Students will go over literary elements in this lesson and apply what they've learned to analyze a literary work. At the end of this lesson, students are going to: 
- Name a few literary components that are used in a specific selection, such as theme, plot, setting, and characterization. 
- Examine the relationships between character, setting, plot, and theme. 
- Provide proof from a piece of literature to back up the thesis statement.

- What is the most effective way to present findings?
- How can readers decide which information from what they hear, read, and see to believe? 
- How do literary and informational texts become meaningful to strategic readers? 
- How does interaction with text elicit thought and response? 
- What is the objective? 
- What is the true purpose of this text? 
- What makes writing clear and effective? 
- Why do authors write? 
- Who is the target audience? 
- What will appeal to the audience the most? 
- How can a reader find what they're looking for? 
- How can a reader determine whether a source is reliable?

- Analysis: The process or result of identifying the parts of a whole and their relationships to one another. 
- Characterization: The method an author uses to reveal characters and their various personalities. 
- Climax: The turning point in a narrative; the moment when the conflict is at its most intense. Typically, the structure of stories, novels, and plays is one of rising action, in which tension builds to the climax. 
- Conflict/Problem: A struggle or clash between opposing characters, forces, or emotions. 
- Literary Elements: The essential techniques used in literature (e.g., characterization, setting, plot, theme). 
- Plot: The structure of a story. The sequence in which the author arranges events in a story. The structure often includes the rising action, the climax, the falling action, and the resolution. The plot may have a protagonist who is opposed by an antagonist, creating what is called conflict. 
- Resolution: The portion of a story following the climax, in which the conflict is resolved. The resolution of Jane Austen’s Northanger Abbey is neatly summed up in the following sentence: “Henry and - Catherine were married, the bells rang, and everybody smiled.” 
- Rising Action: The part of a story where the plot becomes increasingly complicated. Rising action leads up to the climax, or turning point. 
- Setting: The time and place in which a story unfolds. 
- Theme: A central idea or message of a piece of writing; a major idea broad enough to cover the entire scope of a literary work. 
- Thesis Statement: The basic argument advanced by a speaker or writer who then attempts to prove it; the subject or major argument of a speech or composition.

- a board, large screen, or easel with a large drawing pad to put up examples, student responses
- a pad of large sheets of chart paper, several sheets for each group
- a set of markers for each group
- class viewing access to “The Three Little Pigs,” available at http://www.read.gov/books/pageturner/2003juv81093/#page/2/mode/2up 
- access to an example of a plot graph (see LW-8-1-1_Plot Diagram for an example, or visit a Web site such as http://www.glencoe.com/sec/literature/course/course1/unit/shortstory.shtml 

- Maintain the focus of the lesson on literary elements and their role in analyzing literature. As students work on the plot graphs, keep an eye on them and offer assistance as needed. Make a note of the students who might require more assistance, and during the following class period, work one-on-one with them. 
- If there are any terms or procedures that need to be reviewed with the entire class, it will be made evident by the group presentations of the students' plot graphs. It might be necessary to go over the issue with the class as a whole before moving forward if groups are having problems selecting pertinent evidence to back up their thesis statements. The exit tickets that identify three aspects of the plot will also identify individuals who require further investigation.

Explicit instruction, modeling, scaffolding, and active engagement 
W: By the end of the unit, students will have written an analysis of their independent reading book. They are aware that they are learning how to analyze a literary work. 
H: During their group analysis of the narrative, students actively get involved. 
E: Students study narratives in groups so that people can rely on one another. Next, they compare their notes with those of the other groups and make any required adjustments. They continue working in groups, choosing pertinent evidence to support a thesis statement. 
R: Students can reconsider the causes of any discrepancies and make any required adjustments by pausing after each step to compare their conclusions with those of other groups. 
E: Students compare their ideas with those of other group members and those of other groups on multiple occasions when working in their groups. 
T: In small groups and as a class, students have discussions. Peer support and the teacher's guidance are available to students who may find it challenging to finish the analytical process alone. Individual meetings with the teacher are available for those who require it. 
O: Students can concentrate on the analytical process instead of dealing with unfamiliar reading material when they experience it for the first time by using a well-known children's story. 

Main Question: What is the process of literary analysis?

Part 1

Students will study literary elements in this lesson and apply what they learn to an analysis of a children's story.

"We will be learning how to analyze literary passages during this unit, and at the end, you will be expected to write a literary analysis of the book you chose for independent reading. To hone your analytical skills, you will be required to complete individual exercises, group projects, and class discussions."

There are a few benefits to analyzing an independent reading book: students can choose the book (from a list you provide, of course), it provides new material for analysis, and they can read each other's analyses as they go without worrying that they will wind up writing the same paper. Students benefit from observing both the strengths and weaknesses of their classmates' drafts and applying what they learn to their work when they use a variety of books.

"An analysis involves disassembling a subject into its constituent parts and examining the interrelationships between them. To understand how the literary components of a story—such as plot and character—combine to create the narrative, we dissect the story into its parts. Let's discuss the tale of Cinderella, for instance. Who are the characters in this timeless story?" Write the responses from the students so that the class can see them. "Well done. Now let's talk about the stepmother. In your recollections of the tale, how would you characterize the stepmother?" Under your identification of the stepmother, write the students' answers. Reiterate the opinions of the students regarding the stepmother's personality, completing any blanks with your analysis."Let's now consider how the stepmother impacts or influences the story's events. Is she significant? (Yes) What makes her significant?" Provide a class viewing summary of the student's answers. "As you have mentioned, the stepmother's role is crucial because of the way she treats Cinderella—making her a servant in her own house, trying to prevent her from going to the ball, and keeping her locked in the attic so she can't try on the glass slipper—and the significant things that follow. Therefore, the subject of an analysis could be how the stepmother's cruelty affected the storyline. We're just looking at the relationship between one story element—the character—and another—the plot."

Ask the students if they have any questions. For those who find it difficult to transition from literature to literary analysis, give yourself extra time to explain the nature of analysis.

After everyone has a basic understanding of literary analysis, lead them through the next steps of the analysis.

"We're going to examine another well-known story right now: the one about the three little pigs." Go over the story with them. View a transcript of the narrative at

Read.gov/books/pageturner/2003juv81093/#page/2/mode/2up 

After that, divide the class into small groups of three or four and provide each group with chart paper and markers. "Dividing the story into its literary components is the first step in the analysis. Let's start with identifying the characters."

Step 1: Character and Plot Identification

"List the primary characters." The three pigs and the wolf will almost certainly be mentioned in the groups.

"Now, for each character you listed, choose one key trait and note it next to the character's name. For instance, what term or phrase would you use to characterize the first pig who constructed a straw home? Allow time for students to respond. They could say that the first little pig was not very intelligent or had good vision. "What textual evidence does your evaluation of the text rest on?" Give students a chance to react. "List the qualities (specific words or phrases) for the other characters you have listed to finish this task." To ensure that every group is aware of the task, make your way around the room. They might say that the first little pig and the second little pig are alike. They might say that the wolf is dense and overconfident, while the third pig is quick, shrewd, and bold.

Say, "Before we analyze the plot, let's review the basic plot elements: exposition, rising action, climax, falling action, and resolution," after you've taken a quick look at each group's work and given verbal feedback. Distribute copies of the LW-8-1-1_Plot Diagram plot graph to the groups. Additionally, provide the classroom with the definitions of these plot points."The graphic illustrates that most stories don't follow a straight line. Just think about how dull stories would be if the characters never did anything or if everything was always fine. Most readers indeed prefer to learn about the characters and the setting before the main action begins, and the author can provide some of this information in the exposition. However, the writer must present challenges that a character must overcome to capture and hold the reader's attention. In the story, the rising action is comprised of these situations or events. The protagonist will eventually have to confront the primary conflict head-on. This marks the story's culmination. As a result of this event, the character either wins or loses. The character either achieves or fails to achieve their goals. The story's falling action depicts the fulfillment of the climax, with the resolution providing an ending."

Seek out any questions the students may have regarding the fundamental plot points. To clarify plot points, you might want to revisit the Cinderella tale. Alternatively, you could take the class through a quick graphing of Cinderella's plot using chart paper as a model. "You will now carry on working in your groups. To graph "The Three Little Pigs" plot, use the plot diagram." After giving the class a time limit, go around the room and evaluate the work that each group has done. Offer assistance when required. After they're done, have the students share the scenes they think fit each section of the storyline. Talk about any differences of viewpoint. Here is a broad analysis of the story:

Exposition: Three little pigs leave their home to seek their fortune.

Rising action: The first young pig constructs a straw home, which the wolf destroys with a blowtorch before devouring the pig. The second small pig constructs his stick home, which the wolf destroys and consumes. The third small pig constructs his brick home, which the wolf is unable to destroy. The wolf tries to trick the pig by sending him invitations to pick apples, gather turnips, and attend the fair, but the pig always outwits him. The wolf is returning home after the fair when the pig spots him and runs into the butter churn to hide from view. The rolling butter churn down the hill startles the wolf, and he flees home. The next day, the wolf informs the pig about the churn and how scared he is; the pig laughs and shares the information with him.

Climax: The wolf begins climbing the roof to descend the chimney; the pig removes the lid from a pot of boiling water, and the wolf falls into it.

Falling action: The pig puts the pot's lid back on.

Resolution: For dinner, the pig is eating a wolf.

Step 2: Examining the Character's Impact on the Storyline

After they have read through their notes on each character, have the students consider if any of their characterizations have a significant bearing on the storyline and what the proof is. 

Ask them to answer this question out loud. Write their answers so the class can see them. The wolf and the third little pig are two good answers. Ask them to use textual evidence to support their decision. Write a summary of their answers for the class to see.

Potential responses: The third piglet is shrewd enough to construct his home out of bricks, saving his own life in the process. He outwits the wolf on several occasions, arriving early for the wolf-suggested outings, diverting the wolf's attention with an apple, and scaring the wolf by hiding himself in the butter churn and rolling down the hill toward the wolf. When the wolf falls into the boiling water pot, he swiftly takes off the lid and replaces it. The pig's cunning shapes the plot.

OR

The wolf's tenacity is the driving element in the narrative. He arranges a date to go to the fair in an attempt to catch the third pig, even though he is unable to blow down the brick house and is outwitted regarding the turnips and apples. Rather than becoming deranged upon learning of the pig's actions with the butter churn, he decides to have pork for supper and scales the roof and chimney. Regretfully, the pot of boiling water eventually foils the wolf's attempts to reach his objective.

A story analysis could use either of the italicized sentences above as its thesis statement. Select a couple of the students' answers, then have a quick conversation about how their justifications might be used to create an essay thesis statement. Before ending the lesson, remind the students what conflict is and how crucial it is to the story (i.e., that the plot revolves around the primary conflict between the wolves and the pigs).

Step 3: Determine the setting and examine its function in the narrative.

"It's time to examine setting, the third crucial component of a story." Go over the definition of setting if needed. "In your groups, write the story's setting on another sheet of paper." Once the groups have completed their work, ask them to volunteer to talk about the setting they selected. The turnip field, apple orchard, brick house, straw house, stick house, road the pigs travel, and the hill on the way home from the fair are a few examples of potential answers. "We've already covered how characters can influence the storyline thus far. Do you believe that the environment is also crucial? If so, how?" The brick house, for example, appears frequently, but it does not affect the events involving the first two pigs. Because the brick house offers protection from the wolf, a student could persuasively argue that it has an impact on the remainder of the story.

Step 4: Determining the Story's Theme

"The theme will be our final literary component to talk about. "Theme"—what is it? " One possible response is that a story's theme is its main idea. The plot, setting, and characters of the story all contribute to its portrayal. Discuss the theme of another well-known story, like "Humpty Dumpty" or "Cinderella," which you covered earlier in the lesson if you feel that the students need further explanation on what a theme is. "Keep in mind that a theme is always an overarching assertion that can be applied to multiple stories. For example, "Good intentions cannot solve every problem" could be a theme for the classic nursery rhyme "Humpty Dumpty." After Humpty Dumpty falls, all of the king's horses and men make a valiant effort to put him back together, but they are unable to do it. Discuss the premise of "The Three Little Pigs" for two or three minutes in your group now. Jot down one consensus sentence that encapsulates a potential theme or lesson that the story intends to impart."

It can be difficult to choose a theme, so let the students know that you are also jotting down potential themes. (Then you'll have a theme in case nobody else comes up with a good one.) Potential responses: Unexpected places can harbor dangers. Catastrophe can come from greed. Perseverance does not always result in success. Walk around the room, assisting groups as needed.

Part 2

Once the themes of each group have been examined and approved, state, "If you were going to write an analysis of this story, you would first decide on your thesis statement, the observation you want to make about the story. Here, your thesis statement should be the sentence you just wrote for the theme. This implies that your analysis would revolve around this claim, which would be supported by all of your supporting data. List the supporting evidence for the thesis statement you have chosen over the next four to five minutes. Walk around the room and assist groups as needed.

After that, ask the groups to provide the supporting details for their claims. For example:

Unexpected places can harbor dangers. This is demonstrated through the use of settings such as the pigs' homes, a turnip field, an apple orchard, and a road to the fair. Because of the story's central conflict—a wolf versus three pigs—and the consequences of the wolf's resolve to devour them all, they all turn into hazardous places.

Greed can lead to disaster, as illustrated by the wolf's actions, which culminate in his final, ill-fated attempt to eat the third little pig. Evidence for this theme of greed is derived from how characters affect the storyline.

Inform students that the evidence supporting their thesis is presented and explained in the remainder of the analysis, with the thesis statement serving as its central focus. Here, you established the thesis statement using the theme sentence and demonstrated how the setting(s) disclose one theme while the character's behavior and personality reveal another."

Alternatively, you could state that the third little pig's cunning is what shapes the tale of "The Three Little Pigs," and then you could demonstrate how this affects the story's plot and gives the wolf's main conflict. This would be an alternative to focusing on the theme. When the pig opens the boiling water pot just in time for the wolf to fall into it, his cunning also sets up the story's climax.

"As you can see, studying a story's components and how they interact is the process of analyzing a narrative. Next, you develop a thesis statement and gather proof for it. You should select a different argument if there isn't much evidence to support it. Take a closer look at the story once more. A substantial quantity of evidence should support the thesis statement, and it should be directly related to the story's climax in some way."

Language Skills Mini-Lesson

Use the final paragraph of "The Three Little Pigs" to demonstrate the various effects of active and passive voice in writing over ten minutes. Make sure the last paragraph is copied for every student, or put it up for everyone to see in class. View the narrative at Pageturner: 2003 Juv81093/#page/2/mode/2up: www.read.gov 

"To understand the distinction between using active and passive voice, let's take a look at the final paragraph of 'The Three Little Pigs' before the lesson ends. An active sentence makes it clear that the subject is acting. The phrase "Scott plays the guitar" is a basic illustration. " Label the performer, action, and object when you write this for the class to see. The subject is "Scott," the object he is playing is a "guitar," and "plays" is the action he is performing. In the majority of active sentences, the performer appears first, followed by the action, and finally the object. This clearly shows who is interacting with what.

But when using the passive voice, the order is frequently reversed, with the object coming first, followed by the action, and finally the actor. In passive voice, "Scott plays the guitar" would be expressed as "The guitar is played" or "The guitar is played by Scott." Write the sentences and label the sections so that the class can see them. "Now that we know that the guitar is being played, which is the action, the object is the first thing we hear about. However, Scott, the person who is acting, is either not identified at all or isn't mentioned until the very end. This may cause the reader to become confused in longer sentences. The absence of the action's performer in passive voice frequently leaves the reader wondering who took the initiative."

The majority of story action is better understood and more engaging when written in an active voice. It can be difficult to determine who is doing what to what when using passive voice. Consider this scenario: How might "The Three Little Pigs" have ended if it had read something like this:

The little pig realized what he was up to. There was a pot on the roaring fire that held water in it. The pot's cover was removed just as the wolf was about to fall, and it fell inside. In the blink of an eye, the cover was back on, and the wolf was cooked. The little pig devoured him for supper.

"Which voice did you hear that was passive?" (Write these sections for the class to see, and ask the students to help you label them.)

"In this version, it is challenging to discern who is doing what to whom. It prompts the reader to ask, "Who?" It appears as though the pot's lid was magically taken off and put back on, and it is difficult to determine that the little pig alone was in charge of stopping the wolf. While there are situations when using passive voice is acceptable, active voice should be used in most writing."

"Convert these sentences from passive to active voice. Find the sentence's action first. Decide who will act next. Sort these two pieces in the following common order: action comes first, and performer follows. After that, the object will appear."

Students may encounter difficulties when they come across sentences with missing subjects. Make use of this teaching opportunity to get their agreement on how perplexing passive voice can be. To put the sentence into active form, they can substitute any performer they choose.

1. An award for good citizenship was won by Ty.
2. The clothes were neatly folded and put away in the dresser. (missing performer)
3. The final song was sung by Kent and Keesha.
4. The soup was eaten. (missing performer)

"Share and double-check each other's work with a partner."

After the lesson, gather the students' revised sentences.

Extension:

Ask students to read a different children's story, such as "Goldilocks and the Three Bears," and then repeat the steps exactly as they did for "The Three Little Pigs" (for ELL students or review). This also helps ELL students become more acquainted with the English-speaking culture by introducing them to another story that is frequently mentioned.