Name: Salma Santos E-mail: ssantos1@stedwards.

edu
Grade Level: 6th grade Subject Area: ELA
Lesson Title: Setting and Context in relation Lesson Length: 8:15-9:50
to Theme
Lesson Overview A deeper investigation into the setting of
Trash. This will also require a look into what
defines a “third-world country”, this is the
general setting of the novel. A “compare and
contrast” discussion/activity will be prevalent
within the lesson – student will compare and
contrast the setting within this novel to
reality. Connections to how setting can help
set the overall mood and tie in with the
author’s intentions of writing this novel.
Standards Addressed (TEKS or national) §110.18. English Language Arts and
Reading, Grade 6
(b) Knowledge and skills.
(2) Reading/Vocabulary Development.
Students understand new vocabulary and use
it when reading and writing. Students are
expected to:

(A) determine the meaning of grade-level

academic English words derived from Latin,
Greek, or other linguistic roots and affixes;

(B) use context (e.g., cause and effect or

compare and contrast organizational text
structures) to determine or clarify the
meaning of unfamiliar or multiple meaning
words;

(C) complete analogies that describe part to

whole or whole to part (e.g., ink: pen as page:
____ or pen: ink as book: _____);

(D) explain the meaning of foreign words

and phrases commonly used in written
English (e.g., RSVP, que sera sera); and

(E) use a dictionary, a glossary, or a

thesaurus (printed or electronic) to determine
the meanings, syllabication, pronunciations,
alternate word choices, and parts of speech of
words.
 (3) Reading/Comprehension of Literary
Text/Theme and Genre. Students analyze,
make inferences and draw conclusions about
theme and genre in different cultural,
historical, and contemporary contexts and
provide evidence from the text to support
their understanding. Students are expected to:

(A) infer the implicit theme of a work of

fiction, distinguishing theme from the topic;

(B) analyze the function of stylistic elements

(e.g., magic helper, rule of three) in traditional
and classical literature from various cultures;
and

(9) Reading/Comprehension of Informational

Text/Culture and History. Students analyze,
make inferences and draw conclusions about
the author's purpose in cultural, historical, and
contemporary contexts and provide evidence
from the text to support their understanding.
Students are expected to compare and contrast
the stated or implied purposes of different
authors writing on the same topic.

(C) compare and contrast the historical and

cultural settings of two literary works.

List of materials: - Access to colored printer for picture

sheet
- Scissors
- Pencil/pen
- Glue (possible)
- Map of Austin
- Colored index cards
- Colored pencils or markers
- Sticky note posters
- Computer with projector
- Novel (Trash)

INSTRUCTIONAL SEQUENCE
Phase One: Engage the Learner
Mentally engage students with an event or question – Engagement activities capture students’
interest and help them to make connections with what they know and can do
Activity: Small-Group (3 groups of 5)
GLOBAL
Time Length: 10-15 minutes
Materials needed: Colored index cards, picture sheet, scissors, pencil/pen

- Each group will be given a set of pictures that they will then categorize into two piles
- They will have a “scribe” that writes down how they categorized the two piles with
adequate explanation/reasoning
 Writing to be as descriptive as possible
 At least 2 points made

What’s the teaching doing? What are the student’s doing?

1. Ask students to get into pre-set groups
2 present first part of PowerPoint that
establishes: the agenda, the directions for the
first activity
3. Pass out supplies for activity: pictures,
scissors, scrap paper for written reasoning
4. Walking around the class, checking in on
the groups, reminding groups of time left
5. After time is up, will ask for each group to
present their explanations/reasoning
6. procedure to put supplies in middle of table
and to throw away trash (using the same one
that is used by Ms. Bright)
7. Transition into “EXPLORE”
1. Sitting at assigned tables and groups
2. Listening to agenda and direction for first
activity
3. completing the “ENGAGE” activity:
cutting the pictures out and categorizing them
into 2 piles and writing their reasoning on
paper
4. present their reasoning
5. follow procedure of putting supplies away
in the middle of the table and throwing away
trash
6. Sitting in seats for transition into
“EXPLORE”

Phase Two: Explore the Concept

Activity: Small-Group (3 groups of 5)  Whole-Class
NATION-WIDE
Time Length: 20-30minutes
Materials Needed: sticky note posters, colored pencils/markers, pen/pencil, scissors, glue stick

- Each small group will look at 1 factor of poverty within the US using a pre-set
informational/data set and create an artifact (sticky note poster) that shows their
interpretation of the information given
- Questions to consider will be placed on the board:
 How does the setting/landscape/area impact their poverty level?
 Do you think that money is related to happiness?
- They will then present their posters that provokes a bigger/whole-class conversation
about the assumptions/interpretations/observations they made about their findings

Terms:
1) Setting: Where and when a story takes place
2) Context: the circumstances that form the setting in terms of which it can be
fully understood
3) Poverty: the state of one who lacks a socially acceptable amount of money or
material possessions
4) developing vs. industrialized country
 5) social class: a division of society based on social and economic status

What’s the teaching doing? What are the student’s doing?

1. State the next item on the agenda 1. Sitting at assigned group tables
2. Will introduce any new vocabulary words 2. listening to agenda and directions for
needed before starting activity activity
3. Go over the directions needed for this 3. completing the “EXPORE” activity:
activity Creating a poster that shows their
4. Go over the questions to be considered interpretation of the pre-set informational/data
while working on this activity set, answering the questions that are presented
5. Hand out supplies by way of help of a on the board
student or two 4. Present their posters + stick them on the
6. Walk around the class and assisting small- wall
groups, keeping them on track 5. engage in whole-class conversation about
7. Reminding groups of time remaining left to their assumptions/interpretations that they had
complete poster made and connect it to what they know about
8. After time is up, will ask for each group to the novel
present their explanations/reasoning 6. procedure to put supplies in middle of table
9. conduct whole-class conversation about and to throw away trash (Ms. Bright
their assumptions/interpretations that were procedure)
made and begin to connect it to novel 7. Transition into “EXPLAIN”
10. procedure to put supplies in middle of
table and to throw away trash (using the same
one that is used by Ms. Bright)
11. Transition into “EXPLAIN”
Phase Three: Explain/Extend the Concept and Define the Terms
Activity: Small-Group (3 groups of 5)  Whole-Class
LOCAL
Time Length: 30-45 minutes
Materials Needed: Map of Austin, Trash (novel), colored pencils/markers, pen/pencil

- Students will create the map that is described within the book if it were in Austin
** In Trash, one of the main characters finds a bag in the trash with a wallet and a map.. what
would the map look like?
- Involves using textual evidence
- Would there be a social class divide based on who has more economic resources?
- This also involves placing characters from book on map – where they would live/be
during a normal day?
Things to place on the map can include: government building (like the Capitol bulding here in
Austin), school districts, where would Small be? (Remember, it doesn’t have to be in the exact
same place it is now), malls, movie theatres, fast-food or fancy restaurants, etc..
- Present their invention/drawing of the map, explanations are given as to why things are
where they are

Terms:
A. Setting: Where and when a story takes place
B. Context: the circumstances that form the setting in terms of which it can be
fully understood
 C. Poverty: the state of one who lacks a socially acceptable amount of money or
material possessions
D. developing vs. industrialized country
E. social class: a division of society based on social and economic status

What’s the teacher doing? What are the student’s doing?

1. State the next item on the agenda 1. Sitting at assigned group tables
2. Will re-introduce the vocabulary words 2. listening to agenda and directions for
3. give directions for planned activity activity
4. Go over questions to be considered during 3. completing the “EXPLAIN/EXTEND”
the activity activity:
5. Hand out supplies by way of help of a Creating a map that shows their interpretation
student or two of the setting & context within the novel and
6. Walk around the class and assisting small- answering the questions that are presented on
groups, keeping them on track the board
7. Reminding groups of time remaining left to 4. Present their maps + stick them on the wall
complete poster 5. engage in whole-class conversation about
8. After time is up, will ask for each group to their assumptions/interpretations that they had
present their explanations/reasoning made and connect it to what they know about
9. conduct whole-class conversation about the novel
choices made, overall reasoning, and 6. procedure to put supplies in middle of table
interpretations of their maps that were made and to throw away trash (Ms. Bright
and connect it back to the novel procedure)
10. procedure to put supplies in middle of 7. Transition into “ELABORATE”
table and to throw away trash (using the same
one that is used by Ms. Bright)
11. Transition into “ELABORATE”
Phase Four: Elaborate the Concept
Activity: Small-Group  Large-Group
Time Length: 5-10 minutes
Materials Needed:
- Open discussion that is within the “EXPLAIN” activity
- Connecting all three activities together
Questions to ask:
 What were some differences between the two piles that you created at the
beginning of class?
 What are some characteristics of a developing country? Industrialized country?
 How might we organize the society/community members in Trash?
 Do you think that money is related to happiness?
 Can you describe what being “happy” is?
 Do you think the “trash kids” in the novel are happy?
 What are some characteristics of poverty?
What’s the teaching doing? What are the student’s doing?
- Reminding students that they need to - Engaging in conversation
raise their hand before they - Preparing answers to questions posed
speak/popsicle sticks to call on people
Phase Five: Evaluate the students’ Understanding of the concept
Activity: Individual
- Exit ticket =
What’s the teacher doing? What are the student’s doing?
Holistic Rubric for Phase Four: Explain/Extend the Concept

Rubric for Map of Behala as Austin

Points: Description:
5  The artifact (map) created indicates that the student has a complete
understanding of terms such as: poverty, social class, and setting. In
addition, to understanding the differences between developing and
industrialized countries.
 3 or more pieces of textual evidence written
 Proper labels are clearly indicated on map
 Thoughtful connection to novel and social factors discussed
 Neat and easy to read
3  The artifact (map) created indicates that the student has some
understanding of terms such as: poverty, social class, and setting
 Little evidence of understanding the differences between developing
and industrialized countries
 2-3 pieces of textual evidence written
 Labels are somewhat clear on the map
 Some thoughtful connection to novel and social factors discussed
 Somewhat messy
1  The artifact (map) created indicates little to no understanding of the
terms discussed in class
 No differences/explanation given between the term: developing and
industrialized countries
 Labels are absent from map
 Little connect to novel and social factors discussed
 Extremely messy