Students will compare literary and informational text features in this lesson, and they will look for examples of both in literary nonfiction texts. At the end of this lesson, students are able to:
- Name the differences between informational and literary texts.
- Analyze and contrast two texts on the same subject: one literary and the other informative.
- Determine what elements of a literary nonfiction text are informational and literary.

- What meaning do literary and informational texts have for strategic readers?
- What kind of responses and thought processes are elicited by text interaction?
- What is the actual topic of this text?

- Literary (Fiction) 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.
- Plot: The sequence of events in a story, including a problem and a solution.
- Characteristics: Features or qualities that help identify something.
- Informational (Nonfiction) Text: A book that gives information or facts about real people, things, or events.
- Text Features: Any visual clues on a page of text that offer additional information to guide the reader’s understanding.
- Captions: Words or sentences that give information about a photograph.
- Table of Contents: A list of chapter titles and the page numbers on which they begin. A table of contents is located at the beginning of a book.
- Glossary: List of words in a book and their meanings.
- Bold Print: Heavy, dark print.
- Italics: Slanted print.
- Literary Nonfiction: Books that have characteristics of both literary and informational books. They use some literary characteristics to tell factual information.

- a variety of informational texts that include several text features (titles, table of contents, bold or italic print, captions, labels, bullets, glossary, index, maps, charts)
- a variety of literary texts at students’ independent reading levels
- Laura Marsh. (2012). Caterpillar to Butterfly. National Geographic Children’s Books.
- Melissa Blackwell Burke. (2001). Buddy Butterfly and His Cousin. Steck-Vaughn Company.
- Anne Rockwell. (2002). Becoming Butterflies. Walker and Company. 
Alternative books:
- Martin Jenkins. (2002). Emperor’s Egg. Candlewick.
- G. Brian Karas. (2004). Atlantic. Puffin.
- James Prosek. (2004). A Good Day’s Fishing. Simon & Schuster Books for Young Readers.
- Stephen Hawkings. (2009). George’s Secret Key to the Universe. Simon & Schuster Books for Young Readers.
- Teachers may substitute other books to provide a range of reading and level of text complexity.
- T-chart used in Lessons 1 and 2 (L-2-3_T-Chart and KEY)
- Sticky notes
- Pencils

To help the reader retain the story or pay attention to the information in the text, emphasize how important it is to recognize the traits of both literary and informational texts and how the author uses them during the lesson
- Assess students' comprehension and ability to articulate the differences between informational and literary materials. Examine students' ability to recognize the traits of both text genres and explain how the author informally uses them.
- Utilize the subsequent checklist to assess every student's comprehension:
- Students accurately name the elements of literary works that were covered in this session.
- Students accurately recognize the traits of informational texts that were covered in this session.
- Students can distinguish and compare literary and informational writings.

Direct Instruction, Modeling, Active Participation, and Scaffolding
W: Ask students to find instances within texts to show that they grasp the features of literary and informational texts. 
H: Give pupils a game to play in which they have to identify literary and informational text traits and explain why an author would use them. 
E: Ask students to highlight the key differences and similarities between an informative text and a literary text on the same subject. 
R: Encourage pupils to work together with classmates to strengthen their comprehension of the differences between informational and literary texts. 
E: Give students enough chances to recognize the traits of both literary and informational books, and make sure they comprehend the traits so they can recognize them in literary nonfiction texts. 
T: Give pupils more modeling, whole-group instruction, and small-group practice to assist them in contrasting the features of factual and literary texts. 
O: Students will read through a range of literary and informational writings, pinpoint traits that denote the genre, and learn how literary nonfiction works include elements of both genres. 

Focus Question: How might understanding the traits of literary and informational texts aid in my comprehension of the material I read?

Divide the class into two teams and have each team compete against the other one-on-one. Allude to the fact that you will identify a feature of either literary or informative literature. Each team will alternate. A member of the first team is required to identify the genre of literature to which the characteristic pertains and explain how the characteristic benefits the reader. If the person can achieve those two tasks, his or her team earns two points. A member of the opposing side gets a chance to answer correctly and receives a point for each correct response if the individual misses one or both of the questions.

Remind students of the traits of literary and informational texts, as well as the significance of each trait, by having them play the game for a few minutes.

Part 1

Present the T-chart (L-2-3_T-Chart and Key) that was utilized in Lessons 1 and 2.

Assign pupils to compare the features of informational and literary texts. "What distinguishes literary texts from informational writings? " They provide different purposes. (They are distinct from one another.) "Are there any similarities between literary and informational texts that you can think of?" They may discuss the same subject. Both of them may have illustrations.

Show pupils the difference between an informational and literary text on the same topic. Show the books: Caterpillar to Butterfly, Buddy Butterfly, and His Cousin.

"Which book do you think is literary and which is informational based only on the covers?" (Buddy Butterfly and His Cousin is a literary work, while Caterpillar to Butterfly is an informational one.) After talking with a companion about their perspectives, have the students justify their opinions.

Say, "I'll read you every book. Find traits that reveal if the book is a literary or informational text, as I read. The T-chart is available to assist you."

Read the class "Caterpillar to Butterfly." Ask students to discuss the book's genre and the supporting details for their opinions after they've finished reading. Ask them to present their thoughts to the class after debating them with a partner. For instance, it offers information. It's not a narrative. A table of contents is included. There are images and captions.

Read to the class. Buddy Butterfly and His Cousin Ask students to discuss the book's genre and the supporting details for their opinions after they've finished reading. Ask them to share their thoughts with a partner before presenting them to the class. For instance, it has characters. The narrative has an issue. (A series of things happen.)

To illustrate the similarities and differences that students pointed out throughout the text discussions, draw a Venn diagram on the board or overhead. You can also discuss each piece by posing and responding to questions. Consider the following questions: "Does this book have characters?" "Do the characters have animal or insect voices?" Is information provided in this book? Is there a configuration? Ask students to locate proof in the texts to back up their responses.


Part 2

After giving students a brief overview of the Venn diagram, have them note the similarities (subject and a few aspects) and contrasts (purposes and characteristics) between the literary and informational texts. Assign the pupils to small groups after that. Give each group a minimum of two texts—one literary and one informative—that are appropriate for the student's level of independent reading. Divide pencils and sticky notes among the groups.

Speak as follows: "You will complete three tasks for every text:

First, determine whether the books are literary or informational materials by skimming or reading them (depending on their length).
Next, put either I for informational or L for literary on the sticky notes. Place a Post-it note on the front cover of every book. 
Lastly, provide two or three reasons why your option is justified.
As soon as groups finish four novels or more, ask them to present their findings to the class. Invite every student to share the information on the sticky note and in a book. Ask the students for their opinions. Make sure students comprehend the distinctions between the two sorts of texts' purposes and characteristics by having them observe.

Lead a conversation about the similarities between informational and literary texts with your pupils after that. Among the suggested responses are the following:

Information may be found in both texts.
The topics covered in both texts might be the same.
Each of the texts has a writer.
Certain elements, such as images or bold text, may be present in both texts.

Part 3

Say, "There are elements of informational texts in some literary texts." Make your point clear by providing instances like the ones below: A literary manuscript with bold or italicized words or a literary chapter book with a table of contents

Say, "Literary texts share certain characteristics with informational texts." Provide an example of an informative text with cartoon characters to illustrate your point.

"Why do you think the author of an informative text might use literary text characteristics?" You ask your students (to add interest or facilitate comprehension): "Why would the writer of a literary work utilize elements of an informational text?" (to draw the reader's attention to crucial terms or details)

On the board or interactive whiteboard, write the phrase "literary nonfiction." Say, "Books that are literary, or fiction, are composed of the author's invented stories. Nonfiction, or informational, books provide facts. Turn to a companion and share your thoughts on literary nonfiction books."

Ask a few students to offer their solutions. Teach students that literary nonfiction works combine elements of literary and informational writing. They present factual information using certain literary devices.

Raise the book, Becoming Butterflies, in your hands. Say, "I'm going to read you this book about butterflies that is literary nonfiction. Take notice of the literary and informational elements as I read."

You can decide whether to ask students to point out traits as they read the text or to wait until the end. To identify the qualities of literary nonfiction, ask yourself questions like who, what, when, where, why, and how. Record the responses on a chart. Among the suggested responses are the following:

Becoming Butterflies features the following literary elements: a plot, characters, and a setting.
The informational aspects of Becoming Butterflies include facts, illustrations with captions that go along with the text, an explanation of the life cycle of butterflies, and a map.
Ask, "How does understanding the qualities of literary and informational texts aid in your understanding of this book?" I can discern between the authentic and fictitious portions. (I could recount the tale or describe the life cycle of a butterfly using the order of events.)

Extension

Students who require extra learning chances should look through the informational and literary work in the classroom library. Students are to write L for literary or I for informational on a sticky note and list qualities from the text that support their selection. Make a T-chart checklist that students can complete as they go over the books, if necessary. For instance, are there any imaginary characters in this book? Is there a table of contents in this book? Is there a narrative in this book? Does this book provide details? Instruct pupils to place their books on a table or their desks and to place the sticky note on the front of each one. Students can evaluate and comment on each other's work by going on a gallery stroll.
Assemble small groups of students who are prepared to go beyond the basics and analyze a literary nonfiction book that is appropriate for their reading level. Keep in mind that literary nonfiction is frequently published in magazines like Zoobooks and National Geographic Kids. After reading the book or article, assign students to groups to determine which aspects are informational and literary. Ask them to write the qualities on a chart and annotate the book with sticky notes to indicate instances of each trait. Allow groups of people to present their work to the class at designated times.