• The goal of this lesson is to compare literary and informational texts. Use the following checklist to assess each student’s progress toward the goal:
  • Student can explain how the cover of a book gives the reader a clue to whether the book is informational or literary.
  • Student can identify one difference between literary and informational books about the same topic.
• Assess each student individually. Display three sets of literary books and informational books about similar topics.
  • Say, “Show me the books that tell a story.” (Student will choose the three literary books.) Say, “Show me the titles of the books.” (Student will point to the title of each book.) Ask, “How do you know these books tell a story?” (Student may indicate that the pictures are drawings of make-believe things. Student should also indicate understanding that the book has characters and events.)
  • Say, “Show me the books that give information.” (Student will choose the three informational books.) Say, “Show me the title of each book.” (Student will point to the title of each book.) Ask, “How do you know these books give information?” (Student may indicate that the pictures are photographs of real things. Student should also indicate understanding that the book gives facts about a topic.)

Focus Questions: How are literary books and informational books the same? How are they different?

Display a variety of literary and informational books with interesting covers. Guide students to understand that some covers have drawings and some have photographs. Discuss the difference between the kinds of illustrations.

Part 1

Ask, “What do we call the person who writes a book?” (the author) “What do we call the person who draws the pictures for the book?” (the illustrator) “We have seen in many books we have read that the front cover of the book often gives clues to what the book is about.”

Say, “We have learned that some books are fiction or literary. That means they tell a story. Sometimes the events and characters are make-believe. Sometimes the characters and the events could be real, but the story did not really happen. It was made up by the author.” Show students a fiction book. Say, “This is a fiction (or literary) book. There are characters and events in this story.”

Say, “Some books are nonfiction or informational. That means they are about real people or events. They give information.” Hold up a nonfiction book. Say “This is a nonfiction (or informational) book. It gives information about (the topic of the book). It does not tell a story.”

Part 2

Show students literary and informational books about the same topic, such as The Very Hungry Caterpillar, Caterpillars, and I Wonder Why Caterpillars Eat So Much. Point out that all the books have interesting and eye-catching illustrations or photos. Say, “We are going to compare these books. We will see how these books are alike. Look at the books and tell what is the same about them.” (They are about caterpillars.) “How do you know that?” (They have the word caterpillar in the title. They have a picture of a caterpillar on the cover.)

Ask, “What is different about the caterpillars shown on each book cover?” (Students might indicate that some of the pictures are drawings and others are photographs. Some of the pictures look like make-believe caterpillars, and others look like real caterpillars.)

Point to the book The Very Hungry Caterpillar. Ask, “Do you think this book would give information about a caterpillar or tell a story about a caterpillar?” (tell a story about a caterpillar) “How do you know?” (The picture is of a make-believe caterpillar.) Say, “The cover is one way to predict if a book will give information or tell a story, but we also need to look inside the book.” Guide the students through the book, reading each page. Ask if the book is giving them information or if there is a character and a setting with events.

Next, point to the book Caterpillars. Ask, “Do you think this book would give information about a caterpillar or tell a story about a caterpillar?” (give information about a caterpillar) “How do you know?” (The pictures are photographs of real caterpillars.) Again, take students through this book and read parts of the text. Have students tell you if they are gaining information or listening to a story. Ask, “How do you know?” (If it were a story, there would be characters and a setting with events.)

Ask, “What is a title of a book?” (the name of the book) Have a student point to the title of each book as you read it.

Say, “Let’s talk about the authors of these books. What does an author do?” (writes a book) Point to the book The Very Hungry Caterpillar. “Where is the author’s name on the cover of this book?” As a student points to the words “by Eric Carle,” read the author’s name.

Say, “Eric Carle is also the illustrator of this book. What does an illustrator do?” (draws the pictures for a book)

Say, “Now let’s look at the book Caterpillars. Where is the author’s name on the cover of this book?” As a student points to the words “Marilyn Singer,” read the author’s name. Ask, “Did someone draw pictures for this book or did someone take photographs of real things?” (Someone took photographs of real things.) “There are pictures of real things in this book to help the reader learn about caterpillars.”

Use a similar procedure with the book I Wonder Why Caterpillars Eat So Much. Make sure students understand that some informational books have photographs, but others have drawings. The kinds of illustrations are not the only way to tell whether a book is literary or informational. We must look at the details to find out if the book tells a story or gives information. Read parts of the book to help students determine that it is an informational book.

Part 3

Working with the whole class or with small groups, have students tell what is similar about the literary and informational books. (They are about caterpillars. They have an author. They have pictures.) Then have students tell what is different about the books. (One tells a story, and the others give information. Two have drawings, and one has photographs.) Review with students the importance of looking at the beginning, end, and details to determine if a book is literary or informational.

Extension:

• For students who are ready to move beyond the standard, provide partners with a set of sticky notes on which you have written the following: title, author, or illustrator. Have students attach the sticky notes to the correct places on the covers of books. Have them sort the books into two groups—literary or informational. Then ask them to explain how they categorized the books.
• Students who need additional practice may demonstrate their understanding of parts of a book by correctly identifying them on various literary books and informational books from the classroom library.