Lesson 2: Implicit Setting
The Stories Julian Tells | 520L
- Learning Goal
- Determine the implicit setting of a story using context clues and visualization.
- Approximately 50 minutes
- Necessary Materials
Provided: Example Chart, Independent Practice Worksheet
Not Provided: The Stories Julian Tells by Ann Cameron, chart paper, markers
will explain that there are not always pictures to help us identify the setting. Sometimes the setting is not explicitly stated in the story and we have to use textual clues to visualize the setting in our minds. I will model using context clues and visualization to determine the implicit setting of “Our Garden” in The Stories Julian Tells by Ann Cameron. (Read only pages 31 and 32. See Direct Teaching and Guided Practice Teacher Example Chart in Teacher and Student Materials below.) In order to model an implicit setting, I will not read the title (“Our Garden”). I will discuss the context clues that help me visualize the setting (We planted tomatoes, squash, onions . . . ground smooth and even). I will stop at the end of page 32 and sketch what I am visualizing. I will determine that the setting is a garden.
Ask: How did I determine the setting in a book without pictures clues? Students should respond that you read the story paying attention to clues about where and when the story took place. Then, you visualized where and when the story may be and sketched it out on paper to identify the setting.
will use context clues and visualization to determine the implicit setting of “My Very Strange Teeth,” pages 46–51. We will discuss the context clues that helped us visualize the setting. (Direct Teaching and Guided Practice Teacher Example Chart is provided below.) Students will describe their visualizations and the teacher will sketch the setting. We will use our visualizations to determine the setting.
TIP: Create a “sign” for students to use when they hear a setting clue in the text. For example, while you are reading, students can give a “thumbs up” when they hear a setting clue in the text. During the Guided Practice, chart the clues students identify while you are reading.
will listen for context clues that help you visualize the implicit setting on pages 5–8 in The Stories Julian Tells. You will sketch the setting and identify the clues that tell you the setting of the story. (Student Independent Practice worksheet provided below.)
Build Student Vocabulary guarded
|Tier 2 Word: guarded|
|Contextualize the word as it is used in the story||"Julian and Huey guarded the pudding."|
|Explain the meaning student-friendly definition)||To guard is to protect from danger. Julian and Huey guarded the pudding by watching it and making sure nothing happened to it.|
|Students repeat the word||Say the word guarded with me: guarded.|
|Teacher gives examples of the word in other contexts||Our school is guarded by our security officer. He makes sure that everyone is safe. When I was little, I guarded my mother’s purse in the store. I made sure no one took it.|
|Students provide examples||Tell me something that you have guarded. Start by saying “Once I guarded __________________.”|
|Students repeat the word again.||What word are we talking about? guarded|
|Additional Vocabulary Words||garage, raft|
Pause while reading page 32 and explain that corn is one of the most important crops grown in the United States. Tell students that not only is it picked to sell as corn on the cob, but it is also used in corn syrup, a sweetener like sugar, that is found in sodas and other sugary products. Corn can also be made into gasoline for cars and vehicles, instead of using "fossil fuel," a source of energy that is running out.
Texts & Materials
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