Grade: Elementary
Subject: other

#3075. Introducing setting and accetns

, level: Elementary
Posted Sun Feb 22 20:47:04 PST 2004 by Joseph C. Boughter (
Indian Trail, Spokane
Materials Required: Shiloh the Book
Concepts Taught: Setting and accents

Joseph C Boughter
February 22, 2004


Grade 4
Intent: Introduce setting
Objectives: The students will verbally identify the definition of a setting and its purpose in a story.

Materials Needed: Book

Before and During:

Discuss with the class what setting is. Why is setting so important? Have students look at the cover of the book and its title and ask them if they think this story take place in a rural or an urban setting. You may need to discuss the meaning of the words rural and urban because some students may not understand the differences in these words.
1) Set up the lesson by asking introductory questions, such as: How many of you like to read and write? What are the parts of a story? What does the setting tell you about a story? When the students have elicited that the setting tells you where the story is taking place, move on.
2) Ask the students to close their eyes and listen carefully to the story. Tell them to try to imagine where the story is taking place.
3) Read Chapter 1 of Shiloh
4) Ask the following discussion questions:
a. Can you describe Friendly? Where is it located? What do houses and shops look like? Who lives there?
b. If the people were driving cars and riding horses. Can you describe them? What did they look like?
c. Can you describe the conditions of people in and around the town?
5) After the majority of the class has been allowed to give their predictions to these and other questions, Read the next chapter. Or reread the chapter if confusion exists.
Lead a discussion about the differences the students noticed between the first and the second readings of the story. Ask them to describe the importance of the setting in a story.
Most of the evaluation will be done through listening and observing the students' responses. If the students answer readily and correctly during the discussions, one can be confident they understand the material. Looking at the stories written by the students can help the teacher further evaluate student progress.