Setting - A Mini-Lesson Using Trickster Tales (Day 2)
Lesson 4 of 14
Objective: SWBAT determine the setting of a story using words in the text and illustrations.
Modeling and Guided Practice
I told students we were going to review how to determine the setting of a trickster tale by using words from the text and the illustrations. I directed their attention to a poster describing a setting displayed on the whiteboard. I randomly called on individual students to read each item. We also discussed additional clues that may appear in a story.
We looked at the first two pages of the trickster tale we were reading. I modeled pointing out some of the clues in the text, such as “One night…,” which lets the reader know the story takes place at night. I also guided students in pointing out additional clues to the setting. One student pointed out the moon and the stars gave clues that the story is a night. I asked if anyone could tell what season it was. Another student pointed out is was probably spring because of the colorful flowers shown. We used these clues to write a sentence about the setting on the sequencing cards we were writing. The resulting sentence was, The setting is in the farmer’s field one spring night.
Students used the same strategy to determine the setting of other trickster tales and write it on the setting section of their sequencing cards. I walked around the room as students worked and provided assistance as needed.
I informally assessed students by reading their setting cards as they worked. Students were sure to look beyond location when determining the setting. They included time of day, season, etc., whenever possible.
I closed the lesson by reviewing with students the type of setting clues that can be found in stories. Students called out answers popcorn-style, referring to the poster if they needed additional ideas.