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Course: Storytelling with Pepper
9 - Mood

  • 6-10 grade
  • Intermediate

Lesson Description:

Students will learn about how storytellers create mood through word choice and sounds.  Students will choose a mood they want in their stories and adjust their word choice and sounds to create that mood.


 

Standards Covered

§110.16(16)(A)

write imaginative stories that include: (i) a clearly defined focus, plot, and point of view; (ii) a specific, believable setting created through the use of sensory details; and (iii) dialogue that develops the story;

§110.16(16)(B)

write poems using: (i) poetic techniques (e.g., alliteration, onomatopoeia); (ii) figurative language (e.g., similes, metaphors); and (iii) graphic elements (e.g., capital letters, line length).

CCSS.ELA-LITERACY.CCRA.R.4

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-LITERACY.RL.3.7

Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

CCSS.ELA-LITERACY.RL.5.7

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

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Lesson Modules


Teaching Tips:

As a teacher, you know your students. Therefore use these lessons as a guide and feel free to make adjustments that facilitate your students learning.

 

Materials to run lesson:

  • Pepper robot
  • Student computers (either individual or 1 per small group)
  • Teacher computer
  • Choregraphe program on Teacher/Student computers
  • Choregraphe file for this lesson
  • Projector
  • A place for projection (projector screen/large blank wall space)

 This module is for instructors only. See the Teaching Tips for details.


Teaching Tips:

  1. Project the observation questions on the Class View. Tell your students that “We are going to listen to the Three Little Chickens story again and then answer the questions so as you listen to the story, think about your answers to the questions”.
  2. Have students make a circle around the robot to listen to the story.
  3. Run this Choregraphe file on Pepper for this lesson.
  4. Pick 1 student to respond to the robot when the robot asks “Should the chickens trust the wolf and let him in?”. Make sure the student is facing the robot when they respond (yes/no).
  5. Play the “Three Little Chickens” story using the robot.
  6. Show the Class View directions on how to access the observation questions.
  7. Direct students to answer the observation questions on their computers.
  8. Once students are finished, show their responses on the Class View and facilitate a conversation.

As you watch, think about your answers to the following questions.



How did the ending of the story make you feel? Type your answer using only ONE word.

Why did it make you feel that way?


Teaching Tips:

After you read and discuss the 2 passages with your students. Read the 1st passage again but this time play this music in the background as you read. Then have a discussion about how adding the music may have changed their mood as they were listening to the story.

Now read the 2nd passage and play this music in the background.

HINT: If your students are younger and may get scared read the passage in a more monotone voice. Then have a discussion about how adding the music may have changed their mood as they were listening to the story.

Then have students work in their small groups. Have them choose what emotion they want their audience to experience during their story (sad, happy, mad, etc.). Then write a story. Once the students are finished have them share their stories. After the students share their stories have a class discussion around what emotion they experienced during the story. For younger students: write a few possible moods they could create to help them plan (scary, happy, mad, etc.)

Show the students the goal on the class view.

Have students begin planning what mood they want their audience to feel during their story and what words they will use to create this mood.



What mood do you want to create in your story? Type your answer using only ONE word.

What words will you use to create that mood?


Teaching Tips:

 

You have learned about how storytellers create mood through word choice and sounds.  You will now choose a mood you want in your stories and adjust the word choice and sounds to create that mood.


Teaching Tips:

If the students are struggling to get the robot to do what they want it to do - do not correct them. Instead, provide them with guide questions to assist in their development of independent problem solving skills. This takes time to build so be patient with your students.

Some examples of guide questions:

  • What is not working the way you want it to?
  • Let’s look at your code together. Can you show me where you think the problem might be?
  • What resources could you use to find the solution to your problem?


Additional Activities:

  • Have students show each other their stories.
  • Students can provide feedback on the stories.

If you are struggling to get the robot to do what you want it to do - do not feel bad about the error you made. Developing independent problem solving skills takes time to build so be patient with yourself.

Ask yourself the guide questions:

  • What is not working the way I want it to? Can I ask someone to look at my code with me?
  • Where do I think the problem might be?
  • What resources could I use to find the solution to the problem?

Teaching Tips:

Store student files: Put the student files on a thumb drive or store them in some way so that the students can continue working on their project in the next lesson.


Computers/Tablets: Make sure all student computers/tablets are plugged in.