Lesson: Intro to Literary Non-Fiction
Lesson Name: The Drama of Fiction vs. the Force of Facts
Estimated timeframe: 2 days (1 block)
nd
Grading Period/Unit(CRM): 2 SW, Arc 1 Grade level/Course: English II
nd
2 SW, Arc 1
ESOL II
Lesson Components
Lesson Objectives: The lesson in BOLD is detailed in this lesson plan, however, it should be taught as part of the sequence
below:
1.
2.
3.
Students will read, discuss, and understand the genre of literary non-fiction.
Students will explore the author’s craft used in literary non-fiction.
Students will write an expository essay, using the model texts, for inspiration.
Language Objectives: Students are reading whole class & in groups, discussing the “4 questions”, to appreciate & learn
author’s craft, and to apply their learning to their own writing.
Prior Learning: Read & interpret fiction, read & interpret non-fiction, familiarity with the “4 questions” strategy, understand
and execute the steps of the writing cycle.
Standards(Texas Essential Knowledge and Skills):
6 – Students understand, make inferences and draws conclusions about the varied structural patterns and features of literary
nonfiction and provide evidence from text to support their understanding.
E2.6A – evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other
forms of literary nonfiction. Analyze how literary essays interweave personal examples and ideas with factual information to
explain. RC2
College and Career Readiness:
Reading (A10) Identify and analyze how an author’s use of language appeals to the senses, creates imagery, and suggests mood.
Writing (A2) Generate ideas and gather information relevant to the topic and purpose.
Enduring Understandings:
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Essential Questions:
Informational and expository text is written differently than
imaginative and literary text and makes different demands
on the reader.
Writers use different writing strategies to imply meaning in
different genres.
The writing strategies readers learn to interpret are the
same strategies they should use in their own writing.
Essential:
 Purpose
 Literary Nonfiction
 Expository
 Informational Texts

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How does the way one treats others reveal one’s
character?
Is it ever justifiable to put your own self interests
before the interests of others?
How does an understanding of the different genres
and their characteristics help the reader better
comprehend the meaning of text?
Vocabulary
Supporting:
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Essay
Article
Perspective
Persuasive Essay
Personal Essay
Memoir
Lesson Preparation
Poster on board/wall or Sheet displayed on ELMO of “4 questions” (See Anchors of Support)
Copies of Word Chart for students/group
PPT “Literary Nonfiction”
Copies of “4 questions: Literary Nonfiction,” “4 questions: Literary Nonfiction (Struggling Learners),” & “4 questions: Literary
Nonfiction (Advanced Learners)”
Copies of “Falling Man”
Anchors of Support
Four questions Poster (should be used with each piece of text that student’s explore) which asks students:
1. What is happening in the text?
2. How does this affect me?
3. How does the author/text evoke this response?
4. Why does the author/text want this response?
Essential Questions poster (How does the way one treats others reveal one’s character?)
Agenda Posted on Board, with checklist of students’ expected products (daily, weekly, or by unit)
Word Wall with essential unit vocabulary
Procedures posted for working individually, in a group, or as whole class, as needed
Differentiation Strategies
SPED:
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Cooperative Grouping/Learning
Varying Instructional Method
Exit Ticket & Word Chart – Check for Understanding
Representing Big Idea in Multiple Ways
Structure Multiple opportunities for peer – to – peer interaction
Use multiple examples
Include a choice of learning options that provide greater support or challenge
Differentiated “4 questions” handout
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Cooperative Grouping/Learning
Varying Instructional Method
Exit Ticket & Word Chart – Check for Understanding
Representing Big Idea in Multiple Ways
Structure Multiple opportunities for peer – to – peer interaction
Use multiple examples
Include a choice of learning options that provide greater support or challenge
Differentiated “4 questions” handout
ELL:
Extensions for Learning:
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Varying Instructional Method
Include a choice of learning options that provide greater support or challenge
Differentiated “4 questions” handout
Extension Activities, below
21st Century Skills
Information Literacy :
Access & Evaluate Information - Evaluate information critically & competently
Use & Manage Information – Manage the flow of information from a wide variety of sources
Media Literacy:
Analyze Media – Examine how individuals interpret messages differently, how values & points of view are included or excluded,
and how media can influence beliefs and behaviors
English Language Proficiency Standards:
(c) 2.G – understand the general meaning, main points, and important details of spoken language ranging from situations in which
topics, language, and contexts are familiar to unfamiliar
(c)4.F – use visual and contextual support and support from peers and teachers to read grade-appropriate content area text,
enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to
comprehend increasingly challenging language.
Lesson Cycle
Engage
Day 1:

Have two papers posted on opposite sides of the room, “Fiction” & “Nonfiction”
o Instruct students (or a small number of students as an example, if you have a large group) to move to one side
of the room depending on the following types of author’s craft (or other, depending on what students have or

haven’t covered) and what genre they believe it belongs in:
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Imagery
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Metaphor & simile
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Facts
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Information about real events
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Purpose
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Voice
By this time, students should have recognized that author’s craft can belong in either genre. This is where you introduce
the genre of literary nonfiction, as shown in the PPT.
Day 2: discuss powerpoint “Literary Fiction”, and continue with lesson stages below
Lesson stages
1.
2.
3.
4.
5.
Warm-Up: Above, in Engage
Whole Class : PPT “Literary Nonfiction”
a. Recommended use of the “Word Chart” for new vocabulary (Literary Nonfiction)
b. Do example “The Medicine” with students, modeling think aloud on slides 6-12
Group Work:
a. Pass out “Falling Man” copies to groups. Allow students to have a discussion, using Slide 15, then share with
the class.
b. Pass out “4 questions: Literary Nonfiction” for them to complete.
Individual – Have students complete the Question posed in Slide 16 “Should the photographer have taken the picture?”
completing Reasons for & against. Students should then answer the question “What is revealed about the photographer
by the fact that he took the photo?” which connects back to our Essential Unit question.
Exit Ticket – Slide 17: “What is revealed about yourself that you think he should/shouldn’t have taken the photo?”
Extension Activities
Writing:
Students can write a literary nonfiction piece about a real event, like the Treyvon Martin case.
Students can write an expository essay explaining what literary nonfiction is, as well as how it can influence readers.
Students can write a memoir, as another example of literary nonfiction.
Check for Understanding (evaluation)
Formative:
Vocabulary: Using the word chart, students circle the phrase that best correlates with their understanding of the word.
Exit Ticket
Summative:
Students will write an expository essay that answers the essential question “How does the way one treats others reveal their own
character?”