Chelsea Pierson

3rd Observed Lesson Plan

Fall 2015
9/25/15
Setting Lesson Plan
Standards:
9.4 The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama
e) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras
b) Make predictions, draw inferences, and connect prior knowledge to support reading
comprehension
m) Use reading strategies to monitor comprehension throughout the reading process
11.4 The student will read, comprehend, and analyze relationships among American literature,
history, and culture.
k) Generate and respond logically to literal, inferential, evaluative, synthesizing, and
critical thinking questions before, during, and after reading texts.
12.2 The student will examine how values and points of view are included or excluded and how
(A note on the various grade levels: This course is taught to two 9th grade students, four tenth
grade students, three eleventh grade student, and two 12th grade students)
Objectives/Goals:
1.
2.
3.
4.
5.
6.
7.

Students will know what setting is

Students will know the components of a physical setting
Students will know the function of setting within literature and film
Students will be able to identify a storys setting
Students will be able to analyze the implications of a storys setting
Students will be able to reflect on the settings influence over the plot
Students will understand that a storys setting transcends beyond a simple time and place
and has a large impact on character development and plot structure.

Assessments:
Diagnostic:
Oral review of setting (1, 2)

Formative:
Students brainstorm the components of physical setting and write these components into an
anchor chart on Google Docs (1, 2, 5)
Students will discuss the ways in which setting impacts the plot and characters of a story (1, 2, 3,
4, 5, 6, 7)
Students will identify and reflect on the role setting plays in Alice in Wonderland as they read
aloud (1, 2, 3, 4, 5, 6, 7)
Summative:
Students will write a screenplay at the end of the first nine weeks. (1, 2, 3, 4, 5, 6, 7)
Students will complete an exit ticket that requires them to recall and analyze one impact setting
could have on a story (1, 2, 3, 4, 5, 6, 7)
Procedures:
Step 1 (10-15 Minutes):
What Do They Know? / Direct Instruction
I will begin this portion of the lesson by determining what the students already know through
asking them open ended questions. What is a setting? Is it only time and place?
Then, as a class, we will brainstorm setting with regard to time and place. I will ask them the
essential question, Is setting more than the backdrop of a story?
We will brainstorm aspects such as dialect, characters (does the character live in a swamp and
therefore where wellies?), expectations (isnt Wonderland run by a deck of cards? Would that
work and be accepted in any other storyline?)
I will ask the students the aforementioned open questions and scaffold them in order to get them
thinking deeper, more critically. After the questions have been posed, I will allow for wait time
so that the students might reflect before they respond.
As we determine what goes into the time and place of the setting (time, place, social
environment, atmosphere), the students will write what they find into the anchor chart on Google
Docs. Today, we will only be focusing on time and place.
Step 2 (30 Minutes):
Read Aloud/Discuss via Padlet
The students will then keep their laptops open and hop onto our class Padlet. The link will be
written on the board. On our Padlet, we will have guiding questions that will help our discussion
answer this lessons essential question: Is setting more than the backdrop of a story? As the
students read aloud, I will pause to check for comprehension, and while the students read, they
will attempt to answer the essential question. We left off reading in the middle of chapter eight,

so we will discuss the setting as Alice finally enters the garden. We will finish this chapter in
todays lesson, and if time allows, we will move further into chapter nine.
A discussion of the reading will follow and last approximately ten minutes. It will be based on
the questions posted on the Padlet.
Step 3: (10 minutes):
Exit Slip
The last ten minutes of the class will be spent completing an exit slip. The exit slip will give me
an idea of what the students are thinking about with regard to their upcoming project. It will also
give me an idea of how much the students know and how comfortable they are with setting so
far, as we will be continuing to work with setting (in literature and film) throughout the rest of
the week.
Materials Needed:
Writing utensils/Paper
Laptops
Google Docs
Padlet
http://padlet.com/cap5rc/7ouc39tqzti1
HDMI cord and projector
Anchor Chart (On Google Docs) (Appendix B, modified)
Alices Adventures in Wonderland (12 copies)
Exit Ticket (Appendix A)
Attention to Individual Student Needs:
This class has eleven students of varying ability levels. One is an English Language Learner, six
have IEPs, and all eleven benefit from slow, explicit instruction (as few have exhibited what I
would deem proficiency in typing). Many of my students IEPs require the use of a word
processor, and many have expressed the desire to use a word processor rather than pen and paper,
so I will be utilizing Google Docs in order to aid them and monitor progress, but two students
will be writing by hand, which I have approved already.
One of my students is an English Language Learner, and she will have the definitions pre-loaded
into her graphic organizer, as she types very slowly compared to her peers and becomes
frustrated to the point of distraction when she is behind. By doing so, she will be able to read the
definitions and ingest them for comprehension. This strategy has worked with her in the past, so
I will continue to use it with her during this lesson.
I will be using the Padlet app in order to allow for written and oral discussion. I want to have
everyone involved, and this app will encourage involvement from my students who are shyer and
less comfortable with the discussion format than others. Students who would prefer to write by
hand, again, will be permitted to do so, under the contingency that they participate actively
throughout.

Appendix A

Name:__________________________________________
Date:_______________

In our discussion today, rate your understanding of setting (circle one)

1) I have a very strong understanding of setting so far
2) I have a strong understanding of setting so far
3) I feel somewhat confident about setting so far
4) I do not understand setting so far

1. Name one setting where the Mad Hatter would be out of place

_________________________________________________________________________________

2. In the space below, write an idea you have for the setting of your upcoming
screenplay and how it might affect your story

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Appendix B

Setting
Element
Place
Time
Social Environment
Atmosphere

What to Look For