• The goal of this lesson is to help students identify the connection between the characters and setting in a story. Through observation and anecdotal notes, assess each student’s progress.
• Use the following checklist to assess students’ understanding:
  • Student can identify the characters and setting of a story.
  • Student can explain how the physical characteristics of a character would change if the setting were changed.

Focus Question: What is the relationship between the characters and the setting of a story?

Ask, “What is the setting of a story?” Guide students to define setting as the time and place in which a story happens. Write the definition on the board/interactive whiteboard for students’ reference.

Cut apart and distribute Character and Setting Cards (L-3-3-1_Character and Setting Cards.doc) to each student. Have students match each character with a setting. Ask students to discuss their answers in small groups. Answers are provided for your convenience (L-3-3-1_Character and Setting Cards KEY.doc).

Then have students mix up the character and setting cards. Discuss the humorous character/setting matches that students created. Guide students to understand that the humor is based on putting certain characters in certain settings.

Part 1

Ask students to retell the story “Jack and the Beanstalk.” If they are unfamiliar with the story, read a version of the original, such as the one suggested in the Materials list. Have students identify the characters (Jack, mother, old man) and the setting (farm, a long time ago). Ask, “How would the story change if it had a different setting? How might the characters be different?” Have students share their ideas.

Read aloud Jack and the Giant: A Story Full of Beans by Jim Harris. Have students discuss the following questions with a partner and then share with the class:

• What is the new setting for the story of Jack and the Beanstalk? (Southwest, pioneer times)
• How did the new setting of the story change the characters? (The characters wear different clothes. They talk differently.)

Point out that the changes are in the physical characteristics of the characters. Write the term on the board/interactive whiteboard and help students brainstorm a list of physical characteristics. Examples include appearance, style of clothes, and manner of speech.

Part 2

Have students work in small groups to read an original fairy tale and a “fractured fairy tale”—a version of the same story in a different setting. Examples are provided in the Materials list, or you may substitute others of your choice. A source is listed in Related Resources at the end of this lesson.

Distribute the Fractured Fairy Tale activity sheet (L-3-3-1_Fractured Fairy Tale Activity Sheet.doc). Have students complete the worksheet individually and then discuss their answers with their group. Encourage students to make necessary changes to their work.

Walk around the room, giving feedback to students and making anecdotal notes about students’ understanding of the connection between characters and setting.

Extension:

• For students who need additional opportunities for learning, use an original story that students choose. Help them identify the characters and the setting. Have them make a list of the physical characteristics of the characters. Then have students plan a new setting for the story. Help them analyze how that setting would change the physical characteristics of the characters.
• For students who are ready to go beyond the standard, ask them to choose a familiar story, set the story in a different place and time, think about how that would change the characters, and rewrite the story. Have students share their stories with a partner. When students are reading each other’s stories, encourage them to offer advice on changes that could be made to improve the story.
• Students can participate in Kids’ Blog through the Indianapolis Public Library http://www.imcpl.org/kids/blog/?page_id=12988polis library