Lesson Snapshot

1. Engage: Students will act out a short scenario with partners in front of the class. Each group will be given the exact same scenario to act out. Even though the scenario stays the same, the tone will change according to the word assigned to the group.

2. Explore: Students will analyze lyrics from two different songs, both titled “Freedom”.  After analyzing the lyrics, students will listen to the songs to confirm their interpretations of the tone. Students will then create a Two Voice Poem comparing/contrasting the tones of these two songs.

3. Explain: Students will analyze tone in small reading passages from famous pieces of writing by using the Whylighting strategy. Groups will create a claim for their tone and defend their claim with textual evidence. Groups will use the Fishbowl strategy to share their tone claims and defense.

4. Extend/Expand: Students will listen to an audio recording of the I Have a Dream speech by Martin Luther King Jr and then use the JigSaw strategy to analyze passages of the speech for tone. Students will use the C.U.S and Discuss strategy to annotate the text.  After sharing their assigned portion, students will view a Wordle visual and discuss the text as a whole.

5. Evaluate: Students will vote on a topic that is important to them. After a topic is chosen for the class, students may choose a tone word and write a paragraph addressing that topic in that tone. After the paragraph is complete, students will be required to choose a tone that is the opposite of their original tone and write a new paragraph over the same topic.  A literary analysis essay is also an option for evaluation. Students will choose a two-word tone for the I Have a Dream Speech by MLK Jr. They will write a thesis statement building a claim for that tone. The essay will have textual evidence to support the claim and commentary to offer analysis over the evidence provided.