Lesson Plan
Subject focus: Setting /Narrative Writing
Language Domain: Listening, viewing, speaking, writing, reading
Age: 12-13 years
Time: 80 minutes
Subject: English
Prerequisite: students are able to:
1. Use descriptive words when writing and speaking
2. Write grammatically correct sentences
Objectives: students should be able to:
1. View pictures to generate ideas to define setting
2. Orally describe various setting using adjectives
3. Write five simple and correct sentences about a particular setting
Content: The setting of a story is the place where the story happens and the time when it happens. Thus, the setting answers the questions of where and when events occur. The period of time in which the story takes place determines how the characters talk, act and dress. The setting also sets the mood, tone and puts the story in context of the surroundings. The time and place of the event does not have to be real. It can be something that is imagined.
Context: Setting is directly connected to the characters in a story. Setting helps the reader understand characters, for example, their behaviour and the way they dress. It also explains the ideologies of the society that the story is set in, for instance, the beliefs, language and cultural practices. Teaching the concept of setting help students understand that setting could be authentic or symbolic.
Strategies: Grouping, Discussion, Questioning
Materials: Checklist, Graphic organizer, Pictures, name tags, chalkboard, coloured chalk, cards with group numbers
Procedures:
Introduction:
1. Students will be placed into groups and they will be assigned specific roles such as leader, scribe and presenter. They will also be given cards with their group numbers as a means of reminding them when they have to present.
2. Teacher will inform students that they will be looking at an important part of the story called setting.
3. Students will then be asked what they know about setting.
4. Teachers will add to or reinforce students’ knowledge about setting.
Development
1. In their groups, students will be given a picture depicting a particular setting.
2. Students will be informed that they have to view the picture to identify the place where they think the scene is taking place, time and what tells them that.
3. Students will be questioned as a class about the content of the picture. They will be asked questions such as:
§ What do you see in the picture?
§ What time of day is it?
§ What tells you that it is day time?
§ What do you think is happening?
§ Where is this happening?
§ Is this something that will happen in the past, present or future?
§ Do you think that this is real? Why?
4. Each group will be given a strip of paper with a category of descriptive words : shape, colour, size, sound, smell
5. Students will then be asked to list adjectives that describe the setting in the picture.
6. Each group will present their descriptive word to the class.
7. Teachers will inform students that they can represent their information in the form of a graphic organizer.
8. The teacher will then model to students how to use the graphic organizer and will put in the words that students have listed into various categories.
9. Students will be provided with supplementary words when necessary.
10. Students will then be asked to give their picture a name or title.
11. Students will then be instructed to use some of the descriptive words from the various categories to write five simple sentences about the setting of the picture.
12. Students will be given a checklist to ensure that their sentences have met certain requirements.
13. Teacher will go over the content of the checklist with students.
14. Students will be told that the words used in the sentences should give the reader a sense of what they are feeling.
15. Teacher will provide students with examples.
16. The presenter of each group will present two of their sentences to the class.
Conclusion:
1. Teacher will go over the contents of the lesson through a question and answer session.
2. Students will be asked questions such as:
§ What part of narrative writing did we look at today?
§ What did you learn about the setting of a story today?
§ What types of words did we use to talk about the setting of the story?
Evaluation:
1. Student checklist (informal assessment)
2. Teacher will observe students while working in groups and will find out from them whether they like working in groups or not.
3. Students will also be engaged in self and group evaluation as they note theirs and other contribution to the completion of their group’s activities.
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