Students practice using literary elements to assess literary texts in this lesson. At the end of the lesson, students are able to: 
- Examine the literary text's elements—character, setting, and story.
- Retell a story using the order in which things happened.
- Identify the main takeaway from a tale.

- How can literary and factual texts become meaningful to strategic readers?
- What is the true purpose of this text?

- Literary Elements: The characters, setting, and plot of a story.
- Characters: The people or animals in a story.
- Setting: The time and place, or where and when, a story happens.
- Plot: The sequence of events in a story, including a problem and a solution.
- Events: The things that happen in a story.
- Sequence: The order in which events happen.
- Central Message: The main idea or moral of a story.
- Moral: The lesson a story teaches.

- Leo Lionni. (1973). Swimmy. Dragonfly Books. This book was chosen because it contains a clear plot structure with a single conflict. Any books by Leo Lionni would work well for this lesson
Teachers may substitute other books to provide a range of reading and level of text complexity.
- one or more story maps, with copies for each student (L-2-2_Story Maps)
- student copies of Swimmy Sentence Strips (L-2-2-1_Swimmy Sentence Strips)
- a variety of literary texts
- glue
- fishing hat (optional)
- a fishing rod with a magnet attached to the end (optional)
- fish template (L-2-2-1_Fish Template) or fish cutouts with literary elements written on them and a magnet attached to each one (the magnet is optional)
chart paper and marker

Encourage students to recognize literary components and use them to retell stories throughout the class. The significance of narrating events in the correct order should be discussed.
- Ask students whether they can recognize literary characteristics in a piece and if they understand what they are.
- Examine students' abilities to correctly recognize literary elements and utilize them to narrate the story to other students.
- To evaluate students' progress toward the lesson's objective, use the checklist that follows:
- Students are able to recognize the characters in stories.
- Students are able to pinpoint a story's setting.
- Students are able to understand the plot (series of events) in a story.
- Students are able to recognize the issue and its resolution in a tale.
- Students are able to determine a story's main point or moral.
- Students are able to tell a tale in order by using literary devices.

Explicit instruction, active engagement, and scaffolding
W: Help pupils recognize the components of a literary work, narrate tales, and ascertain the main idea. 
H: Get kids interested by having them "fish" for literary devices and then go over each one's definition. 
E: Assist pupils in jotting down a story's constituent parts in a visual organizer. 
R: Give students the chance to show that they comprehend literary devices. 
E: Assess students' comprehension of how to recognize literary devices in a narrative and apply those devices to retell the story. 
T: Make the lesson's concepts accessible to students at all levels by using readings, group discussions, and peer interactions. 
O: To assist students in reviewing and applying their knowledge of literary elements, the course employs a sequential presentation. 

Focus Question: What benefits does the reader receive from recognizing literary devices in the story?

Put the fish cards (L-2-2-1_Fish Template) with literary components inscribed on them in a bowl before the class. Alternatively, you might use a fishing rod with a string and magnet attached, and then place the fish cards on the floor in an artificial "pond" with magnets attached. Arrange for the pupils to sit in a circle around the fish.

Optional: Put on a fishing cap. "We're going to read a fish story today," you can say. "We will review literary components before we get started. Come with me fishing!"

Ask children to take turns drawing fish out of a bowl or using the fishing pole to catch fish to find a literary element. Once every literary element has been discovered, list it on an anchor chart that will be hung in the classroom or record it on the board or interactive whiteboard.

Help pupils remember the definitions by going over each component in brief. Fill out an anchor chart with the definitions.

Characters: the humans or animals who appear in a story.
Setting: The period and location in which a narrative takes place.
Plot: A story's series of events

Present the anchor chart to the students and make a copy so that Lesson 2 can utilize it.

Part 1

Read the book Swimmy out loud. After that, use an overhead projector to show a copy of the story map of your choosing (L-2-2_Story Maps). Assist pupils in recognizing the literary devices used in the Jimmy story.

Inquire as to what the setting is. (the location and time of a story) "Where does this story take place?" (during the day, in the sea) Students should be encouraged to cite textual examples or words to back up their responses. Fill in the story map's setting.

Inquire, "Who are the characters in a story?" (The humans or creatures in the tale) "In this story, who are the characters?" (Swimmy, his redfish pals, and the enormous black fish that is consuming the small fish) On the plot map, list the characters. "We will select the most significant and prominent characters from among the numerous ones that may appear in a story," you can say. Invite pupils to identify the key characters in the story using both the words and the visuals.

Say, "A story's plot is its sequence of events. What key moments occur in this narrative?" Ask students to identify three or four important events in the story using the words and artwork provided. Put them on the story map in the appropriate order. Say, "I enumerated the events in the story in the order that they occur. What makes the sequence crucial? (for the tale to make sense.)

Propose: "Every story requires a problem. Otherwise, the plot would not progress. What exactly is an issue? (an issue that needs to be resolved) To the literary elements anchor chart, add the term "issue" along with its definition. You ask a question. "What is the issue with this story?" (The redfish fear that the large black fish will devour them.) Inscribe the issue onto the narrative map. "What is a solution?" (a method of solving a problem) To the anchor chart for literary elements, add the phrase "solution" and its definition. Question: "What is this story's solution?" (Swimmy makes the fish all swim together in a school to frighten off the large black fish.) Ask students to bolster their responses with details from the story's words and images. On the story map, write the solution.

Say, "A story's central message is its main idea or moral." To the anchor chart for literary elements, include the definitions of the phrases "moral" and "central message." What lesson or moral does Swimmy's author want the reader to take away?" (Possible responses include: either everyone must collaborate or problem-solving can be achieved through collaboration.)

Part 2

Examine the story map where you previously listed the literary devices used in the Jimmy story. Declare, "We can retell a story with the aid of literary elements."

On the board or interactive whiteboard, write the following questions: who, what, where, when, why, and how. Make a series of questions: "Which literary device responds to the who question?" (The characters) "Which literary component provides an answer to the where-and-when queries?" (the setting) "What question does the plot attempt to answer?" (It describes what occurs or the issue.)

To show how the other questions on the list might be utilized to aid in our memory of the story, write the following examples on the board:

What response do the characters give to the issue?

Why do they behave that way?

How has the issue been resolved?

What does the story's main lesson teach us?

Set an example for retelling the narrative of Swimmy using literary devices. Make use of the story map and the list of questions on the board as you recount the most significant portions of the narrative. Say, "During the day, Swimmy and the redfish swim in the sea. The large black fish is threatening to devour the redfish. To frighten off the large black fish, Swimmy makes all the fish swim together. They cooperate to find a solution to the issue."

Assign pupils to recount the story of Swimmy in pairs or small groups. Make sure they are utilizing the questions and literary features to direct their retelling by moving around the room while they are working.

Part 3

Choose literary pieces that are at or below the level of independent reading for your students. Put pupils in pairs or small groups.

Say, "We retold the story of Swimmy using literary elements. This is a tactic we can use in other narrative texts." Make copies of the chosen story map or maps and distribute them. (Story Maps, L-2-2) Give a suitable picture book—either fiction or literary nonfiction—to each couple or group of students.

After reading the narrative, assign the students to annotate the story map with the plot points. Retell the story using the story elements once you have completed filling in the story map.

While students are working, keep an eye on them and offer assistance as needed.

Extension:

When they're prepared to go above and beyond the requirements, students can read a book at their reading level and highlight the literary devices. After that, students might tell the class the narrative again using their artwork.
For students who require more practice recognizing literary elements, L-2-2-1_Swimmy Sentence Strips might be utilized. To aid pupils in understanding the text, you might want to include some images. Make a sizable chart using chart paper or the board. On the chart, label the following: people, setting, plot (primary events), problem, and solution. Students should arrange the phrase strips beneath the appropriate headings. Urge them to put the events in the correct order by using the hints provided in the texts. Students should read the finished chart to recount the tale. In certain reading groups, practicing with different stories can help strengthen this skill.

Use the following questions, which are based on the narrative Swimmy, to assist students who require more experience with the sequence:

"What takes place at the start of the story?" The lone remaining small black fish is named Swimmy. (His friends won't play with him because they think they'll also get consumed.)
"What takes place halfway through the story?" (Swimmy tries to come up with a plan to assist his pals.)
"What occurs after the story?" (Swampy's companions get together to form a fish shape and frighten away the large black fish.)