School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 8

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 3.0 Comprehension of Literary Text

Indicator 3. Analyze and evaluate elements of narrative texts to facilitate understanding and interpretation

Objective c. Analyze details that provide information about the setting, the mood created by the setting, and the role the setting plays in the text

Seed

Students should read a narrative text with a detailed setting and mood. Once students have completed their reading, the teacher should identify the setting for them. Students should return to the text to select details that define the setting: time, day or dates, month, year, season, historical references, geographical names, landscape details, and weather elements. Next the teacher will identify the mood for students. Again students return to the text and find details of setting, dialogue, and word choice that create mood. Finally students and teacher should discuss whether or not or how the setting and mood work together in the narrative.

Seed

After students have read a narrative text, the teacher should write a statement about a narrative's setting, mood, or setting and mood on the board or overhead. Each student should turn to the student seated to the right of him or her and discuss the statement. Students must return to the text to retrieve support to argue for or against the statement on the board. After the partnered discussion, a general classroom discussion should follow where all relevant details of setting and mood are reviewed.

Seed

In a second reading of a narrative text, students will be asked to identify and record information about the setting and the mood and then to determine the setting and the mood of the text. Next students will return to the text to find any character actions or beliefs that can be directly attributed to either the setting or mood. Students will record that character action or belief and explain using text support the connection between the setting and/or mood and character. Teacher Note As an extension for more advanced students, they may analyze the chart's information and determine the level of importance the setting has to the schema of the text. To do this, they must decide to what degree the setting drives the behavior and beliefs of characters. Teacher and students should consider these guiding questions. Did the setting cause the character to behave the way he/she did? To what degree did the setting affect the character? What were other factors affecting the character's behavior? How did that character's behavior affect other characters or the setting itself? Initially modeling these thought processes with students will prove beneficial.

Setting Mood Character's Actions Explanation of Connection
       

Seed

After reading a narrative text, teacher and students will list details of setting and then of mood. Then students will instructed to draw the setting of the text labeling details from the text in their drawing. Finally students will compose a caption for the drawing which addresses both setting and mood.

/toolkit/vsc/lessons/reading/grade8/3A3c.xml
Resources for Objective 3.A.3.c:
Clarifications | LESSON SEEDS | Sample Assessments | Public Release Items |