Teacher: Miss.

Hoisington Date: March 5, 2020

Class: 2Co
Time: 1 hour

“The Three Little Pigs” and Setting

Description:
Student Information:
Previous Knowledge:
• Students will bring their background knowledge from life, and other stories they
have read; some students may have a strong understanding of what setting means,
and others may not.
• Students will have the background knowledge from our class yesterday on what a
fairytale is, and they should be able to discuss the elements/ parts they see when
we complete the story map.
Summary Overview:
• During this lesson, we will begin to focus on the importance of setting within the
text. We will spend some time going over the aspects of setting, what setting
means, and how we can find the setting in a story.
• To do this, we will be reading The Three Little Pigs and looking at various aspects
of setting and houses in the story. We will map this traditional version, so students
have access to the story map later in the unit when they create their own fractured
fairytale.
Objectives:
Curriculum Objectives:
General Outcomes: Students will listen, speak, read, write, view and represent to…
• GLO 1: explore thoughts, ideas, feelings and experiences.
• GLO 2: comprehend and respond personally and critically to oral, print and other
media texts.
Specific Outcomes:
• 1.1.1- Express ideas and develop understanding: contribute relevant ideas and
information from personal experiences to group language activities.
• 1.2.1- Consider the ideas of others: ask for the ideas and observations of others
to explore and clarify personal understanding
• 2.3.3- Understand techniques and elements: include events, setting, and
characters when summarizing or retelling oral, print or other media texts.

Lesson Objectives: At the end of the lesson, students will be able to…
1) Discuss the elements of a story setting by participating in a group activity to
identify picture prompts that are associated with time and place.
2) Identify and describe the setting of a story by participating in class discussion
and creation of a story map of The Three Little Pigs.
3) Share and brainstorm some ideas for their own story setting later in the unit by
discussing the time and place.
Inclusion:

Whole Class LEARNING STYLES

Groups Visual
Pairs Auditory
Individuals Kinesthetic
Adaptations:
• This class is designed with a UDL approach; no necessary adaptations for this
lesson.

Materials/Resources:
• The Three Little Pigs by Disney
• Yes/No paddles for group activity
• Story Map template

Instructions/Procedures:

Introduction Time
• HOOK: I remember, I was camping with my family, and it was deep dark
outside. We were sitting around the hot campfire and we could see bats
flying way above our heads around the trees, and I wondered what would
happen if they hit a tree? Would they fall? I remember getting up to walk
into the trailer, only 10 steps away, I grabbed for the handle and suddenly
something hit my back and I freaked out!! Turns out my brother threw a
4 min
rock at my back to scare me… I have told this story before, but people just
are not as afraid as I was when it happened… I wonder why?
• Let students know that we are going to do today…
o We are going to learn about setting in stories, this will help us
gain a better understanding of the of the stories we read.

Body Time
What is Setting? • Begin the lesson by directing students to chat amongst
New Vocabulary themselves, and answer the question: what is setting?
• After a few minutes of discussion, we will come back
together as a class and highlight some key point of the
conversation- try to keep this open and let students
express their thoughts and understandings, but if the
conversation lulls, try to add some guiding prompts: 10 min
o What does a setting look like?
o What are the parts of a setting?
o Where can we find a setting?
o Who picks a setting? Do the characters affect
the setting choice? Or does the author choose
the characters based on his/her setting?
o Is setting important to a story?
 • Students should use this time to pull on their prior
knowledge and discuss with peers about what setting
means, and what it actually is.
• After group discussion, try to highlight some of the key
take-aways that students should know about setting
(pull on some key words or points they discussed as
well!):
o The time a story takes place (past, future,
daytime, nighttime, summer, winter, etc.)
o The place of a story (school, jungle, city, home,
etc.)
o When and where
o Setting often uses describing words: bright,
warm, cold, busy, etc.
o You find the setting by looking at pictures or
reading the book
• Tell students: when you think about setting, think about
whether or not it would be important to the story if the
when/where changed.
• Transition: Get students to move to their desks for the
team challenge!
Is this setting? • Give students’ instructions on what the activity will be-
Challenge if students are sitting by themselves or at single desks,
encourage them to move in with another group.
• When a new picture pops up on the screen, you can
chat talk with your table mates and decide if it is or is
not a setting. Flip your paddle to a “yes” or “no”
o Ask a student to repeat your instructions to
ensure listening
• If we disagree on any of the pictures, we will stop and 15 min
have a quick discussion about why it is or why it is not
a setting. If the time or place of the picture changed,
would it matter?
• Flip through the photos, students should answer as
quick as they can!
• Transition: Invite students back to the carpet, let them
know to leave the paddles at their tables, and join in for
story time!
“The Three Little • Remind students about the things we might look for in
Pigs” and Story the fairy tale that would be important to remember;
Mapping students can reference the posters, and listen for things
that stand out… are there patterns of 3? Is there good
25 min
vs. evil? Does it start with “once upon a time”? (and
other story elements)
• Let students know that they are going to create their
own fractured fairy tale based on a story we read at the
 end of the unit- this means we are going to keep track
of the different things that happen!
• Tell students we are going to write down who is in the
story, the setting, the problem, the solution, the
beginning, the middle and the end.
• Begin reading the story to students, pausing
occasionally to think and ask a question. Have these
moments highlighted in the book- don’t stop too much.
o Why did one pig build his house out of straw?
o Pause and predict- 2nd house, what will happen?
• After reading, take a moment and get students to reflect
on the elements of the fairytale for the story map:
o What was the setting?
o Who are the characters?
o What was the problem? Was there a solution?
o What happened at the beginning?
o Middle?
o End?
• Make sure to record the answers onto the story map-
students will create this as a group.
Conclusion Time
• Thank students for all their hard work during this block! Remind students
that the setting involves the when and where of a story.
8 min
• Quick brainstorm- what setting might we use for our own stories? Students
should list time and place.

Assessment:
• This lesson will be mainly formative assessment. Students will participate in various
individual and group activities to learn about setting and to gain an understanding of its
importance within a text. I will make sure to circulate around the room and pay close
attention when students are working together to ensure understanding- if a student is
struggling, I will make note and make sure to circulate back and clarify things with the
student.
• This class is filled with collaborative activities, so if a particular student is not able to be
successful, I will be sure to make observational note about this and support students where
necessary.
• This lesson will help prepare students for understanding fractured fairytales next class, and
then help in planning for a house.
Teacher Notes:
• Make sure you have the paddles ready to go, and the slideshow of pictures loaded on the
screen for the setting challenge (students can do this individually or in pairs if they want)
• Ensure the story map is readily available for when you need it; have everything set into
place. This will be done on a piece of anchor chart paper.
• This lesson includes quite a bit of movement and collaboration, so have some transition
activities ready to go:
o Make sure to give warnings/ heads up
o Clap and snap to get attention
o “Clap the answer…” 2+2, 4+1
o “Goodness Gracious… Great balls of fire!”
o “Hands on top… that means stop!”

Reflection: How did the lesson go? Is there anything you would do differently next time? What
worked well/ not so well?