Lesson: Describing Setting

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Lesson Objective

Students will be able to define setting as time and place in a story and to identify and describe settings in a variety of stories.

Lesson Plan

 

Standard

3.LT-U.3

I can

I can identify the setting as a time and place in a story and identify or describe the setting in a story. 

Purpose of Learning

Today’s purpose of learning is to define setting as time and place in a story and to identify and describe settings in a story.

Connection

"We've been working on…"

                                                                                                      "Today I want to teach you…"

 

“Yesterday we read a story and looked at it to identify the characters in that story.  We learned that characters can be people, animals, and personified objects that do actions in our stories.  Today we are going to re-visit that same story to learn about another very important element of a story.  This element is called setting.”

Teach/Model

10 min

T: “The setting of a story is the place AND time of that story.  Often times, the author will tell us about the setting in the very beginning of the story.  It might include years/dates, times, or places.  As we become better readers and our stories become more complex, we might read books that have more than one setting.  This makes the story especially interesting!”

T: Do a read aloud with a well-developed setting in it.  Note: “When I read this story, I’m going to be thinking about what my setting is, and what the author is telling me about them from what is written in the story.”

  • Re-read story from yesterday
  • Model thinking / Fill out Chart size setting graphic organizer

 

Active Involvement

5 min

T: Reference a story that was read to the whole class in the first two weeks of school, asking students to think about settings they noticed during that story.

S: With teacher, fill out individual setting graphic organizer, using a character in the story.  Ss will share out ideas when called on by teacher.

Link

1 min

“You’re going to go back to your seats now and get out your independent reading books.  You will have 15 minutes to read from your independent reading book, and then you will fill out a new graphic organizer about a setting you learned about in this book.  You may have to go back to the beginning of the book to find your setting.” Find graphic organizer that identifies the setting. 

Independent/Centers

30 min

S: Read for 10 min (timed), then fill out setting graphic organizer using independent reading book for 5 min (timed).

 

Centers (30 min):

Group 1: Teacher re-teaches setting

Group 2: Independent reading (new book; look for the setting here)

Group 3: Buddy reading (high and low together)

Group 4: Computer Center (story elements website)

**Exit slip: Reading or computer logs (different by group)

 

Reading Response Journal:  (5 min):

“Identify and describe one setting you read about today and describe it using the time and place.”

Small Group Instruction

See above

Share

S: Bring reading response journal to the carpet.  Teacher will call 3 students to share out what they wrote.

Assessment

Student-completed organizer

Extra Time:

Students can draw a picture of the setting in their independent reading book.  Students draw a picture and identify what the setting would be in the picture.  Teacher reads the book the Bridge to Terabithia and the students draw a picture of the setting.  Students make predictions about what is going to be happening next in their read aloud books. 

Lesson Resources

No resources at this time.

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