Setting Features

Overview

In this lesson (Lesson 4 of 9), students use a WAGOLL setting description from The Tin Forest to notice how authors create a place using clear details. They will practise joining in with predictable phrases, then point out similar features in a short teacher-provided example and their own setting picture prompts.

Learning intentions

• Students will understand and discuss the significance of a setting by talking about events and what the title makes them expect.
• Students will recognise and join in with predictable phrases used to describe settings.
• Students will identify setting features (colours, shapes, and sounds) in a WAGOLL example.
• Students will use sentence starters to describe a setting feature they can see or imagine.

Success criteria

• I can point to features in the WAGOLL and say what I notice (colour, shape, sound).
• I can use a sentence starter to describe one feature of a setting.
• I can join in with predictable phrases from the teacher’s WAGOLL.
• I can explain why the setting details help me understand the story.

Curriculum links

• Reading – comprehension: discuss the significance of the title and events.
• Reading – comprehension: recognise and join in with predictable phrases.
• Reading – comprehension: develop understanding of stories through discussion of events and setting.
• Spoken language to support comprehension: take part in discussions about books listened to and read.

Lesson structure (30 minutes)

1. 0–4 min · Warm-up hook. Teacher shows the title The Tin Forest and asks: “What do you think a tin forest might look and sound like?” Students turn-and-talk to share 1 idea each.

2. 4–10 min · WAGOLL read-aloud (focus features). Teacher reads a short, prepared WAGOLL setting paragraph (2–4 sentences) from The Tin Forest, stopping after key phrases. Students listen and track with a simple “spot it” gesture (pointing at the chart headings: colour, shape, sound).

3. 10–18 min · Teacher modelling: notice and name. Teacher re-reads slowly and underlines (on the printed WAGOLL) examples of:

• colours (“shiny…”, “rusty…”, “dark…”),
• shapes (“tall…”, “spiky…”, “twisting…”),
• sounds (“clink…”, “crackle…”, “whirr…”). Students “show me” the feature as teacher asks: “Which word tells us the colour?” “Which words tell us the shapes?” “Which words tell us the sounds?” Students answer using sentence starters:
• “I notice the ______ because it is ______.”
• “The author makes it sound like ______.”

4. 18–24 min · Shared practice with a second prompt. Teacher shows a second short picture (or mini-text) of a different setting (e.g., a forest path with lights, or an icy cave) and asks students to identify one colour feature, one shape feature, and one sound feature. Students contribute by calling out phrases that match the WAGOLL structure. Teacher writes 3 short class “feature lines” using predictable sentence frames:

• “In this setting, there is/are …”
• “It looks …”
• “It sounds …”

5. 24–29 min · Student task: describe one feature. Each student receives a small picture card (forest/imaginary place) and chooses one feature to describe (colour OR shape OR sound). Teacher circulates and supports with prompts. Students write/dictate one sentence using a starter strip:

• “It is ______.” (colour/shape)
• “It sounds like ______.” (sound)

6. 29–30 min · Quick exit check. Students show their sentence to the teacher and answer: “Which feature did you choose (colour/shape/sound)?” Teacher notes whether sentence starters and feature vocabulary are used correctly.

Resources

• Printed WAGOLL setting paragraph from The Tin Forest (teacher copy + student copies if needed)
• Colour/Shape/Sound class chart with simple headings and icons
• Title card for The Tin Forest
• Picture prompt cards for 6 students (different setting images)
• Sentence starter strips (e.g., “It sounds like…”, “It looks…”, “It is…”)
• Highlighters or colour pens (optional) for teacher modelling
• Clipboards/paper for student sentences

Assessment

• Observe during WAGOLL discussion: can students correctly identify colour, shape, and sound words?
• Listen during shared practice: do students join in with predictable phrases and appropriate feature vocabulary?
• Check the student sentence at the end: is it connected to a specific setting feature and understandable in context?

Differentiation

• Support: provide a model sentence bank with two example starters for each feature; allow students to choose colour, shape, or sound only (one sentence, not three).
• Support for EAL/SEN: use sentence frames with word banks (e.g., shiny, rusty, tall, twisty, clink, crackle) and allow oral rehearsal before writing.
• Challenge: for students ready, ask a follow-up: “What does that feature make you think/feel?” and add a second short clause if time allows.
• For students needing confidence: partner talk first, then teacher scribe for the chosen feature sentence if required.