|
Super Settings!
Students will complete a plot
line graphic organizer and they will create a setting
project such as a diorama, a 3-D setting board, or a
tell-along board to demonstrate how the characters were
influenced by the setting and how the problem or
conflict is resolved in a short story or novel which
they had just completed.
|
| |
Nevada
Objective(s):
3.3 - The student will analyze the influence
of setting on characters and on how the problem or conflict is
resolved.
|
|
|
|
Subjects:
English/Language Arts, English/Languages Arts
Learning Level: Middle School
Author(s): Corinna Gledhill, Jan Hanks,
and Lillie Williams
Submitted by: Carolyn Breaz
|
|
|
|
|
|
|
1. Whole group - direct
instruction by the teacher
2. Small group - character
analysis using Character Chart (Attachment 3.1.C)
3.
Individual - completion of graphic organizer and setting
project
|
|
|
1. Students have already completed reading their
short story or novel.
2. Students complete the plot
line graphic organizer.
3. Students brainstorm the
various settings in their story.
4. Students will in
graphic organizer identifying the characters, settings,
conflicts, and resolutions from their story.
5.
Students will select a specific character, setting, conflict,
and resolution from this graphic organizer.
6. Students
will review the different setting projects (diorama, 3-D
setting board, and tell-along board) and the materials that
are necessary to construct them. They will examine concrete
examples of each.
7. Students will use their chosen
story elements and create a setting project. Their diorama,
3-D setting board, or tell-along board must demonstrate the
influence of setting on a character and how the problem or
conflict is resolved. |
|
|
|
|
|
|
1. The students will complete a plot
line graphic organizer.
2. The students will create a
setting project, such as a diorama, a 3-D setting board, or a
tell-along board to demonstrate how the characters were
influenced by the setting and how the problem or conflict is
resolved. |
|
|
Novels, graphic organizers, posterboard,
cardboard, shoeboxes, construction paper, milk cartons or
other small boxes, glue flour, and water to make paper mache,
paste, paint, markers, colored pencils, crayons, newspapers,
recycled objects, scissors, straws or Popsicle sticks, etc.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
|
|
|
|
|
