Lesson Plan: Setting
Reader's Workshop: Setting "Going on a Bear Hunt"
Preschool
CSCC/ELA-Literacy.
RL.K.3 With prompting and support, identify characters, settings,
and major events in a story.
CSCC.ELA—Literacy.SL.K.1
Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger
groups.
Objective
Students will participate in a class/small group discussion about setting in a story.
Key Vocabulary: Setting (Review), Character (Review)
CSCC/ELA-Literacy.
RL.K.3 With prompting and support, identify characters, settings,
and major events in a story.
CSCC.ELA—Literacy.SL.K.1
Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger
groups.
Objective
Students will participate in a class/small group discussion about setting in a story.
Key Vocabulary: Setting (Review), Character (Review)
Assessment
Individual assessment (+, (Check), -). With prompting and support, student will share the setting of a chosen story with class/teacher.
Materials
"Going on a Bear Hunt", Flannel board, Laminated pictures of the settings from the story.
Lesson Sequence
Lesson Sequence:
Remember when Ms. Fio read us this story last week? You really enjoyed hearing about the Bear Hunt. Do you remembers the CHARACTERS of our story? The
CHARACTERS are WHO IS IN THE STORY.
(Show picture of family in the story). That’s right!
The story is about a family.
The mom, dad, baby, brother and sister are the characters in our
story. We talked about settings
too. (Point to easel where Setting
is defined: Where our story is happening is written).
What is the setting? Read
with me! “Setting: Where our story
is happening). I will read our
story in English today, and I want you to help me with the setting!
I have some pictures of the Setting in our story today!
(Show pictures). But first
I want you to turn to your partner and tell them what happens in our story,
“Going on a Bear Hunt”.
Think (show thinking) about, WHERE the family goes in our story. Do they go to the grocery store? No! Talk to your partner about what you
remember about our story!
I liked hearing you talk to your partners about the story.
I heard the family went to the river (show river pictures), they went
through the mud (show mud); they went to the mountains!
This story has a lot of settings.
Now, I want you to help me show the setting in our story.
I will pass out the 7 pictures of the setting to partners.
When I READ the story and come to a setting, if you have it, PUT it on
the board, like this (show sticking the pictures to the flannel board).
Let’s practice! (turn to grass setting
in the book); give support to pair with GRASS setting and place on board. “Just like that!”
Let’s read our story, “Going on a Bear Hunt”.
(Throughout story, pause while pair brings up setting. “The setting is IN THE GRASS, or ON A
MOUNTAIN”.)
Closure:
We had so much fun talking about the setting in our story today.
I know you can find the setting in a story in our class books. Now, you are going to get a book to
read and we’ll talk about the setting!
(Split class into two; half on carpet by teacher’s chair, half on
alphabet carpet.) Each smaller group will read their story independently (5 minutes) and share the setting with
Miss Fio or Miss Sarah and their small group.
Remember when Ms. Fio read us this story last week? You really enjoyed hearing about the Bear Hunt. Do you remembers the CHARACTERS of our story? The
CHARACTERS are WHO IS IN THE STORY.
(Show picture of family in the story). That’s right!
The story is about a family.
The mom, dad, baby, brother and sister are the characters in our
story. We talked about settings
too. (Point to easel where Setting
is defined: Where our story is happening is written).
What is the setting? Read
with me! “Setting: Where our story
is happening). I will read our
story in English today, and I want you to help me with the setting!
I have some pictures of the Setting in our story today!
(Show pictures). But first
I want you to turn to your partner and tell them what happens in our story,
“Going on a Bear Hunt”.
Think (show thinking) about, WHERE the family goes in our story. Do they go to the grocery store? No! Talk to your partner about what you
remember about our story!
I liked hearing you talk to your partners about the story.
I heard the family went to the river (show river pictures), they went
through the mud (show mud); they went to the mountains!
This story has a lot of settings.
Now, I want you to help me show the setting in our story.
I will pass out the 7 pictures of the setting to partners.
When I READ the story and come to a setting, if you have it, PUT it on
the board, like this (show sticking the pictures to the flannel board).
Let’s practice! (turn to grass setting
in the book); give support to pair with GRASS setting and place on board. “Just like that!”
Let’s read our story, “Going on a Bear Hunt”.
(Throughout story, pause while pair brings up setting. “The setting is IN THE GRASS, or ON A
MOUNTAIN”.)
Closure:
We had so much fun talking about the setting in our story today.
I know you can find the setting in a story in our class books. Now, you are going to get a book to
read and we’ll talk about the setting!
(Split class into two; half on carpet by teacher’s chair, half on
alphabet carpet.) Each smaller group will read their story independently (5 minutes) and share the setting with
Miss Fio or Miss Sarah and their small group.
Teacher Reflection and Tips
Insert reflection
Possibly insert:
1. Contact info for TLC
2. Contact info for UWYO
3. Acknowledgement of funding
1. Contact info for TLC
2. Contact info for UWYO
3. Acknowledgement of funding