PDE SAS Using Literary Elements to Compare Fiction Texts Lesson Plan

ObjectivesStudents will review and utilize the elements of fiction within and across texts. Students will: identify and review literary elements in fiction textssetting, character, plot, and theme. focus on similarities and differences among versions of the same story by examining how the evidence found in a text can be cited to support key information. use literary elements to compare the point of view in multiple versions of a fiction text. draw conclusions based on literary elements in multiple versions of a fiction text. summarize text based on literary elements.

Grade Level4th Grade

Essential Questions How does interaction with text provoke thinking andresponse? How do strategic readers create meaning from informational and literary texts? How do readers know what to believe in what they read, hear, and view? What is this text really about? How does what readers read influence how they should read it? How does the readers purpose influence how a text should be read?

Related Unit and Lesson PlansUsing Literary Elements to Summarize Fiction TextsComparing Literary Elements of Fiction TextsDrawing Conclusions Based on Literary Elements

Related Academic StandardsCC.1.3.5.BCite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences.CC.1.3.5.CCompare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text.CC.1.3.5.ADetermine a theme of a text from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.CC.1.3.5.DAnalyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.CC.1.3.5.HCompare and contrast texts in the same genre on their approaches to similar themes and topics as well as additional literary elements.

Formative AssessmentsShort-Answer Item:Using a story you have read, identify and describe these literary elements: setting, characters, conflict, resolution, and theme.Short-Answer Scoring Rubric:PointsDescription

5Student correctly identifies and describes all literary elements: setting characters conflict resolution theme

4Student correctly identifies and describes four literary elements.

3Student correctly identifies and describes three literary elements.

2Student correctly identifies and describes two literary elements.

1Student correctly identifies and describes one literary element.

0Student incorrectly identifies and describes literary elements or does not attempt to answer the question.

Performance Assessment:Materials: multiple copies of The Three Little Pigs books, such as the following: The Three Little Pigsretold by Barry Moser (easy). Little, Brown, and Company, 2003. The Three Little Wolves and the Big Bad Pigby Eugene Trivizas (medium). Margaret K. McElderry Books, 1997. The Three Little Hawaiian Pigs and the Magic Sharkby Donivee M. Laird (medium). Barnaby Books, Inc., 1981. The True Story of the 3 Little Pigsby Jon Scieszka (medium). Puffin, 1996. The Three Little Cajun Pigsby Mike Artell (challenging). Dial Books for Young Readers, 2006. The Three Little Javelinasby Susan Lowell (challenging). Northland Publishing Co., 1992. Note: Any other folklore with multiple versions may be substituted for the suggested resources. copies of the Three Little Pigs Comparison Chart (L-5-1_Three Little Pigs Comparison Chart.xls) copies of the Story Cube Templates 1 and 2 (L-5-1_Story Cube Template 1.pdfandL-5-1_Story Cube Template 2.pdf)Purpose:Student will demonstrate understanding of: setting character conflict resolution themePerformance Task:Each student will select and read two of the Three Little Pigs stories or other similar stories. After reading the stories, the student will complete one of the performance tasks listed below:1. Story cubeuse Story Cube Template 1 and Story Cube Template 2 (L-5-1_Story Cube Template 1.pdfandL-5-1_Story Cube Template 2.pdf). On the faces of a large paper cube: Face 1: summarize the setting and cite evidence from both texts. Face 2: summarize the main characters for both texts. Face 3: summarize the conflict and resolution, citing evidence for each story. Face 4: summarize the similarities of both stories, citing evidence from the texts. Face 5: summarize the differences between stories, citing evidence from the texts. Face 6: identify the conclusions that can be made across both texts and give textual evidence.2. Three Little Pigs Comparison Chart (L-5-1_Three Little Pigs Comparison Chart.xls). Complete a graphic organizer comparing the Three Little Pigs stories.3. Poemwrite a poem about the two stories, weaving in the literary elements (setting, characters, conflict, resolution, theme).4. Songwrite a song about the two stories, weaving into the song the literary elements (setting, characters, conflict, resolution, theme). 5. New version of the Three Little Pigswrite a new version of the Three Little Pigs story, weaving in the literary elements (setting, characters, conflict, resolution, theme).6. Illustration of the two storiesillustrate the two stories (using watercolors, paint, collage, or chalk), making sure to include the literary elements (setting, characters, conflict, resolution, theme).Performance Assessment Scoring Rubric:PointsDescription

5Student completes one of the performance tasks by accurately including all of the requirements: setting, character, conflict, resolution, and theme.

4Student completes one of the performance tasks by accurately including at least four of the requirements.

3Student completes one of the performance tasks by accurately including at least three of the requirements.

2Student completes one of the performance tasks by accurately including at least two of the requirements.

1Student completes one of the performance tasks by accurately including at least one of the requirements.

0Student demonstrates a lack of understanding of the task or makes no attempt to complete one of the performance tasks.

Source: http://pdesas.org/module/content/resources/4570/view.ashx