Read it, Write it, Tell it Head 11
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Annie Oakley

Mood and Setting Lesson
Emotions and Mood

Mood and Illustrations

Mood & Setting Extensions

Mood & Setting PDF Downloads

Feelings Moods and Emotions II

Complete Mood & Setting Unit


3 Mood and Setting
Episode: Annie Oakley

Lesson Overview

The purpose of the lessons in this unit is to help Ohio students in grades 3-7 learn the characteristics of the literary text MOOD and SETTING indicators that they must master for their respective Ohio achievement tests. Special care has been taken to dovetail the lessons with the indicators and the types of questions commonly asked on Ohio tests. The lessons are divided into two sections: Grades 3-4 and Grades 5-7.

Ohio Academic Content Indicators

Explain how an author’s choice of words appeals to the senses.

Explain how an author’s choice of words appeals to the senses and suggests mood.


Use concrete details from the text to describe characters and setting.

Identify the influence of setting on the selection.

Ohio Achievement/Proficiency Tests

Mood/Figurative Language Question Types

  • What was Character X feeling at Time Y?
  • Given a sentence with Word X that conveys an emotion, choose a synonym for the word.
  • How does Character X feel about Character, Object or Event Y? Write details to support your answer.
  • Why did Character X feel Emotion Y? Write details to support your answer.

Setting Question Types

  • Given an example which includes a word or phrase that describes a setting, what does word/phrase “xxxx” mean?
  • From a given list, choose the one item that was a setting for the reading selection.
  • Where is Character X going during/after a given event from the selection?

Annie Oakley
Episode Overview

This episode is about the famous 19th century American woman, Annie Oakley. In the tall tale portion of the episode, Annie saves a woman and her child from a raging fire by driving a team of horses up the side of a building and using her shooting skills.

Access this episode's Before Viewing and After Viewing discussion guides by downloading the complete unit guide.

Mood and setting Lesson

Emotions and Mood



    • Provide the students with a definition of mood that they can understand. An example is at the top of the page “Color, Feelings, and Mood.”
    • Ask the students to share a time when they were happy, when they were confused, and/or when they were grateful. Make sure the children know what the word “emotions” means.
    • Feelings, Emotions, and Mood.” Give each student a copy of the handout “Feelings, Emotions, and Mood.” Answers:

      • Part 1. After the students have completed Part 1, ask them to share their choices. Discuss why different people have different choices. Explain that authors must add more detail to help us know the mood of a story, book, play, or movie.

    For example: Some students may have pets that react strangely during storms and think that the pet’s behavior is funny. Others may be very frightened by storms while still others may feel that a stormy night is exciting.

    • Part 2. After the students have completed Part 2, ask them to share their choices.

1. A child is afraid of a huge, mean dog that is chained up next to the sidewalk where the child must walk.
2. A child is happy and excited when s/he learns s/he will be going on a vacation to Disney World in two days.
3. An adult watching a TV show that his/her children chose to watch is bored.
4. A cat is watching a mouse it wants to eat for dinner. It is waiting for a chance to pounce on the mouse.
5. An angry child is walking toward a bedroom after being grounded for not coming straight home from school.
6. A child is thinking about what his/her parents will do when they learn that s/he broke the television.
7. An adult is watching a favorite comedy show and something very funny happened.

    • Part 3. Share as desired. Answers will vary. Accept reasonable responses. For example. I knew what emotions they were feeling because of the clues in the sentence and because of my own experiences. If I know exactly how I would feel when I watch my favorite comedy show and how I would feel while I was waiting for my parents to decide what to do after I broke the TV.

    • Part 4. Share as desired. Answers will vary. Accept reasonable responses. For example:

1. A face showing fear
2. A face showing joy or excitement
3. A face showing little or no emotion
4. A face showing concentration or intentness
5. A face showing anger
6. A face showing concern, fear, worry, etc.
7. A face showing happiness or joy

 Descriptions will vary. Judge the students response to the prompt on a holistic rating scale such as the following: 4-Excellent or Superior, 3-Good, 2-Adequate, 1-Inadequate, or 0-no gradable response.

Mood, Color, and Setting Illustrations


  • Several examples of book/story illustrations which use color to help readers determine mood. See suggestions for Internet resources in #1 below.
  • Reading selections from current classroom texts, your school or local library. The following sites may help you locate local books via the Internet:
  • Student Page: “Color, Feelings, and Mood
  • Crayons, colored pencils, or fine line markers in the following colors: white, gray, black, red, yellow, blue, green, and purple. Use pure colors. For example, for blue use blue, not aquamarine, not blue-green, not cadet blue, not sky blue, not denim blue, not midnight blue, etc., just plain blue.
  • Drawing paper for each student. Illustrations could also be created on computers equipped with a drawing tablet or with graphics capable software such as Photoshop Elements, Kidspiration, Inspiration, Kidpix, Microsoft PowerPoint, etc. Share illustrations as desired.
    • Digitally created images can be shared electronically via CDs, DVDs, email, or on Internet websites.
    • Your students may wish to view the slide shows at “Illustrators At Work” for more ideas: Flash 6.0 (a free download) is required.