Teacher: Miss.

Hoisington Date: March 9, 2020

Class: 2Co
Time: 1 Hour

What is a Setting? Part 2

Description:
Student Information:
Previous Knowledge:
• Students had a lesson last week on setting, and we talked about setting as the time and
place of a story. Students listened to the story of The Three Little Pigs, and we completed
a story map in which we highlighted setting. Students have talked about setting before,
and most should be somewhat familiar with the term.

Summary Overview:
• This lesson will allow for me to gain better insight into whether or not each student truly
understands what setting is.
• We will begin the lesson by reviewing what we learned about setting last week, this will
be done as a whole class.
• We will move into small group work, in which students will explore various books and
look for cues of the story setting. Students will determine when/where the stories take
place, and share with the class (what they found out and how they know)
• Lastly, students will be given the opportunity to work individually to show what they
know about setting. Students will choose from a variety of magazine pictures that could
be a story setting, and students will write at least 3 sentences about the time and place and
begin describing the setting.

Objectives:
Curriculum Objectives:
General Outcomes: Students will listen, speak, read, write, view and represent to…
o GLO 1: explore thoughts, ideas, feelings and experiences.
o GLO 2: comprehend and respond personally and critically to oral, print and other
media texts.

Specific Outcomes:
o 1.1.1- Express ideas and develop understanding: contribute relevant ideas and
information from personal experiences to group language activities.
o 2.3.3- Understand techniques and elements: identify main characters, places
and events in a variety of oral, print and other media texts.
o 2.4.3- Structure texts: create narratives that have beginnings, middles and ends;
settings; and main characters that perform actions.
Lesson Objectives: At the end of the lesson, a student will be able to…
1) Define setting as the time and place of a story, by participating in class discussion and
contributing to a group activity.
2) Identify the setting in a chosen text, by working with a group to find clues about where
and when a story takes place.
3) Choose an image from a magazine and compose 3-4 sentences about the time and place
of the picture to begin thinking about describing setting in a story.

Inclusion:
Whole Class LEARNING STYLES
Groups Visual
Pairs Auditory
Individuals Kinesthetic

Adaptations:
• Students will be split into groups and be given a book to explore the setting; if needed,
students could look at a video of a story instead (a selection of videos could be available
if this is needed). These will be mixed groups; most students in the class are good
readers, but this way, the lower readers will have support with the text.
• If students struggle with writing, the second activity could be altered for their level.
These students have the opportunity to write 2-3 sentences, instead of 3-4. These students
would be required to identify the time and place of setting, with the opportunity to
describe if they have time.
• Write 3 step instructions of board for their impendent work time. Will be helpful for the
visual learners.

Materials/Resources:

• Various magazines for students to use

• ELA journals for writing
• Various books for second activity
• Sticky notes for the hook activity

Instructions/Procedures:

Introduction Time
• Begin with students at the open space, during the intro, students will
move to their desks to write their ideas and stick them onto the board.
• I See... I Think… I Wonder… Activity 10 min
o This will introduce students to inquire about a setting- what do
students see when they look at the photo, what do they think
 about when they look at it, and what might we wonder about the
setting. This will prompt thoughtful interpretation of an image to
prepare students for their individual work later on.
o Each student will have a sticky note on their desk and will choose
a question to answer; students will each place their stick on the
board under the right column.
• After completing this, we will spend a minute looking at the responses.
We will review what setting is- time and place, we use juicy words to
describe the setting. We can look for setting in the words of the story, or
pictures.
Body Time
Group Activity- • For this activity, students will be split into groups of 3
What is the or 4. These will be mixed level groups, so all students
setting? are supported.
• Each group will be given a book to look through: they
will be encouraged to read the beginning and look at the
pictures to find clues of the books setting. Groups will
be given the opportunity to share what they found in
their books.
15 min
• Make sure to wander around to observe each group and
make sure they are on task. Students are given limited
time to ensure they are on task- gives a sense of
urgency- if they have too much time, they are likely to
go off task.
• Transition: after students have shared, have students go
back to their desk to go over instructions for the next
activity.
Setting Writing • Give students instruction on the next portion of class.
This next block will be individual work, which will help
to assess student understanding of setting. Make sure to
write 3-step instructions on the board for students: 1)
Choose a magazine picture 2) Cut it out and place it in
LA Journal 3) Write 3-4 sentences about the picture
(time, place, describe)
• Students will choose a picture out of a magazine (give
about 5 minutes for this)
30 min
• They will then cut the picture out and place it into their
LA journals. Students will write 3-4 sentences about the
photo.
• One sentence should be about the time (when is the
picture taking place?) and one about the place (where is
the photo taken?). Students will also write at least one
student to describe what the setting looks like.
o They will use about 20 minutes for this portion
of class.
 • We will take a few minutes at the end for students to
share what they have written.
Make sure to read over these after class.
Conclusion Time
• Thank students for all their hard work in class. Let them know that we
will be reading a different version of The Three Little Pigs on
Wednesday.
o Bring the book, so students can see the cover of The Three Little 5 min
Wolves
o You could have some discussion and ask if anyone has any
predictions about what might happen in this new version.

Assessment:

• During this class, students will be formatively assessed using observation and individual
work. Students will participate in a group activity, and I will observe during this to make
sure each student is participating.
• I will take the written work for formative assessment to gauge the degree of student
understanding of setting. I will be looking for the identification of time and place, and at
least one sentence that describes what the setting looks like.

Teacher Notes:

• Have sticky notes placed out on students’ desk before they come in for recess.
• Books should be labelled with the name of group members prior to class starting.
• Have the book for next class available to show students the cover- this will prompt
concluding discussion.

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