SMU

Lesson Plan Framework

Name:

Cayce Tabor

Subject/Grade:

2nd Grade ELA

Unit/Lesson
Topic/Essential
Question(s):

Setting

Date Turned
In:

10/13/15

Date
Taught:

Teachers Initials & Date:

Time Limit:

10/16/15

CT 10/16/15
45 mins

OBJECTIVES
a) Content Objectives
SWBAT define setting
SWBAT identify setting and characters in a story of their choice.
SWBAT hypothesize the setting of a story using clues or evidence.
SWBAT provide clues or evidence about a setting so other students can
hypothesize what their setting is.
Language objective should be included. It tells the students what language objectives
are being taught. They need to make sure that when the lesson plan is written they
understand that the language objective is correlated to what they are teaching.
b) Language Objectives (check corresponding box and include the objective(s)
below the correct objective type).
Key Vocabulary SWBAT define setting and find examples of setting in
their texts
Language Functions SWBAT identify setting in a story. SWBAT
hypothesize the setting of a story using clues from the text. SWBAT provide clues
about a given setting for classmates to hypothesize setting.
Language Skills SWBAT identify the setting in their stories.
Grammar or Language Structures SWBAT recognize setting as where
and when the story happens.
Lesson Tasks SWBAT define setting, identify setting in a story using text
clues, and provide text clues so their reader can guess the setting.
STATE STANDARDS
ELA 9(L1) Students understand, make inferences, and draw conclusions about
the elements of fiction and provide evidence from the text to support their
understanding
ELA 9(L1) identify the importance of the setting to a storys meaning, use text
evidence to identify the time and place of a story, and analyze how the time and
place contribute to the meaning of a story.

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Lesson Plan Framework

Assessment
CCRS: Problem solving, applying previously learned knowledge to new situations.
ELPS
C(3)(E) Share information in cooperative learning interactions
C(3)(G) express opinions, ideas, and feelings on a variety of grade-appropriate academic
topics
C(2)(I) demonstrate listening comprehension by following directions, retelling or
summarizing spoken messages, responding to questions and requests, collaborating with
peers, and taking notes
Informal assessment: Student setting and characters tagged in their stories, students
ability to guess the setting based on clues, and students ability to provide clues so others
can guess the setting.
ELL Authentic Assessment Listening for ELL responses of text clues for determining
setting. Reading ELL clues for setting.
Materials
Various narrative books
Setting guess cards
Smartboard setting activity
Post-it notes
Exit tickets

Procedures
This is your step-by-step plan for the entire lesson. It should be written in enough detail so you
could post it on the internet for other teachers to use.
Provide a time estimate as well as either a script or bulleted items of things you will say/do.
Writing
A. Introduction/Motivation (Set Induction/Anticipatory set)
(7 minutes)
(Hold up various narrative books.)
A setting is the where and when a story takes place. A story can take place in outer
space or on a farm. It can take place in the future or in the past.
What do you think the setting might be for these stories? What clues helped you know
that?
In this movie, youll learn about different settings and how the setting can change in a
story. You'll explore how the setting can help set the mood, or feeling of a story. How
might a dark forest setting make you feel?
(Brainpop Jr. Video about setting)
https://jr.brainpop.com/readingandwriting/storyelements/setting/
Today we are going to explore why setting is important. We are going to use clues to
identify where and when a story takes place, then YOU are going to have a chance to
give clues about your very own setting.
B. Lesson Activities Sequence and Procedures:
(5 mintues) Guided Practice
Just like we learned in the video, sometimes authors dont come right out and tell us what
the setting is. Sometimes we have to use clues they give us. (Pull up Smartboard activity)

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Lesson Plan Framework
I am going to give you clues, detectives, and I want YOU to see if you can guess where
the setting of this story might be. (Go over examples together). Have students turn and
talk before guessing what the setting might be.
(15 minutes) Independent Practice
Now its your turn to be the writer and give clues about your setting. You are each going
to get a picture of a setting. But this setting is a secret! Dont let anyone see what yours
is! You are going to give 3 clues about your setting so that your friends can guess what
your setting is. Remember, you can give clues about your setting like where characters
live, what the characters dress like, how they speak, how they travel or get around. Or
you could describe what you would see in that setting. Remember, your setting is a
secret! Put up your privacy office so no one sees. Then we are going to try to guess one
anothers setting using our clues!
Brain Break (3 minutes)
(10 minutes) Share clues and have students try to guess setting. Facilitate discussion
about which clues were the most helpful in guessing the setting, and why.
C. Closure
(5 Minutes) Today we learned what setting is, how the setting of a story can change, and
how authors sometimes give us clues about what the setting is rather than coming right
out and telling us. Turn and talk to the person next to you about what setting is.
Today we learned that setting is not only where a story takes place, like a forest or on the
moon, but also when, like whether it is in the past, present, or future.
(Pass out exit ticket) Now for your exit ticket today, I want you to take your index card and
I want you to write what a setting is. On the other side, I want you to write an example of
a setting and write what mood or feeling this setting would give a story.
(If extra time is left, have students draw themselves on a large, blank piece of
construction paper. Then have them create their own setting, being sure to draw clues
that would help a reader know when and where the story is taking place.)

Differentiation/Accommodations/Modifications
What you will do for students with special needs, with varied instructional levels, and/or different
learning styles.
English Language Learners How you will differentiate within the four levels of language. It
can be as simple as making sure there are visuals, grouping, rewording of information, accepting
less than precise answers to questions (global to precise),
Beginner
Intermediate
Advanced
Advanced High Allow for extended processing time, provide visual with setting anchor chart
and smartboard activity, repeat directions more than once.
Appendix to Lesson Plan
I.

Teacher instructional Strategies/Materials and Rationale for these strategies.

Students will brainstom what the setting might be based on their clues so more
advanced learners can provide peer support to developing learners.

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Lesson Plan Framework

II.

III.

Students will apply their knowledge of settings in a meaningful way by coming up with
their own clues for setting.
Organization of students.
Table groups (4-5 students) students will work with table group to identify setting
from the clues given so more advanced students can mentor and provide modeling
for less advanced students.
Pairs (2) students will think-pair-share with one or two other students to clarify their
ideas
Independent students will work independently for assessment purposes
Management Strategies: Describe your strategies for the following (as applicable)
Securing attention Class class yes yes; 123 eyes on me 1, 2 eyes on you
Distributing/collecting materials, supplies, or completed work have student
helpers pass out papers, students turn in papers to the turn-in tray
Transitions students will quietly and calmly walk from carpet to their desks
between transitions
Movement students will stay in one place, criss cross on the carpet and will stay
in their chairs during independent/group work.
Monitoring teacher will circulate the room to monitor student understanding and
identify any misunderstandings
Anticipating possible need for redirection reminders and body checks on the
carpet to remind students of how they should look and sound, reminders of
expectations for group and independent work
Special management considerations for students with special needs students
with attention or speech accommodations will receive extra reminders to say on task
or will receive extended wait time for responses.