- Students will analyze and compare literary/fiction text aspects. After this lesson, students are able to:
- Determine a story's characters, place, and major events by analyzing its language and visuals. 
- Retell the essential events of a story in the proper order. 
- Compare the characters, settings, and events in different literature.

- How can literary and informational texts make sense to strategically minded readers?
- What is the actual topic of this text?
- How does reading a text aloud elicit thought and reaction?

- Literary/Fiction Text: Stories about people or events that are made up by an author
- Characters: The people or animals in a story.
- Setting: The place where a story happens.
- Events: The things that happen in a story.
- Compare: Tell how two things are alike or different.-

- Hest, A. (2007). You can do it, Sam. Candlewick Press.
- Edwards, R. (1999). Copy me, copycub. HarperCollins. 
Alternative books 
- Ward, C. (1997). Cookie’s Week. Puffin. 
- Bedford, D. (2002). Shaggy dog and the terrible itch. Little Tiger Press. 
- Bourgeois, P. (1992). Big Sarah’s Little Boots. Scholastic, Inc. 
- the nursery rhymes “Jack and Jill” and “Humpty Dumpty” written on chart paper (from Lesson 2) 
- student copies of the Venn diagram (L-K-1-3_Venn Diagram) 
- craft sticks for puppets

This lesson's objectives are to review the key plot points, characters, and setting as well as to compare data from different texts.
Utilize the ensuing checklist to evaluate each student's advancement toward the objective.
- Students are able to recognize the key events, characters, and setting of a story.
- Students can contrast the narrative aspects of two related texts.
- Pose the following questions to each student separately: On your class checklist, note the students' answers.
- "How similar are the characters in Copy Me, Copycub, and You Can Do It, Sam?" (Every book features a mother bear and her cub; the mother bears are kind, but the young need encouragement to do things.) "How do the two stories' settings differ from one another?" The events of (You Can Do It, Sam) happen in the winter. Every season features activities for Copy Me, Copycub, which are exclusively held outside. "How do the two stories' main events differ from one another?" (Responses will differ.)

Explicit instruction, modeling, scaffolding, and active engagement
W: As the students listen to two stories, ask them to identify the main plot points, characters, and locations. Assist pupils in contrasting the elements found in the two stories after that. 
H: Review "Jack and Jill" and "Humpty Dumpty" nursery tales with your pupils, having them draw comparisons between the characters and situations. 
E: Help pupils distinguish between two identical stories' major characters, settings, and events. Utilizing visual aids like a Venn diagram and a T-chart, demonstrate to children how to compare stories. 
R: Assist pupils in finishing a graphic organizer so they can contrast two stories. Let them present their work to a group of people. 
E: Take a look at the students applying what they have studied to determine whether they can name, describe, and contrast the characters, setting, and major plot points of each narrative or not. 
T: Assist pupils in articulating the major ideas by using guided questioning. To demonstrate how to arrange details regarding the setting, characters, and events, make use of a chart. If students need more assistance finishing the chart, provide it. 
O: This lesson's learning exercises offer both large-group instruction and individualized application of the ideas. 

Focus Question: What are readers' methods for comparing settings, characters, and significant incidents among stories?
Put up the children's rhymes that were used in Lesson 2: "Jack and Jill" and "Humpty Dumpty." After reading each nursery rhyme aloud to the class again, have them name the plot, characters, and locations in each one.

To document the students' responses, make a three-column T-chart on the board or interactive whiteboard. Write the labels "Characters," "Setting," and "Events" in the first column, being sure to leave space for the rest of the content. Put the title "Jack and Jill" at the top of the second column. Put the title "Humpty Dumpty" at the top of the third column. Collaboratively, list the characters, places, and events for each nursery rhyme in the relevant column.

Say, "Every story's characters, setting, and events have been identified. Let's now compare the two stories. How do they compare? (Both of them had experienced a fall.) "What makes them unique?" ("Humpty Dumpty" includes one major character, but "Jack and Jill" has two. While "Humpty Dumpty" is set on a wall, "Jack and Jill" is set on a hill.)

Tell the students that sometimes we compare two stories to see what is similar and what is different between them.

Part 1

"We're going to read two books that have some similarities and some differences," you might say. The characters, environment, and events that comprise each story's three primary components will be listed in a T-chart.

Construct a T-chart akin to the one mentioned previously, then present it on the interactive whiteboard, board, or chart paper. "You Can Do It, Sam" should be written at the top of the second column.

"You Can Do It, Sam by Amy Hest is the first story we will read," announced. Show others how to think aloud and how to draw connections between the text and the images and photos as you read. For instance, take a moment to reflect aloud on the scene after reading the first page. Say, "The story takes place on Plum Street during the winter." You can still see the moon because it is still very early in the morning. I can see from the illustration that no one is using the street. It had to be early. 

Talk about the characters out loud. Remark: "These photos appear to be of a mother bear and her cub." Consider the incidents out loud. "I wonder what would have happened if Sam and Mrs. Bear had delivered the cakes at sunrise," you could ask. Perhaps there would have been less surprise. 

Students should turn to face each other after reading the story and identifying the number of characters—two—in it. "What are the names of the characters in the story?" (Me and Sam, Mrs. Bear) On the T-chart, write the characters' names where they go, underneath the phrase "You Can Do It, Sam."

Teachers ask, "What is the story's setting?" (The following are possible answers: outside, on Plum Street, in Mrs. Bear's home, and during the winter.) Write the setting on the T-chart after reaching a group consensus.

"What are the story's primary plot points? " and then write the events that the children have identified on a separate piece of paper or the board. Assist pupils with numbering the occurrences in order. Next, record the key events on the T-chart in the appropriate order.

Finally, use the data on the T-chart to have students tell the story to close out this portion of the lesson.

Part 2

Go over the details on the T-chart and the story "You Can Do It, Sam". Inform the pupils that today's assignment will be the same but with a different story.

"Today we will read Copy Me, Copycub by Richard Edwards," you can say. The T-chart's third column should have the title written at the top. "We will be filling in the details on the T-chart as we read the story," you might say. We can use this to retell the story and determine its key components. We can compare stories with the aid of this information.

Tell the tale out loud. Take a break while you read and invite the class to participate by pointing out details you should note on the T-chart. Invite pupils to use the pictures to learn more about the story and to comprehend it better.

Once you've finished reading, go over the data you entered on the Copy Me, Copycub T-chart. As needed, ask students to point out other information. The following are only a few examples of the possible information: the mother bear and the cub as characters; external setting: the words "the north"; main events In April, the bears go on exploration. They hunt during the summer. It is fall when they visit the cave. The trip to the cave is somewhat lengthy. The cub comes dangerously close to missing the cave. They have warm, safe nights in the cave during the winter.

Students should repeat the tale Copy Me, Copycub to a companion using the details on the T-chart. You might have to put a basic image next to every event. Ask students to recount the story in order and pay attention to them as you move around the classroom to see whether they can name the main characters, setting, and events.

Part 3

Students should be asked to recite the tales of "You Can Do It, Sam" and "Copy Me, Copycub". Ask the kids to retell each story in small groups.

Bring the finished T-chart with the two stories filled to the student's attention. Make sure students comprehend and can explain the concepts of character, place, and main events by going over them again.

Talk about every item on the T-chart as a group. Discuss how that aspect appears in the stories, either similarly or differently. Say something like, "Let's contrast the characters in each tale. Who are the characters in You Can Do It, Sam? " (Mrs. Bear and Sam) "Who are the characters in Copy Me, Copycub?" (Mother Bear and cub) "How similar are the characters in both books?" (Bears are the primary characters in these stories. A mother bear and her infant bear appear in both tales. The bears communicate. The young bears receive a great deal of kindness from their mothers. The cubs receive assistance from both moms.)

Say, "Let's compare the settings now. Do the two stories take place in the same setting? The majority of both stories take place in the winter. Every season has a copy of Copy Me, Copycub. It's also fully outside. Only during the winter does You Can Do It, Sam occur, and some of the narrative takes place within the house."(A forest is the setting for one story, while a neighborhood serves as the setting for another.) Say, "Events differ in each story because the settings vary."

"Let's compare the events in each story," you say. Examine each event on the T-chart together and make comparisons between occurrences in different stories. Inquire, "How are the events similar?" (In the snow, Sam visits houses one after the other. This bear cub travels around.)"In what ways are the events unique?" (Sam travels alone. The bear cub goes after his mom.)

Present the Venn diagram (L-K-1-3_Venn Diagram) and provide students with an example of how to utilize the visual aid for story comparison. Describe how the overlapping portions of the circles depict the identical aspects of the stories. Only the sections of each narrative that differ are displayed in the circle for that particular story.

Inquire, "How are the stories You Can Do It, Sam, and Copy Me, Copycub similar?" Write terms like "mother bear and baby bear" or "winter" in the Venn diagram overlapping circle sections as children draw parallels. Ask, “What constitutes a difference between You Can Do It, Sam, and the other story?”. Keep track of the pupils' answers in the Venn diagram "You Can Do It, Sam" circle. (Example responses: gives gifts, travels alone, resides in a home.) Then ask, "What makes "Copy Me, Copycub" unique from the other story?" Students' answers should be noted in the Copy Me, Copycub circle on the Venn diagram. (Example responses: sleeps in a cave during the winter, obeys mother.)

Give the pupils craft sticks and some bears to model as a mother and her cub. Ask students to act out the two stories that were read aloud in the session using the puppets in pairs or small groups. Explore the classroom and note how well the pupils can compare stories.

Ask students to describe why they compare various story parts as you wrap up the lesson. (Responses: to enhance comprehension of the tales, identify the elements that distinguish the tales, recognize that two distinct writers might be sharing ideas, etc.)

Extension:

As an extra exercise, assign students to compare two nursery rhymes or other well-known stories in pairs or small groups.
Give each kid two stories appropriate for their reading ability. Ask students to read the stories and then complete a visual organizer (such as a Venn diagram or T-chart) that compares the two stories to illustrate the transfer of information.
Ask pupils to write a narrative about a mother bear and her youngster. Ask children to create and illustrate a tale, then contrast it with "You Can Do It, Sam" or Copy Me, Copycub.