• During the lesson, keep the focus first on the use of literary elements in literary nonfiction and then on the differences between literary nonfiction and informational nonfiction texts. Students’ written responses to “Across the Plains” will provide information about their understanding of the use of fictional elements in literary nonfiction. The group discussion of characteristics of an informational nonfiction text about the same topic will reveal whether students have difficulty differentiating literary nonfiction from informational nonfiction.
• The group presentations, as well as students’ questions and opinions, will indicate how well students understand the characteristics of informational nonfiction text. Individual responses for “Year Round Education,” will help identify students who are having difficulty differentiating literary nonfiction and informational nonfiction. Focus reteaching accordingly.

Focus Question: What are the differences between literary nonfiction and informational nonfiction?

Part 1

Discuss which literary element students think is most important in Stevenson’s passage “Across the Plains.” Say, “Remember that you are making a case to support your opinion. There isn’t a ‘right’ answer, but you want to present your evidence to show why you think that one particular element is very important in this reading.” Students’ answers may include setting, characterization, plot, or theme. Stevenson describes the setting vividly and repeatedly, and it provides the impetus for his reflections. For characterization, students should express what they know about the narrator from the piece (unfamiliarity with America, extremely literate, people observer) and how the narrator reveals the character in those he encounters. Remind students of how character is revealed: through what people say and do and from what the narrator says about them, all of which can be found in the text. Possible themes include being a foreigner in a new land, the feeling of displacement, culture shock, disillusionment with human behavior, and the unfairness and cruelty of poverty. If plot is mentioned, ask students to make a quick plot graph of this piece to see if they think it has a real story structure. Help students realize that a literary nonfiction piece may or may not have a real plot structure.

Ask students to add a sentence to their response journal, stating what they think is the author’s purpose (to describe a miserable experience, to record his thoughts about a journey so that he won’t forget them). Ask students how they know that this is nonfiction rather than fiction. Some may say it is nonfiction because it is told in the first person, but point out that many novels and short stories are told from this point of view. Students will likely conclude that it is nonfiction because the author published it in a book of his own experiences. Otherwise, this could be an excerpt from a short story or novel because of the literary elements employed.

Ask, “How might an informational nonfiction text about crossing the plains in the late 1800s differ from the literary nonfiction account?” (It would present factual information or statistics without opinions.) Create a second column on the posted list of literary elements. Title the column “Nonfiction Text Structures.” Ask, “What are some examples of nonfiction text structures?” Record student responses on the list. (Examples include the following: chronology, question/answer, problem/solution, cause/effect, comparison.) If students need to be reminded of these text structures, take time to reteach the structures with examples.

Part 2

Have students work in small groups. Say, “Now we are going to read three more selections and, as you finish each one, decide if it is literary nonfiction or informational nonfiction. When your group has agreed about all three selections, think about how you can support your opinion. Make a list of evidence to support your opinion, and then we’ll discuss it together.”

Have one group present an opinion and evidence for “20 steps to being a good pet owner.” Evidence to support an opinion that this is informational nonfiction includes absence of literary elements; the content is primarily facts and a list of steps; use of a numbered format; author’s purpose is to explain how to be a good pet owner.

Have another group discuss “Where rivers run uphill.” Evidence to support an opinion that this is informational nonfiction includes real people are participating in a scientific undertaking; description of the setting is overwhelmingly factual; organization of the text and use of subheadings; author’s purpose is to describe, explain, and report on scientific research about what is happening beneath the surface of Antarctica.

Have a third group discuss the Sally Ride interview. Evidence to support an opinion that this is informational nonfiction includes question/answer format; lack of plot structure; facts about Sally Ride, a real person; author’s purpose is to present a character sketch of Sally Ride.

At the close of the discussion, ask students to explain the main differences between literary nonfiction and informational nonfiction. Summarize their responses on the board/interactive whiteboard:

• Content: difference between something imagined and factual information
• Text structure: difference between plot and numbered list, problem/solution, and question/answer

Students also should discuss similarities between literary nonfiction and informational nonfiction.

• Similarity: both deal with “real” content––facts, people, events
• Differences: literary nonfiction utilizes literary elements, sometimes even having a plot

You may wish to retain the displayed responses for students’ reference and review. Encourage students to add examples of literary nonfiction and informational nonfiction.

Extension:

• To provide additional practice, have students read “Year Round Education: Pros and Cons.” Ask them to write an entry in their response journals, at least a half page, stating whether the selection is literary nonfiction or informational nonfiction, and discussing evidence for their opinion. Also, have students explain what the author’s purpose is.

• Keep a file of brief informational nonfiction articles and literary nonfiction texts. If students are having trouble telling the difference between the two genres, have each student select and read one of the articles or stories, decide whether it is informational nonfiction or literary nonfiction, and list the evidence. Then have each student present his/her reading, identify its type, and explain the evidence. This offers the opportunity for personal experience and reinforcement from other students.