Students will learn to examine literary components in literary nonfiction as well as review literary elements in fiction. At the end of the lesson, students are able to: 
- Identify the components, emphasizing the events and characters. 
- Evaluate and interpret literary devices to aid in the understanding of literary nonfiction.

- How does reading a text aloud elicit thought and reaction?
- How do literary and informational texts become meaningful to strategic readers?
- What is the true purpose of this text?

- Biography: The story of a person’s life written by someone other than the subject of the work. 
- Characterization: The method an author uses to reveal characters and their various personalities. 
- Literary Nonfiction: Text that includes literary elements and devices usually associated with fiction to report on actual persons, places, or events. 
- Recount: Retell the story in detail. 
- Explicit: Clearly expressed through words in the text.

- Robert Andrew Parker. (2008). Piano Starts Here—The Young Art Tatum. Schwartz & Wade. 
Alternative books:
- Emily Arnold McCully. (1996). The Bobbin Girl. Dial Books for Young Readers.
- Allen Say. (2008). Grandfather’s Journey. Sandpiper.
Examples of the following types of nonfiction texts:
- biographies
- science and social studies textbooks
- memoirs
- TIME For Kids or National Geographic Kids
- various books on science, nature, and places
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)

Emphasize the significance of examining the thoughts, feelings, and deeds of characters in both fiction and literary nonfiction during the class. Gather and evaluate the events, feelings, and action charts to gauge the comprehension of the students. Provide every pupil with detailed feedback.
Check with students to see if they can interpret the emotions of the characters and provide evidence to back up their interpretations. Examine students' informal summaries of the material using notes and anecdotal observations.
Assess pupils' comprehension using the following checklist:
- The student exhibits the capacity to recognize the emotions of a character in various textual places.
- The student correctly cites textual evidence.

Explicit instruction, active engagement, and scaffolding
W: Assist students with recognizing, analyzing, and interpreting the emotions of literary nonfiction characters, and provide proof to back up their conclusions.
H: Assist students in drawing connections between the book Piano Starts Here—The Young Art Tatum and the experience of conquering adversity.
E: Show students how to complete a chart that details the major moments in the biography, the character's emotions during those moments, and supporting details with supporting data.
R: Give students the chance to read a different literary nonfiction text alone or with a companion, then complete a chart identifying the actions, feelings, and occurrences.
E: Utilize the Formative Assessment to ask students to show that they can recognize the emotions of the characters in the novel.
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 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 Idea/Detail Question: In a literary nonfiction work, how does the writer utilize important concepts and information to build characters and events?

Distribute a range of nonfiction books, including travel guides, autobiographies, and biographies about various regions or the natural world. Permit pupils to peruse a few of the readings for a few minutes. "Is it fiction or nonfiction in these texts? Which of these nonfiction works has the literary devices—characters and events—that we discussed in Lesson 1 of the fiction books?", you ask your students.

Describe how the text structure of some nonfiction works can resemble that of a story or work of fiction. Say, "Today we're going to look at literary nonfiction and see how the structure of this text compares to fiction. We'll also talk about literary nonfiction characters."

Inquire, "Have you ever encountered a difficulty in your life? How did you get beyond the obstacle?" Permit volunteers to talk about their difficulties. Show off the Piano Starts Here—The Young Art Tatum book cover. Ask pupils to forecast what will happen in the book. Next, you state, "A boy who faces a big challenge in his life is the centerpiece of this book. Your prediction might vary now that you know this." Allow students to alter their first guesses.

Ask, "What genre does this text belong to?" (Fictional literature) Describe how literary nonfiction is written in the manner of a story but still incorporates factual information about a person, place, or object. Draw attention to the fact that it has a plot with a character, a setting, a conflict, and a resolution. Say, "In this book, we'll concentrate on character and examine how this literary device affects your understanding of literary nonfiction."

Say the book out loud. Think aloud and model several reading skills when reading, such as the following:

Forecasting: "Do you think Art will pick up the piano?"
Implying: "What do you think Art's feelings are about being nearly blind?"
Visualizing: "Are you able to detect the aroma of cooking food in the kitchen or the sounds of the piano?"
Analysis: "Why did the writer decide on this location for the narrative?"
Discuss how, while being nonfiction, this book has a distinct story structure. Determine the story's protagonist, setting, conflict, and resolution together. Examine the author's reasoning for including particular characters. Discuss how the reactions of the characters influenced the events of the story.

Pose some questions: "What was Art's reaction when he discovered how to play the piano?" (Happy and delighted) "How do you know?" Ask students to back up their responses with quotes from the book. (He preferred to stay indoors and play the piano.)

Ask partners to discuss what they think Art is feeling at different points in the narrative. Examine whether students understand the character's emotions by moving about the room and listening in on the talks. Re-teach as needed. As you continue your text analysis, consider why the author chose to incorporate particular phrases, feelings, and incidents.

Provide a copy of the Events, Feelings, and Actions Chart (L-4-1_Events, Feelings, and Actions Chart) to every student. "What are the story's major plot points?" you could ask. (For instance, picking up the piano, performing for the first time in a church, getting paid to perform at a bar, and going on tour with other artists.) Show how to fill in the details based on the answers from the pupils.

Invite volunteers to complete the chart. Under the title "Character's Feelings," write about Art's emotions. Next, list the supporting details under the "Character's Actions" header. Assign pupils to complete their charts. Once the chart is finished, have the students turn to their partners and describe Art's mother's emotions at each time in the story. Encourage pupils to back up their responses with references from the book.

Invite volunteers to discuss their opinions on Art's mother's emotions. Why did the author decide to have her respond in this manner? Find out if the other students agree or disagree. Next, ask students to provide evidence from the text to back up their responses.

Say, "Now you will demonstrate your ability to analyze character emotion." Together with another Events, Feelings, and Actions Chart, distribute the chosen nonfiction materials.

Say, "You are going to read the text 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. Then, in the right column, record the character's deeds, or proof, in the same manner that we did with the Art Tatum chart. " Give students enough time to read the material, have a pair discussion, and complete their charts.

Extension:

For students who require more practice, assign teams to read a chosen literary nonfiction work and complete a chart indicating the primary events, the character's emotions, and the character's actions (using textual evidence as support).
When volunteers in small groups describe an incident involving two people, have other students interpret each person's sentiments. This exercise is appropriate for students who are willing to go beyond the standard.