Learners may recognize literary novels with the aid of this lesson. After this lesson, students are able to:
- Clarify that literary works are fictitious or made up.
- Determine the characters, places, and events that make up a literary text.
- Elucidate the motivation behind the author's literary work.

- What meaning do literary and informational texts have for strategic readers?
- How does what people read affect how they ought to read?

- Literary/Fiction 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.

- Bethany Roberts. (199). A Mouse Told His Mother . Little, Brown & Co. 
- Ezra Jack Keats (1998). Peter’s Chair. Puffin. 
Alternative :
- Akimi Gibson (1994). Little One Inch. Scholastic, Inc.
- Katharine Holabird (2006). Angelina and the Princess. Viking Juvenile.
- Mo Willems (2012). Let’s Go for a Drive! Hyperion Books.
- Janell Cannon (1993). Stellaluna. HMH Books for Young Readers.
Teachers may substitute other books to provide a range of reading and level of text complexity.
- Chart paper
- Student copies of Literary Books (L-1-2-2_Literary Books).
- A sheet of paper for each student
- Pencils, colored pencils, crayons, markers
- Various literary and informational books at students’ reading level for use in Part 3 and in the Formative Assessment
- Additional literary books placed in the reading center

Make sure that pupils understand how to tell if a book is literary (fiction) during the entire lesson. Show pupils how to determine whether a work qualifies as literary. Assess the pupils' capacity for expression of their thoughts and their eagerness to engage in group conversations.
- To evaluate each student's progress toward the lesson's objectives, use the following checklist:
- Students are able to identify literary (fictional) works in books.
- Students are able to recognize the characters, settings, and events that make up a literary book.
- Students are able to identify literary books using the knowledge they have gained from this session.
- Students are able to explain why the author wrote a literary work.

Explicit instruction, modeling, scaffolding, and active engagement
W: Describe literary literature as the author's creations of stories. By identifying the fictional aspects in the author's narrative, you can assist pupils in differentiating literary texts.
H: Get students involved in the class by asking them to read aloud and identify the literary (fictional) significance of a passage. 
E: Walk pupils through a book to help them identify literary (fictional) works from nonfiction. Describe the events, place, and character elements. Showcase how to ascertain the author's intention for a literary work. 
R: Cite instances of the two lesson books' characters, settings, and events. 
E: Provide students with a chart to complete to apply what they have learned about identifying the aspects of literary texts. To ascertain the author's motivation for penning a literary work, facilitate thoughtful discussions among peers. 
T: Give pupils the chance to work both alone and collaboratively to differentiate between literary (fiction) and informational (nonfiction) texts. 
O: This lesson's learning exercises offer both individual application of the topics and large-group instruction and discussion. 

The main question: What defines a book as a literary text? 

Say, "As I read this story, pay attention. Consider whether this incident is conceivable as you listen."

Martin had wanted a dog for as long as he could remember. One day his dad said, ‘Martin, we think you are ready to take care of a dog. Get your coat. We are going to the pet shelter to find you one.’ Martin could not get his coat on fast enough.

When they arrived at the shelter, Martin walked by each cage and looked at each dog carefully. Then he spotted the cutest black dog he had ever seen. Even before Martin held the dog, he knew this was the one. In no time at all, Martin was walking out of the shelter with his very own pet.

As Martin, his dad, and the dog got into the car, Martin said, ‘That went pretty well.’

Much to his surprise, the dog replied, ‘Yes, it sure did. I knew you were the boy for me as soon as I saw you.’”

Is it possible for this narrative to occur in real life? ask students. (no) "Why not? (because dogs are mute animals). "The story was created by using imagination. Fiction, or literary stories, are what we refer to as this type. Literary works, or fiction, are the creations of a writer. Certain literary works depict events that are implausible in reality."

Part 1

Say, "Characters, settings, and events are all present in literary (fiction) books. The author does not provide information or facts. The narrative does not center on a real person. Alternatively, the writer might aim to amuse, convey a message, or impart knowledge."

Read the definitions with the class as you write the following traits of literary (fiction) books on a board, interactive whiteboard, or chart:

Characters: individuals or animals who appear in a story.
Setting: the period and location in which a narrative takes place.
Events: the occurrences in a narrative

"Look at this book," you say. Raise the book "A Mouse Told His Mother" and inquire, "What do you think this book is about? (a mouse in the circus) "Do you believe that this story is about a real mouse?" (no) "Why not?" (because the title indicates that the mouse informed his mother something and the mouse is dressed.) "This book is about a pretend mouse. This book is literary. Let's read the book and find out what else qualifies it as a literary work."

Read the narrative out loud. Subsequently, inquire, "What other elements in this book indicate that it is literary?" The mice had genuine beds, clothes, and a voice. (And the newborn mouse also had experiences that the adult mice would not have.)

Check out this list of traits found in literary texts. "What is the book's cast of characters? In what location does the narrative take place?" you ask (at the mouse's home)."What are some of the things that happen in the story?" (The mouse captures a crocodile, travels to the moon, and searches for treasure.) "Do you believe that the events depicted in the story could occur in real life?" (Responses: No). Say, "This is a literary (fiction) book because the events, characters, and setting are all made up."

Query: "What motivated the author to write this book?" The author didn't want to provide us with details about a genuine mouse; instead, she wanted to make us smile and demonstrate that it's okay to use our imagination. She desired to share with us a tale about a mouse and his creative faculties.

Part 2

"This book, Peter's Chair, is an additional illustration of a literary work," you can say while holding up the book. This narrative is untrue. Ezra Jack Keats, the author, made up the story. We refer to these literary works as realistic fiction. Although certain things in this scenario could have happened, they didn't.

Ask students, "Why do you think the author wrote this book?" after reading the book aloud. (For the enjoyment of readers.) Say, "The author wished to withhold information regarding chairs. He desired to narrate a boy's story. This book is literary fiction. Let's take a closer look at the book to see if any further elements would indicate that it is a literary work."

Consult the board, interactive whiteboard, or list of qualities found in literary texts on chart paper. Ask students to respond to the following inquiries regarding Peter's Chair:

Identify the characters. (Peter with his dad and mother)
Where does the narrative take place? (both inside and outside of Peter's house)
Which events take place in the story? (Peter's baby sister was born. His parents' decision to paint his antique cradle pink has angered him. The fact that his father is painting his vintage high chair pink makes him angry. He does not want his other old chair painted by his parents. He takes off. Then he decides to assist his father in painting his new sister's chair.)

"This story contains every element found in literary books," you say. Characters, a setting, and events are all there. For what reason did the writer pen this novel?" (to get us to consider making difficult choices or finding change difficult)

Say, "Let's create a checklist that we can use all year to help us determine if a book is literary now that we have studied some literary books. What are some literary book facts that you are certain of?" For pupils to use as a reference throughout the year, record students' comments on chart paper or the board or interactive whiteboard.

Make sure your students are aware of the following qualities of literary works:

a fictional or imagined tale
personalities
a situation
happenings
narrate a tale (the author's intention)

Part 3

A collection of both fiction and nonfiction books should be on display, drawn from the school library or classroom. Assign students to write the titles of four books that they believe to be literary (fiction) works on the Literary Books sheet (L-1-2-2_Literary Books). As you made the literary book chart in Part 2, remind students to check it. The class will discuss how the students categorized the books after they have finished their lists, and they can review their work. Invite students to share their reasoning for determining which books are informative or literary. Put the literary books away in the reading center so that students can return to them at a later time.

Extension:

Pupils who are prepared to go above and beyond the curriculum can study literary works with a companion. Assign a literary book to each couple, ideally one that you have read aloud to the class lately. Ask students to create a poster that lists the story's characters, location, and plot points. Next, ask them to explain the story's author's motivation. Request that each couple present their findings to the class.
Students who need more guidance or practice can complete the following task: Sort the literary and informational books in the classroom library by making two piles after looking over the books with a companion. Describe the rationale behind each book's placement in the pile.