In the Attic: Story Setting (1st Grade)
Date
August 2002
Unit Overview
Title
In the Attic: Story Setting
Focus Questions
How does an author/illustrator use the setting to help tell a story?
What details are added to the setting to enhance the story?
What are essential and non-essential details to a setting?
Unit Summary
Students will use a tree map to analyze the setting of In The Attic, and then create a new imaginary setting for
the story or a class book. Students will use the writing process to communicate a new setting with illustration.
Subject Area(s): Reading and Writing
Grade Level: 1st Grade
Standards
Essential Academic Learning Requirements:
Reading 1.4: Understands elements of literature
1. Comprehends important details.
2. Reads to learn new information
Writing: 3: Uses the steps of the writing process.
KSD Curriculum Frameworks (or SLOs):
Reading - Uses pictures and words as cues to identify the setting; comprehends supporting details; begins to
use illustrations as basic resource tools; studies detailed illustrations.
Writing - Organizes and plans writing through mapping; uses available tools of technology in the writing
process; uses own vocabulary, spelling and drawings; shares work with others; uses peers for focused revision;
corrects errors with assistance.
KSD Technology:
B1. Uses word processing applications.
B4. Uses draw and/or stamp applications.
Learning Outcomes
Students will:
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Understand and identify setting as a critical element in a story
Identify essential and non-essential details in a setting
Apply essential details to a sample setting
Analyze a setting utilizing a tree map
Apply a tree map to create a setting
Apply the writing process (pre-write, draft, edit, revise, and publish)
Apply peer-editing process (prerequisite to unit)
In the Attic: Story Setting (1st Grade)
Unit Scope and Sequence
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Introduce and identify settings
Identify essential and non-essential details in settings
Use a Kid Pix background setting and stamp in essential details
Use a tree map to analyze the setting in, In the Attic
Use a tree map to create new setting details
Use the writing process to create a new setting with illustration
Student Assessment
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Students' ability to identify settings will be evaluated through teacher observations.
Students' ability to identify essential details in a setting will be observed recorded by the teacher.
Students' ability to use and edit a tree map will be observed and recorded by the teacher.
Students' ability to create a setting will be evaluated by using the Student Rubric-Draft and Student
Rubric-Publish.
Teachers may also use the Rubric for other assessment purposes.
Unit Implementation
Instructional Strategies
Grouping Options
Teacher introduces the concept of
setting by reading aloud a variety of
stories (teacher's choice). Teacher
uses the think-aloud strategy to
identify the essential and nonessential details of the settings.
Large group instruction
Scaffolds
Vocabulary to Use with Students:
Setting--Where the story takes
place.
Essential details--Necessary to
make setting recognizable.
Non-essential details-Unnecessary; if left out the setting
would still be recognized, easily.
Teacher and students read, In the
Attic, by Hiawyn Oram.
Large group instruction
Text: Macmillan basal series: grade
1, level 5, unit 1(Teacher's manual)
Filling in one branch of the tree map
template, teacher will record the
‘family of mice’ attic setting with
details, noting if they are essential or
non-essential.
Large group instruction
Computer tree map template,
overhead transparency of printed
tree map template, or teacher
copied enlarged tree map template.
Using student input, use the “thinkaloud” strategy to analyze other attic
settings in the story. Record on the
tree map template. Continue with
these settings until students are able
to show understanding and
applicability.
Large group instruction
Sample tree map
In the Attic: Story Setting (1st Grade)
In preparation for creating their own
settings and illustrations for In the
Attic, students will learn to create a
setting illustration using Kid Pix
Deluxe 3.
As a model, the teacher proposes
one additional attic scene might be a
park, then selects this background
setting and uses stamps to stamp-in
essential details for that setting.
Large group instruction
Using Kid Pix Deluxe 3, students will
stamp essential details for other
settings. This student work can be
printed and checked by the teacher
or just checked by the teacher
visually, leaving student work in an
electronic form.
Individual or pairs in computer
lab
Kid Pix Deluxe 3:
1. Background (upper left oval):
Click Active, then Park
2. Stamps: Click Stamp Pad, then
Nature
Kid Pix Deluxe 3:
Option A:
1. Background: Click Active,
then Undersea
2. Stamps: Click Stamp Pad,
then Nature
Teachers may provide the sample
ideas given in the far right column.
These experiences will also serve as
options for student work to follow in
creating a class book.
Option B:
1. Background: Click
Science, then Outer Space
2. Stamps: Click Stamp Pad,
then Space
Option C:
1. Background: Click
Culture, then Wild West
Town
2. Stamps: Click Stamp Pad,
then Western
Students will design their own, new
settings for the story, In the Attic.
Begin by using a tree map template
to generate ideas. Students will
share their setting ideas with the
teacher before continuing.
Individual or with a partner
Use tree map template or print one
for each student.
In the Attic: Story Setting (1st Grade)
In order to make a class book, In the
Attic, students will each be provided
a page on which to create an
illustration and the corresponding
part of the story.
Large group instruction
Note: the following materials are
oriented vertically. Horizontally
oriented materials are provided
below. Print and distribute to each
student or student pair completing
an illustration/page:
Teacher will show the student page
template OR explain how KidPix can
be used to create the student’s page.
Student Page
Template
The student rubric for performance
will be explained and modeled for
either approach (hard copy or
KidPix).
OR use KidPix
Student Rubric Draft
Template
Students will use the information
from their tree map to create a new
setting for the story. Teacher
decides which students will do which
parts…or students may self-select.
Individual or with a partner
Partners will peer edit their own and
then each other’s printed or KidPix
pages using the student rubric-draft
template.
Students revise their own setting and
repeat the peer editing process using
the student rubric-publish template.
Partners
Teacher can bind student pages in a
class book and have students read
their book.
Large group instruction
KidPix OR
Student page template (hard copy –
embedded above)
Student rubric-draft template
(embedded above)
Partners
Student Rubric
Publish Template
Vertical/portrait versions of book:
Title Page Vertical
End Page Vertical
First Page Vertical
Student Page
Vertical
Horizontal/landscape versions of the
class book:
Title Page Horizontal First Page Horizontal
Last Page Horizontal
Student Page
Horizontal
In the Attic: Story Setting (1st Grade)
Accommodation Options
ELL / IP Students
Instead of individual and/or partners, do the project with the whole class, in
guided reading groups, and/or with the assistance of special services staff.
Do the project creating one new setting instead of a whole book.
Highly-Capable Students
Use the sample setting as the end project and do a tree map of its essential
details.
 Each student can create more than one setting. These can be put
into individual books.
 Students can add more in-depth details to the setting/story.
 Each student may create a page for a class book in PowerPoint and
then email to their home by simply clicking on title bar.
In the Attic
Note: Clicking on this link will open a “kiosk” view of this
PowerPoint presentation. To use it: Double-click on
above link and choose “Edit Slides.” The template will
appear
Management/Organization Tips
Introduce the concept of setting (first three steps in the Unit Implementation) prior to the week you introduce In
the Attic. The teacher may want to partner students so partnerships will be helpful to each other.
Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)
30 minutes daily for one week
Prerequisite Skills
Prior instruction and practice with the writing process, including peer editing.
Prior instruction and practice in Kid Pix.
Materials and Resources Required for Unit
Adopted Print Materials:
 Variety of stories as examples for the concept of setting
 Macmillan basal series: grade 1, level 5, unit 1
Technology – Hardware (Click boxes of all equipment needed.)
Computer(s)
VCR
Projection System
Printer
Video Camera
Camera
Technology – Software (Click boxes of all software needed.)
Microsoft Word
Microsoft Front Page
KidPix
Microsoft Excel
Microsoft Internet Explorer
Inspiration
Optional Technology
Extensions
Use of PowerPoint to make class or individual books.
Key Word Search
Setting
Author
First and Last Name
Nancy Alexander, Johanna Hernandez
School Name
Carriage Crest, Ridgewood Elementary
Email Address
nancy.alexander@kent.k12.wa.us, johanna.hernandez@kent.k12.wa.us