DREAMING STORYWORLD UNIT

WEEK 2 LESSON 3

YEAR LEVEL: 4 UNIT: ENGLISH STORYWORLD TOPIC: EXPLORING SETTING

MODELLING THE TEXT

LEARNING INTENTIONS OUTCOMES

Students will identify the narrative elements of
setting through images from artists and inspired
by one of the mentor texts
Students will understand how using descriptive
language can create visualisation of text
Students will be able to use descriptive language
to describe setting
Students will develop their use of adjectives when
describing setting in written text

OBJECTIVES

ACHIEVEMENT STANDARDS CONTENT DESCRIPTORS

LANGUAGE: Expressing and developing ideas

... They explain how language features, images, and
Incorporate new vocabulary from a range of sources
vocabulary are used to engage the interest of
into students' own texts including vocabulary
audiences... Students use language features to create
encountered in research (ACELA1498)
coherence and add detail to their texts.

LITERATURE: Creating literature

Create literary texts by developing storylines,
characters and settings (ACELT1794)

LITERACY: Interpreting, analysing, evaluating

Identify characterisitc features used in imaginative,
informative and persuasive texts to meet the
purpose of the text.

LESSON OUTLINE

During this lesson students explore the use of setting in narrative. Students begin with an introduction of
setting by watching a short video explanation. Students then move into using descriptive terminology to
describe setting. Various images are shown to students to analyse using the five senses template. Students
must list as many adjectives as possible that encompass each image. Following on, students then write a
paragraph in relation to an image of Tiddlick the Frog which must describe the setting. Students deepen
their understanding of adjectives and how setting works in narratives.
 STRUCTURE OF LESSON
EXPLORING SETTING

INTRODUCTION

Activity 1: Introduction Video

Students: Teacher:

Students are sitting on the carpet to watch a video
about setting
Students turn to the person next to them describing
the classroom setting through using descriptive
language
Teacher uses attention cue to have students sitting on
the carpet to watch the YouTube clip, 'What is a
Setting?'
Teacher instructs students to pair up with the person
next to them and take turns in describing the classroom
using as many adjectives as they can

BODY OF LESSON

Activity 2: Desriptive Writing from an Image

Students:
Students listen to the instructions of the task
Students using the five senses template will complete
one for each of the three prompt images
Students may engage with one another to help think of
descriptive words to describe each location
Students answer prompting questions given by the
teacher to help develop their thinking on the topic
Teacher:
Teacher will show students three images that display
different types of setting that can be real and fantasy
('Stranded', 'Teapots' & 'Mountain Pass')
Teacher explains the task that students are to write
down as many adjectives as they can think of for each
image using the five senses template
Questions to ask students: Where do you think this is?
How does it make you feel?

Activity 3: Desriptive Text

Students:
Students using the previous activity as a guide, they will
be describing the image of Tiddalaick the Frog using 8-
10 sentences to form a descriptive paragraph
Students will use descriptive language to describe the
setting
Teacher:
Teacher explains that the following activity is similar to
what has been done with the five senses template,
however this time with a different image (Tiddalick the
Frog) and writing in sentences to decribe the setting

CONCLUSION

Students: Teacher:

As a class, students engage in conversation in relation to
what they learnt this lesson
Their understanding of setting would have further
developed through the activities as setting can be
described in quite detail, which the five senses
template assissted in their thinking
As a whole class the teacher guides discussion about the
task
Questions: Has this task assisted you in learning how to
describe setting? Was there a new way you learnt today
to describe setting that you didn't know before?

*Students continue adding to the word wall that is displayed in the classroom of any new terminology that sparks
curiosity or confusion.