Understanding the Complexities of Setting
with Where the Lilies Bloom

Lesson Author: Pam Altom

Subject: Language Arts; Reading

Grade Levels: 6-8

Goals/Objectives:

• Students will become aware of the complexities of a moving setting in a novel
• Students will increase comprehension by developing an awareness of detail presented in novels.
• Students will be encouraged to work as a team and build a cooperative learning spirit.

Time Required: 6 Hours

Materials:

• green, blue, white, brown, black bulletin board paper for background
• multi-colored tissue paper for constructing wild flowers
• wooden coffee stirrers for construction of buildings
• used file folders to construct characters, cars, trucks, etc.
• green bulletin board paper sent through the paper shredder for leaves on trees and shrubs
• banner made on computer, colored, and decorated with wild flowers
• cotton to make the clouds
• books to research wild flowers and mountains buildings of the era

Technology Resources:

Computerized banner: Where the Lilies Bloom

Research using library equipment to find pictures and information on wild flowers and herbs mentioned in the
novel.

Pre-Activities:

Read the novel, Where the Lilies Bloom

Students compile list of wildflowers and herbs from novel.

Students locate pictures of mountain gristmill, schoolhouse, country store, tobacco barn, houses of the era
etc.

Students make list of art supplies they will need and the teacher attempts to find them within the school.

Activities:

• Divide classes into assignment groups: background, trees and shrubs, wild flowers, buildings, cars and trucks, Kiser's house, Roy Luther's house, schoolhouse, characters, hospital and mountain town, banner, etc. The project grows as the students buy into it and the ideas flow.
• Research details of wildflowers and buildings.
• Construct buildings and begin to place on the background.
• Watch the mural develop.
• Make a lot of pictures. This is a tremendous team building activity.

Assessment:

• How imaginative and excited were the students?
• How proud were they of their work?
• Was this an esteem-building activity for academically weaker students as well as all students in general?
• Did students indicate an understanding of the complexities of setting found in the novel as indicated on an essay or an objective test?

Teacher Comments: This activity allowed all students on our team to work together on a wonderful project. The response of administration and teachers was very affirming to the students. They amazed themselves at what they could accomplish when they all worked together. For most students the setting of the novel came alive. Many students said they felt as if they had been on a field trip to the mountains.