Lesson: 2: Setting’s Effect on a Character's Actions

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Lesson Objective

Students will be able to identify and describe how the setting affects the character’s actions.

Lesson Plan

(I)               will explain that the setting of a story affects the character’s actions in the story. For example: If there is a thunderstorm and I am outside, I may wear a rain coat and rain boots and run somewhere to take cover from the storm. If it is a thunderstorm and I am inside, I may watch the rain through my window and curl up on the couch and read a good book. The setting affects my actions. I will model using context clues and visualization to determine the setting at the beginning (page 60) of “Science Friction” by David Lubar in Tripping Over the Lunch Lady and Other Stories, edited by Nancy E. Mercado. I will discuss the time setting on page 61 and explain how the time of year affected Ms. Adler’s actions (loud display to get students’ attention after vacation). I will continue to discuss the setting and how it affects the characters’ actions as I read up to page 67. (Example chart provided.)
 
(We)           will use context clues and visualization to identify the setting and how it changes in the middle of the story. We will discuss the evidence that helps us visualize the setting on page 68. We will discuss how this setting affects the characters’ actions. For example, Ellen said, “Ewwww” and tiptoed in, George sat on a hamper and Benji climbed on a mound of dirty clothes. We will continue identifying how the setting affects the characters’ actions, stopping after page 74. (Example chart provided.) 
 
(You)          you will listen as I read the end of the chapter and use context clues and visualization to determine the setting at the end of “Science Friction”. You will explain how this setting affects the characters’ actions. You will write a paragraph explaining how their actions would have changed if the setting had been different, such as a neat bedroom. Would they have felt it was okay to hide food in a bedroom that was clean? What would they have done with their food instead?


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Lesson Resources

Direct Teaching & Guided Practice Example Chart   Notes
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