Lesson 2

Lesson Title How do you determine the physical and emotional setting of a book/text?

Discipline English Language Arts

Grade Level 5th grade

Central Learning Focus

Learning Standard(s) CCSS.ELA-LITERACY.RL.5.6: Describe how a narrator's or speaker's point of view influences how events are
What standard(s) are most described.
relevant to the learning CCSS.ELA-LITERACY.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection,
goal(s) and objective(s)? and research.
CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their
own clearly.
Central Focus (i.e., Goal) The focus of this lesson is for students to use their background knowledge along with details from the text to make
What is the central focus of inferences about their historical fiction books.
the lesson?
Student Learning Students will be able to identify (orally) 5-6 physical setting traits (e.g. dark) using their historical fiction
Objective(s) books.
What are the specific Students will be able to identify (orally) 5-6 emotional setting traits (e.g. depressing) using their historical
learning objective(s) for fiction books.
students in this lesson? Students will be able to describe (in writing) the mood (e.g. disappointed) set by an author of a historical
fiction book (e.g. Number the Stars).
Students will be able to describe (in writing) the message (e.g. The Holocaust was a very hard and
dangerous time for Jewish people in Europe.) the author was trying to give his/her readers by setting a
particular emotional setting in their text.
Students will be able to list (in writing) 2-3 details from the text to support the message given by the author.
Prior Knowledge Prior to this lesson, students must have an understanding of the Holocaust and the events that occurred during that
What prior knowledge must period of time. Students must have an understanding of how to make an inference. Also, students must have prior
students already have in knowledge of the word setting and what it lets them know about the text they are reading.
order to optimize the
lessons success?

Instructional Strategies and Learning Tasks

Resources and Materials Smart board (projector)
What instructional resources and "The Harmonica" by Tony Johnston (used for modeling)
materials will be used to engage Number the Stars by Lois Lowry (used for assessment)
students in learning? "Rose Blanche" by Ian McEwan (used for possible re-teach)
Book club historical fiction books (used for group work)
Graphic organizer (T-Chart)
Mood/Tone anchor chart
Book Club Talk anchor charts
Exit ticket (assessment)
Physical and Emotional setting work sheet
Writing utensils
Launch Students will tap into their prior knowledge by briefly reviewing what an inference is. Students will then be
___5____ Minutes engaged in a turn and talk and whole group discussion of what a setting is, both physical and emotional.
How will you commence the Students will be shown a picture of Pokmon characters and will be engaged in a turn and talk with their
lesson? What will you do to partners about the setting being presented in the picture and what mood the author is trying to set with this
engage the students at the picture. It will be emphasized throughout the lesson that there is a purpose for every detail an author includes
beginning of the lesson? What is in their writing, nothing is put there by mistake, or "just because".
your hook? How will you tap into
prior knowledge?
Mini-lesson Following the launch of the lesson, the teacher will begin to describe in detail the three parts that make u a
_____11______ Minutes setting in a text, physical setting which is composed of the where and when, and the emotional setting which is
How will you explicitly present the the tone/mood the author sets through their writing. The teacher will also briefly describe the difference
principle ideas/content knowledge between mood and tone, and descriptive words that can be associated with each. Students will be
to the students? How will you encouraged to participate and ask questions. Students will also be provided with the steps necessary to
present the new content? identify the physical and emotional settings in their texts.

The teacher will project on the smart board the cover page of the book "The Harmonica" by Tony Johnston
along with a T-chart to model for students how to find details that describe the physical and emotional setting
of a text, and how to find the message the author is trying to send through these settings. While doing so the
teacher will think out loud and ask students questions such as:
What can I tell about the physical setting by looking at the picture?
What colors do I see?
What do the people look like in the picture?
What are they wearing?
What can I tell about the emotional setting by looking at the picture?
How does this picture make me feel?
What message is the author trying to give me by using this illustration?

After modeling for students, the teacher will have another sample picture from the book "The Harmonica" on
the smart board for students to identify the physical and emotional setting in the text, and the message the
author is trying to give them through these details. This example will also include text, it will be emphasized
 that their books do not have illustrations, therefore they need to also keep in mind that these same details
given through illustrations are also given through the authors words. Students will be prompted through
questions such as:
What can you tell about the physical setting through this picture?
What can you tell about the physical setting through the authors words?
What can you tell about the emotional setting through this picture?
What can you tell about the emotional setting through the authors words?
How did you figure that out?
What helped you?
What message do you think the author is trying to give us through this setting?
Structured Practice/Application Following the active engagement in which students participated in applying the skills presented in the lesson,
_____15_____ Minutes students will move on to working with their historical fiction books. Students will be encouraged to collaborate
How will students apply what they with their group members to complete the task. For their assignment, students will be asked to identify details
have learned? How will they from their text that tell them the physical and emotional setting of the book; they will be given a T-chart to help
demonstrate their knowledge? them organize their ideas. Students will also be asked to discuss why the author created that mood in the text,
and what message the author may be trying to send his/her readers.
Student Feedback Students will be provided feedback throughout the entirety of the lesson. During the launch of the lesson,
What type of feedback will you students will receive positive feedback for their participation. During the mini-lesson, Students will receive
provide to the students? positive feedback during turn and talks and for their participation (e.g. Thank you for sharing.) The teacher
will also be able to check for student understanding by asking students to put a thumbs up if they understand
or a thumbs down if they do not. Students will also be encouraged to build on each other's thoughts and ideas,
and to help each other; this will foster a sense of community in the classroom (e.g. I like how you added to
_______ thought, Who wants to help ________?). During structured practice, the teacher will walk around
and listen to students discussions in their book club groups; students will receive positive feedback and
prompting to successfully complete their assignment. During the closure of the lesson, students will receive
positive feedback when participating and sharing their findings while working with their historical fiction books.
Students will be encouraged to build on each others ideas during this discussion and provide feedback to each
other (e.g. I agree with _______, because _________).
Closure/Extension As a closure to the lesson, students will come back together in the meeting area to share their findings of the
_____5_____ Minutes physical and emotional setting in their books. They will share what mood was set in their books and the
How will you bring closure to the messages they believe their authors were sending. Following the discussion, students will leave the meeting
lesson and/or extend it? area with an exit ticket to complete; this will allow the teacher to assess their understanding of the lesson.

Academic Language

Academic Language The academic language that will be highlighted in the lesson is:
What academic Inferencing
language/vocabulary will Setting
be highlighted in the Physical setting
lesson? Emotional setting
 Tone
Mood

Assessments

Type and description of As an informal assessment the teacher will:

assessments (e.g., summative Listen to students responses to ensure they are appropriate for the material.
or formative; informal or Ensure that students use proper academic language during small group and whole group discussions.
formal) Walk around and monitor students work to make sure they are on task.
Describe the tools/procedures Ask high order thinking questions to challenge students and to determine their level of understanding.
that will be used in this lesson to As a formal assessment the teacher will:
monitor students understanding Assess students understanding through the completion of their group work.
of the lesson objective(s). Assess students understanding through their response on an exit ticket.
Describe the rubrics/checklists
that will be used.

Students book club books are differentiated according to students reading levels, needs and abilities.
Modifications/Differentiation Students will have the option of working in groups, pairs or individually.
Describe how you will modify the Students will be presented with slides to visually interpret the lesson.
assessment to target learning Students will be presented with a mood and tone anchor chart to help them understand the content.
across diverse student The anchor chart will be left up during the lesson for students to use as a resource.
populations (e.g., English Anchor charts to emphasize expected behavior in book clubs, and help prompt students discussions
Language Learners, struggling while in their book clubs will be available to use as a resource.
readers and writers, students During the lesson students will be given the opportunity to apply the skill to an illustration and text.
with IEPs)? How will you provide Students who are struggling with the lesson will work with the teacher in a small group for a re-teach,
students with access to the they will work with a picture book to apply the skill to illustrations in order to have a visual
various tasks based on individual understanding of the concept and how to apply it later on to their book club chapter books.
and group needs? How will you
provide multiple entry points for
the learners?