Defining setting and how characters interact with it


Defining seeting and how characters interact with it

 

Objectives

Students will be able to ...

 

Procedure

1. Do now: What do you like and dislike about the neighborhood you live in?

2. Discuss ... lead students to thinking about how their neighborhood helps/does not help them form an identity. Ask questions like: Do you think you would be a different person if you lived on a farm? How so? Why/why not? Do you think you would be a different person if you lived in a different country?

3. Define setting. Elicit words that might describe the neighborhood the school exists in.

4. In notebook, make a t-chart. On one side write "New York City" and on the other write "Puerto Rico". Pass our reading. Tell students that I will be reading an excerpt from a book called In Nueva York. Tell them to read along and when they come up with words that describe either NYC or PR, to write them on the chart. Tell them to try to cover all 5 senses if they hear/read them.

5. After reading, gather their thoughts on the board.

6. Discuss how the character's different settings affect her. As questions like: Which city do you think she would prefer to live in? How do you know? Why does she live where she lives? How do you think she is different living in NYC rather than if she had stayed in PR?

 

Homework

Bring independent reading book.

 

Assessment

Are students able to think about themselves in a different place? Are they able to identify setting words from the reading? Can they think about the main character and her relationship to setting?