Lesson Plan : Setting and Storyboards

Teacher Name:
 M. I. Friedman
Grade:
 Grade 9-10
Subject:
 Literature Activities

Topic:
 Setting and Storyboards I
Content:
 The purpose of this lesson is to teach the students how to identify setting, as a literary element. This lesson also teaches the students how to create an organizing structure.
Goals:
 Aim: How can we use a storyboard to understand the literary elements? Outcomes: Students will learn to use an organizing structure, and will be able to recognize setting as a literary element.
Objectives:
 Students will be able to identify a literary element; they will be able to create an organizing structure.
Materials:
 Monster "Inferences in Monster" chart "Storyboard" model "Storyboard" handout Chart paper Markers
Introduction:
 Independent Reading: 1. During their independent reading, ask the students to locate two images that help them understand their reading better. 2. Have the students place sticky notes next to the passages that help them visualize places and times. 3. Take the status of the clas as teh students read independently. Independent Reading Log: Have the students complete the "Double Entry Journal" handout.
Development:
 Whole Class Instruction: Focus Read page 145 of Monster aloud as the students read along. Ask them what they can infer from the setting. List the inferences on the "Inferences from Monster" chart. Teach 1. Have the students turn to page 117. Read the text aloud, which describes Steve's neighborhood. Ask the students to describe the setting in their own words. Again, invite them to make inferences to add to the "Inferences from Monster" chart. 2. Define setting. Explain that a story must occur in a time and place. This is called a setting. Writers sometimes state the time and locaton; other times they give clues in the text. Good writers describe the setting because the reader may not be familiar with it. 3.Start a "Literary Elements" chart, and add setting and its definition to the chart. 4. Define the relationship of character, plot, and setting. Be sure that the students understand that a story is more than a time and place. There are also people, or characters, and the events that occur, which is know as the plot. 5. Add character and plot to the "Literary Elements" chart. 6. Introduce the concept of creating storyboards from books. Note that this book is written as if the main character is creating a movie script to tell his story. Before movies are actually filmed, a storyboard is created to show images of the scenes. The setting is shown in the very first frame. This gives the director an idea of what the movie set will look like. 7. Distribute the "Storyboard" handout. Tell the students to title the scene (for example "Steve Harmon's Neighborhood") describe it in the space under the frames, and sketch the neighborhood in the frames. 8. Ask the students to review the flashback on pages 117 - 126. Ask them to list the major events that are included in this passage. Write these events on the board. 9. Tell the students that storyboards are used to help the director and the actors "visualize" the various scenes that will be included in the movie by providing brief pictures and text.
Practice:
 Group Work Time: Have the students work in pairs to develop storyboards of the events mentioned in the flashback. Since this text is at the students' instructional level, this taks will be difficult. The shifting of setting and speakers is confusing unless the teacher is reading it aloud. Encourage the students to take one small section of the text at a time and work together to draw the storyboard.
Accommodations:
 1. Allow that the storyboarding may take several days--if necessary, allow at least two or three days. 2. It might be necessary to have each member of the group take one small section. For this purpose, give each member a handout, so that they can do their section, and then the group can put it all together on the chart paper.
Closure:
 Check/Summarize: 1. Ask the students to share their storyboards. 2. Show the students your storyboard of the scenes from the passage read this week. It may be simple stick figures. Include four scenes (such as Steve talking to O'Brien in court, the prisoners discussing their crimes, Steve's mom's visit, and the flashback with Steve and King). Homework: 30 minutes of sustained reading. Complete the "Double Entry Journal Homework" handout.

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