Students go over literary components in both fiction and literary nonfiction in this session. At the end of the lesson, students are able to: 
- Identify the elements of a literary nonfiction text that center on events and characters. 
- Identify the main concepts and information in literary nonfiction. 
- Briefly describe literary nonfiction.

- How can literary and factual texts become meaningful to strategic readers?
- How does interaction with text provoke thinking and response?
- What is the true purpose of this text?
- How can literary and factual texts become meaningful to strategic readers?

- Literary Nonfiction: Text that includes literary elements and devices usually associated with fiction to report on actual persons, places, or events. 
- Story Map: A visual representation of a story that provides an overview including characters, setting, problem, and resolution or ending. 
- Summarize: To provide a short, concise explanation of a text’s major ideas.

- Marissa Moss. (2009). Sky High: The True Story of Maggie Gee. Tricycle Press.
- Teachers may substitute other literary nonfiction books to provide a range of reading and level of text complexity.
- chart paper
- student copies of the Lesson 2 Story Map (L-4-3-2_Lesson 2 Story Map)
- a variety of literary nonfiction works that students can read independently and use for practice with partners or small groups.

- To assess student learning and help them remember key material, emphasize the value of recognizing story structure and summarizing during the class. Check with the pupils to see whether they know how to sum up literary nonfiction.
- Examine students' ability to summarise the material informally using your notes and anecdotal observations.
- Have pairs read a chosen literary nonfiction work, complete a story map, and compose a summary paragraph after the class.
- Utilize the checklist below to assess pupils' comprehension:
+ The student exhibits the capacity to finish a story map and recognize key details in literary nonfiction based on the narrative structure.
+ The student skillfully creates a summary paragraph using the details from the story map.
+ Gather the story maps and utilize them to gauge your children's comprehension. Provide each student with detailed feedback.- 

Explicit instruction, modeling, and active engagement 
W: Assist students in recognizing literary nonfiction story structure so they can utilize it to create a synopsis. 
H: Ask students to highlight key details from a literary nonfiction article and arrange the data in a narrative map to produce a summary. 
E: Provide an example for students on how to complete a story map, create a summary paragraph, and recognize the text structure in Sky High: The True Story of Maggie Gee. 
R: Give students the chance to read another biography, create a story map and summary paragraph, and work alone or with a partner. 
E: Use formative evaluation to find out if students can compose a literary nonfiction summary paragraph. 
T: Assign students to flexible groups based on their instructional reading levels, and provide extension activities for all levels by recommending resources for additional practice and more challenging materials to push thinking beyond its current limits. 
O: This lesson's learning goals include large-group instruction and discussion, small-group inquiry, partner work, and individual application of the material. 

Main question: How might a story map be used to summarize literary nonfiction?

Get a volunteer to describe their weekend activities, listing particular things they did from Saturday to Sunday. Record the student's words on chart paper as they happen. Ask, "Is the information you are sharing accurate? Could it be categorized as nonfiction?" (Yes, these events did indeed occur.) Determine the problem, character, place, and solution together. Write the data down on the chart paper. After that, sum up the student's weekend.

Part 1

Describe how informational texts typically come to mind when we think of nonfiction. Inform pupils that stories can also be written as nonfiction. Say, "We must be able to summarize any type of text. Three tasks are made easier for us when we summarize: it helps us retain the narrative, prioritize the material we read, and assess its significance." Reiterate that stories are the format of literary nonfiction. Inform students that they will be gathering data and providing a summary of a literary nonfiction text using a story map.

Show the Lesson 2 Story Map on the interactive whiteboard or board (L-4-3-2_Lesson 2 Story Map).

Provide an overview of Sky High: The True Story of Maggie Gee. Ask students to make predictions based on the cover and title before they read. Describe how Maggie Gee is just one of two Chinese-American women who flew in World War II as Woman Airforce Service Pilots (WASP). Next, take these actions:

Tell students the story. When you read aloud, show that you are employing effective reading techniques. When you think aloud, you should discuss how a character responded to a particular occurrence and how that reaction affected the plot, specifically the order of events.
After reading, discuss with the children to ensure they understand that this is nonfiction because it is a true story—the characters and events that happened. Additionally, confirms that it is literary nonfiction because it is written in the manner of a story. Describe how literary nonfiction is frequently used to write about lives and significant events.

Ask students to select the details they believe belong in the story map.

Main Idea: A young lady's dream of flying comes true.
Character: Maggie Gee
Setting: Texas and California
Issue/Dispute: Maggie's dream was to become an airline pilot.
First Significant Event: When World War II broke out, Maggie felt compelled to act to save her nation.
Second Significant Event: Maggie learned to fly and was selected to join the WASP.
Key event solution: She learned to fly aircraft.
Use the details from the story map to provide an example of how to write a summary. Say, "You'll need to rearrange your information so that your sentences make sense and go together, with transitions if needed." (As an illustration, consider Maggie Gee, a young lady who dreamed of flying and who fulfilled her dream when she decided to support her nation during World War II. She qualified for the WASP by taking flying lessons and showing great skill. Maggie assisted in pilot training and performed numerous flights during World War II. Maggie fulfilled her aim of becoming a pilot while also assisting her nation in World War II.)

Part 2

Ask, "What components make up a story map? Why do we make a summary?" Remind pupils that summarizing aids in knowledge recall and confirms that they understood the story.

Give each student a copy of the story map and copies of literary nonfiction works for small groups to read.

Ask students to create a prediction based on the front cover of their texts. Give the kids instructions to complete the story map and read the story in groups. After completing the story map, assign students to create a summary of their novel using the information they found there.

Examine each group's comprehension while the kids are working by moving about the room and observing them. Gather the summaries and maps. Examine student work to ensure comprehension of the idea of summarizing literary nonfiction.

Extension:

Use any of the books below or a comparable book of your choosing for additional practice. Remind readers that literary nonfiction is nonfiction with literary features.

Jane Yolen, "My Brothers' Flying Machine: Wilbur, Orville, and Me." Mini, Brown Young Readers, 2003; writing styled lyrically.
David A. Adler's Sacagawea Picture Book. 2001's Holiday House.
By Liselotte Erdrich, Sacagawea. In 2003, Carolrhoda Books, Inc.
Captured by the Frost! Michael McCurdy's Shackleton's Amazing Antarctic Adventure. Written as a diary, Walker Books for Young Readers, 2002.
Ask small groups to summarize a recent experience if more practice is required.