Students review the components of literary text in this session. At the end of the lesson, students are able to:
- Determine the plot, characters, and setting of a work of literature.
- Ask and reply to questions to demonstrate an understanding of literary elements.

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

- Literary Text: A story about people, animals, or events that is made up by an author.
- Characters: The people or animals in a story.
- Setting: The time and place, or when and where, a story happens.
- Events: The things that happen in a story.
- Sequence: The order in which events happen.
- Plot: The sequence of events in a story, including a problem and a solution.
- Characteristics: Features or qualities that help identify something.
- Story Map: A graphic organizer that provides an overview of a story, including characters, setting, problem and solution, or ending.

- Molly Coxe. (1996).The Great Snake Escape. HarperCollins Publishers, Inc. 
Alternate texts :
- Helen Lester. (2014). The Wizard, the Fairy, and the Magic Chicken. HMH Books for Young Readers. 
- Cynthia Rylant. (1998). Poppleton and Friends. Blue Sky Press. 
- Cynthia Rylant. (1997). Mr. Putter and Tabby Fly the Plane. HMH Books for Young Readers. 
- Joyce Durham Barrett. (1991). Willie’s Not the Hugging Kind. HarperCollins. 
Teachers may substitute other books to provide a range of reading and level of text complexity.
- pictures of a dog and a bird
- copies of a variety of literary texts at levels that meet students’ needs (one text for each student or each pair of students)
- chart paper or interactive whiteboard
- overhead projector or document camera
- copies of Story Maps (L-2-3-1_Story Map)
- T-Chart for display (L-2-3_T-Chart and KEY)
- copies of WH story map (L-2-3-1_WH Story Map)

Stress the value of recognizing literary text qualities throughout the session, as well as the use of story maps to review key details such as who, what, where, when, why, and how, and to summarize and assess student understanding.
- Check to see if students can identify and explain the components of a literary piece to show that they comprehend. Examine students' informal story mapping skills by having them record material and narrate the tale using a narrative map.
- Utilize the checklist below to assess pupils' comprehension:
- The student correctly names the literary text's elements as they are taught in this lesson: storyline, character, setting
- Student shows that they can finish a plot map and recognize key details in a literary work.
- Student shows that they can recount a tale using a story map.

Modeling, explicit instruction, scaffolding, and active engagement
W: Ask and respond to questions about who, what, where, when, why, and how to help students show that they comprehend the components of a literary text. By constructing a graphic organizer, you can assist pupils in identifying literary elements. 
H: Involve students by asking them to name traits of recognizable animals. Afterward, have them apply that idea to traits found in literary and educational books. 
E: Ensure that students have enough opportunity to examine literary texts and are able to pose and respond to inquiries regarding literary elements. 
R: Encourage peer collaboration among students and provide them the chance to edit their answers with assistance. 
E: Guide students in reviewing the features of a literary work by reading aloud, making a T-chart to record literary components, and providing examples of how to fill in a story map graphic organizer. 
T: Give pupils who are struggling to grasp the lesson's contents more guidance and opportunities for practice. 
O: To demonstrate their understanding of the aspects of literary texts, students will engage in direct instruction, modeling, independent practice, and pair work. 

The main question is: What makes a literary text?

Put a dog and a bird image on display. "Which picture shows a dog?" you ask your students. (Students point to the correct image.) "How do you know?" It appears to be a dog. It features fur, floppy ears, a tail, four paws, etc. "Yes, those are traits of a dog," you say. Put "characteristics" in writing on the board. Explain, "Features or qualities that help identify something are characteristics."

Ask: "If we had a real dog and bird in the classroom, what other characteristics would help you recognize each one?" When they have a partner discussion, have students present their answers to the class. (Dogs run and jump, birds hop or fly, dogs bark, etc.)

Present a literary work and an educational book on the same subject to students who have shown that they grasp the meaning of the word characteristics. Use The Great Snake Escape and a nonfiction book about snakes (Mary Ann McDonald's Garter Snakes, for example). The World of the Child, 2007).

You pose a question: Who can explain what a literary text is? Students should turn to talk about their answers with a companion. Next, assign a few students to share with the class. Responses ought to clarify that a literary text is a narrative composed by an author. "What book qualifies as a literary text?" (The Great Snake Escape) "What distinguishes this as a literary text?" (The literary text is identified with the aid of the cover, title, and images.) State "We can use these and other features to help us detect texts." 

Part 1

Say, "Today, we're going to concentrate on the qualities of literary texts. Literary works consistently narrate stories, and stories always contain specific elements."

Present the T-chart (L-2-3_T-Chart and Key). Keep in mind that, depending on the requirements and skills of the students, you can talk about as many or as few of the qualities as you'd like. Theme and outcome, for instance, can be called much more sophisticated cognitive abilities.

Review literary components with your students by asking them the following questions: Put the pupils' responses in a list on the T-chart's left side.

"What components are present in every story?" (plot, setting, and characters)
"In a story, who are the characters?" (The characters or animals in the narrative) Next to each character on the chart, write "Who?"
"What is a story's setting?" (The location and period at which a narrative takes place) Inscribe the inquiries "Where?" and "When?" beside the chart's setting.
"What is the term for the flow of events in a story?" (Plot) "What is the purpose of writing most stories in order?" The story would not make sense if the events were not in the correct order. There's a reason why the author included these incidents. What are a plot's two essential elements?" (issue and solution) Put the queries "What?" and "Why?" in writing beside the word "plot" on the chart.
Save the T-chart for use in Lessons 2 and 3.

Part 2

Show the pupils a preview of The Great Snake Escape. Ask, "Which elements of this book enable you to recognize it as a literary text?" Animals are seen chatting in the images. They visit a city store and read the newspaper.

"Let's concentrate on the literary elements that we noted on the T-chart," you say. "The questions of who, what, where, when, why, and how can all be answered to aid in our comprehension of the narrative."

A story map is introduced (L-2-3-1_Story Map). There are two versions available; select the one your pupils will benefit from the most. Describe how story mapping facilitates the reader's systematic awareness of literary components. Mention how story maps assist the reader in retelling a narrative by emphasizing the key details of the story that should be remembered.

Select whether the assignment will be completed in small groups on your own or as a class with the teacher modeling.

Read the narrative aloud to the class if you're doing this exercise as a whole, to help them get acquainted with it. Think aloud while you read aloud to the class to confirm that the book is a literary piece and explain why. The Great Snake Escape was used as a model by the teacher for the activities that follow, but you are free to use any other book.

Show the pupils how to complete the story map.

Say, "We are identifying the important elements of a literary text or story: the setting, the characters who drive the plot, and the significant events that occur in the order that they do." Together, complete the graphic organizer by talking about the characters in the tale, the setting (where and when the story takes place), the actions (what the characters do), and the impact (the outcome or ending) of the events. Select three or four instances where the issue and its resolution are discussed. Remember that recording the conclusion of the narrative is beneficial. Students should narrate the story using the literary devices noted on the story map.

If the students are collaborating in groups, give a copy of the same book to every group. As the students read the novel, assign them to complete the story map on their own. As the kids are working, circulate the room to watch and offer assistance when required. Students should utilize the narrative map to tell each other the story again in the group.  Urge them to share their thoughts with their group and, if needed, make revisions to their graphic organizers. Next, have a class discussion on the finished story maps.

Part 3

Before students build a story map for a literary text of their choice, they should go over the story map for The Great Snake Escape or any other novel they read in Part 2.

Give pupils literary books they can finish in around 20 minutes that are appropriate for their level of independent reading. Permit pupils to select a literary work that fits their reading ability. Distribute story maps (L-2-3-1_Story Map) to every student. Give each pupil a copy of the book to independently peruse, after which they should finish the story map.

Speak: "Keep in mind that the events must be recorded in the narrative's chronological order.  The order has a bearing on the story's meaning."

Allow pupils to finish this task in around thirty minutes. As the students are working, go around the classroom to check that they comprehend the significance of story mapping and the components of a literary text. (to successfully recollect and summarize the story)

Once they're done, assign students to summarize their texts and discuss the details on their narrative maps with a partner. Students should converse with one another by posing and responding to inquiries about one another's narrative maps.

Gather narrative maps and utilize them to assess the need for reteaching.

Extension:

Read a simpler novel with children who require more learning opportunities, and collaborate with them to finish a WH story map (L-2-3-1_WH Story Map). Before writing their responses, students can find it helpful to provide spoken responses to the following questions: who, what, where, when, why, and how. Talk about the significance of the questions and how the story map relates to them.
Create three sets of cards: a stack containing characters, a stack including settings, and a stack containing difficulties for students who are prepared to go beyond the basic curriculum. Ask students to select a card from each pile, construct a narrative, and then list the literary devices they used.