Class Visit Planning FormCourse Title : Setting Teacher : 4th grade: RaineyToday’s Date 10/13/2010 Visit Date(s) 10/20/2010 ____________ Period(s) 1Grade 4th Number Assigned Sections : 1 1. Briefly describe the project/activity:TSW identify, discuss and describe the setting (e.g., environment, time of day or year, historical period, situation, place) of the story or literary text. Students will be review what setting is, and then using a Smartboard lesson I found, I will show them some concrete examples of setting. In their table groups they will complete a worksheet (see attached) which has them brainstorming different stories that take place in different settings. There will also be another whole group activity where students will think of people/things that they would usually find in a particular setting. Finally, to assess their learning I will give them a short quiz (see attached) at the end of the lesson. 2. Content goals/Standards : Literature S2: The student will respond to a variety of textsB1: The student uses literary concepts to respond to text I2: identifies and describes the setting(e.g., environment, time of day or year, historical period, situation, place) of the story or literarytext. Library Science 5:1:2: analyzes elements of a story, including theme and plot. 3. Information skill goal(s)/standard(s): Circle all that apply: Defining problem Locating/Searching Analyzing Documenting/Ethical Use Organizing/Synthesis Communicating Evaluating/Reflecting Other:__________________ 4. Assignment begins 10/20/2010 Assignment is due 10/20/2010 5. How will students define the research problem/question/thesis?As a whole group: I started out having a picture of a jungle scene on the Smartboard and asked the students what setting was? I then referenced the picture and asked them “if this was a picture in a story, what would the setting of the story be?” “How did you know?” We will define what setting is (ie: time of day, where and when the story takes place) and use that definition to help then figure out the setting in the examples I show them and in their small group activity.
6. What types of materials will students be using? Free Web Online Subscription Databases Specify______________________ Periodicals Books CD-ROMs Audiovisual DVD, Video, etc. (SmartBoard) Pencil /Paper List any specific or major resources you’d like the students to use: Smartboard lesson found at http://www.exchange.smarttech.com/search.html?m=01&q=setting&sbj ***** this is the lesson I used, check it out***** List any materials you would like excluded from use: None 7. Expected product(s) : In groups the students will brainstorm stories that take place in certain settings. (ie: name a story that takes place in the future. See attached worksheet. 8. How will the final product be assessed? There will be an assessment at the end of the class period. A;SP (see attached) 9. Would you like the teacher-librarian to help you prepare a Web guide page or pathfinder to guide students to resources? Yes No Let’s work on it together! Suggestions: Discussed the need to reinforce setting with her class, since it will be on state assessments. I was in charge of planning the lesson though.10. Do your students require any special technology preparation or presentation? They will be using the SmartBoard, but have already been trained on this technology11. Are there learning differences that may need to be addressed for this assignment? ESL students, but has been determined that the lesson is on their reading level.12. If you plan to put materials on reserve, which type of loan would you prefer? Which materials should be set aside? Type of loan: Normal circulation Overnight Room use Other (list): No materials to loan13. Would you recommend we notify the public library of this assignment? Yes No Any specific advice:
14. Notes, suggestions, plans, stuff we should discuss?– Discuss with students how to look for clues about the setting, visualize the setting, and theyneed to “read between the lines” to find what the setting is and to learn more about charactersand the mood of the story.Assessment Feedback: During the class I went over the quiz with the students and they gradedtheir own. After checking all 21 quizzes I found that only 1 missed more than two questions. Ifelt like the 4th graders were confident in their knowledge of setting, and if I did this lesson againI would most like be with a younger grade level. I also searched Timmerman’s database andfound many resources for teachers and students about setting (ie: books/ videos). Though youcan discuss setting with most any book checked out.ATTACHED BELOW:1: Group Activity Worksheet2: Assessment
Name____________________1. The setting describes A. The main characters in the story B. The time of day the story is taking place C. Where and when (time period) the story is taking place D. Both B and C2. To determine setting of a story you can look at the… a. Pictures b. Descriptive words in the story. c. Page number d. Both A and B3. What is the setting in this picture A. School B. Swimming pool C. Carnival4. Sue was sitting on the bench, anxiously waiting for the coach to put her in the game. Finally after what seemed like hours she heard the magic words “Sue, you’re in.” Sue jumped up and ran out onto the court. Her teammate passed her the ball and dribbled down the court, and laid the ball into the net. Where does this story take place? A. Soccer field B. Classroom C. Basketball court
Reflection: The lesson went really smoothly in my opinion. I started out having a picture of a junglescene on the Smartboard and asked the students what setting was? I then referenced the pictureand asked them “if this was a picture in a story, what would the setting of the story be?” “Howdid you know?” I then progressed through a few more pictures asking the same thing, and tomake sure they understood I asked them to give a thumb up/down if they agreed with the answerthe student I called on gave. That worked really well, and it’s a great way to quickly check forunderstanding. After we did several examples I then had each table group (5-6 students pertable) complete the group activity. I made sure to tell the students that they could use the samebook/movie for different settings but I wanted then to be creative! This is also a great way tomonitor their understanding because I can go to each table and listen to their discussions andlook at the answers they have written down on the worksheet (listed above). After the groupactivity we came back together and shared our answers, which they loved! Some table groupshad the same answers, which the students gladly pointed out! I then progressed form havingpictures to describe the setting to having paragraphs that they had to, “read between the lines” tofigure out what the setting was. They caught on really quick, and had little trouble figuring outwhat the setting was. By this time, I determined that I had to wrap things up, so I could give theassessment. Each lesson is 40 minutes, and I the sharing during the group activity took a bitlonger then I would have liked. I was still able to get through everything I needed to. From theformal assessment, I was able to determine that this class has a clear understanding of setting. Nostudent missed more than 1 question. Before they left, I was able to go over the quiz with them,so they knew how they did. I did not make them do an exit question, because of the timeconstraints, and I felt that going over the quiz reinforced what I was trying to teach. As for
accommodations, there was none to be made. Before the lesson, Carol and I went through thelesson and determined that Smartboard lesson I had picked was not above any students readinglevel, and the ESL students would be able to keep up. There are also no special educationstudents in the class, so there were no specific accommodations to be made there. If a studenthad trouble with a word when they read a question I helped then sound it out ect. I chose to justuse the Smartboard lesson for this. However, I am sure that I could have used a video, or someother means to get my objective across. The students love the Smartboard because it is sointeractive. They can come up and manipulate it and write on the board with the special pens.Furthermore, I felt like I hit a lot of different learning styles. I lectured; I had hands on activities,and group collaboration. I had so much fun planning this lesson, and teaching it to the students. Ithink the only change that I would make is that I would adjust this lesson for a younger gradelevel; I felt that while it was a great review for 4th grade, I think it would be better suited for ayounger grade level.