Name:

Desiree Aviles
Date- 3/7-3/10

Grade Level: 3rd Grade

Unit Topic: Visualizing the Setting of a story using Maps

Specific Curriculum Areas Integrating within the Unit
In the Unit Plan students will take 5 days to read the book, Summer Wheels.
Students will identify what elements make this book realistic fiction but will
emphasize and work on the setting of this story. Students will be visualizing the
different places the boys go to better comprehend the text. Students have previously
worked on the aspects that make up a map and will be using their skills to create a
map of the town the boys live in. They will make sure to provide all of the elements
in their map and use their map to describe the setting of the book.

Essential Questions:
What locations can we envision as we read the story?
How do you visualize these locations?
What do you think the town looks like?
What elements make up their city?
How does visualizing the town help us comprehend the story?

Outline

Standards:
Reading





3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.






3.2.2.2 Determine the main idea of a text; recount the key details and explain how they
support the main idea.


3.2.6.6 Distinguish their own point of view from that of the author of a text.

Social Studies
3.3.1.1.1 Use maps and concepts of location (relative location words and cardinal and
intermediate directions) to describe places in the community.

Content Objectives
Reading

Students will be able to describe characters in a story, including their
external and internal traits.
Students will be able to explain and visualize the setting in the story.
Students will be able to identify the main idea of the text using key detail

Social Studies
Students will be able to create a map using their visualization from the book.
Students will be able to describe places by using maps and location words.

Academic Language Objective:
Students will be able to explain the location of certain places on the map using
vocabulary words such as North, South, East and West

Assessments
Informal- Student responses will serve as the primary informal assessment in this lesson.
One form of this is students oral responses to questions asked during the lesson. While I
will not ask every student to share their response, I will have students turn and talk to a
neighbor. I will be observing and making sure each student is participating in this activity.
This will also tell me how many students are engaged. I will then ask a few students to
share, and this sample of student responses will give me a sense of whether students are
responding logically in their responses. I will pause frequently during my lessons and allow
for questions. If they are struggling Ill explain it to students another way.

Formal- Students will be formally assessed by their free write in their writing notebook. I
will be looking for two to three sentences that describe their setting. Using the prompts on
what they could hear, smell, and see. I will also formally assess my students on their maps
that they have created. I will look for the specific places that relate to the book as well as
providing the different elements of a map.

Provisions for Individual Differences

For English Language Learners/ Language Academy students I will provide a lot of visuals
so they are able to connect the vocabulary words. I will also have examples of maps at their
table so they are able to look at it for reference.
Key Vocabulary:
Characters- People in the story.
Setting- Where the story takes place.
Problem- What is happening that is wrong?
Solution- How will it get fixed?
Event- Things that happen in the story.
Title- The name of something. Book, map etc
Parallel- Lines side by side
Perpendicular- Lines that cross and make 90 degrees
Labels- Names for certain things
Compass- Shows directions (North, South, East, West)

Resources
Summer Wheels by Eve Bunting
This book will be the main focus of this lesson. Students will use this book to
discover realistic fiction elements and be able to visualize the setting in a map.

Sample picture of a Map- https://s-media-cacheak0.pinimg.com/
736x/33/74/bd/3374bd29072671b78429633896ec968a.jpg
This picture will be used as a reference for students so they can activate their prior
knowledge on what a map should consist of.

Story Plot Graphic Organizer https://s-media-cache-
ak0.pinimg.com/236x/a4/de/e7/a4dee706231fa9e6f096b9cda6b4c676.jpg
This graphic organizer will be used to record the elements of the story as we read
along. This will help students understand the plot of the story as well as what makes
up realistic fiction stories.

Written Descriptions:

Lesson 1
Start off by asking students to explain what realistic fiction stories entail.
Events can happen in real life.
Characters are human with no superpowers
Settings are realistic
Realistic Plot
Continue with explaining that throughout this week we will be reading a
realistic fiction book called Summer Wheels. We will paying attention to the

elements in the book but also use our visual skills to really engage in the
book.
I also want you think specifically to the setting. Where does the book take
place? What places did they go to? Paint a picture in your head about the
different location in the story.
Show the students the graphic organizer that they will be working on. Go
over each element.
Characters
Setting
Problem
Event #1
Event #2
Event #3
Solution to the story.
Start with showing the cover. What do we notice about the cover? How about
the title of the story? What kind of wheel do you think they are talking about?
Start reading story
Remind to students to really visualize the setting of the book and the
different places. Because we will be using our discoveries on
Wednesday.
ambles across the sidewalk- walk slowly and at a relaxed pace.
What locations do we notice so far? Mans garage and park.
Stop at Chapter 2.
Now I want you to turn and talk with your partner. What has happened so far
in the story?
Why do you think the boy named himself Abraham Lincoln?
What words helped you decide what the boy was like? What
words and sentences helped you know how the boys felt about
him?
Who is narrating the story? Is it first person or third person?
What words helped you?
First- Using me, mine, I. Third- him, they
Pull up the graphic organizer and ask if students know what characters we
have encountered so far? How about the setting? What places did the boys go
to? What events? Is there a problem? Can the problem change? Explain that
tomorrow we will be reading the book again.
Imagine the setting in your mind so far. What do you visualize?
What does it look like?
Smell like?
Sound like?
Now I want you to go back to your desk quietly, and write 2 to 3 sentences
explaining the setting of your current book you are reading.
What does it look like?

 Smell like?
Sound like?


Day 2

Short Lesson #2
Read Chapter 3 and half of 4 to the students.
What does he mean that the Garage has lost its magic?
What does he mean when he say. These wheels have no sizzle?
What does sizzle mean?
These wheels werent as good as the other ones.
Explain that authors like to use nonliteral language to enhance their purpose.
Ask students to turn and talk and discuss what they think will happen
afterwards. Will he find the person to return it? Will he be nice to the person?
What do you notice the old man has every morning when he comes in?

Day 3

Lesson #3
Read Chapter 4 and 5
What does he mean when says Youve got a dud bike there dude? What is a
dud?
What does he mean when he says Lightning does not strike twice in the
same place.
Afterwards have student turn and talk. Do you think the old man will yell at the boy
for not bringing it back? Do you think he will be mad the bike is broken?
Explain to the students to pay attention to the setting. When they read a book do
they imagine where the boys go to try and find Abraham Lincoln?
They are at the garage, the park, and the parking lot to try and find him.
Explain that today in Social Studies you will create a map to try and visualize the
town these boys are in.
You want them to include the park, a parking, lot, the garage, and even the donut
shop where they man gets his donuts everyday.
Explain that being able to visualize the setting allows you to comprehend what you
are reading better.
Ask the children what are the important elements they should put on a map that
they have learned.
Title
Key
Labels
Compass
Briefly make a rough draft of a map together. Then explain in Social Studies that
they will be making their own based on what they visualized.


Social Studies
Explain that just like we did in reading we will be creating our own map based on
what we visualized in the story. We will create a map of what the town looks like.
Explain that the boys are able to bike around so the town should not be very big like
Saint Paul.
Go over what should go on a map.
Show a picture of a maps.
Everyone's will look very different.
What do you notice?
Roads - Perpendicular and Parallel roads
Colorful-
Labels-
Explain that the map will be bird eye view.
What should you map have?
Title - What do you think this town is called? Make up your own name.
Key- What should a key have? Grass? Road? Concrete? Water? Food Places?
Labels- Label the different buildings and places in your map
Compass- North South East West
It needs
The Bike Garage
The Park
A Parking Lot
Petes Donut Shop
Houses
Roads
One small pond
Trees/Grass
The characters
Other things you can add AFTER you put the stuff you do need
Other buildings you will find in a small town. Restaurants, Grocery
Stores, Shops, School Etc
People
Street Names
Explain that they will have the rest of the period to work on their maps.
Explain that this will allow the to visualize the story and the town the two
boys are at.
Ask a couple students to share what they liked about their map.
After clean up explain that if students did not finish they can finish it in the
morning.
Day 4
Allow students to finish their maps.

Day 5
Read Chapter 6
What do you think will be in the greasy brown paper bag?
Turn and talk. Do you think they were right? That Leon wanted to hang out with
the Old Man but was embarrassed?
Lets finish our graphic organizer.
Characters- Boy, Brady, Old Man, Abraham Lincoln Leon Little Shrimp,
Marta
Setting- Garage, Park, Parking Lot
Problem- Boy would not return the bike.
Event #1- They find the boy with the bike at a parking lot.
Event #2- Boy takes another bike.
Event #3- Boy bring bike bake and gives the Old Man a donut.
Solution to the story- Leon will work with the old man to fix the bike.
Good this story happen in real life? What events?

Now I want a few students to share their map they visualized to the class.
Have a few students project the map on the doc cam.
Have them explain where they put things and why they visualized this.
Have them explain the location.
Have class recite where their garage is on their map?
What direction? On what street? What is it next to?
Ask students if making a map of the setting helped them really get into the
story.
Explain that looking imagining the setting helps them understand the book
more. Especially when they also draw the characters in it. This allows you to
comprehend the book better.
Ask students to share what they have learned these past few days.

Reflection:
(Consider teaching and student learning with respect to both content and academic
language development.)
A. What is working? For Whom? Why?

This lesson worked well with my students because they were able to get
connected with the story and also use their knowledge of maps to help them. In
addition to finding all of the elements of the book, we were able to pinpoint and
focus on the setting. This was good for the students so that they were able to
practice the aspects of a setting. What it is and really visualize it. The first day they
were able to visualize their own setting for their own book they plan to write. This
allowed students to think of where they wanted their story to take place.
When we went towards the maps, students were able to bring in their
knowledge from maps they have previously seen and name what they believe a map
should have. Creating a map of the story really helped students understand the book
better because they were able to visualize and dive deep into the story. The students
were able to exercise their vocabulary terms such as North, South, East, and West.



B. What is not working? For Whom? Why?


With this lesson my students who were English Language Learners struggled
to label and create their map. With this I put an iPad out and showed them an
example map. With this they were able to visually see what roads, houses, and trees
looked like on a map. I also made sure to have the list of what the students need to
put on their map on the board so that they were able to refer to it as they drew their
map.


C. How did you provide feedback to your students during your lesson?
During the lessons, I asked students where certain places on their
map were. Wheres the Old Man Garage? Where the park? Is the park to the
west of east of the Old Mans Garage? With this, I was able to informally
assess my students as they were making their map. I also collected their
maps and checked if they had all of the elements of a map.
D. How will students use the feedback you have given them?
Students will use the feedback I give them in the future when they
have to read maps. This includes the directions on a map, reading the street
names, understanding what a keys role is on a map.

Work Samples