This course will help with the ability to distinguish between literary and informational books. Students will:
- Describe the aim of informational literature.
- Name the elements present in reference books.
- Describe the objective of literary books.
- Name the people, settings, and events that you find in literary works.
- Classify a book as informational or literary.

- How can literary and informational texts make sense to strategically-minded readers?
- How does what people read affect how they ought to read?

- Informational Text: Books that give information or facts about real people, things, or events.
- Caption: Words or sentences that give information about a photograph.
- Table of Contents: List of chapter titles and page numbers at the beginning of a book.
- Glossary: List of words in a book and their meanings.
- Bold Type: Heavy, dark print.
- Literary Text: Stories about people or events that are made up by an author.
- Characters: The people or animals in a story.
- Setting: The time and place in which a story happens.
- Events: The things that happen in a story.

- A photograph and a cartoon drawing of similar objects
- Melissa Stewart. (2001). Fishes . Children’s Press.
- David Shannon (2012). Jangles: a Big Fish Story. The Blue Sky Press.
Alternative books:
- Mary Pope Osborne (2009). Polar Bears and the Arctic. Paw Prints.
- Karma Wilson. (2007). Bear Feels Sick. Margaret K. McElderry Books. 
- Ian Redmond. (2000). Elephant. DK Children.
- David McKee. (2009). Elmer’s Special Day. 21st Century Books.
- The Complete Dog Book for Kids. (1996). Howell Book House.
- Susan Meddaugh. (1995). Martha Speaks. HMH Books for Young Readers.
Teachers may substitute other books to provide a range of reading and level of text complexity.
- Student copies of Categorizing Books (L-1-2-3_Categorizing Books).

Encourage pupils to figure out how to distinguish between literary and informational books during the entire class. Take note of the pupils' capacity for expression and openness to taking part in group conversations.
- To evaluate each student's progress toward the lesson's objectives, use the following checklist:
- Students are able to distinguish between literary and factual books.
- Students are able to recognize textual elements in reference books.
- The student is aware that fiction is what literary books are all about.
- Students are able to recognize the setting, characters, and events that makeup fiction.
- Students can distinguish between literary and informational books using the knowledge they have gained from this session.

Explicit instruction, modeling, scaffolding, and active engagement
W: Assist students in recognizing elements that aid readers in understanding an instructional book, such as a glossary, images, captions, and maps. Show how to recognize literary literature by pointing out the components of the author's narrative. 
H: To pique students' interest and help them differentiate between literary and informational texts, include a picture and a cartoon sketch. 
E: To assist students in recognizing the characteristics of both literary and informational books, fill out a chart that contrasts them. Describe how an instructional book's images, drawings, words, and other textual elements aid in providing information. Examine how the book's events, setting, and character traits all point to its literary nature. 
R: Go over where to look for information in books. Discuss characters, settings, and events with students, and assist them in recognizing these components of literary works. 
E: Watch pupils as they put what they've learned into practice to see whether they can distinguish between an informational and a literary book. 
T: Provide pupils the chance to classify literary and informational books by working in big groups and with a partner. 
O: This lesson's learning activities offer large-group instruction and discussion, companion work, and individual idea application. 

Topic: What similarities and differences exist between literary and informational books?

Put up a picture and a cartoon illustration of related objects, like a cat. Then raise a question: "How are these pictures alike?" (Both are images of cats.) "What makes them unique?" (One is imaginary; the other is real.) Ask students to choose a picture that they would most likely find in a literary work of literature and one that they would most likely find in an informational book.

Part 1

Suggest: "Let's compare these two types of books now that we know more about literary and informational books." Raise the book "Fishes and Jangles: A Big Fish Story". Say, "Now let's examine these two books in more detail. Our data will be entered into a chart." Fold a chart paper page in half. Give the left column the label "Literary" and the right column the label "Informational."

Query: "What are the subjects of both of these books?" (the fish)" "What differences can you see between these two books just by looking at their covers?" continuously asks (It appears that one is about imaginary fish, whereas the other is about actual fish.) "Which book features actual fish?" (Pupils will indicate "fish"). "How do you know?" (The cover features images of actual fish.) "What sort of book is Jangles: A Big Fish Story?" (make-believe/literary) "Why do you believe that?" (The title sounds like a made-up story, and the picture appears to be a pretend fish.) Write the book titles in the corresponding chart columns.

Say, "Let's examine each book in more detail to discover what additional aspects contribute to its literary or informative qualities. These are the items that we will note on the chart." Suggest starting with this fish by pointing to it.

After reading the caption, turn to the title page and point the camera at the picture. Say, "The author has already provided information." Look at the table of contents and inquire, "What is the name of this page?" (The contents table) Note that although some books have the Table of Contents and others use the Contents heading, the feature is the same and is utilized in the same way. "What is the purpose of the table of contents in an informational book written by the author?" (To show the reader on which page each chapter begins, sometimes it offers a sneak peek at the topic of each chapter.) Look for the feature on the chart.

Go through the book's pages and identify the various techniques the author of this educational book has used to impart knowledge. Say, "Take a look at the fish picture on page 6." We can identify these fish thanks to the caption. Go over the caption. This method of finding, modeling, and noting aspects on the chart should be continued throughout the book.

Open page 46. "This page lists important words in the book," you explain, pointing to the heading at the top of the page. " How do we refer to this feature?" (the glossary) “Why would the writer of an educational book put one in?” (To provide definitions for newly introduced terms in the text) To show how to utilize a glossary, pick one term and read the definition. On the chart, note the feature.

State, "This book serves as an informational resource, as you can see. It includes a glossary, a table of contents, photographs, and subtitles in addition to facts."

What motivated the author to write this book?" (to provide fish-related information) Note on the chart the author's intention to provide information.

Part 2

Say, "Jangles: A Big Fish Story is our other book about fish. Let's look at it." Let's read the book to determine what characteristics define it as a literary work.

Say, "From our lesson about literary books, we know that literary books have characters," after reading the book aloud. "Who are the story's characters?" (Jangles and the boy) "What makes Jangles unique?" (People have never seen a bigger fish, and he can speak.) "The presence of characters indicates that this work is literary." Jot down the characters on the graph.

Say, "We now know that the setting of a literary work is equally important. A setting: what is it?" (That's where the story is set.) "Where is the setting of this story?" (on a boat in the middle of a lake) "So we see that setting is another crucial component of fiction in this book." Note the configuration on the chart.

Say, "We discovered that a literary work has events as well. Which events are included in this story?" (After hooking Jangles, the boy is dragged into the lake's deepest cave. Jangles enchants the boy with tales. After deceiving Jangles, the boy is caught. Jangles requests to be released. After removing every fishing lure from Jangles' mouth, the boy releases the fish.) Note the primary occurrences on the chart.

Pose the question, "How do you know the story is made up?" (The events were implausible.) "What motivated the author to write this book?" To amuse us

Part 3

Present a selection of fiction and nonfiction works with sensible reading abilities. Make sure there are adequate books for every student. On paper or the interactive whiteboard, make a two-column chart. Designate "literary" for one column and "informational" for the other.

Make sure every pupil chooses a book from the assortment. Remind them to consider the following queries while selecting a book:

"Which of these books provides information?"
"What makes you believe that this is an instructional book?"
"Which novel among these is considered literary?"
"What makes you believe that this book is literary?"

Next, have each student share with the class the type of book they chose. "Why do you think this is an informative (or literary) book?", you ask. Find out if everyone in the class agrees, then settle any disputes. Next, enter the title in the relevant chart column.

Extension:

When they are prepared to go above and beyond the requirements, students can read and sort books from the school library or classroom according to their reading levels with a partner. Work with your companions to finish the L-1-2-3_Categorizing Books worksheet on book classification. Next, instruct them to classify classroom books by kind using a computer.
Students who require more experience can sort two books into categories in small groups with you. Have them collaborate to complete the worksheet on categorizing books.