Students will evaluate fiction's literary components. At the end of the lesson, students are able to: 
- Identify the literary components of fiction by emphasizing the events and characters. 
- Evaluate and explain literary devices to aid in the understanding of literary fiction.

- In what ways does engaging with the text elicit thought and reaction? 
- How can literary and factual texts become meaningful to strategic readers? 
- What is the true purpose of this text?

- Characterization: The method an author uses to reveal characters and their various personalities. 
- 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 Elements: The essential techniques used in literature (e.g., character, setting, plot, theme). 
- Event: Something that takes place in a story. 
- Evidence: Support for a response.

- Mark Teague. (2004). Pigsty. Scholastic Paperbacks. 
Alternative books:
- Elisa Bartone. (1997). Peppe the Lamplighter. HarperCollins.
- Deborah Blumenthal. (2008). Charlie Hits It Big. HarperCollins.
- John Lithgow. (2003). The Remarkable Farkle McBride. Simon & Schuster Books for Young Readers.
A variety of short literary fiction texts or picture books so that each student or pair of students has one. Suggested titles include the following:
- Patricia Polacco. (2001). The Keeping Quilt. Aladdin Paperbacks.
- David Shannon. (2004). A Bad Case of Stripes. Scholastic Paperbacks.
Teachers may substitute other books to provide a range of reading and level of text complexity.
- student copies of the Events, Feelings, Actions Chart (L-4-1_Events, Feelings, Actions Chart)
- index cards
- pencils

Stress the value of examining the thoughts, feelings, and deeds of literary fiction characters throughout the class. Assess pupils' comprehension of character interpretation and their ability to provide evidence to back up their conclusions by observing them. Determine whether the students can also examine how the author's choice of events or character reactions could have altered the plot.
- Utilizing your notes and anecdotal observations, obliquely evaluate students' ability to summarize the book.
- Utilize the checklist below to assess pupils' comprehension:
- The student exhibits the capacity to pinpoint the emotions of several characters throughout the narrative.
- The student correctly cites textual evidence.
- Student explains how the author's decision to have the characters respond to the events differently might have changed the book.
- Gather and evaluate pupils' understanding of the Events, Feelings, and Actions Charts. Provide every pupil with detailed feedback.

Explicit instruction, modeling, scaffolding, and active engagement
W: Assist students with recognizing, analyzing, and interpreting the emotions of literary fiction characters, and provide proof to back up their conclusions.
H: Assist pupils in drawing comparisons between the experience of not tidying their room and the result of disobeying instructions.
E: Show students how to complete a chart outlining the major points and emotions of the characters in Pigsty and point out the actions of the characters to bolster the responses.
R: Give students the chance to read a different work of literary fiction alone or with a companion, then complete a chart that labels the actions, feelings, and events.
E: Utilize the Formative Assessment to find out if students can recognize the emotions of characters and actions
T: Assign students to adaptable groups according to their instructional reading levels, and provide extension tasks for every level by recommending both more challenging and more practice-oriented materials to push students' thinking to new heights.
O: This lesson's learning exercises include large-group instruction and discussion, small-group inquiry, pair work, and individual application of the material.

Focus Question: How does a fiction writer develop characters and events in a text by utilizing important ideas and details?

Part 1

To provide students with pairs, write the following sentences on the board, interactive whiteboard, or index cards:

"You are the most excelling student in the entire class!"
"I have never read a worse book report than this one."
"You are responsible for your books," the librarian declared.
"We can't be friends if you are friends with her," a friend says.

Examine these assertions with your kids and have them talk about how they would feel if someone said those to them. Ask, "If these things were spoken to you, how would you respond or what would you do?" Ask pupils to talk about their feelings.

Ask students to consider what makes a fictitious story what it is. Ask students to identify the components (problem/solution, character, and setting). Write them down on the interactive whiteboard or board. Talk about a story's characters' roles. Say, "We follow a character's actions and emotions as we read a story. This maintains the flow of the narrative."

Say, "Today we will examine literary fiction and determine the emotions of the main character. Along with analyzing a character's emotions, we will look for textual evidence to support the character's feelings."

Pose some questions like, "How frequently do we need to remind you to tidy up your room? Do you take immediate action?" Give students the option to share their tales with an elbow buddy—someone who is seated directly next to them—or the entire group. Present the Pigsty book cover to your pupils. Ask them to guess the possible plot of the story. Ask students to categorize the piece as literary fiction and provide justification for their selection. (The pigs appear to be speaking [personification]. The cover has a cartoonish appearance.)

Remind students before they begin reading that their goals are to examine the main character's feelings at different stages in the story and to confirm their predictions by listening to the story. Read the narrative out loud. Think aloud and demonstrate different reading techniques as you read, such as the following:

Prediction: "Do you think Wendell will clean his room?"
implying: "What did Wendell think about the pig he discovered in his room?"
Visualizing: "What noises can you hear in Wendell's room on Friday?"

Model how to evaluate the character's emotions and provide evidence to back up your analysis by going through the first few chapters. (For instance, Wendell's mother is irritated. She raises her hands and tells Wendell he can live in a pigsty, which is proof in favor of this.)

After reading, discuss the narrative form and have the students pinpoint the story's issue. (Wendell's room is messy, and when more and more pigs enter during the novel, it becomes even messier.) Ask pupils to determine the solution to the challenge. (Wendell enlists the pigs' assistance in tidying his room after growing weary of the mess.) "Now consider your initial prediction regarding the book," you ask. Was it accurate?

Provide a copy of the Events, Feelings, and Actions Chart (L-4-1_Events, Feelings, and Actions Chart) to every student. Demonstrate how to finish the chart. "What are the story's major plot points?" you ask. (Wandell's mother becomes agitated when he neglects to tidy his room. At night, Wendell enjoys himself with the pigs. Pigs enter one after the other. Wendell's toys get ruined by the pigs. The chamber is cleaned by Wendell and the pigs.) Ask pupils to complete the events listed on their charts.

Go back to each event and ask the students to analyze the characters' emotions at that particular time. "What is Wendell's reaction when his mother advises him to move into a pigsty?" (glad and relieved) "How do you know?" Ask students to cite the text to back up their responses. (He doesn't mind the extra pigs, and he doesn't clean his room.) Keep providing prompts for every chapter in the book.

Consider the following question: "How would the plot change if Wendell started getting upset about his messy room early on?" Permit pupils to provide their analysis. Help students comprehend how Wendell's thoughts, feelings, and deeds affect the story's development.

Part 2

Go over how crucial it is to recognize personalities and their emotions.

Say, "Now you will demonstrate your ability to analyze a character's feelings and support them with textual evidence." Provide copies of a literary fiction novel and another copy of the Events, Feelings, and Actions Chart to every student or pair of students.

Say, "You are going to read the book I gave you and complete the chart. Identify the story's major events and the main character's feelings during them. Fill in the left-hand column with the events. In the center column, write the character's emotions. Put your evidence, or the actions of the character, in the right column." Give students time to complete their charts, read the text, and have a pair discussion.

Extension:

Ask small groups to retell their favorite fairy tales and identify the emotions of the characters, such as the pigs in "The Three Little Pigs" or the girl in "Little Red Riding Hood," if more practice is needed.