PDE SAS Using Literary Elements to Compare

Fiction Texts Lesson Plan

Objectives
Students 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 Level
4th Grade
Essential Questions
How does interaction with text provoke thinking and response?
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 Plans
Using Literary Elements to Summarize Fiction Texts
Comparing Literary Elements of Fiction Texts
Drawing Conclusions Based on Literary Elements
Related Academic Standards
CC.1.3.5.B Cite textual evidence by quoting accurately from the text
to explain what the text says explicitly and make inferences.
CC.1.3.5.C Compare 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.A Determine 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.D Analyze multiple accounts of the same event or topic,

noting important similarities and differences in the point of view they
represent.
CC.1.3.5.H Compare and contrast texts in the same genre on their
approaches to similar themes and topics as well as additional literary
elements.
Formative Assessments
Short-Answer Item:
Using a story you have read, identify and describe these literary
elements: setting, characters, conflict, resolution, and theme.
Short-Answer Scoring Rubric:
Points Description
Student correctly identifies and describes all literary elements:
setting
characters
5
conflict
resolution
theme
Student correctly identifies and describes four literary
4
elements.
Student correctly identifies and describes three literary
3
elements.
Student correctly identifies and describes two literary
2
elements.
1
Student correctly identifies and describes one literary element.
Student incorrectly identifies and describes literary elements
0
or does not attempt to answer the question.

Performance Assessment:
Materials:
multiple copies of The Three Little Pigs books, such as the
following:
o The Three Little Pigs retold by Barry Moser (easy). Little, Brown,
and Company, 2003.
o The Three Little Wolves and the Big Bad Pig by Eugene Trivizas
(medium). Margaret K. McElderry Books, 1997.
o The Three Little Hawaiian Pigs and the Magic Shark by Donivee
M. Laird (medium). Barnaby Books, Inc., 1981.
o The True Story of the 3 Little Pigs by Jon Scieszka (medium).
Puffin, 1996.

The Three Little Cajun Pigs by Mike Artell (challenging). Dial

Books for Young Readers, 2006.
o The Three Little Javelinas by 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.pdf and L-5-1_Story Cube Template 2.pdf)
Purpose:
Student will demonstrate understanding of:
setting
character
conflict
resolution
theme
Performance 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.pdf and L-5-1_Story Cube Template
2.pdf). On the faces of a large paper cube:
o Face 1: summarize the setting and cite evidence from both texts.
o Face 2: summarize the main characters for both texts.
o Face 3: summarize the conflict and resolution, citing evidence for
each story.
o Face 4: summarize the similarities of both stories, citing evidence
from the texts.
o Face 5: summarize the differences between stories, citing
evidence from the texts.
o 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).
o

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:
Points Description
Student completes one of the performance tasks by
5
accurately including all of the requirements: setting,
character, conflict, resolution, and theme.
4

Student completes one of the performance tasks by

accurately including at least four of the requirements.

Student completes one of the performance tasks by

accurately including at least three of the requirements.

Student completes one of the performance tasks by

accurately including at least two of the requirements.

Student completes one of the performance tasks by

accurately including at least one of the requirements.

Student 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