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Lesson Title: The Short Story - Setting Day

Date: Thursday
Grade: 6
Standards LAFS.6.RL.2.5 Analyze how a particular sentence, chapter, scene, or
stanza fits into the overall structure of a text and contributes to the development
of the theme, setting, and/or plot.

Lesson Objectives:
Students will be able to identify characteristics of a setting, and describe the
setting around them based on characteristics of the element.
Introduction to Lesson (5 minutes)
Begin the class by asking students to take out their writing journals. Model taking
something out of desk or hold up a journal.
Without further direction, ask students to describe the setting around them.
This may include, what day it is, what time it is, what the room looks like, how
they feel, etc. Walk over to ELL students and work with them individually to
ensure they understand the topic and are on the right track.
Lesson Sequence
Begin lesson by allowing students to volunteer and share some of the
characteristics they wrote of their setting.
Write the offered observations on the board as students call them out. (5
Pull up the definition of setting, and traits the setting may include on the
projector. (See Appendix A)
In their vocabulary notebooks, have students copy the information for the
definition of setting.
Have students return to their journal entry and add any additional characteristics
about the setting around them they may have missed. (5 minutes)
Next, while leaving the characteristics of setting on the board, provide students
with copy sheets of paper and colored pencils/crayons/markers.
Instruct students to draw a setting of their favorite place. Encourage them to
provide as many details as they can and tell them this will be a grade and will be
hung up on the walls to show student artwork. (30 minutes)
Students will be assessed by their drawings. If the drawing shows elements of a
setting that were spoken about or introduced in class, the student will receive a
completion grade.
ESL Strategies:

Check for Understanding:

Throughout my lesson, I will be checking for understanding. While I am giving input and
modeling I will be checking for comprehension by looking for nods of heads to questions
or shaking of heads to questions. Also, as the students work on their drawings I will be
going by their groups and checking for comprehension.
Guided Practice:
I feel that while I am modeling I am giving my students the guided practice that they
need. Also, while they are working on their journal entries and drawings, I will be going
around and making sure that each student understands and is being guided properly in
his or her assignment.