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EDUC 520: Term III Integrated Assignment

Analysis of TeachingLiteracy Lesson Design Draft

Student teacher: Kelsey Jurewicz
Grade: First
Lesson time: 50 minutes

Location: Penn Alexander School

Number of students: Six

Core Decisions
The curricular content goal of this lesson is for students to develop a more thorough
understanding of setting. While my first grade students already have some preexisting concept of
setting, the purpose of this lesson is to elaborate on their current knowledge and to deepen their
comprehension of this literary element. Many of my students know that setting has to do with
where a story takes place, so this lesson will emphasize that the setting also includes when a
story takes place. Furthermore, this lesson will address the idea that a setting can change as a
story progresses. Students will learn to use clues in the text and illustrations that indicate the
setting at any given point in a book. As they learn to find evidence from a book to describe
setting in terms of time and place, they will also practice applying these skills in their own
representations of given settings. In addition to these content goals, students will practice
speaking and listening skills by engaging in thoughtful discussion with their peers regarding
these literary topics.
This lesson is structured to provide students with multiple opportunities to engage with the
content. Several of the students chosen for this group either have difficulty focusing during
whole class instruction or show reticence to participate in a large group setting. I have previously
worked with some of these students in small groups and have observed an increased readiness to
participate in discussion in a small group setting. Some students in this small group also struggle
with independent work, which is why the majority of the lesson involves guided practice and
whole group instruction. At the start of the lesson, prior knowledge will be activated by asking
students to recall some of the things we can learn from the words and illustrations in a book.
Students will review what they already know about setting by differentiating between characters
and setting before moving into a discussion about the components that make up a setting. Higher
order thinking will be invoked by having students identify changes in the setting of a book and
justifying their answers with details from the text. Finally, students will complete an independent
activity that requires them to apply their understanding of setting in a creative way.
In discussing the needs of my class with my Classroom Mentor, she indicated that first graders
often struggle to understand that the setting of a story includes more than just the place. As such,
she suggested that I design a lesson that emphasizes that setting also includes the time a story
takes place. This topic is closely aligned with a number of first grade English Language Arts
Common Core standards involving identifying, describing and illustrating setting. These specific
Common Core standards are outlined in the Standards section below. Additionally, this lesson


fits in well with the literacy focus in our classroom. My Classroom Mentor follows the reading
workshop model, starting each reading workshop with a mini-lesson. Recently, mini lessons
have covered skills and strategies related to using context clues (such as illustrations) to make
inferences and predictions about the plot, characters or main idea of a book. In this lesson, we
will be using illustrations to identify elements of and changes in the setting of a story, which
applies a familiar skill to a new concept.


Lesson Design Draft

Literacy content objectives
Students will be able to distinguish between the story elements of character and setting.
Students will be able to identify and describe both the time and place of a storys setting and
recognize that the setting within a story can change.
Students will be able to invent a setting and create an illustration that represents the time and
place of the chosen setting.
Literacy practice objective
Students will engage in discussion with their peers about literary elements, taking turns
participating in the conversation and listening to their classmates.
Kid-friendly learning objectives
We can identify the characters and setting in a book.
We can describe setting in terms of time and place.
We can use details in our drawings to illustrate a setting.

Describe characters, settings, and major events in a story, using key details.
Use illustrations and details in a story to describe its characters, setting, or events.
Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one
at a time about the topics and texts under discussion).
Build on others talk in conversations by responding to the comments of others through
multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.
Describe people, places, things, and events with relevant details, expressing ideas and feelings

Lan 11/21/2015 9:42 PM

Comment [1]: You may need to focus on
just the setting for this lesson and work on
characters in another lesson, unless the
class has already studied the concept of
characters, and youre just reviewing it here.
Lan 11/21/2015 9:35 PM
Comment [2]: We can point out time and
place to describe setting


Materials and preparation

Teacher needs
Character/setting picture sort
Time/place picture sort
Chart paper (2) one for brainstorming, one for word bank
Pancakes for Breakfast by Tomie DePaola
Worksheets (6)
Students need

Classroom arrangement and management issues

Classroom arrangement
This lesson will be conducted in one of the small conference rooms at Penn Alexander. The
room contains one small circular table with room for about six students. Around the perimeter of
the room are several armchairs where my Penn Mentor and/or observing classmate will sit during
the lesson. There is a counter behind the circular table where the behavior chart and materials
will be arranged. When we enter the room, I will ask each student to take a seat at the table. The
students will remain in these seats for the duration of the lesson. In choosing where to conduct
my lesson, this room seemed to be the obvious choice. It has many affordances, including
privacy, limited distractions, proximity to our classroom and adequate seating space, which
neither the hallway nor the classroom would have provided.
Since this lesson primarily involves whole group work and discussion, students will only need
materials for the final activity at the end of the lesson. After explaining to the students what they
will be doing, I will pass out the worksheet, review the directions a second time and then place
pencils, markers and crayons on the table for students to use in completing the activity.
Management concerns
My primary management concern for this lesson is a lack of student participation. Several of the
students chosen for this lesson were selected because they have difficulty focusing during whole
group instruction in class. I have worked with some of these students in small groups before and
have found that they are much more engaged in this type of setting. In this way, the small group
itself serves as a means of addressing this management concern. Additionally, adequate time will
be taken at the start of the lesson to explicitly establish the behavioral expectations and norms of
our small group work. Furthermore, to avoid distractions, I will wait to hand out materials (when
needed) until after I have given instructions.


Plan (50 minutes)

Expectations and Norms (5 minutes)
a. Go over behavior expectations and norms for small groups with anchor chart.
i Small group rules anchor chart:
1. Give thoughtful feedback
2. Respect others and their thoughts
3. One person speaks at a time
4. Use indoor voices
5. Participate
6. Stay on task
b. This review of norms and expectations will involve a discussion of what each of these
small group rules means and looks like, as well as a reminder of other relevant classroom
norms (raising hands, not calling out, etc.).
Activation of prior knowledge (2 minutes)
a. Ask students to recall what we can learn from the words and illustrations in a book.
b. Answers may include references to:
Sequence of events
Fact vs. opinion
Point of view
Character vs. setting (5 minutes)
a. Ask students to provide definitions of character and setting. (Note: if definition of setting
is incomplete, let it go for now since this is the focus of the remainder of the lesson).
b. Ask each student to provide an example of either a character or a setting from Junie B.
Jones, which my Classroom Mentor reads aloud every day after lunch. (Note: this
activity incorporates higher order thinking because it asks students to apply their
understanding to a context in which they have not previously discussed the elements of
character and setting).
c. As a group, students will complete a picture sort, separating pictures of character from
pictures of setting. Each student will be called on to sort one picture independently, and
the remaining pictures will be sorted by students saying the answers as a group.
Examples of pictures in the sort may include:
i. School
ii. Teacher
iii. Home
iv. Grandma
v. Girl
vi. Playground
vii. Farm

Lan 11/21/2015 9:40 PM

Comment [3]: I wouldnt consider this the
hook for the lesson, though it is a good
idea to review group norms at the beginning
of the lesson, especially if this is a routine
done by your collaborating teacher.

Try to come up with a hook to get the
students hooked into the lesson and/or the
story youre going to read. For example, you
can ask them to talk about something they
recently did, where it took place, and what

Lan 11/21/2015 9:40 PM

Comment [4]: You may need to ask a
more specific question.

Lan 11/21/2015 9:51 PM

Comment [5]: I suggest contextualizing
these such that the places and characters
are from the book thats being used in this
lesson. See comment 7.


viii. Chicken
A closer look at setting (10 minutes)
a. Draw students attention to the fact that some of the setting pictures are the same place.
b. Ask students what differences they notice between two pictures of the same place, for
One picture shows a school in the fall, and one picture shows a school in the
One picture shows a playground in the daytime, and one pictures shows a
playground at night.
c. Ask students what clues they used to determine that it was [fall, winter, daytime,
nighttime] in each picture. (Note: this activates higher order thinking by asking students
to defend their assertions with evidence from the picture).
d. Ask students if the two pictures of a school are different settings. Repeat for the two
pictures of a playground.
e. Explain to students that the setting includes both the place and time of the story (in other
words, the where and the when). Sometimes the author also provides us with information
about the environment, such as the weather. We need to visualize the setting of a story in
our head to understand the story more completely. (Note: environment will not be
emphasized in this lesson but is referenced for students who quickly grasp the elements
of place and time).
Brainstorming (3 minutes)
a. As a group, we will use a chart to brainstorm some examples of time, place and
environment. Ask students to think about the settings in their everyday liveswhere they
go, at what time, etc. The resulting product may look something like this:
Place (where)

Time (when)


Interactive read-aloud (10 minutes)

a. Tell students that we will be acting as detectives today. Ask them if they know what a
detective is, show them a picture of a detective and discuss what a detective does. Have
students put on their imaginary detective hats and pull out their imaginary magnifying
glasses so that we can look for details in the illustrations of Pancakes for Breakfast that
give us clues about the setting of the book.
b. Read Pancakes for Breakfast (wordless book), pausing periodically to discuss the setting
in terms of time and place, as well as the changes in setting throughout the book. Have
students point out specific details in the illustrations that helped them figure out the
setting on a given page. (Note: this involves higher order thinking because students are
being asked to justify their claims with specific evidence from the illustrations).

Lan 11/21/2015 9:47 PM

Comment [6]: I suggest working on just
time and place because those aspects are
part of the learning objective for this lesson.
You might do a follow-up lesson on the

Lan 11/21/2015 9:50 PM

Comment [7]: For cohesion, would it be
possible to make the entire lesson based on
Pancakes for Breakfast?


c. As we work through the book, we will, as a group, create a chart displaying the different
times and places from the story to track the changing setting of Pancakes for Breakfast.
This chart will serve as a word bank for the independent activity students will engage in
at the end of the lesson. The chart will end up looking something like this:


d. At the end of the read aloud, emphasize that the setting can change as a book progresses
and have students recall details from the illustrations that indicated the setting had
changed. Have students compare and contrast the setting at different points throughout
the text.
Independent activity/ assessment (15 minutes)
a. As a closing activity (and form of assessment) students will illustrate a setting that
incorporates both time and place.
i. Tell students that they will be illustrating a setting. Emphasize the importance of
including details so that someone looking at the picture will know both the time and
place. Review the role of setting in helping a reader visualize the story in their mind.
ii. Show students the worksheet (attached at the end of this lesson plan) while giving
directions, but wait to hand out worksheet until after directions have been given.
iii. Instruct students to use the chart we created as a word bank to choose a time/when
from Pancakes for Breakfast.
iv. Ask students to come up with their own place/where for their illustration.
v. Give students some time to think about the time and place they will illustrate and
what details they will include in their drawing. (Note: by asking students to create
their own setting, this activity involves application of knowledge and thereby
incorporates higher order thinking skills).
vi. Have students turn and talk about their ideas before they begin drawing.
vii. Hand out worksheet, pencils, markers and crayons.
viii. Tell students to write the time and place prior to beginning their drawing. Point out
that the worksheet contains a line for environment. If students would like to accept
the challenge of adding this third element to their illustration, they may do so, but
they are only required to include time and place.
ix. When students are finished, I will collect the worksheets and we will return to the

Assessment of the goals/objectives listed above

The primary assessment of this lesson will be the closing activity where students are asked to
illustrate a setting. I will be looking to see that students have correctly identified both a time and
place for their setting, matched their illustration to the selected time and place and included an
appropriate level of detail in their drawing. This activity provides students with an opportunity to

Lan 11/21/2015 9:53 PM

Comment [8]: A lesson closure is usually
something short, e.g., an exit ticket. This
part seems to be one of the core activities of
the lesson.

Lan 11/21/2015 9:58 PM

Comment [9]: Consider asking students
to draw a picture about a part in the story
they would need to include details to show
the time and place. Perhaps what you have
here could be used as a follow-up or
extension activity.


apply and demonstrate their understanding of setting and will allow me to determine each
students progress in achieving the stated learning objectives. Furthermore, our group
discussions during the other components of the lesson will provide substantial insight into each
students ability to identify, interpret and describe setting.

Anticipating students responses and your possible responses

Management issues
Scenario 1: Students are disengaged and not paying attention during the lesson.
Response: Remind students of the behavioral expectations and norms. Direct questions at
specific students to keep their attention rather than only calling on students that raise their hands.
Scenario 2: Students are not using their time wisely during independent work time.
Response: Ask questions to guide student work (ex. Can you tell me what setting you are
illustrating? What details could you include so that someone looking at your drawing would
know it is [winter, daytime, school, etc.]?)
Response to content of the lesson
Scenario 1: Students are having difficulty getting started on the independent assignment.
Response: If students have not yet chosen a setting, use guiding questions to help them select a
time from the word bank chart and a place that they are familiar with. If students have chosen a
setting but are having difficulty drawing it, ask them to close their eyes and picture the setting
and then describe what they see. Help them brainstorm some things that they could draw to
represent both the time and place of the setting (note: for representing time, this could also
include a discussion of what colors to use).
Scenario 2: Students assert they are finished with their drawing, but the drawing does not
represent their chosen setting.
Response: Similar to the response above, ask students to picture the setting in their mind and
describe what they see. Discuss specific details they could include to make their setting more

Accommodations for students who may find the material too challenging
For students who find the concept of setting too challenging, this lesson is structured in a way to
provide various examples and points of entry. Students will have the opportunity to brainstorm
examples of setting, identify setting within the context of a book and create and draw their own
setting. This set of activities should provide the necessary level of scaffolding to support students
at any level of beginning understanding. If students are struggling to complete the independent
activity, I will meet with them one-on-one to assist them in selecting (and writing) a setting and
brainstorming how they could illustrate that setting.


Accommodations for students who may need a greater challenge and/or finish early
Students who grasp the concept of setting easily will be provided with many opportunities
throughout the lesson to deepen their understanding by articulating their thinking to the rest of
the group. During the independent activity, these students may choose to add a third element
(environment) to their chosen setting. Although environment is not emphasized in this lesson, it
provides a means for students to achieve a greater challenge. If students finish early, they will be
encouraged to add more detail to their illustration.



Illustrate a Setting


Choose a setting to draw that has both a time and a place. You may
also add an environment. Write your setting in the spaces below

before you draw the illustration.