Students will analyze literary elements in fiction and literary nonfiction. At the end of the lesson, students are able to:
- Identify the literary components of fiction by emphasizing the events and characters.
- Determine the literary components of literary nonfiction by emphasizing the events and characters.
- Examine and interpret literary viewpoints to aid in the understanding of both fiction and literary nonfiction.

- How does interaction with text provoke thinking and response?
- How can literary and factual texts become meaningful to strategic readers?
- What is the true purpose of this text?

- Fiction: Any story that is the product of imagination rather than a documentation of fact. Characters and events in such narratives may be based in real life, but their ultimate form and configuration are creations of the author.
- Literary Nonfiction: Text that includes literary elements and devices usually associated with fiction to report on actual persons, places, or events.
- Point of view: How an author reveals characters, events, and ideas in telling a story; the vantage point from which the story is told (first person or third person).

- The Three Little Pigs (by any author)
- Jon Scieszka. (1996). The True Story of the 3 Little Pigs. Puffin.
- Don Brown. (1996). Ruth Law Thrills a Nation. Ticknor & Fields. 
Teachers may substitute other books to provide a range of reading and level of text complexity.
- Before presenting the lesson, take two photos: one looking out of the classroom and one looking into the classroom.
- large copies of photos showing two views of the same subject—one an extreme close-up and the other farther away
- student copies of Point of View Event Chart (L-4-1-3_ Point of View Event Chart)

Emphasize the value of recognizing point of view and story structure throughout the class. Ask students whether they know how to distinguish between points of view in literary nonfiction and fiction. 
Gather the visual organizers and use them to gauge the pupils' comprehension. Provide every pupil with detailed feedback. 
As your small groups read a different story, ask them to identify the viewpoint. Make an informal assessment of your pupils' ability to analyze and interpret points of view based on your notes and anecdotal observations. 
Utilize the checklist below to assess pupils' comprehension: 
- The student exhibits the capacity to recognize literary devices in texts that are literary nonfiction as well as fiction. 
- The student correctly recognizes and evaluates the point of view in both kinds of texts by using story aspects.
- The student contrasts and compares the various narrative points of view.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Assist students with recognizing the elements of a fiction and literary nonfiction plot structure as well as the point of view in each kind of literature. 
H: Use images to illustrate how to identify points of view. Explain how the reader's point of view is affected by a given circumstance or from what angle the image is being viewed. 
E: Show students how to fill out a graphic organizer to identify the literary fiction texts The Three Little Pigs and The True Story of the Three Little Pigs, explain the incident, and evaluate the feelings of the characters. Examine and contrast each story's point of view.
R: Give students the chance to read a literary nonfiction piece alone or with a partner, then complete a graphic organizer to determine and analyze the story's point of view.
E: Make use of the Formative Assessment to watch as students show that they can recognize viewpoints in works that are both literary nonfiction and fiction.
T: Assign students to flexible groups based on their instructional reading levels. Include extension activities for all levels by recommending both more challenging and practice-level resources to push students' thinking to greater levels.
O: This lesson's learning exercises include large-group instruction and discussion, small-group inquiry, pair work, and individual application of the material.

Main Question: In fiction and literary nonfiction writings, how does an author employ a point of view?

Show several incredibly close-up pictures of objects, such as a tire, a leaf, or a piece of chalk. Ask the pupils to name the objects. Ask pupils to identify each photo with its caption. Next, present the enlarged picture to them. Present the kids with the images of the view into the classroom and the view out of it. Ask them to explain how the two points of view differ from one another.

Say, "Your perspective on a situation is influenced by your position and the amount of information you can gather about it. It affects your ability to recognize the situation's features. This holds true for both the storyteller and the characters in a story."

Say, "Point of view refers to how an author reveals characters, events, and ideas in a story."

Part 1

State, "We're going to examine a few literary nonfiction and fiction components today. We will investigate point of view as a literary device and examine its effects on both fiction and nonfiction works."

Ask pupils to guess the point of view of The Three Little Pigs based just on the book's cover. (Since there are three pigs on the cover, perhaps one of them is narrating the tale.)

Read the book out loud. Throughout the reading, pay attention to the following textual devices:

The main protagonists: are the three pigs and the wolf.
Setting: homes in the woods
Issue: The wolf desires to consume the piglets.
Solution: The pigs construct buildings, each one stronger than the previous one.
Resolution: The pigs outwit the wolf, and he flees.
Viewpoint: (based on the content) a third-person story in which the pigs represent the wolf as the antagonist.

Ask, "How would the narrative change if it were told from the perspective of the wolf?" Predict with your students after seeing them on the cover of The True Story of the Three Little Pigs.

Read the book out loud. Have pupils identify how this narrative differs from The Three Little Pigs. As you read aloud, demonstrate how to apply comprehension techniques like inference and summarizing to make sure you have understood the material.

Discuss the following question after reading the narrative: "How did a change in point of view impact or change the story?" (Since The True Story of the Three Little Pigs is narrated in the first person, we can connect with the main character, but we still need to question whether the wolf is speaking the truth. The third-person narrator of The Three Little Pigs describes the thoughts and feelings of every character.) Talk about how a story's point of view affects it.

Introduce the Point of View Event Chart (L-4-1-3_Point of View Event Chart). Inform the students that they will be investigating the effects of point of view on a story. Project the chart or make a copy of it to be displayed on the board. Next, demonstrate how to finish the chart:

Give pupils a choice of a scene from The Three Little Pigs. Put the event on the chart at the relevant location.
Ask pupils to select a character and enter that person's name in the "Characters" column.
Talk about the character's perspective, and note what the students say in the "Point of View" column.
Ask students to include terms that were significant to that character's point of view in the "Key Words" column.
Write the students' interpretations of the event, from the perspective of that character, in the "Interpretation" column.
Ask pupils to select a new character based on the same event. Together with the class, complete the remaining boxes to compare how a person's point of view affects how an event is perceived or understood.

Ask students to fill out the Point of View Chart based on The True Story of the Three Little Pigs in pairs or small groups. Give pupils enough time to finish the chart. Observe the students at work and make sure they understand. Assess whether any reteaching is required.

Part 2

Say, "First person, as in an autobiography, or third person can be the point of view in literary nonfiction. In the third person, the narrator is occasionally unaware of the character's precise emotions. Therefore, you must deduce the character's emotions from what you already know and what you have read in the book." 

Go through the book Ruth Law Thrills a Nation. (This is a third-person account of Ruth Law's record-breaking flight from Chicago to New York in 1916.)

Hand out the Point of View Event Chart (L-4-1-3_Point of View Event Chart) to everyone. Ask pupils to fill out the chart as you read.

Because the chapter is literary nonfiction and is told in the third person, the responses about the Ruth Law narrative will necessitate greater inference. Despite being present for every occurrence, the narrator keeps Ruth's emotions a secret the entire time.

Gather the charts from the students when they're done so you can evaluate them and decide whether to reteach.

Extension:

Use the Point of View Event Chart in the Resources folder and the materials mentioned in Related Resources to provide students with extra learning opportunities if necessary.
Students who are prepared to go above and beyond the basics should be given the task of rewriting a story from a different perspective. Next, ask them to analyze how the narrative shifts as the point of view does.