During the lesson, emphasize the importance of identifying characteristics of literary text and using a story map to summarize, to check for understanding, and to recall important information—who, what, where, when, why, and how.

• Observe whether students can demonstrate understanding by identifying and explaining the elements of literary text. Informally assess if students are able to use a story map to document the information and recount the story.
• Use the following checklist to evaluate students’ understanding:
  • Student correctly identifies the elements of literary text as taught in this lesson:
    • character
    • setting
    • plot
• Student demonstrates the ability to identify important information in a literary text and complete a story map.
• Student demonstrates the ability to use a story map to retell a story.

Focus Question: What are the characteristics of literary text?

Display a picture of a dog and a picture of a bird. Ask, “Which picture shows a dog?” (Students indicate the correct picture.) “How can you tell?” (It looks like a dog. It has four paws, a tail, floppy ears, fur, etc.) Say, “Yes, those are characteristics of a dog.” Write the word characteristics on the board. Say, “Characteristics are features or qualities that help identify something.”

Say, “If we had a real dog and bird in the classroom, what are some other characteristics that would help you identify each animal?” Have students discuss their answers with a partner and then share them with the class. (dogs bark; birds chirp; dogs jump and run; birds hop or fly, etc.)

When students have demonstrated understanding of the word characteristics, hold up a literary text and an informational text about the same topic. You might use The Great Snake Escape and a nonfiction book about snakes (e.g., Garter Snakes by Mary Ann McDonald. The Child’s World, 2007).

Ask, “Who can tell me what a literary text is?” Have students turn to a partner and discuss their answers. Then have several students share with the class. Answers should indicate that a literary text is a story made up by an author. Ask, “Which book is a literary text?”  (The Great Snake Escape) “How can you tell this is a literary text?” (The cover, title, and illustrations help identify the literary text.) Say, “We can use these and other characteristics to help us identify texts.”

Part 1

Say, “Today we will focus on the characteristics of literary text. Literary texts always tell a story, and a story always has a certain elements.”

Display the T-chart (L-2-3_T-Chart and KEY.doc). Note that you may discuss as many or as few of the characteristics as desired, based on students’ needs and abilities. For example, theme and outcome may require higher-level thinking skills.

Use the following questions to help students review literary elements. List students’ answers on the left side of the T-chart.

• “What elements do all stories have in them?” (characters, setting, plot )
• “Who are the characters in a story?” (the people or animals in the story) Write the question “Who?” next to characters on the chart.
• “What is the setting of a story?” (the time and place, or when and where, a story happens) Write the questions “Where?” and “When?” next to setting on the chart.
• “What do we call the sequence of events in a story?” (plot) “Why are most stories written in a sequence?” (If the events were out of order, the story would not make sense. The author has a specific purpose for including certain events.) “What are two important parts of a plot?” (problem and solution) Write the questions “What?” and “Why?” next to plot on the chart.

Post the T-chart for reference in this lesson and save the chart for use in Lessons 2 and 3.

Part 2

Display The Great Snake Escape and preview the story with students. Ask, “Which characteristics of this book help you identify it as a literary text?” (The illustrations show that characters are talking animals. They read a newspaper and go to a store in the city.)

Say, “Now let’s focus on the literary elements that we recorded on the T-chart. We can answer the questions who, what, where, when, why, and how to help us understand the story.”

Introduce a story map (L-2-3-1_Story Map.doc). Two versions are provided; choose the one that is best suited for your students. Explain that story mapping helps the reader become aware of literary elements in an organized way. Point out that story maps highlight the most important information to remember from a story and help the reader retell the story.

Decide whether this activity will be done as a whole class with teacher modeling or independently in small groups.

If the activity is done as a whole group, read the story aloud so students become familiar with it. During the reading, think aloud and verify with students that the book is a literary text and why. The following instructions are based on teacher modeling with The Great Snake Escape, but another book of your choice may be substituted.

Model for students how to fill out the story map.

Say, “We are identifying the important elements of a literary text, or story: the characters that move the story along, the setting, and the important events in the sequence that they happen in the story.” Proceed to work together to fill in the graphic organizer, discussing who is doing the action in the story (characters), where and when the story takes place (setting), what the character do (events), and how the events impact the story (the outcome or ending). Choose three or four events that include the problem and solution. Note that it is helpful to document how the story ends. Have students use the literary elements recorded on the story map to recount the story.

If students are working in groups, provide each group with a copy of the same book. Have students read the book and fill in the story map independently. While students are working, walk around the room to observe and provide support as needed. Have students in the group use the story map to retell the story to each other.  Encourage them to discuss their ideas with their group and revise their graphic organizers if necessary. Then discuss the completed story maps as a class.

Part 3

Review the story map for The Great Snake Escape or other book read in Part 2 as preparation for students to complete a story map for a literary text of their choice.

Provide literary texts at students’ independent reading levels that can be read in about 20 minutes. Allow students to choose a literary text at their reading level. Give each student a copy of a story map (L-2-3-1_Story Map.doc). Instruct students to independently preview the book, read it, and then complete the story map.

Say, “Remember, the events need to be written in the order they occur in the story.  The sequence is important to the meaning of the story.”

Give students about 30 minutes to complete this activity. While students are working, walk around the room and make sure that they understand the elements of a literary text and the purpose of story mapping. (to recall the story and summarize the story effectively)

When students are finished, have them work with a partner to summarize their text and share the information on their story map. Students should interact with each other by asking and answering questions related to each other’s story maps.

Collect story maps and use them to determine if reteaching is necessary.

Extension:

• For students who need additional opportunities for learning, read an easier book and work with them to complete a WH story map (L-2-3-1_WH Story Map.doc). Students may benefit from answering the questions who, what, where, when, why, and how orally before writing their answers. Discuss the importance of the questions and connect them to the story map.
• For students who are ready to go beyond the standard, make three sets of cards: a stack with characters, a stack with settings, and a stack with problems. Have students choose a card from each stack, write their own story, and then identify the literary elements in their story.