“Absolutely—here’s a revised prompt with the links removed and a brief review of mood to connect to the videos you’ll show. Since I couldn’t view the full videos, the review covers the lesson concepts rather than summarizing their exact content. **Copy and paste into Diffit:** --- Create a printable packet titled **“Feel It, Show It: Mood and Writing.”** **Audience:** Seventh-grade students who are lower-level learners. Use approximately a third- to fourth-grade reading level, short sentences, clear directions, and age-appropriate examples. Support students with word banks, sentence starters, models, and generous writing space. **Lesson context:** Before completing this packet, students will watch two teacher-selected videos introducing mood. Begin the packet with the review below to connect the videos to reading and writing. This lesson also introduces our novel study of *A Long Walk to Water* by Linda Sue Park. Avoid plot spoilers and do not require prior knowledge of the novel. **Learning goals:** - Identify the mood of a passage. - Explain how words and details create mood. - Use setting, sensory details, word choice, and character actions to create mood. - Revise writing to make the mood stronger. Plan for approximately **45–60 minutes of packet work**. Emphasize supported writing practice rather than lengthy reading or numerous comprehension questions. **Include these sections in order:** **1. Review: From Watching to Writing** Include this student-friendly explanation: “Mood is the feeling a story or scene creates for its audience. In a video, music, lighting, sounds, and images can help create mood. A writer uses words to do similar work. Descriptions of a place, sounds, sights, and character actions can make a reader feel peaceful, nervous, lonely, or hopeful. Imagine a quiet path. Birds sing, sunlight warms the ground, and a light breeze moves the leaves. These details may create a peaceful mood. Now imagine the same path in darkness. Footsteps sound behind you, and a branch suddenly snaps. These details may create a tense mood. The place is similar, but the details change how it feels.” Briefly explain: **Mood is the feeling created for the reader. Tone is the writer’s attitude toward the subject.** Keep the rest of the packet focused on mood. Add two questions: - What is one detail you remember from either video that helped create a mood? - How could a writer create a similar mood using words? Include sentence starters and allow students to use the review examples if they cannot recall a video detail. **2. Mood Word Bank** Provide simple definitions for these mood words: peaceful, tense, hopeful, lonely, gloomy, and joyful. Include the statement: **“I can choose words and details that help my reader feel a mood.”** Add a short matching activity using four brief descriptions and four mood words. **3. Same Situation, Different Mood** Write two original passages of approximately 80–100 words each. Both describe a young person walking along a path toward water. - Passage A should create a tense mood. - Passage B should create a hopeful mood. Do not reveal the moods in the passage titles. Use accessible vocabulary, sensory details, and character actions. Clearly label the passages as **original practice scenes**, not excerpts from *A Long Walk to Water*. Avoid stereotypes and invented cultural details. After each passage, have students: - Choose the mood from three options. - Underline two words or phrases that create the mood. - Complete: “The mood is ______. The words ‘______’ help create this mood because ______.” Then ask: **“What did the writer change to make these two scenes feel different?”** Provide a sentence starter. **4. Show the Mood** Explain that writers can create a feeling without directly naming it. Include this model: - **Telling:** “The path felt scary.” - **Showing:** “A branch snapped behind him. He stopped and held his breath.” Briefly explain how the sound and the character’s action create tension. Have students revise these sentences by adding details: - “The place was peaceful.” - “The walk felt lonely.” - “The scene felt hopeful.” Provide a small word bank for each mood and space for one or two sentences per response. Encourage sights, sounds, physical sensations, and actions. Do not require figurative language. **5. Plan Your Scene** Give this writing assignment: **“Write a 6–8 sentence scene about a young person walking toward water. Choose a tense, peaceful, or hopeful mood. Use words and details that help your reader feel that mood.”** Students may choose a familiar or imagined setting, such as a path toward a lake, stream, or water fountain. Explain that this is original fiction, not a retelling of the novel. Provide a planning organizer with these prompts: - My chosen mood - My character - Where and when the scene happens - Two things the character sees, hears, or physically feels - Three words or phrases that fit the mood - One action that helps show the mood - How the scene ends Include separate word banks for tense, peaceful, and hopeful moods. **6. Write Your Scene** Provide ample lined space for 6–8 sentences. Include optional sentence starters: - “Ahead, ______.” - “Around me, ______.” - “I could hear ______.” - “My hands ______.” - “I took another step and ______.” Remind students to include a clear setting, at least two sensory details, one character action, and words that fit their chosen mood. **7. Read and Revise** Have students read their writing to a partner. The partner should identify the mood and point to a detail that creates it. Include this checklist: - My details help create my chosen mood. - I included at least two sensory details. - I included a character action. - I used specific words. - I checked capitals and end punctuation. Require students to revise **one sentence** to strengthen the mood. Provide spaces labeled “Before” and “After.” **8. Connect to *A Long Walk to Water*** Include a brief, spoiler-free introduction: “*A Long Walk to Water* by Linda Sue Park follows two young people, Salva and Nya, in different time periods. Their stories involve water, difficult journeys, and perseverance—continuing even when something is hard. As we read, we will notice how details help create mood and how that mood changes.” Ask: - “What moods might you expect in a story about a difficult journey? Why?” - “What words or details will you look for to help identify mood?” Provide sentence starters. Explain that these are predictions, so more than one answer is possible. **9. Exit Ticket** “Copy one sentence from your scene that shows mood. Explain what you want the reader to feel.” **Teacher materials and formatting:** Use uncluttered pages, numbered sections, short directions, and generous writing space. Allow partner discussion before independent writing. Include a separate teacher answer key with passage evidence, sample responses, and possible revisions. Accept different mood interpretations when students support them with evidence. Add a simple writing rubric scored 0–2 for each category: - Clear mood - Supporting details and word choice - Complete 6–8 sentence scene - Sentence conventions Include an optional extension: **Rewrite two or three sentences to create a different mood.**”