Students will identify, contrast, and compare literary aspects in this lesson, then utilize the elements to summarize the narrative. At the end of the lesson, students are able to:
- Recognize the literary devices used in the fiction.
- Determine the main points (sequence) of a work of fiction.
- Utilize literary devices to condense the text.
- Cite textual evidence to back up important points.

- How can literary and factual texts become meaningful to strategic readers?
- How does the purpose of the reader affect the way the text should be read?
- How does interaction with text provoke thinking and response?
- What influences readers' interpretations of what they read?
- What is the true purpose of this text?

- Character: A person or an animal in a story. 
- Setting: The time and place in which a story unfolds. 
- Plot: The structure of a story. The sequence in which the author arranges the events in a story. 
- Conflict: A struggle or clash between characters. 
- Resolution: The part of a story in which the conflict is resolved. 
- Summarize: To capture all the most important parts of the original text (paragraph, story, poem), but express them in a much shorter space and in the reader’s own words.

- Robert D. San Souci. (1998). Cendrillon. Aladdin Paperbacks.
- Cite Evidence Chart: one for each student (L-5-1-1_Cite Evidence Chart_student)
- Cite Evidence Chart, teacher copy: to be used for overhead transparency or projected on a screen for the class to view (L-5-1-1_Cite Evidence Chart_teacher.xlsx) (https://docs.google.com/spreadsheets/d/1hdhaykGypcJ_Gm1m4JVVOdOHdjtxBBqx/edit#gid=345746929)
chart paper
- a folklore book of your choice
- multiple copies of any of the following books (enough to have the class read in small groups) Two students could share a copy of one book within a group.
- Shirley Climo. (2000). The Irish Cinderlad (easy). HarperCollins.
- Paul Fleischman. (2007). Glass Slipper, Gold Sandal: A Worldwide Cinderella(easy). Henry Holt and Company.
- Charles Perrault. (2000). Cinderella, Puss in Boots and Other Favorite Tales (easy). Harry N. Abrams, Inc.
- Amy Ehrlich. (2004). Cinderella (medium-easy). Dutton Children’s Books.
- Robert D. San Souci. (1997). Sootface, An Ojibwa Cinderella Story (medium-easy). Dragonfly Books.
- Shirley Climo. (1992). The Egyptian Cinderella (medium). HarperCollins.
- Ai-Ling Louie. (1996). Yeh-Shen, A Cinderella Story from China (medium). Puffin.
- Shirley Climo. (1996). The Korean Cinderella (medium). HarperCollins.
- Shirley Climo. (2001). The Persian Cinderella (medium-challenging). HarperCollins.
- Jewell Reinhart Coburn. (2000). Domilita: A Cinderella Tale from the Mexican Tradition. Shen’s Books.
- Teachers may substitute other books to provide a range of reading and level of text complexity.

- While students are working, circulating the room, keeping an eye on each group, and offering support as required. It is important to support students in defending their decisions. Students need to realize that they will be required to justify their decisions. When you are moving among the groups, use formative assessment observation techniques. Seize the chance to review and reteach as needed. Informally evaluate students' ability to sum up the material by having conversations with other students or by using notes and anecdotal evidence. 
- As the pupils alternately share, observe which ones struggle or seem unwilling to join in. Make sure you recognize and evaluate students who seem to be struggling. Give pupils instructions on how to cite supporting documentation using prompts. Permit volunteers to make edit suggestions.
- Utilize the checklist below to assess pupils' comprehension:
+ Students show that they can recognize the setting, characters, conflict, resolution, and theme—all of which are literary elements—in a novel.
+ Students incorporate the conflict and resolve as well as the major plot points.
+ Students recognize the story's central idea.
+ Students provide evidence from the text to bolster their summary of the literary components found in a story.
+ Students use literary devices to summarize a story.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Go over literary components with students, including setting, characters, conflict, resolution, and theme. Have them practice using these elements to summarize a novel. 
H: Get pupils talking by asking them to discuss stories they've heard before, like Cinderella. 
E: Allow students to complete the Cite Evidence Chart in small groups and create summaries using the data they have gathered. 
R: Give students the chance to collaborate in big groups to compare their summaries and charts. 
E: Use a formative evaluation checklist to identify the students who require more practice summarizing or further instruction. 
T: Encourage students to collaborate in small groups to investigate various methods of summarizing texts. Give pupils books with differing degrees of difficulty so they can grasp the material at the conceptual level. 
O: This lesson offers chances for small-group inquiry and instruction, large-group discussion and summarization, and large-group instruction and modeling. 

Focus Question: How may a text be summarized using literary aspects?

The majority of students have either watched or read about popular folklore. Give students the chance to contribute any folklore they have read or learned about when you introduce the topic. Then, encourage them to share what they know about the story when Cinderella is brought up.

List the main points of the conversation on the interactive whiteboard or board: "Cinderella, prince, godmother, stepsisters, house, castle; unable to attend a ball, receives dress and coach, dances with the prince, loses slipper; found by the prince, lives happily ever after."

Part 1

Review fiction elements and post a list of them on the board or project them onto a screen so that students may refer to them:

Characters: the humans or animals who appear in a story
Setting: the place and time where a tale is told
Plot: the story's action, which includes conflict and resolution
Theme: a major concept that unifies the entire narrative; a lesson for life

Ask pupils to identify the literary aspects of the Cinderella story using the list of important themes.

Part 2

Introduce Robert D. San Souci's novel, Crescent Moon. Say, "I'm going to read you this story. It is your responsibility to recognize the characters, place, conflict, resolution, and theme—all of which are literary components."

Present a copy of the class's blank Cite Evidence Chart (L-5-1-1_Cite Evidence Chart_student) when you've finished reading the story. To fill up each box on the chart for the narrative of Cendrillon, ask volunteers to provide you with information.

Inquire, "Where is the setting for the story Cinderella?" (in the Caribbean Sea, on an island)

Say, "Let's look at the story's specific wording. We are referencing evidence when we come across it in the text to bolster important details, such as the setting."

Give a pupil or two students the novel Cinderella. Ask students to identify the exact phrases from the narrative that best describes the scene ("a green island in the Caribbean Sea, the so-blue Mer des Antilles"). Write the answer in the "Cite evidence" box under the "Cendrillon setting" on the class copy of the Cite Evidence Chart.

Ask students to hand the book to a classmate or a student pair. Ask them to point out the conflict and provide textual evidence to support their answers. Make it clear that when students list significant events, they should only include events that propel the plot forward (the most crucial events). Continue until you have finished all of the Centrillon's "Cite Evidence" parts.

Note: For your convenience, solutions are provided in the Cite Evidence Chart_teacher file (L-5-1-1_Cite Evidence Chart_teacher.xlsx).

Part 3

Say, "We analyze literary elements to aid in our summary of the text. One method for readers to assess their understanding of the material after reading is to summarize it."

Choose a piece from folklore to read aloud. Next, assign students to describe the narrative aloud in small groups (oral planning). Give a summary of the following requirements:

A statement of the primary idea
Describe the place and characters.
Describe the primary plot points, including the conflict and its resolution.
A final statement that summarizes the main idea

Allocate 15 minutes for students to work on oral planning in their small groups.

Permit each group to present their summary to the class after they have created one. Comment on the summaries helpfully. After everyone has contributed their summaries, show the students how to write their own. (The aforementioned exercise was designed to be oral so that students may establish some concepts in their heads before writing.) Provide the above-mentioned requirements, being careful to show how the specifics and proof were taken straight from the text.

To make sure students understand what is expected of them in a summary, read the summary aloud and have them identify the sections listed in the criteria.

Extension:

When they're prepared to go beyond the basics, have students locate more folktales they've read or alternate versions of the Cinderella tale online or in a book. Ask them to point out the literary elements and offer texts from the book that bolster their claims. Once all the textual evidence has been gathered, have students create a summary that references specific instances from the tale they read and covers the main plot points (characters, setting, conflict, resolution, and theme).
Work with students one-on-one or in small groups to reteach or reinforce the concepts of literary elements, citing relevant evidence to support the identification of those elements and accurately summarizing if more practice is required.