furious

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Answer key: Choosing words to create a tone or mood

  1. 1. A. gentle

  2. 2. D. confident but reasonable

  3. 3. D. joyful

  4. 4. B. warm

  5. 5. A. eerie

  6. 6. C. erupted

  7. 7. B. battled

  8. 8. C. wistful