Lesson: Describing WHERE and WHEN for Setting

Lesson: Describing WHERE and WHEN for setting

Purpose: supplemental work on where/when for story setting.

Ellen Weber, Ed.S., CCC-SLP, 11/3/09

Student Objectives: Answering WH- questions / expressing spatial concepts / expressing time concepts / vocabulary development / constructing Subject + verb sentences / identifying setting of story

Curriculum Standards: Grades ½

ELA1R6.c Comprehension: Asks and answers (implicit, explicit, and evaluative) questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud or independently read text.

ELA1R6.l Comprehension: Recognizes plot, setting, and character within texts, and compares and contrasts these elements among texts.

ELA1LSV1.c Listening/Speaking/Viewing: Responds appropriately to orally presented questions

ELA1LSV1.d Listening/Speaking/Viewing: Increases vocabulary to reflect a growing range of interests and knowledge.

ELA1LSV1.f Listening/Speaking/Viewing: Uses complete sentences when speaking.

Materials:

1.Cards from Auditory Memory for Short Stories fun deck from Super Duper, or any other collection of very short stories that contain where and when information for the setting. (Note: if you’re into the technology, you can use the CD rom with the short stories).

2. Chart paper or available white board and marker.

Activities:

1. Create two columns on the chart paper, one for WHERE and one for WHEN.

2. As a whole group activity, read one of the stories and discuss the setting. Write the location under the WHERE side of the chart, and the time under the WHEN section of the chart. Repeat for all of the stories.

3. Break into small groups or pairs. Have students choose a book from their reading totes and tell their buddy the Where and When of the setting. Repeat for all of the books in their totes.

4. If time remains, reconvene large group and let students come to the front and share some of their settings with the class.

Carryover:

Have students note the setting info in the book they read for their daily log at home. In the morning, the teacher will ask them about the setting of the book they read as she takes attendance.