My+Lessons

__ **5th Grade Setting Assessment Lesson** __


 * Name: Alison Acquaviva**
 * Grade Level: 5**
 * Estimated number of days lesson will cover: 1**
 * Lesson Subject/Title:
 * The Setting of a Story** ||
 * Performance Standards:
 * ELA5R1 The student will demonstrate comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.**
 * 1) **Identifies and analyzes the elements of setting, characterization, and conflict in plot.** ||
 * Lesson Objectives (What students will know and/or do) :
 * The student will be able to pick out the setting of a passage and identify the describing details of that setting.**
 * The student will be able to use the details to identify the mood of the setting.﻿**

Enduring Understanding: ||
 * Essential Questions:
 * What importance does the setting of a book really have?** ||
 * Key Vocabulary:
 * This particular lesson doesnt require much vocabulary review because it is mostly an assessment day. But I am going to review what a setting is (place, time period, season, etc) and what a mood is and is not.** ||


 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * **10-15** || Introduction/hook/activation of prior knowledge ||  || **Go over the worksheets they did on Thursday.** ||   ||
 * **5-10**

Demonstrate/Model (if appropriate)
 * 20** || Instructional activities

Guided Practice (if appropriate)

Independent Practice (if appropriate) ||  || **Review setting/answer any questions** || **Read the passage individually and fill out the setting sheet** ||
 * || Review and Closure ||  || **Collect worksheets and grade them.** ||   ||

Lesson Reflection: What worked well in your lesson? **The students were able to give me good examples from their practice setting worksheet they did the day before. They needed very little help in doing the assessment worksheet on their own.**

What modifications did you make in your instruction for varying abilities of students based on your formative assessments? What follow-up instruction related to your objectives is needed either for remediation or extension? What would you still like to learn that might help you to better meet the diverse needs of your students?
 * When I gave the assessment ot my class, most of them did well and turned it in on time. When I was grading the papers I discovered that most of the students met the standard, but I few struggled with picking out the setting details and not the details of the characters. In looking back I really needed to make certain accomodations for the students. The first one being allowing them to write on the paper. I feel like I may have hindered some of them in their ability to succeed by not letting them mark up the paper.**
 * Not all of my students turned in their papers on the day it was assigned to them. I realized that my SPED kids not only hadn't completed the assignmnet, but weren't getting it at all. So I had them work in a small gorup with me and I gave them a new method to identify the setting and details and mood. I had to do the first passage with them, btu afterwards they were able to complete the rest on their own. The important thing to me was that they understood and learned about setting, which they eventually did. If I did this lesson again I would change the lesson to teach them setting, details, mood. Not setting, mood, detials. I would also make sure to teach all of my kids the technique I taught my sped kids and ensure that every child got a copy of the assessment that they could write all over if they wanted to.**

__**5th Grade Setting Assessment Passages**__ Once Michael had passed the stop sign he knew he was almost home. The cottage was just as he had remembered; a bright yellow house with pale blue shutters, flowers lining the path from the driveway to the door. The ocean was visible through the gate leading to the backyard and he could already smell the salt water. Michael parked the car and got out, his hair blowing in the ocean breeze. He looked around the yard and could still faintly see the tracks of his grandfather’s truck in the grass. He knew this was his grandfather’s favorite place to visit and he had spent many summer nights here with him. A smile came across his face as he thought about looking for seashells in the hot, dry sand on a summer afternoon. He thought about chasing after lightning bugs on the back porch while listening to the tide come in. He looked forward to the many great things this summer would bring him.

Sarah began to panic. The heavy door to the basement had shut behind her and now she was locked in. She struggled to find the light switch along the rough, concrete wall, but her hands were shaking so much that she couldn’t concentrate. Her screams for “Help!” echoed in the dark, empty basement. Her brother was upstairs in his room listening to music really loudly that he couldn’t hear her. Sara knew her mother wouldn’t be home until dinner, and she had just gotten home from school. She tried to think of another way out. She knew the basement had one window looking out to the yard, but it was too high for her to reach and covered by a thick layer of dirt. She remembered her mother putting an old step stool down here, but she would never be able to find it in the dark. Sara could smell the musty old scent of boxes that hadn’t been opened in years. As she cautiously walked through the basement she got tangled in a blanket of spider webs. Her heart raced as she swatted them away. She could hear critters scurrying and squeaking about. Suddenly she heard a noise behind her. Sara stood very still listening to the sound. Then she heard a big thud and something came crashing down to the floor. Sara screamed and ran up the stairs to the basement door and began banging as loud as she could.

As Ramon looked down at his puppy he began to worry she would never feel any better. The puppy had been Ramon’s Christmas present from his parents just a few weeks before. She hadn’t eaten well in a few days and spent most of her time lying around the house. Ramon decided to take her to the veterinarian. As the bright, white, light above the table shined down on her, Ramon considered what the problem was. Nevertheless, he knew she wasn’t okay. His puppy lay motionless on the cold, metal table staring at the white, empty walls. On the shelf next to the table was a stock of various medicines and needles. The faint sounds of whimpering and sick animals echoed throughout the office. All of this left a bad feeling in Ramon’s stomach. When the vet finally came into the room, he had a concerned look on his face.

It all started on the playground at recess that day. Lena was standing in line next for the swing on the fourth grade swing set, when Mia just walked right up and took her spot. Lena screamed at her “Hey! I was next!” Lena kicked up some wood chips with her sandal and cried out in pain when some got lodged in her shoe. She stood glaringly at Mia until she noticed the playground getting darker. The shadows of the swings began to fade as she heard a rumble up above. Small droplets of rain began to fall on the cold metal of the swings. Other drops bounced off the plastic slide. Lena heard children running around squealing as their tennis shoes squished in the new forming mud. The teachers began to blow their high pitched whistles to gather up their classes to head inside. Lena turned around to make sure her friends had cleared off the now dripping swing set. The cold rain and cool breeze had blown her hair onto her face where it was now stuck. Lena suddenly noticed a soggy figure lying on the ground below the swings. It was Mia and she was in pain. Lena thought she might be crying, but couldn’t tell if that was tears or rain dripping down her face. The teacher blew her whistles one last time for everyone to line up. Lightning struck above Lena’s head, but she didn’t care. She knew she had to help Mia.