LESSON FOUR: Story Elements/Setting
LESSON DESCRIPTION
Read Tulip Sees America while emphasizing story elements (setting).
GRADE-LEVEL EXPECTATIONS
R2C Use details from the text to make basic inferences about setting, characters and problem, predict solution, and identify events in logical sequence.
LESSON MATERIALS
§ Sources of literature
o Tulip Sees America by Cynthia Rylant
§ Supplies
o Manilla paper
o Crayons/colored pencils
o Chart paper
§ Handouts provided
o None
§ Words to know
o setting
o nonfiction
FORMATIVE ASSESSMENT
Teacher observation and student’s illustration depicting setting.
LEARNING ACTIVITIES
1. Introduce Tulip Sees America by Cynthia Rylant. Continue modeling the strategy of making connections focusing on the setting of the story.
2. Explain there are often parts of a story, or elements that help to better understand the text. tell them today’s focus is setting.
3. After reading Tulip Sees America, make a class chart of the places that Tulip went to see.
|
Idea |
As an extension activity, students could put the places into sequential order. Another extension activity involves plotting Tulip’s path on a map beginning in Ohio. |
4. Add to the classroom chart specific descriptors about each place that Tulip visited. Discuss setting.
|
Questions for Students
|
Why is the setting important? How does the setting affect the characters in the story? How does the setting change throughout the story? Why is it important for the author to give details about the setting? |
5. Students choose one of Tulip’s destinations (a setting). Students find a comfortable location in the classroom to draw a picture of a connection to the setting they chose.
6. Teacher circulates the room conferring with students about their pictures and why they have a connection to that particular setting.