Published on AASL Learning4Life Lesson Plan Database (http://aasl.jesandco.org)

Literary Text vs. Informational Text

Created by: 
Kris Schreck
Title/Role: 
Library Media Specialist
Organization/School Name: 
Cleveland Elementary
Location: 
South Dakota
Grade Level: 
1, 2
Type of Lesson: 
Stand-alone lesson
Type of Schedule: 
Combination
Collaboration Continuum: 
Moderate
Content Area: 
Language Arts
Content Topic: 
Literary vs. Informational Text

Standards for the 21st-Century Learner

Skills Indicator(s): 
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
Dispositions Indicator(s): 
2.2.4 Demonstrate personal productivity by completing products to express learning.
Responsibilities Indicator(s): 
2.3.1 Connect understanding to the real world.
Self-Assessment Strategies Indicator(s): 
2.4.1 Determine how to act on information (accept, reject, modify).
Scenario: 
Over a period of weekly library visits the librarian will introduce the concepts of literary text and informational text. Students will be exposed to a variety of literary and informational text through interactive activities and books. This lesson will review literary text and informational text and provide activities for students to demonstrate their understanding.
Overview: 
The librarian will use the SmartBoard and books to actively engage students individually, in pairs, and in a large group setting. Esssential Questions: What is literary text? What is informational text?
Final Product: 
Students will demonstrate understanding of literary text vs. informational text through the use of the SmartBoard sorting activity. First they will sort by book covers, next, on another screen they will sort by titles, and finally they will sort by stories related to curriculum stories using a time warp screen. They will also choose one literary text (fiction) and one informational text (nonfiction) to check out and then be asked to share which one is which at the circulation desk.
Library Lesson: 
Students will learn how to: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Estimated Lesson Time: 
30 minutes

Assessment

Product: 
Students will be assessed by the librarian through the use of a scoring rubric for the SmartBoard activity and librarian questioning at book check out time.
Process: 
Students will receive immediate feedback as they are guided, work in a small group, use the SmartBoard, and check out independently.
Student self-questioning: 
Can I identify and explain the differences between literary text and informational text?

Instructional Plan

Resources students will use: 
Still image (i.e.paintings, drawings, plans, and maps)
Moving Image (i.e. animations, movies, tv program, video)
Physical Object
Text (books, letters, poems, newspapers, etc.)
Resources instructor will use: 
Smart board
Other
Other instructor resources: 
Variety of books pulled from library shelves.

Instruction/Activities

Direct instruction: 
In a whole group setting the librarian will: 1. Define and review literary text. 2. Define and review informational text. After showing students several examples of literary text and informational text the librarian will explain: 1. Books can have illustrations and still be considered informational text. 2. Books can have photographs and still be considered literary text.
Modeling and guided practice: 
The librarian will demonstrate how to sort a stack of books thinking aloud and then observe and assist students as they sort books during a knee to knee small group activity.
Independent practice: 
Students will critique each book while sorting them into groups of literary text and informational text using the SmartBoard activity.
Have you taught this lesson before: 
Yes
Strategies for differentiation: 
Instruction will move from whole group to knee to knee with a partner. Variety of SmartBoard activities from showing covers of books to titles, and different formats for different types of learners. Lots of hands on activities for students with attention problems. Individual browsing time will allow for assistance and or guidance for a variety of learners.

AASL/Common Core State Standards Crosswalk

English Language Arts: 

CC.1.W.1 » English Language Arts » Text Types and Purposes » 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (1)

CC.1.W.2 » English Language Arts » Text Types and Purposes » 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (1)

CC.1.W.3 » English Language Arts » Text Types and Purposes » 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (1)

CC.2.W.1 » English Language Arts » Text Types and Purposes » 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (2)

CC.2.W.2 » English Language Arts » Text Types and Purposes » 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (2)

CC.2.W.3 » English Language Arts » Text Types and Purposes » 3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (2)

CC.1.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1)

CC.2.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Recall information from experiences or gather information from provided sources to answer a question. (2)

CC.1.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (1)

CC.2.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (2)

CC.2.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (2)

CC.2.R.I.3 » English Language Arts » Key Ideas and Details » 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2)

CC.2.R.I.8 » English Language Arts » Integration of Knowledge and Ideas » 8. Describe how reasons support specific points the author makes in a text. (2)

CC.2.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Compare and contrast the most important points presented by two texts on the same topic. (2)

CC.2.W.6 » English Language Arts » Production and Distribution of Writing » 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (2)

CC.1.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups (1)

CC.1.SL.1.a » English Language Arts » Comprehension and Collaboration » a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (1)

CC.1.SL.1.b » English Language Arts » Comprehension and Collaboration » b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. (1)

CC.1.W.5 » English Language Arts » Production and Distribution of Writing » 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. (1)

CC.1.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). (1)

CC.2.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (2)

CC.2.SL.1.a » English Language Arts » Comprehension and Collaboration » a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (2)

CC.2.SL.1.b » English Language Arts » Comprehension and Collaboration » b. Build on others' talk in conversations by linking their comments to the remarks of others. (2)

CC.2.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Ask for clarification and further explanation as needed about the topics and texts under discussion. (2)

CC.2.W.5 » English Language Arts » Production and Distribution of Writing » 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (2)

CC.2.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2)

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