At the end of lesson, students will be able to:
- Identify the components of a literary or fiction work, paying particular attention to the setting and the characters.
- Recognize the story's primary characters.
- Describe the setting and its significance to the story.

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

- 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.

- Penn, A. (1993). The kissing hand. Tanglewood Press.
Alternative books 
- Wells, R. (2008). McDuff: Mini McDuff moves in: McDuff and Friends. Hyperion. 
- Capucilli, A; Schories, P. (1998). Biscuit finds a friend. HarperTrophy. 
- DePaola, T. (1978). Pancakes for breakfast. Houghton Mifflin Harcourt. 
several literary texts (enough for each pair of students) that students can use to identify the characters and setting by looking at the illustrations or reading the text 
- paper, pencil, crayons, markers 
- Teachers may substitute other books to provide a range of reading and level of text complexity.

- Concentrate on helping students recognize the characters and locations in a story throughout the entire lesson.
- Assess the students' ability for expression of their thoughts and their eagerness to engage in group conversations.
- Utilize the subsequent checklist to evaluate every learner's advancement toward the lesson objectives:
- The setting and characters in the book The Kissing Hand are recognized by the students.
- Students who are reading books at their level are able to recognize the settings and characters.
- Ask the following questions, and then ask the class to respond in unison: "Who is the 'who' in a story called?" (Personages) "In a story, what do we call the "where"?" (Ambience)
- The teacher asks: "Why is it important to identify the characters and setting in a text?". Students should discuss the solution with their partners. After that, ask a few students to share with the class. Gaining an understanding of the characters aids the reader in identifying the main character of the novel. An understanding of the setting aids in the reader's comprehension of the narrative.)

Explicit instruction, modeling, scaffolding, and active engagement
W: Help kids recognize the environment and characters in a novel.
H: Get kids talking by asking them to discuss the settings and characters in their favorite books.
E: Read the story The Kissing Hand to the class. It is the tale of a kindergarten start. Assist pupils in recognizing the story's characters and setting.
R: Give children the chance to show that they can recognize the characters and settings in other stories.
E: To ascertain whether students grasp the components of character and place in a story, watch them apply what they have learned.
T: To assist pupils who struggle to express their ideas verbally, use guided questions.
O: This lesson's learning activities offer individually applied concepts, small-group inquiry, and large-group instruction and discussion. 

Focus Question: How do readers recognize a story's setting and key characters?
Declare, "We're going to discuss literary texts or narrative literature. Fictional literary tales are not true stories. They are the author's invention.
Showcase several books that your kids are familiar with. "What is your favorite story?", you ask. 
As pupils react, pose the following queries to them:
Who is the subject of the narrative? Where does the narrative occur?

Part 1

Say, "Characters and setting are two essential components of a story." The people in the story are called characters. The narrative is set in this particular setting. On the board or interactive whiteboard, write the words "who" (characters) and "where" (setting).

Tell the students the following story:

The children were gathered around her that day while she experimented. She took the vinegar and, wearing safety goggles, poured it into the cup. She next added the baking soda to the mixture. Suddenly, there was foam everywhere. She made a deep bow as they all applauded.

Inquire, "Who is acting in the story?" (a woman, a girl, a person, children) "Is it possible to determine whether the participant in the experiment is an adult or a child?" (No, because she isn't described or given a name.) "What could enlighten us further about the individual?" (If the author gave the character a name or included an image to go along with the story)

Inquire, "Where is the story set?" After the pupils answer, teachers ask what led them to think that. Say something like, "The story could have happened on a stage, at home, in a park, or at school. We don't know because the author didn't say anything about it." Depending on where the tale took place, talk about how it might be different.

Read the narrative now, complete with character names and a scenario description:

The kindergartners were crowded around their instructor on Tuesday while she experimented in the classroom. Ms. White took the vinegar and filled the cup while wearing safety goggles. She next added the baking soda to the mixture. Suddenly, there was foam everywhere. As everyone in the class applauded, Ms. White bowed deeply.

Students should discuss how the story differs from one another. See whether they have a better understanding of the story. Ask them to clarify.

Say, "Characters exist in stories. People in a story are called characters. Who are the story's characters?" (Ms. White, pupils in kindergarten) "How do you know?" (The writer informs us, and the character is given a name by the author.) Describe how the main character is the main focus of the story. State explicitly, "The main character in this story is Ms. White."

Say, "A story takes place in its setting." It's significant since it gives the story a distinct feel. Because of the setting of the story, certain things happen. What place does this narrative take place in? (Earth Day classroom) "What makes you know?" (The writer informs us.) Describe how, on occasion, the photos or illustrations aid in identifying the scene.

Create characters and set anchor charts. Put "characters" on one chart and define what a character is—a person who appears in the story. Put "setting" on the other chart and define it as the location where the story is told. So that you and the students can refer to them at any time during this course, hang these charts up in the room.

Give your pupils some practice recognizing a story's characters and environment. Read a story you've chosen or one from the anthology. Students should debate who the narrative is mostly about when they have finished reading it. This name can be entered into the character anchor chart. Ask students to name more characters in the narrative as well. Refer to them as the kid, the girl, the dog, etc. if they don't have a name. Note the details on the setting anchor chart as students identify the story's place.

Part 2

Use the anchor charts made in the first section of this lesson to go over with the kids the plot and characters of a novel. Ask students to explain why the characters and setting are significant aspects of a story and how to recognize them.

Declare, "The Kissing Hand will be read to you now. It's a tale about a first-time student attending school. Let's try to use the text or images to determine the story's primary character and place."

Read aloud from The Kissing Hand and demonstrate "thinking during reading." You could advise pupils to discuss ideas with one another in pairs.

After reading, ask students about their comprehension of the setting and characters. Inquire, "Who is the story's main character?" "Who are the other characters in the story?" asks Chester the Raccoon. "Where does the story take place?" asks Chester's mother, the teacher, and the students. (in the kindergarten classroom at Chester's school and residence)

Say, "You have identified the setting (where the story takes place) and the characters (who are in the story)."

"Why is it important to identify who the characters are and where the story is set?" is a question to ponder. So you are aware of the character(s) or action(s) in the story. The setting plays a crucial role in the story's coherence. (The narrative might have a different meaning if it were set in a different location or era.)

Assign students to pairs based on similar reading levels. Give a book suitable for each pair of companions. Students should be instructed to read the book or leaf through it and utilize the language and visuals to identify the story's characters and setting. Give the class three to five minutes to read the text or glance it over, then have them discuss what they learned.

Ask partners to identify the people and setting in the novel, as well as the title, after they have finished reading it to the class.

Extention: 

For those who need more guidance or practice, creating a T-chart might help them review the characters and setting. Walk students through the books or stories you have read in anthologies. Query: "Who is the story about? In what location does the story occur?" Make a T-chart with the data.
When they're ready to go beyond the requirements, students can draw the protagonist and the backdrop of a well-known tale. After they've shared their drawings, ask people to guess what the story is. Ask students to identify the characters and environment in their photographs, or with your assistance.