Characters and Setting

Overview

In this first lesson of the unit “Exploring Our World Through Words,” students are introduced to how stories include characters and settings. They will use illustrations and key story details to identify who a story is about and where it happens.

Learning intentions

• Students will be able to identify characters in a story using details from the text and illustrations.
• Students will be able to describe the story setting using key details from the text and illustrations.
• Students will be able to explain how a character’s actions connect to the setting.
• Students will be able to answer and ask simple questions to clarify story details.

Success criteria

• I can name at least one character from the story and describe what the character does.
• I can tell where the story happens (the setting) using details from the illustrations or text.
• I can say one question I have about characters or the setting and answer it using the story.
• I can share my ideas clearly with a partner or group.

Curriculum links

• Use illustrations and details in a story to describe its characters, setting, or events.
• Describe characters, settings, and major events in a story, using key details.
• Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
• Use the illustrations and details in a text to describe its key ideas for brief mentor-text moments and charting.

Lesson structure (60 minutes)

1. 0–5 min · Warm-up: Story Detective. Teacher shows two large picture cards (one of a character, one of a place) and asks, “Who is it?” and “Where is it?” Students point, then quickly share one guess with a partner.

2. 5–12 min · Mini-lesson: What are characters and setting? Teacher defines with student-friendly language: “A character is a person/animal in the story,” and “The setting is where and when the story happens,” then models with one example picture and sentence frames. Students repeat the definitions chorally and complete a short “I see ___ (character) in ___ (setting)” response orally.

3. 12–30 min · Read-aloud with stop-and-jot. Teacher reads a selected Grade 1 story with strong illustrations and introduces two anchor charts: “Characters” and “Setting,” leaving blanks. Students listen, then at two teacher-chosen stopping points do quick stop-and-jot: “The character is ___.” “The setting is ___.”

4. 30–42 min · Small-group discussion: Identify and support. Teacher puts students into groups of 4 with the text accessible (or picture-only copies if needed) and assigns roles: Listener, Recorder, Speaker, Evidence Finder. Students discuss one paragraph/page at a time, using prompts: “Who is the character?” “What detail in the picture/text tells us?” and “Where does it happen?” Recorder adds one character detail and one setting detail to a group chart.

5. 42–52 min · Whole-class share: From evidence to sentences. Teacher selects 3–4 groups to share and provides sentence starters on the board: “One character is ___ because ___.” “The setting is ___ because I see/hear ___.” Students contribute one sentence each, using evidence from illustrations or the read-aloud.

6. 52–57 min · Clarify with questions (teacher-led). Teacher models two question types: “Where does it happen?” and “What does the word ___ mean?” while linking questions back to the story’s details. Students generate one question about a character or setting, then answer it using the story or illustration.

7. 57–60 min · Exit ticket: Quick check. Teacher hands each student a small card with two prompts: “Character: ___” and “Setting: ___.” Students write or draw one character and one setting detail.

Resources

• Grade 1 read-aloud text with clear illustrations (teacher-selected)
• Large picture cards (character/setting)
• Anchor chart paper or whiteboard for “Characters” and “Setting”
• Stop-and-jot slips or student notebooks
• Group charts (paper) with two columns: Characters / Setting
• Sentence starter strips for students (or displayed on board)
• Student role cards for small-group discussion
• Exit ticket cards or half-sheets
• Colored pencils or crayons for drawing on exit tickets (optional)

Assessment

• Teacher observation during stop-and-jot: check that students name a character and a setting detail.
• Group chart review: listen for evidence-based responses (“because I see/hear…”).
• Exit ticket: confirm students can identify at least one character and describe a setting using a key detail.

Differentiation

• Support for emerging readers: allow drawing instead of writing on stop-and-jot and exit tickets; provide a word bank (character, setting, place, outside, inside, night, morning, etc.).
• Sentence frames for all: “The character is ___.” “The setting is ___.” “I know because ___.”
• EAL support: use visuals, gestures, and repeated read-aloud; encourage pointing to the illustration when sharing evidence.
• Extension for students ready to go further: ask for a “when” detail (morning/afternoon/night) in addition to “where,” or connect character action to setting (“Because it’s in the ___, ___ does ___.”).