Lesson Plan for Sixth Visit

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November 13, 2018
Elise Joyner
Alyssa Adair’s 1st Grade Class
Blackridge Elementary School

Name of activity: 5-Finger Retell: Setting Study
Grade: 1st Grade
Purpose of the game: Reinforce 5-finger retell and parts of speech. Study specifically the importance of settings in a story.
Common Core Standard
●      Drama: Standard 1.T.CR.5: Create character through imagination, physical movement, gesture, sound and/or speech and facial expression.
●      ELA: Speaking and Listening Standard 4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
●      ELA: Reading: Literature Standard 3: Describe characters, settings, and major events in a story, using key details

Materials:
●      We’re Going on a Bear Hunt! By Michael Rosen
●      Pictures and videos of the different locations found in the book
○      Long, wavy grass
○      River
○      Thick, oozy mud
○      A big, dark forest
○      Swirling, whirling snowstorm
○      Narrow, gloomy cave
○      House- front door, door, stairs, bedroom
●      Teddy bear
Preparation :
●      Pull up the pictures and videos of the different settings on a board or screen in the classroom where it can be seen from anywhere
●      Leave a teddy bear somewhere in the classroom where you will find it
Procedure:
●      Review 5 finger retell. With each finger, review whether it is associated with a noun, verb, or adjective.
●      Tell students to focus on the setting and how to describe them while reading the book.
●      Read We’re Going on a Bear Hunt!
●      Tell students that we are going on a bear hunt around the classroom. There are different places that we have to travel to in order to find the bear.
●      Teacher will tell the story as they act it out with the students by going on a bear hunt and using the actions as dictated in the book.
●      Starting with the first setting, teacher will ask the students to use the video and picture projected to describe the first setting and discover what makes up a setting.
●      Teacher then continues to tell the story as the class travels to another spot in the classroom. The river picture and video is displayed. Class has a discussion about that setting.
○      When going from spot to spot in classroom, use different movements as directed in the book
○      Model movements
■      Grass- “swishy, swashy”- pat legs as we walk
■      River- “splash, splosh”- arms up and down as we walk
■      Mud- “squelch, squerch”- march
■      Forest- “stumble trip”- side to side
■      Snowstorm- “Hoooo wooo”- move arms to acting like whacking away snow
■      Cave- “tiptoe”- tiptoe
●      Teacher changes picture and video slides as class goes from setting to setting while teacher continues story. We discuss the settings of each picture.
●      The same procedures continue with the rest of the settings.
●      Class will find the teddy bear in the classroom to end the bear hunt. The hunt ends back at the carpet with the bear.
Assessment: During the activity, the teacher will check if students understand the concept of a setting by way of the discussions at each setting. Teacher will also check to see if students can recall 5-finger retell with little prompting.
Possible time: 20-30 minutes

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