I. Curricular Framework

Concept:

Story Elements: Setting

Essential Question:

Where does this story take place?
When does this story take place? How does the setting
affect the

Bridge:

Identifying Characteristics

Content:

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Using teacher selected images from the Visual Explorer, Educator’s Edition, each student chooses one image and creates a story that is, will or just happened in this scene. Share your story with partner.

2. Attend: Attending to the Connection

When students have had a chance to share their stories, have them answer these questions and discuss and compare experiences with the classroom group on chart paper: What were the first things you did before making your story? How did you decide on your characters? In what ways did the image you chose impact your story?

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Create a non-verbal representation of your favorite place. What does it look like? What might be some important details that you would want to represent? Are there any outside influences (time, events) that might impact your
representation? Share with the group. Post for the duration of this unit.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Read aloud “Smoky Nights”.
On paper chart, model thinking for Supported Setting Map visual tool listing clues and
descriptions students were able to obtain from the story .
View supported setting map for read aloud in resources tab.

Book Talk and students choose next books.
Book titles:
My Brother’s Keeper/Virginia’s Civil War Diary
Twenty and Ten
Number the Stars
Good-bye, Marianne

View book talk in resources tab.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Small group work on setting as story element in Specs Log.
Introduce vocabulary words.
Practice exercises using Sustained Setting Map and reading.
Discussion of work.
Refer to Question Process in small group work as part of formative assessment.

See daily unit outline in resources tab.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Book groups work together to create one Supported Setting visual tool that clearly identifies setting elements with details from the book to support.

“Author’s Assistant”: Students will create a new setting for the main character of their story, can be an extension of the story or one of your own creation. It must have a SS map to accompany it. May choose from list of options to depict this new setting: diorama, written chapter, dramatization, puppet show, illustrated book jacket,
interview or news report, collage like
read aloutd, etc.

Vocabulary word illustrations in new groups.
View the vocabulary words for this unit at http://www.aboutlearning.com/files/CS5vocabulary.pdf

7. Refine: Refining the Extension

Group reviews Sustained Setting Maps
created in 3R with teacher; refine and edit. This is also an opportunity to explore any ideas from their "My Link" areas of their Specs Logs for this unit.

Students continue work on “Author’s Assistant” project and meet with teacher to check against rubric for this project.

Refine SSmaps for this project and edit project to reflect changes.

Refer to Question Process for setting as part of rubric for this project.

8. Perform: Creative Manifestation of Material Learned

Share and display Sustained Setting visual tools for group.
Share and display “Author’s Assistant”
projects.

View the summative assessment at
http://www.aboutlearning.com/files/CS5assessment.pdf

Assessment, Phase Five,Performance, Creative Use of Material Learned: