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Fiction Week 2

Standard from Curriculum Framework
3.4
The student will expand vocabulary when reading.
b) Use knowledge of roots, affixes, synonyms, and antonyms.
3.5 The student will read and demonstrate comprehension of fictional text and poetry.
c) Make, confirm, or revise predictions.
f) Ask and answer questions about what is read.
g) Draw conclusions about text.
Essential Knowledge and Skills
➔ use knowledge of homophones (e.g., be/bee, hear/here, and sea/see) to understand unfamiliar words
➔ use context clues to verify meaning of unfamiliar words and determine appropriate homophone usage
➔ use specific details to make, justify, and modify predictions by:
◆ identifying details from their own experiences and knowledge that supports their predictions;
◆ identifying information from the text that supports or contradicts a prediction; and
◆ revising predictions based on new understandings.
➔ gain meaning before, during, and after reading by:
◆ asking and answering questions about what is read to clarify meaning;
◆ asking and answering questions to predict what will happen next;
◆ understanding that sometimes two or more pieces of information need
◆ to be put together to answer a question;
◆ understanding that some questions are answered directly in the text;
◆ understanding that the answers to some questions must be inferred from
◆ the reader’s background experiences and knowledge; and
◆ understanding the basic lessons or morals of fairy tales, myths, folktales, legends, and fables from diverse
cultures.
➔ ask and answer questions about the text to demonstrate understanding
➔ draw conclusions about text to make meaning
I can identify the time
and place of a story,
using supporting
details from the text.
(season, time of day,
specific location)
(Including how the
setting can change in
a story)
I can identify the
prefix, root, suffix of a
given word.

I can compare and
contrast settings.

I can identify the
prefix, root, suffix
of a given word.

I can identify the
problem and
solution.

I can identify the
problem and
solution.

NO MINI LESSON
(Reading
Assessment @1pm)

I can identify the
prefix, root, suffix
of a given word.

I can identify the
prefix, root, suffix
of a given word.

I can identify the
prefix, root, suffix of
a given word.

Lesson 1: Identify Setting
Learning Target
I can identify the time and place of a story, using supporting details from the text.
Materials
● Brave Irene by William Steig
● CSP Anchor Chart
Procedures
1. Review (at their seats)
a. Remind students that we learned about the 3 elements of fiction (character, setting, plot).
We focused on the characters​ in fiction texts (refer back to T
​ he Paper Bag Princess). Ask
students if they remember the characters and some character traits that described Princess
Elizabeth.
2. Introduce (front of sofa)
a. Read the learning target and say that we will be focusing on the setting and plot this week.
b. Discuss that setting is the time and place of a story. In other words, the when and where the
story takes place. *Refer to the anchor chart on the door. **Can remember 2 w’s (when and
where)
i.
Tell students to repeat after and then whisper to a buddy.
c. Explain how setting can include the season (fall, winter, summer, spring), the time of day
(morning, afternoon, night), the year, and etc. The setting can also change throughout the
story. For example, the story can start in the morning and end at night or it can even start
from one location and change to different locations.
d. Remind students what setting is again (when and where the story takes place).
3. Read Aloud
a. Introduce the book ​Brave Irene and say that it is about a girl, named Irene, who goes on a
journey, through the snow storm, to deliver a dress her mother made for the duchess
(explain the word). Ask students if it is a fiction or nonfiction story (1 finger for fiction 2
fingers for non-fiction).
b. Tell students to get their reader voice on and as I am reading, think about where (location)
and when (past, present, future, time, season, etc.) the story is taking place.
4. Stop and Think
a. Who are the characters? (Mrs. Bobbin and Irene).
b. What is the setting so far? Where are our characters at? (Irene’s house/ bedroom)
c. What do you think the season is just by using supporting details? “Dress warmly, pudding”
and “It’s cold out there, and windy.”
d. Has the setting changed? Where is the setting now? (outside/ in the snow)
5. Review
a. What is setting? *Remember the 2 w’s (when and where the story takes place).
6. Go over the stations.
Assessment
● Discussions