1. Class Visit Planning Form
Course Title : Setting Teacher : 4th grade: Rainey
Today’s Date 10/13/2010 Visit Date(s) 10/20/2010 ____________ Period(s) 1
Grade 4th Number Assigned Sections : 1
1. Briefly describe the project/activity:
TSW identify, discuss and describe the setting (e.g., environment, time of day or year, historical
period, situation, place) of the story or literary text. Students will be review what setting is,
and then using a Smartboard lesson I found, I will show them some concrete examples of
setting. In their table groups they will complete a worksheet (see attached) which has them
brainstorming different stories that take place in different settings. There will also be another
whole group activity where students will think of people/things that they would usually find
in a particular setting. Finally, to assess their learning I will give them a short quiz (see
attached) at the end of the lesson.
2. Content goals/Standards : Literature S2: The student will respond to a variety of texts
B1: The student uses literary concepts to respond to text I2: identifies and describes the setting
(e.g., environment, time of day or year, historical period, situation, place) of the story or literary
text. Library Science 5:1:2: analyzes elements of a story, including theme and plot.
3. Information skill goal(s)/standard(s): Circle all that apply:
Defining problem Locating/Searching Analyzing Documenting/Ethical Use
Organizing/Synthesis Communicating Evaluating/Reflecting
Other:__________________
4. Assignment begins 10/20/2010 Assignment is due 10/20/2010
5. How will students define the research problem/question/thesis?
As a whole group: I started out having a picture of a jungle scene on the Smartboard and asked
the students what setting was? I then referenced the picture and asked them “if this was a
picture in a story, what would the setting of the story be?” “How did you know?” We will
define what setting is (ie: time of day, where and when the story takes place) and use that
definition to help then figure out the setting in the examples I show them and in their small
group activity.

2. 6. What types of materials will students be using?
Free Web Online Subscription Databases Specify______________________
Periodicals Books CD-ROMs Audiovisual DVD, Video, etc.
(SmartBoard)
Pencil /Paper
List any specific or major resources you’d like the students to use:
Smartboard lesson found at
http://www.exchange.smarttech.com/search.html?m=01&q=setting&sbj
***** this is the lesson I used, check it out*****
List any materials you would like excluded from use:
None
7. Expected product(s) : In groups the students will brainstorm stories that take place in certain
settings. (ie: name a story that takes place in the future. See attached worksheet.
8. How will the final product be assessed? There will be an assessment at the end of the class
period. A;SP (see attached)
9. Would you like the teacher-librarian to help you prepare a Web guide page or pathfinder
to guide students to resources?
Yes No Let’s work on it together!
Suggestions: Discussed the need to reinforce setting with her class, since it will be on state
assessments. I was in charge of planning the lesson though.
10. Do your students require any special technology preparation or presentation? They will be
using the SmartBoard, but have already been trained on this technology
11. Are there learning differences that may need to be addressed for this assignment?
ESL students, but has been determined that the lesson is on their reading level.
12. If you plan to put materials on reserve, which type of loan would you prefer?
Which materials should be set aside?
Type of loan: Normal circulation Overnight Room use
Other (list): No materials to loan
13. Would you recommend we notify the public library of this assignment?
Yes No
Any specific advice:

3. 14. Notes, suggestions, plans, stuff we should discuss?
– Discuss with students how to look for clues about the setting, visualize the setting, and they
need to “read between the lines” to find what the setting is and to learn more about characters
and the mood of the story.
Assessment Feedback: During the class I went over the quiz with the students and they graded
their own. After checking all 21 quizzes I found that only 1 missed more than two questions. I
felt like the 4th graders were confident in their knowledge of setting, and if I did this lesson again
I would most like be with a younger grade level. I also searched Timmerman’s database and
found many resources for teachers and students about setting (ie: books/ videos). Though you
can discuss setting with most any book checked out.
ATTACHED BELOW:
1: Group Activity Worksheet
2: Assessment

4. Name____________________
1. The setting describes
A. The main characters in the story
B. The time of day the story is taking place
C. Where and when (time period) the story is taking place
D. Both B and C
2. To determine setting of a story you can look at the…
a. Pictures
b. Descriptive words in the story.
c. Page number
d. Both A and B
3. What is the setting in this picture
A. School
B. Swimming pool
C. Carnival
4. Sue was sitting on the bench, anxiously waiting for the coach to put her in the game.
Finally after what seemed like hours she heard the magic words “Sue, you’re in.” Sue
jumped up and ran out onto the court. Her teammate passed her the ball and dribbled
down the court, and laid the ball into the net.
Where does this story take place?
A. Soccer field
B. Classroom
C. Basketball court

6. Reflection:
The lesson went really smoothly in my opinion. I started out having a picture of a jungle
scene on the Smartboard and asked the students what setting was? I then referenced the picture
and asked them “if this was a picture in a story, what would the setting of the story be?” “How
did you know?” I then progressed through a few more pictures asking the same thing, and to
make sure they understood I asked them to give a thumb up/down if they agreed with the answer
the student I called on gave. That worked really well, and it’s a great way to quickly check for
understanding. After we did several examples I then had each table group (5-6 students per
table) complete the group activity. I made sure to tell the students that they could use the same
book/movie for different settings but I wanted then to be creative! This is also a great way to
monitor their understanding because I can go to each table and listen to their discussions and
look at the answers they have written down on the worksheet (listed above). After the group
activity we came back together and shared our answers, which they loved! Some table groups
had the same answers, which the students gladly pointed out! I then progressed form having
pictures to describe the setting to having paragraphs that they had to, “read between the lines” to
figure out what the setting was. They caught on really quick, and had little trouble figuring out
what the setting was. By this time, I determined that I had to wrap things up, so I could give the
assessment. Each lesson is 40 minutes, and I the sharing during the group activity took a bit
longer then I would have liked. I was still able to get through everything I needed to. From the
formal assessment, I was able to determine that this class has a clear understanding of setting. No
student missed more than 1 question. Before they left, I was able to go over the quiz with them,
so they knew how they did. I did not make them do an exit question, because of the time
constraints, and I felt that going over the quiz reinforced what I was trying to teach. As for

7. accommodations, there was none to be made. Before the lesson, Carol and I went through the
lesson and determined that Smartboard lesson I had picked was not above any students reading
level, and the ESL students would be able to keep up. There are also no special education
students in the class, so there were no specific accommodations to be made there. If a student
had trouble with a word when they read a question I helped then sound it out ect. I chose to just
use the Smartboard lesson for this. However, I am sure that I could have used a video, or some
other means to get my objective across. The students love the Smartboard because it is so
interactive. They can come up and manipulate it and write on the board with the special pens.
Furthermore, I felt like I hit a lot of different learning styles. I lectured; I had hands on activities,
and group collaboration. I had so much fun planning this lesson, and teaching it to the students. I
think the only change that I would make is that I would adjust this lesson for a younger grade
level; I felt that while it was a great review for 4th grade, I think it would be better suited for a
younger grade level.