Students will go over the sections of both literary and informational texts. At the end of the lesson, students will be able to:
- exhibit an awareness of how a book's cover might provide information about the content of the book.
- contrast texts that provide information and literature.
- cite your knowledge of the distinctions between literary and informational texts on the same subject.

- How can literary and factual writings become meaningful to strategic readers?
- How does what people read affect how they ought to read?

- Compare: Show how things are alike (the same) or different.

- Eric Carle.(1994). The Very Hungry Caterpillar. Philomel Books.
- Marilyn Singer. (2010). Caterpillars. Early Light Books.
- Belinda Weber. (2012). I Wonder Why Caterpillars Eat So Much. Kingfisher.
Alternative books:
- Deborah Guarino. (2004). Is Your Mama a Llama?. Scholastic, Inc.
- Dorothy Hinshaw Patent. (2002). Llamas. Lerner Publishing Group.
- Dav Pilkey. (2004). Dog Breath. Scholastic Paperbacks.
- Laura Driscoll. (1998). All About Dogs and Puppiep. Grosset & Dunlap.
- Philip C. Snead. (2012). Bear Has a Story to Tell. Roaring Brook Press.
- Dorothy Hinshaw Patent. (2000). Polar Bears. Carolrhoda Books.
Teachers may substitute other books to provide a range of reading and level of text complexity.

This lesson's objective is to compare materials that are informative and literary. Utilize the subsequent checklist to evaluate every student's advancement toward the objective:
- Students can describe how a book's cover can indicate to a reader whether it is a literary or informational work.
- Students can distinguish between books that are informative and literary on the same subject.
- Evaluate every student separately. Three sets of literary and factual books on related subjects should be on display.
- Simply say, "Show me the books that tell a story." (The student will select the three works of literature.) Declare, "Show me the book titles." (The student will indicate each book's title.) "How do you know these books tell a story?" wonder. The student may point out that the images are sketches of imaginary objects. Students should also demonstrate that they comprehend that there are events and characters in the text.
Speak up and demand to see the informational books. The student shall select the three educational texts. Say to each book, "Show me its title." Each book's title will be indicated by the student. Say to them, "How do you know these books contain information?" (The student might point out that the images are photos of actual objects. In addition, students must demonstrate their comprehension of the factual information provided in the text.)

Explicit instruction, modeling, scaffolding, and active engagement
W: Compare texts that are informative and literary on the same subject. 
H: Get pupils interested by having them compare the pictures in fiction and nonfiction books. 
E: Give students the chance to compare literary and informational texts and examine the many sections of literature. Ascertain that pupils comprehend the distinctions between informational and literary books. 
R: Help pupils who didn't get the answer right on their first try to fix it. 
E: Watch students use what they've learned to assess if a book is informational or literary. Give students the chance to cite textual evidence to back up their claims about why a given text is informative or literary in their responses. 
T: Give extra instruction and practice to pupils who struggle to master the lesson's contents. 
O: This lesson's learning activities offer both individual application of the concepts and large-group instruction and discussion. 

Principal Inquiries: What similarities exist between literary and informative books? What sets them apart?

Present a selection of books with captivating covers, both literary and educational. Help the class realize that not all cover images are photos; others feature drawings. Talk about how the various types of illustrations differ from one another.

Part 1

Is there a term for someone who writes books? (The Author): "What do we name the person who created all of the book's illustrations?" (the illustrator): "We have noticed that the front cover of many books we have read often gives clues as to what the book is about."

State, "We now know that some works are literary or fiction. Thus, they narrate a story. Characters and situations are fictitious at times. Although the plot is fictional, the events and characters may occasionally be real. It was the author's invention. Present a fiction novel to the class. Say, "This book is fiction or literary." This narrative contains events and characters.

Say, "There are nonfiction and informational books. It implies that they are based on actual people or events. They provide details." Show them a book about nonfiction. Declare that that book is nonfiction or informational and provides details on the book's subject. It doesn't convey a narrative.

Part 2

Present children with books that are both literary and educational on the subject, such as I Wonder Why Caterpillars Eat So Much, The Very Hungry Caterpillar, and Caterpillars. Mention how the pictures and artwork in every book are captivating. Declare, "We're going to contrast these novels. We'll examine how similar these books are. Examine the books and identify any similarities between them. (The subject matter is caterpillars.) "How are you aware of that?" The title contains the word "caterpillar". Also, the cover features an image of a caterpillar.

"What distinguishes the caterpillars depicted on each book cover from one another?" Students may point out that while some of the images are photographs, others are sketches. While some of the images resemble imaginary caterpillars, others depict actual caterpillars.

Refer to The Very Hungry Caterpillar. "Do you think this book would tell a story about a caterpillar, or would it just provide information about them?" (give a caterpillar story) "How do you know?" (The image is of a fictional caterpillar.) Say something like, "We need to look inside the book as well as the cover to determine if it will give information or tell a story." Read every page in the book with the pupils. Inquire as to whether the book is providing them with information or if it has a character, a place, and events.

After that, point to the book Caterpillars. "Do you think this book would tell a story about a caterpillar or give information about caterpillars?" (Provide details about a caterpillar.) "How do you know?" (The images are pictures of actual caterpillars.) Take the pupils through this book once more and have them read passages from it. Ask pupils to indicate whether they are learning something new or just listening to a tale. Question: "How do you know?" (There would be characters and an event-filled environment if it were a story.) Ask: "What does a book's title mean?" (The title of the novel.) While you read each book, have a student point at the title.

Suggest: "Let's discuss these books' authors." How does a writer write? (writes a book) Refer to "The Very Hungry Caterpillar" book. "Where is the name of the author on this book's cover?" Read the name of the author when a pupil points to the words "by Eric Carle." Say, "This book's illustrator is none other than Eric Carle." What is the work of an illustrator? (creates book illustrations)

"Now let's look at the book Caterpillars," you say. "Where is this book's author listed on the cover?" Read the name of the author as a student indicates the words "Marilyn Singer." Inquire as to whether illustrations were drawn for the book or actual objects were photographed. (Real objects were photographed.) "To help the reader learn about caterpillars, this book includes pictures of actual objects."

The book I Wonder Why Caterpillars Eat So Much follows a similar process. Verify with pupils that although some informational books feature drawings, others have images. You may determine a book's literary or informative status without only looking at its images. The details are what determine whether a book provides information or narrates a story. Assist kids in recognizing that the book is informational by reading passages from it.

Part 3

Students might work in small groups or with the entire class to identify similarities between the literary and informational works. The subject is caterpillars. There is a writer there. They've got photos. Students should next describe what makes the novels different. Whereas the others provide knowledge, one tells a story. One features photos, and the other two have drawings. Discuss with kids how a book's beginning, middle, and end might help identify if it's literary or informational.

Extension:

Give partners a set of sticky notes with the title, author, or illustrator scribbled on them for kids who are prepared to go above the standard. Students should adhere the sticky notes to the appropriate locations on the book covers. Ask them to divide the books into two categories: informative and literary. Next, inquire about their methodology for classifying the books.
Pupils who require more practice can show that they understand various literary and factual books from the classroom library by accurately recognizing the sections of a book.