Big Ideas for Little Books
Using Children’s Books as a Fun Way to Introduce Literary Concepts in the Secondary Classroom
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Book Cover & Preview Text
Setting Analysis
At the end of the lesson, students should be able to identify several components that establish the setting of a story and explain how those components contribute to the tone.
Pearl Moscowitz’s Last Stand by Arthur A. Levine
Students often have a tendency to read through a story and not really pay close attention to the setting. Sure, most students can tell you that setting means “time and place,” but few explore beyond that. This story allows students to see how setting can greatly change not only the characters but also the meaning behind the story. Pearl Moscowitz is a woman who has seen many things over the years, and she realizes that there comes a time when we must all stand up for what we believe.
Materials
• a copy of Pearl Moscowitz’s Last Stand by Arthur A. Levine
• a copy of the “Tools for Analyzing Setting” handout (provided) for each student
Procedures
1. Read the book to the students, stopping to ask guiding questions:
• What is so unique about Pearl’s name? What does her last name possibly indicate about her background?
• How many years seem to have passed between the beginning and ending of the book?
• What’s so special about all the different people that move into Pearl’s neighborhood?
• What message do you think the author is trying to get across? (You may have to help students answer this question, which addresses theme.)
2. Ask the students to tell you what they know about setting. Make a list on the board.
3. After the list is complete, inform students that there is more to setting a scene than just describing the time and place.
4. Put the students into pairs or small groups, and give them the “Tools for Analyzing Setting” handout. Guide the students through at least one section so that you can address any questions that may arise concerning the activity.
5. Give the students sufficient time to complete the handout. You may choose to assign each section to one or two groups or assign roles in each group to make sure everyone stays on task.
6. Once everyone is finished, bring the class back together for a group discussion. Ask the students to offer their thoughts on why one answer or observation is more accurate than another. Modify the charts, as appropriate.
7. After the charts have been updated and there is no more relevant discussion, ask the students to write about the setting of the story. Give them guiding questions to aid their writing:
• Does the author do a good job of creating a believable setting?
• What would have made the setting more realistic?
• What could the author have left out in creating the setting?
• What is the one thing you can’t believe the author forgot to include in the description of the setting?
Extensions
This strategy could easily be modified for use at the beginning of a longer piece that the students will study where different scenes and the setting as a whole affect the storyline. Suggestions include:
o The Outsiders, by S.E. Hinton
o Lord of the Flies, by William Golding
o Holes, by Louis Sachar
Formats
Book Details
Recognition Programs
About the Book
The secondary ELA classroom is an amazingly important place. It’s where students transition from “learning to read” to “reading to learn,” and they need a tremendous amount of guidance to make that leap. In Big Ideas for Little Books, authors Shevonne Elliott and Dawn LaFleur present opportunities to help teachers tap into secondary students’ childhoods and carry the excitement of story time into more complex concepts.
Detailed and engaging, these forty-five lessons use the simple text of children’s books to introduce and reinforce the skills required in the secondary ELA classroom. The easy-to-follow lesson plans require little prep work and employ creative methods for helping students learn about concepts such as argumentation, characterization, dialect, imagery, irony, parody, parallelism, and more. Ideas for extension accompany every lesson and provide opportunities for teachers to differentiate instruction and meet the needs of all learners. Big Ideas for Little Books is an ideal resource for teachers who want to engage their students’ imaginations while teaching literary analysis and cohesive writing skills. It offers a fresh approach to energizing students and generating excitement about learning.About the Author
Shevonne M. Elliott, MLA, has 15 years of experience teaching an array of learners, from struggling high school readers to college students. Shevonne knows that children’s books allow teachers to meet the needs of diverse learners while teaching literary concepts. Shevonne lives in League City, Texas, with her family.
Dawn S. LaFleur, M.Ed., has 15 years of experience in Secondary ELA classrooms. Her passion is creating teacherfriendly curriculum, and she is excited to help teachers embrace the wide range of educational opportunities that children’s books have to offer. Dawn lives in Richmond, Texas, with her family.