What Is a Setting?

Overview

Students are introduced to the idea of a story setting and practise identifying where and when events happen. Using The Tin Forest, students discuss key events and the setting’s importance, linking ideas to vocabulary they already know.

Learning intentions

• Students will understand that a setting is “where and when” a story happens.
• Students will identify setting details in The Tin Forest (place, time, and features).
• Students will participate in a short discussion about what is read aloud, listening to others and taking turns.
• Students will use sentence starters to explain how the title and events connect to the setting.

Success criteria

• I can say what a setting is (where and when).
• I can point to setting clues in the story (what the place is like).
• I can answer a question about the setting using a complete sentence.
• I can listen to others and add one new idea.

Curriculum links

• Reading – comprehension: participate in discussion about what is read to them, taking turns and listening to what others say.
• Reading – comprehension: understand books they listen to by discussing the significance of the title and events.
• Reading – comprehension: develop pleasure in reading, motivation to read, vocabulary and understanding by discussing word meanings and linking new meanings to those already known.
• Reading – comprehension: becoming very familiar with key stories and considering particular characteristics (setting as a feature).

Lesson structure (30 minutes)

1. 0–5 min · Hook (visuals + prediction). Teacher shows two simple pictures: a forest at night and a shiny “tin” forest scene (no words). Students turn-and-talk: “What do you think this place is like?” and “What might happen here?”
2. 5–10 min · Introduce the key term (model + definition). Teacher introduces “setting” with a kid-friendly definition: “The setting tells us where and when the story happens.” Teacher models: “In a story setting, we can talk about what the place looks like.” Students repeat the definition and point to “where/when” on a simple chart.
3. 10–18 min · Read aloud (The Tin Forest) + stop-and-think. Teacher reads a short section from The Tin Forest (chosen to include clear setting clues). Teacher pauses at 2 moments to ask: “Where are we?” “What do you notice about this place?” Students answer using frame: “I think the setting is ____ because ____.” EAL/SEN support: optional word bank cards (forest, tin, dark, cold, strange, safe, windy).
4. 18–24 min · Title significance (connect to events). Teacher shows the title card “The Tin Forest” and asks: “What does ‘tin’ make you think the setting might be?” Teacher links answers to events just read: “That’s why the setting helps us understand the story.” Students create a one-sentence connection: “The title tells me the setting might be ____.” (Turn-taking: each student contributes one sentence.)
5. 24–29 min · Guided practice (setting detective). Teacher gives each student a small “Setting Detective” sheet with two boxes: “Where?” and “What is it like?” Students reread/discuss one chosen page image, then fill the boxes with 1–2 words or a short phrase.
6. 29–30 min · Exit ticket (quick check). Teacher asks one final whole-class question: “What is a setting?” Students answer orally using the definition, then teacher confirms correct usage.

Resources

• Selected pages from The Tin Forest for read-aloud (teacher-chosen, setting-focused)
• Title card for “The Tin Forest”
• Picture cards for comparison (forest scene vs tin/metal forest scene)
• Class definition chart: “Setting = where and when”
• “I think the setting is… because…” sentence starter strips
• Setting Detective sheet with “Where?” and “What is it like?”
• Word bank cards (place/time adjectives: dark, shiny, windy, strange, quiet, cold)
• EAL/SEN support: visuals for “where” (map/ground image) and “when” (clock/sun icon)

Assessment

• Formative checks during discussion: listen for correct meaning of “setting” (where/when) and students’ ability to use evidence (“because…”).
• Teacher observes turn-taking and active listening during the title connection step.
• Exit ticket: students orally define “setting” with “where and when” wording (teacher notes which students need more support).

Differentiation

• Support: provide sentence starters, word bank, and visual icons for “where” and “when”; allow answers as single words/phrases before building to full sentences.
• Support for EAL: pre-teach 3–5 key setting words using visuals; encourage “I think…” frames and allow pupils to point to picture clues while speaking.
• Support for SEN: use a smaller “Setting Detective” sheet with only two prompts; pair with a supportive peer for guided responses.
• Extension: ask “Is the setting the same for the whole story or does it change? What makes you think that?” using a quick evidence from the page image.