MSSE 370 Model Lesson Template-Final Version

Name: George Merryman

Subject: English

Unit Topic: The Elements of Narrative Structure

Grade: 6

Lesson Topic: Setting

Guiding Concept(s): Conflict

Virginia Standards of Learning (SOLs):6.5 The student will read and demonstrate comprehension of a variety of
fictional texts, narrative nonfiction, and poetry.
a). Identify the elements of narrative structure, including setting, character, plot, conflict and
theme.
c). Describe how word choice and imagery contribute to the meaning of a text.
i). Identify and summarize supporting details.

Brief Overview (including lesson number in your unit, and a brief summary of your lesson):

This is lesson 2 in a sixth grade, beginning of the year unit on the elements of a narrative with an umbrella concept of
conflict. This lesson focuses on the role setting plays in shaping a fictional story, emphasizing the possible correlation
between setting and conflict. It is also designed to help students understand how imagery is used to vividly portray the
setting of a story. This unit involves an in class reading of A Long Walk to Water by Linda Sue Park. A book about a young
boys struggle to survive the Sudanese Civil War after losing his family and his home, epitomizing every aspect of real
world conflict to an extreme degree, and helping students recognize that conflict is a reality that must be explored. .
Essential Questions: Why is it important to explore the construction of a text? How does word choice impact the
meaning of a work?

Understand THAT (underline the GUIDING CONCEPT):

Students will understand that our everyday lives are impacted by various types of conflict, as are the
various elements of a narrative.

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Students will understand that conflict is multifaceted and impacts the world in many ways just as it
does a narrative.
Students will understand that word choice and imagery influence ones perception of a conflict.

Know:
Students will know the meaning of setting and imagery.

Students will know the elements that make up a fictional story include setting and conflict.

Be Able To (include Blooms Level):

Students will be able to identify the setting of a narrative.
Students will be able to evaluate examples of imagery and assess their impact on the meaning of a
narrative.

Stage 2: Assessment Evidence

Include AT LEAST two concrete, individual instances of formative assessment AND how these
will influence the rest of this lesson, or your next days lesson. Also be sure to indicate when
in your lesson these will take place (most likely one towards the beginning and one towards
the end)
1) In step 2 the students will use imagery to describe a setting, in writing and share it with the class.
This activity will help me determine if they understand the concept of imagery well enough to move
on to the next step.

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2) In step 4 the students will write in their journals applying their understanding of imagery, setting,
and setting related conflict to a book they are reading outside of class. This will allow me to address
minor misunderstandings through comments made on each journal entry. It will also enable me to
determine if the students are ready to move on to the next lesson.
Stage 3: Learning Plan
Before you describe specific lesson steps below, first state your Instructional Questions used
throughout your lesson (include what types of questions as well as which lesson steps they
will be used. These are meant to be discussion and guiding questions)
(ex: What method of solving for x is most effective and why? Evaluative, asked in step
2)
List of Instructional Questions (identify the type and lesson step in which the questions would
be used)
Step

Step

1
What do you know about setting? (memory)
When, in your life, has your environment created a conflict for you? (divergent)
What was the conflict and how was your setting to blame? (evaluative)
2
What do you know about imagery? (memory)
What is one example of a setting related conflict you have encountered in a negative environment
and an example of one you have encountered in a positive environment? (divergent)
How do you think word choice impacts the meaning of a work? (evaluative)

Step 3
How did the setting of the in class reading impact the story during the previous lesson? (memory)

MSSE 370 Model Lesson Template-Final Version

What examples of imagery do you see the author using and for what purpose? (evaluative)
What are some examples of setting related conflicts you are seeing in the story and what role is the
setting playing? (convergent)
Step 4
Why do you, or do you not, think it is important to explore the construction of a text? (evaluative)
What is the setting, an example of setting related conflict and an example of imagery from the book
you are reading at home? (divergent)
Step 5:
What is an example of some type of real world setting that has caused or could cause some type of
real world conflict? (evaluative)
Step 1 (Hook): (10 minutes) The class begins with an introduction to the ideas of setting and imagery and
a brief outline of the days agenda. Then students are asked what they know about setting. Several
students are called on, and the class has a brief, instructor guided discussion about the meaning of the
word setting. Next, the class is told to reflect on the previous lesson about conflict for a moment, and try to
think of one way in which setting directly impacts conflict. Once the connection between setting and man
verses his environment is established the students are assigned a think, pair, share activity. They are to
spend 1-2 minutes thinking about times in their life when their environment has caused some type of
conflict for them. Next, they are to choose a partner and spend 2-3 minutes discussing the setting of their
experiences and how it created a conflict. Finally, the class comes back together and the students are
called on to share some of their experiences with the class.
Step 2: (30 minutes) Next, the students are told to reflect on the earlier discussion of their personal
experiences with setting related conflict, and to come up with two examples of setting related conflict, one
that occurred in a setting they did not like, for example trying to stay awake during school, and one that
occurred somewhere they liked, such as standing in line for an hour, on a hot day, to ride your favorite
roller coaster. While the students are reflecting, numbered cards are dispersed. Four groups are selected
by instructing each student to walk to the corner of the room labeled with the number on the card. This
method of group assignment allows for either, randomly selected groups, or purposefully assigned groups,

MSSE 370 Model Lesson Template-Final Version

whatever the instructor deems necessary. It also gives the students a chance to move around. After the
cards have been distributed, the teacher asks for volunteers to share their experiences with the class and
writes, at least, one example from each category on the board. Next, the students are allowed to find their
groups. (5 minutes) Two groups are tasked with discussing conflicts they have encountered in places they
did not like, while two groups are tasked with discussing conflicts they have encountered in places they
enjoyed. The class is allotted 5 minutes for this activity, during which each student contributes two words,
which describe the setting of their conflict, to their respective group list. The list is written on a big piece of
sticky pad paper, and put on the board upon completion of the activity. Next, students are asked what
they know about imagery. If necessary, a teacher led discussion is initiated by writing the word imagery on
the board and pointing out the embedded root word, image. Once a majority of the class demonstrates a
functional understanding of the concept of imagery, through participation in the conversation, each group
is assigned a list from the opposite category. They are given five minutes and tasked with using imagery to
describe an unnamed setting that the other groups will need to be able to guess. The goal being to
describe it in terms that make it easy to figure out. When the activity is completed, each group takes turns
coming to the front of the room, putting their description on the board, reading it to the class, and calling
on classmates to guess the setting they have described. The class has three chances to guess, once the
setting is guessed, or the guesses are used up, the group facilitates a brief class discussion about the
strengths and weaknesses of the description, while unpacking the imagery for the class. (8 minutes)
Students return to their seats at the end of the activity, and the class is asked how they think word choice
impacts the meaning of a work? A brief discussion is facilitated by the instructor, exploring this question. (About 18
minutes for the 3 activities and 12 minutes for instruction and movement)
Step 3: (20 minutes) For this unit, the class is reading A Long Walk to Water by Linda Sue Park each day, as a
group. Prior to the reading for this lesson the previous lessons reading is recapped. The instructor initiates
a discussion of its setting, and how that setting has impacted the story thus far. Students are instructed to
pay careful attention to setting and setting related conflict, as the story is read out loud. Reading is paused
to discuss important setting related moments in the story. The reading will be paused and reflected upon
briefly, at least, once during the in class reading time. The class reads to themselves while being read to
by the teacher and/or student volunteers for 15 minutes.

MSSE 370 Model Lesson Template-Final Version

Step 4: (20 minutes) At the end of the in class reading, 5 minutes is spent discussing the imagery found in
the reading, its setting and the relationship between setting and conflict. Each student has previously
established a reading plan that involves weekly, at home reading from a book of their choice. Several
students are called on to share the setting, an example of setting related conflict and some of the imagery
from the book they are reading at home. At least two examples are written on the board. Journals are
handed back and students spend 15 minutes writing about the imagery, setting, and setting related
conflicts they have encountered in their, at home reading. The journals are collected, commented on, and
returned the next day.
Step 5: During the final 10 minutes of class, students use, at least one example of imagery in a paragraph
of no less than five sentences, which describes a real world setting that has caused, or could possibly
cause, some type of real world conflict.

WHERETO Rationale: Cite evidence from your lesson to support each of these elements
Where and Why: The goal of this lesson is for students to realize that setting is more than just the place where a plot
plays out. This lesson is designed to demonstrate that the setting impacts the story in important ways, such as
contributing to the various conflicts found in a story. Making this connection will help students begin to realize that each
element of a story contributes to its meaning and has an important impact. Furthermore, this will help students begin to
grasp the idea that conflict is as multifaceted in the real world as it is in a work of fiction. This lesson is also designed to
foster an understanding of imagery, emphasizing how it is used to shape the story though vivid and powerful descriptions
that enhance the readers understanding. By the end of this lesson the students should be able to identify the setting of a
story, describe how it is shaped by imagery, and summarize some of the ways it contributes to the developing overall
meaning of the story.
Hook and Holding: This lesson is designed to hook students by connecting the lessons material to the students lives,
thereby, helping them recognize the relevance of the subject matter. This is accomplished by allowing them to apply the

MSSE 370 Model Lesson Template-Final Version

concepts being explored to their own lives, and giving them a choice in what part of their lives to which these concepts are
applied. For example, the group discussion of places they like and dislike, which takes place in step two. The rest of the
lesson is designed to hold their attention by building on this information creatively.
Equipping: This lesson is designed to equip students for the final assessment through scaffolding, by first modeling
expectations, then allowing peer supported exploration, and finally, independent practice followed up with instructor
feedback. Modeling comes in the form of whole group discussions, shared activities and writing examples on the board,
as is seen in step two, when the personal examples of setting related conflict are written on the board. Peer supported
exploration is also present in step two, in the form of small group activities and discussion. The journal exercise and final
paragraphs represent the independent practice.
Reflect/Revise: This lesson incorporates multiple opportunities for students to reflect on and revise their understanding.
One example of this comes in step 3, when students discuss the prior days reading, then again, after the in-class reading
and finally at the conclusion of class when they complete their journal entries and final paragraphs.
Self-Evaluation: The journal entry and the final paragraph offer students the opportunity to self-evaluate by having them
create concrete examples of their own understanding that they can revisit and adjust.
Tailor: This lesson caters to a multitude of learning styles by incorporating speaking, listening, writing, and reading in both
group and independent settings.
Organize (for deep understanding): This lesson is purposefully scaffolded in a way that, first allows students to access
their prior understanding, then draws their attention to examples of the concepts they are learning, and finally asks them
to engage with the concepts by creating their own examples.
Differentiation and Modifications

In the following section consider how you would differentiate your lesson for the needs of the
students you worked with through MSSE 371 based on

Readiness: I would differentiate this lesson based on readiness through purposeful grouping.

MSSE 370 Model Lesson Template-Final Version

Interest: I have differentiated this lesson for interest by allowing the students to choose to which aspects
of their lives they would like to connect these concepts.
Learning Profile: I have also differentiated this lesson for learning profile by utilizing a multifaceted
approach that incorporates listening, speaking, writing, and hands on activities.
Students who are learning the English language (ELL) I would support ELLs in multiple ways. For
example, I would offer them translated text if necessary. I would also support their learning through
purposeful grouping with others who speak their language, when necessary and possible, but also with
students who show an interest in supporting their success. Finally, I would give them helpful vocabulary
list to study prior to a new unit. Most importantly, I would coordinate with the ESL instructor.
Students who are exceptional learners (receiving special education services, identified gifted/talented,
etc.) Students who are exceptional learners require an individualized approach, by definition. Any
effective attempt to serve their needs must begin with this approach. Individualization involves, first,
looking closely at assessment scores and academic history reports to uncover strengths and
weaknesses, and secondly, proactively seeking ways to utilize this knowledge in the classroom.

Below is a list of the academic needs of all adolescents. However, we would like you to
MSSE
370 Model Lesson
Versionneeds of your 371 student.
consider how this lesson would
specifically
meet Template-Final
the adolescent
Relevance (to self/world): This lesson is designed to aggressively guide students toward making both
personal and worldly connections to the material, by consciously requiring them to think critically in
those terms and create concrete references to that thinking.
Academic Engagement: The students are academically engaged through the constant pursuit of
understanding through discussion coupled with required demonstrations of that understanding.
Short Attention Span: Every aspect of this lesson is broken down into parts that last for no longer then
eight to ten minutes including reading time, which is broken up by purposefully integrated moments
of reflection..
Movement: The students are required to get up from their seats and move around several times
during this lesson. In step two they must move to the corners of the room to meet with their groups.
At the end of step two they are required to move to the front of the room to present their group
project. Finally, at the start of step three they move back to their seats.
Peer Interaction: The students interact with their peers in pairs during step one, in small groups, and
as facilitators during step two, and in a whole group setting, periodically, throughout the lesson.
Development of Self-Efficacy (belief in students capabilities): In this lesson students develop
understanding, largely through peer discussion, offering them the opportunity to recognize their own
ability to self-educate, thus building self-efficacy.

Rationale Options to Provide Support for the Gradual Release of Responsibility

I Do It: The teacher guided, whole group discussions include teacher provided examples of the desired
outcome.
We Do It: The teacher guided, whole group discussions incorporate student supplied examples of the
desired product.
You Do It Together: The small group activities culminate in group projects.
You Do It Alone: The journal entries and the final paragraph offer students the opportunity to work
independently.