KEVA® Settings, Characters and Plots

OBJECTIVE: Students will use KEVA planks as a manipulative to explore setting, character and conflict.

MATERIALS:

 

SETTING

PROCEDURE:

  1. Tell the class that over the next few days they will be using KEVA planks to create a setting for a story that they will be writing as a class. Tell the class that the setting is the “where” and “when” of the story.

  2. Decide as a class on the type of setting you will create using brainstorming techniques. Think of a name for the place you will create. Consideration might include exotic, familiar, historical, futuristic, big city, small town, farm or castle.

  3. Once you have determined the type of setting you will build, as a class make a list of the structures you will need to build. Allow the children to choose the structure they will build from the list and mark it off when they have completed the structure. The setting could be built in one hour-long building session or in several shorter sessions over several days.

WRITING EXTENSION: You may wish to have the students write a paragraph describing their setting. They could be advertising their setting in a travel brochure for an exotic location, writing a history text for a historical place or writing a newspaper article for a modern American setting.

 

CHARACTER

PROCEDURE:

  1. Tell the class that they need to create some characters for their story. Again, brainstorm with the class the types of characters they will need. Be sure to include men, women, children and animals. Several professions should also be represented.

  2. Provide the children with construction paper and crayons or markers. Have them create people to inhabit the KEVA world they have created. (See Appendix N.) The children could freely create their characters or, to insure variety, work off of a brainstorming list.

  3. Once the characters are created, have the students add them to their KEVA world.

WRITING EXTENSION: To reinforce the concept, have the students write a description of their character. Have them fill out the character description. (See Appendix M.) Older students could transfer this information to a descriptive paragraph.

 

PLOT 

PROCEDURE:

  1. Tell the class that a good story must have a plot. Explain that a plot is something that happens to a character in a story.

  2. Discuss with the class examples of what could happen within your setting. Make a list, which might include the following: Someone could be rescued from a fire, a thief could rob a store, someone could be lost, an earthquake could occur, etc.

WRITING EXTENSION: Students can now write stories about their characters in the setting they have created. After the stories are written, students can read their stories to the class and place the characters in the appropriate places.

 

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