Semi-Detailed Lesson Plan in English 10

Date: July 31, Wednesday

I. Objectives
At the end of the lesson 100% of the students should be able to attain at least 75% level of
proficiency to:
1. EN10LT-If-2.2.3: Determine the tone and mood;
2. EN10LC-Ih-14.3: Show appreciation for songs, poems, and other listening texts; and
3. provide understanding of the learning through performing different tasks and
activities.

II. Subject Matter

Topic: Tone and Mood
Reference: K to 12 Curriculum Guide English
Celebrating Diversity Through World Literature
Materials: Blackboard, Chalk, Video, PPT Presentation, Board, Paper Strips

III. Strategies and Procedure

A. Routinary Activities
B. Motivation
Task 1: Feel it, Pick it!
 The teacher will present a video of songs and the students will identify the
feelings/emotions associated with the presented song lyrics by posting
appropriate emojis on the board.
 Task 2: Solve the puzzle!
 The teacher will present a crossword puzzle that the students have to solve in
order for them to know the lesson/topic.
 The students will be given clues to solve the puzzle.

Clues: DOWN

1. I’m the 13th letter in the alphabet. – M

2. I sounded like the most used expression when you get surprised or excited. – O (Ow)
3. You can find me twice in Dunkin Donut and Mc Donald but not in Jollibee. – D

Clues: ACROSS

1. I’m not a milk, I’m not a coffee but I sounded like a hot beverage too – T (Tea)
2. You can find me once in New York, twice in Indonesia but you can’t find me in Alaska. – N
3. If you have an Eggplant to eat, and a pet like an Elephant and an Eagle, you surely have me. –
E
C. Lesson Proper
 TONE – is the AUTHOR’S or NARRATOR’S attitude towards the audience,
the subject, or characters. The tone influences the story’s mood/atmosphere. A
tone can be serious, sarcastic, wicked, proud, sympathetic, light-hearted,
romantic etc.

Sample passage:
He approached the task with sheer determination. He had studied his plans carefully,
spent hours preparing and was sure of his approach. The hours he spent practicing were
difficult and exhausting but he was ready. This was the year he would win the pie eating
contest at school.

According to the author’s descriptions, the tone is SERIOUS, INTENSE, FORMAL,

FOCUSED.

Examples of Tone Words:

Optimistic Formal Angry Suspicious

Straightforward Sarcastic Empathetic Disrespectful

 MOOD - is the feeling that the reader gets when reading a passage.

Sample passage:
He approached the task with sheer determination. He had studied his plans carefully,
spent hours preparing and was sure of his approach. The hours he spent practicing were
difficult and exhausting but he was ready. This was the year he would win the pie eating
contest at school.
According to the setting, the mood is PLAYFUL, INFORMAL, SILLY, EXCITING.

Examples of Mood Words

Frightened Happy Mysterious Dreamy

Surprised Annoyed Sad Suspenseful

Task 3: Get out of the box!

 The students have to identify the tone and tell the mood of the following
passages and choose the answer from the box.

Gloomy Suspenseful Loved Proud Lonely

Inspiring Romantic Annoyed Scared Frustrated

Task 4: Strip line act!

 On the next activity, the teacher will demonstrate first the things that the
students have to do.

 The teacher will ask three volunteers from the class to go in front and to act the
line that they will pick according to the tone or manner of how they will deliver
it. Afterwards, the rest of the class have to guess the tone that the speaker is
trying to portray and then say the mood that they got after hearing the line.

Sample lines:
1. Oh my, I have failing grades in Science and Math, what should I do now? My
parents won’t like it. (Say it in a manner of being frustrated)
2. I promise to love you with all my heart, my mind and my soul I will love you
until eternity. (Say it in a loving way)
3. So you think you can do it? And how are you going to do it? You are not
smart; you are some kind of a pathetic and poor kid who knows nothing but
 cry. You better just go home and play with your cats. (Say it in a discouraging
way)

D. Generalization
Questions:
1. What have you learned from today’s discussion?
2. What do you think is the relevance or importance of knowing and learning how
to distinguish tone and mood and their differences?
3. What are the literary devices that helped you to identify the tone of the author
give you the corresponding mood or feeling?
4. How do the viewed materials like video clips and listening materials such as
songs contribute to your learning today?
E. Application
Task 5: Watch, Analyze and Work!!
 The teacher will present a video about Mother’s love to her runaway daughter.

 The class will be grouped into three and will be given three different activities.

Group 1 – Using a Venn diagram, the students have to differentiate the tone and mood of
the video clip entitled “Runaway Daughter”. They have to write inside the diagram the
tone of the author/narrator in the video and the mood they felt. Similar tone and mood
may be written in the center.
TONE MOOD

Group 2 – The group has to make an infographic about the values, theme or moral from
the video. They have to include the tone of the author in making and writing the
infographic, and the possible mood that the reader may perceive upon seeing it.
Example infographics:

Group 3 – The group will be given passages and they have to identify the tone of the
author through providing evidences from the author’s choice of words or context clues.
Then, they have to provide the mood or the possible atmosphere the tone may create.
 Passages:
 Bouncing into the room, she lit up the vicinity with a joyous glow on her face
as she told about her fiancé and their wedding plan.
Tone:
Context Clues:
Mood:

 The mathematician does not study pure mathematics because it is useful; he

studies it because he delights in it because it is beautiful.
Tone:
Context Clues:
Mood:

 “Oh please, my husband,” she said to Hades, “let Eurydice be reunited with
Orpheus”
Tone:
Context Clues:
Mood:

 “To my first girlfriend, I thought for sure was the one. To my last girlfriend,
Sorry that I screwed it up, To the ones I loved, but didn’t show it enough,
where are you now?”
Tone:
Context Clues:
Mood:

F. Evaluation
Task 6: Picture and Words!
Instructions: Provide what are being asked.

1. Write down two words that describe the mood created in this
picture

2. What tone is in the passage below?

“The gym of the high school was brightly decorated. The red and white streamers
covered the walls and heart shapes were scattered all over the floor. Red glitter was
thrown on all the tables and love songs were playing in the background. The Valentine’s
dance was about to begin.”

3. What is the mood created in this picture? Write down two

words that describe the mood created in this picture.

4. What tone is in the passage below?

“The night it happened was one we will never forget. The wind was screeching outside as
rain pounded against the window. We had lost electricity hours ago and had nothing but
candles to light the house. The battery powered radio we had was broadcasting a
warning to lock your doors and stay inside; 19 there was a killer on the loose.”

5. What is the mood created in this picture? Write down 3

words.
Prepared by: Checked by:

RIO S. SOLOMON, LPT VILMA S. FERNANDO

Teacher I (English Department) HT VI – English Department