Focus Question: How do readers identify the setting and the most important characters in a story?
Say, “We are going to talk about literary text, or books that tell a story. Literary (fiction) stories did not really happen. They are made up by the author.”
Display several books that are familiar to students. Ask, “What is your favorite story?”
As students respond, prompt them with the following questions:
“Who is in the story? Where does the story take place?”
Part 1
Say, “Two important parts of a story are characters and setting. The characters are who is in the story. The setting is where the story takes place.” Write the words Who (characters) and Where (setting) on the board/interactive white board.
Read the following story to students:
“On that day, the kids were gathered around her as she did the experiment. With safety goggles on, she took the vinegar and poured it into the cup. Then she took the baking soda and poured that in. All of a sudden, foam was everywhere. They all cheered, and she gave a deep bow.”
Ask, “Who is doing something in the story?” (a girl, a lady, a person, kids). Ask, “Can we tell if the person doing the experiment is a child or an adult?” (No, because she doesn’t have a name and she isn’t described.) “What might help us know more about the person?” (if there was a picture to support the story or if the author gave the person a name)
Ask, “Where does the story take place?” As students respond, ask what clues made them believe that. Say, “The story could have taken place at school, at home, at a park, or on a stage. We don’t know because the author didn’t say.” Discuss how the story might be different, depending upon where it took place.
Now, read the story with character names and a description of the setting:
“On Tuesday, the kindergarten students were gathered around their teacher in the classroom as she did the experiment. With safety goggles on, Ms. White took the vinegar and poured it into the cup. Then she took the baking soda and poured that in. All of a sudden, foam was everywhere. The students all cheered, and Ms. White gave a deep bow.”
Ask students to talk with each other about how the story is different. Ask them if they understood the story better. Have them explain why.
Say, “Stories have characters. Characters are who is in a story. Who are the characters in this story?” (Ms. White, kindergarten students) “How do you know?” (The author tells us. The author gives the character a name.) Explain that the main character is who the story is mostly about. Say, “Ms. White is the main character in this story.”
Say, “The setting is where a story takes place. It is important because it makes the story unique. Certain events happen because of where the story takes place. What is the setting of this story?” (kindergarten classroom) “How do you know?” (The author tells us.) Explain that sometimes the illustrations (pictures) help us identify the setting.
Make anchor charts for setting and characters. Label one chart “Characters” and write the definition of characters (who is in the story). Label the other chart “Setting” and write the definition of setting (where the story takes place). Hang these charts in the room so that you and the students can refer back to them throughout this unit.
Have students practice identifying the characters and setting of a story. Read a story from the anthology or a story of your choice. After you have read the story, have students discuss who the story is mostly about. You may record this name on the character anchor chart. Also, have students identify other characters in the story. If they don’t have a name, identify them as the boy, the girl, the dog, etc. As students identify the setting of the story, record the information on the setting anchor chart.
Part 2
Review with students the character and setting of a story by referring to the anchor charts created in Part 1 of this lesson. Have students articulate how to identify the characters and setting of a story and why these elements are important.
Say, “We are now going to read The Kissing Hand. It is a story about going to school for the first time. Let’s see if we can identify the main character and the setting of the story by using the words or illustrations.”
As you read aloud the book The Kissing Hand, model “thinking during reading.” You might suggest that students share ideas with partners.
After reading, question students’ understanding of character and setting. Ask, “Who is the main character in the story?” (Chester the Raccoon) “Who are the other characters in the story?” (Chester’s mom, the teacher, the students) “Where does the story take place?” (at Chester’s home and at school, in the kindergarten room)
Say, “You have identified the characters (who is in the story) and the setting (where the story takes place).”
Ask, “Why is it important to identify the characters and setting (who and where) of a story?” (So you know who is doing the action or who the story is about. The setting is important because it helps the story make sense. If the story took place somewhere else or at a different time, then the story might have a different meaning.)
Place students with comparable reading levels in pairs. Provide each set of partners with a book at their level. Ask students to read or look through the book and use the words and illustrations to identify the characters and setting of the story. Give students approximately 3–5 minutes to read/look at the text and discuss their findings.
After partners have read their books, have them share the title of their book and their identification of the characters and setting with the class.
Extension:
- Students who require additional instruction or practice might review characters and setting by making a T-Chart. Guide students through books or anthology stories you have read with them. Ask, “Who is in the story? Where does the story take place?” Record the information on a T-Chart.
- Students who are ready to move beyond the standard might draw the main character and setting of a familiar story. Then have them share their drawings and ask others to identify the story. Independently or with your help, have students label the setting and characters in their pictures.
