Characters, Setting, Plot Lesson-Grade 2



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Characters, Setting, Plot Lesson-Grade 2

Objectives


  • Students will be able to identify the main characters in the story.

  • The students will be able to identify the setting of the story.

  • The students will be able to identify the plot of the story.


Materials

Book-Chrysanthemum by Kevin Henkes

Chef hat-Optional

Apron-Optional

Cooking pot

Spoon


Photocopy of cover of book

Three different colored note cards one labeled characters, one labeled setting, one labeled plot

Extra note cards of same color used for characters, setting and plot (***Have the plot cards written ahead of time to save time)

Chair for cooking pot


Procedures

  • Before starting the lesson, have the three cards labeled characters, setting and plot in the cooking pot as well as the photocopy of the cover of the book (You don’t want the students to see the photocopy of the cover)

  • Have students gather on the floor and put on apron and chef’s hat. Place cooking pot on chair take off lid and start stirring.

  • Explain that you are “cooking” a story stew and you need to make sure you have all the needed ingredients. Ask students to explain the “ingredients” needed to create a story. As students give answers (characters, setting, plot) pull out the corresponding cards and drop back into the pot.

    • Discuss definition of each “ingredient”

      • Characters-people or animals in story

      • Setting-Where story takes place

      • Plot-Contains beginning, middle and end
        • Beginning-Character and setting introduced as well as problem


        • Middle-How characters try to solve the problem

        • End-How the problem is solved

  • Explain you now want to make a specific story stew-one for the book Chrysanthemum. Remind students as you read the story they need to be listening for the different “ingredients” used by the author.

  • Discuss story as read

  • After you finish reading story, ask students to name one of the ingredients needed for the story (***Start with either characters or setting and save plot for last). Continue until discussed all three ingredients

  • Ask students to name the characters in the story and record each one on a card the same color as the original character card. As you write the cards, place them in the cooking pot and stir.

    • Chrysanthemum, Mom, Dad, Mrs. Chud, Rita, Victoria, Jo, Mrs. Twinkle

      • More often than not, a student will mention one of the other classmates; use the opportunity to discuss main characters as the most important characters in the story

  • Ask students to name the setting(s) of the story. As you write the cards, place them in the cooking pot and stir.

    • Home and school

  • Ask students to describe the plot starting at the beginning (***To save time have these cards pre-written). As you write the cards, place them in the cooking pot and stir.

    • Beginning-Chrysanthemum loved her name. At school, students made fun of Chrysanthemum’s name because she was named after a flower and her name was long.

    • Middle-Parents try to make Chrysanthemum feel better.
      • Favorite dinner, play Parcheesi, hugs and kisses


      • Favorite dessert, play Parcheesi, hugs and kisses

    • End-Mrs. Twinkle, the music teacher who is liked by all of the students, said her name was long and she was named after a flower. Victoria, Jo, and Rita want to change their names to flowers too.

  • Once all of the ingredients have been added, give one final stir and explain when you have all of the ingredients present for the story stew (characters, setting and plot) you then have a story. Pull out the photocopied cover of the book.

Lesson adapted from - “Story Stew-Teaching Character, Plot and Setting” http://teachers.net/lessons/posts/1353.html




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