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Observed Plan 3: Setting (Writing)

Lesson Components
What teacher and student behaviors are planned and expected
Context: Course name; grade level; length of lesson; description of setting, students, and
curriculum and any other important contextual characteristics


This lesson will be taught to three unleveled 6th grade Language Arts classes. One of these classes,
although ostensibly the same in name, has a higher percentage of special needs students, and there
are two SPED teachers who assist in the classroom during that block.
The students have done some work with setting in the past. The purpose of this lesson is to extend
their knowledge and skills in the subject. Additionally, Thursdays and Fridays usually have a focus on
writing, so that will also be a big part of the lesson.
This will be my third observed lesson.
Estimated length: 1 hour
Virginia SOL(s):

6.5 a) Identify the elements of narrative structure, including setting, character, plot, conflict, and
6.7 b) Use a variety of prewriting strategies including graphic organizers to generate and organize
Common Core State Standard(s):
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences. Use context (e.g., the overall
meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the
meaning of a word or phrase.
Objectives (KUD format):
Students will understand that setting can be a rich part of any narrative
Students will know what setting is
Students will know how to create settings that use images
Students will be able to create settings that use images
Assessments: Methods for evaluating each of the specific objectives listed above.

Document1 2006 Kathy Glass 650-366-8122 kathy@kathyglassconsulting.com

Diagnostic: Pretty much all of the activities that have been performed prior to this point act as
diagnostic assessments.
Formative: This entire lesson is meant as a formative assessment to prepare the students for the big
test on Thursday and Friday. Feedback will be given over the course of the lesson itself.
Summative (for the lesson, still formative for the content as a whole): The test later in the week will
be the summative assessment.
Procedures: Detail student and teacher behavior. Identify possible student misconceptions.


I will greet the students as they enter.

Morgan: Good morning, Malik Good morning, Kylie. Have you been having a nice day so far?... Good
morning, Kyle. Which Big Nate book are you reading right now?

Hook/ bridge/ opening to lesson

After theyve completed their Do Nows (during which I will pass out the setting graphic organizer), I
will tell them to return to their seats, and that we are going to be working with setting again today.
Moran: Everyone, return to your seats. *waits for people to move around and get settled* Give me
five Were going to be doing some more work with setting today.

Instructional steps

I will model how to complete the setting handout. I will use the projector so that they can
follow along with my work.
Morgan: Does everyone have one of these setting handouts? *waits to see if anyone was missed*
Okay. Im going to use this handout to help me prepare to write a setting. First, I need to fill in
the center box, and decide what my setting is. You could choose a ballet class, a battlefield, a
graveyard, a ship, a swamp, a cafe. What other settings could I write about?

I almost always model

writing assignments
for my students.
I also like to get the
students to participate
in whole-class

Bob: A classroom
Sally Sue: A pirate ship
Madison: A race track.
Morgan: Oh, great suggestions! Okay. Im in a Halloween sort of mood, so I think Im going to chose
something a little spooky What should I choose? A graveyard? An abandoned house? A carnival?
Students: *call out a mix of ideas*
Morgan: Okay, Im hearing graveyard a lot. Ill go with that. So, we have a place whats the other
part of setting that we need?
A couple students: Time!
Morgan: Right, time. How about, a small graveyard at sunset? *I write that down* Remember, you

Document1 2006 Kathy Glass 650-366-8122 kathy@kathyglassconsulting.com

arent copying any of this down this is just an example. Now, Ill go over the next box Touch. What
words and phrases describe what I can touch in this place? Im going to say that theres an
occasional, very light wind that blows through the graveyard, like fingers on the back of your neck.
What else can I touch? The dirt is damp, clingy, sticky. *continues*
The students will complete their setting graphic organizers, and then use those papers to
write their own setting paragraphs. While they work, I will circulate the room to help
students out as needed.
Morgan: Okay, now you guys are going to complete your own setting papers. You need to write down
at least one or two words or phrases for each box. Once youve filled out the paper, use that
information to write your own setting, like the settings we looked at on Tuesday. That should be in
the third section of your notebook.
IV. Closing
I will ask a couple students to collect all of the notebooks and put them away. I will also ask the last
period of the day to stack the chairs on the desks, and pick up any pieces of trash/markers/etc. off
the floor.

In my class, modeling/
direct instruction is
always followed by
group and/or
individual work. (Or
both, to really scaffold
their support system.)
I always walk around
the room as the
students are working
to help them out.
I also like using
graphic organizers.

Can I get a couple of students to collect the notebooks and put them away?... Thank you, Meredith,

computer and projector

paper, pens/pencils
Setting imagery graphic organizer handout
Their Three Subject Notebooks (which live in the class)

Attention to Individual Student Needs: Detail specific actions/materials you will use to meet
individual needs in this lesson.
They have choice in what setting to write about.
I will circulate the room while the students are working to assist with individual student needs.
Technology Use: Detail specific technology being used in the lesson with explanation for why
it is being used.
I will use an elmo/projector so that I can effectively model activities.
Note: I got the imagery handout from my CI, and I cant get it to copy over into this document properly.

Document1 2006 Kathy Glass 650-366-8122 kathy@kathyglassconsulting.com


NAME: _________________

What words and phrases describe what you can TOUCH at this place?

What words and phrases describe

What words and phrases describe what you

SEE in this place?
Write the SETTING here:

What words and

you TASTE at

(Chapter #____)

What words and phrases describe what you SMELL in this place?

Document1 2006 Kathy Glass 650-366-8122 kathy@kathyglassconsulting.com