Teacher: Lauren Newman-Lipp

Date: 12-13 October 2015

School: Preston Middle School
Grade Level: 6th grade
Content Area: English
Title: Setting in a Narrative
Lesson #: 1 of 6
Content Standard(s) addressed by this lesson:
2.1 Understanding the meaning within different types of literature depends on
properly analyzing literary components.
Understandings:
1. Students will research different settings from the novel, Far North, in
order to get a better understanding while reading the novel.
Inquiry Questions:
1. What elements of setting are important to the development of a novel?
2. Why is the setting going to be important particularly to Far North?
Evidence Outcomes:
Every student will be able to:
I can identify, research, and present elements of setting important in a novel.
This means I can:
-Read chapter 1 and 2 of Far North.
-Record elements of setting
-Collaborate with my group
-Use online resources to find information about setting
-Create a Google presentation to share with the class

Planned Lesson Activities

Name and
Purpose of
Lesson
Approx. Time
and Materials

Setting in Far North

Students will spend time researching all the different
places mentioned throughout the novel, Far North, in
order to better understand the setting and its importance.
1 hour, 30 minutes
Far North, laptops with access to Google and Google
Drive

Anticipatory Set Launch

Students will gather in the nook to write their learning
targets, reminders, and go over the agenda of the day.
10-12: Students will also reflect on the question: What do
researchers do? (Think-Pair-Share).
10-13: Students will also reflect on the question: Why do
you think setting is so important in the novel, Far North?
Procedures

Closure

Assessment

a. Sustained Silent Reading. (10 minutes)

b. Launch. (10 minutes)
c. Students will return to their table groups and each
group will be assigned a specific setting location
depicted/described in the novel. (5 minutes)
d. Students will work with their groups to research
their setting location, and create a shared Google
Slide with the required information. (50 minutes)
e. Closure. (5 minutes)
f. Sustained Silent Reading. (10 minutes)
g. Launch. (10 minutes)
h. Students will again split into their table groups and
finish up researching their setting location and
creating their Google Slide. (15 minutes)
i. Students will then share their slide and the
information they found to their classmates. (35
minutes)
j. Closure. (5 minutes)
10-12: In their interactive notebooks, students will answer
the same question from the launch based on the
work/research they did during the day.
10-13:Intheirinteractivenotebooks,studentswillanswerthe
samequestionfromthelaunchbasedontheirown
presentations,aswellasthepresentationstheirpeerspresented.
Google Slide