Objectives

(5-7 minutes)

Objectives for the class session include:

1. Comprehension: To grasp differences between literature vs. non-literature and recognize the specific attributes of each
2. Skill: Practice recognizing and categorizing literary/non-literary texts through real-world examples
3. Application: Compose literary & non-literary texts, enhancing their expressive creativity in Standard English

Secondary Objectives for the class session include:

1. Encourage analytical/textual reasoning through discussion
2. Cultivate enjoyment & understanding of literary merit
3. Foster the value of literacy and self-guided development

Introduction

(10 - 15 minutes)

1. Prior Knowledge/Refresher:

• Begin by reminding students about text genres and why distinguishing these matters. Engage using prior knowledge check questions about text categorization (3-5 minutes).

2. Scenario/Problem Presentation:

• Pose a two-part problem including both a novel excerpt reading paired with a news article. Ask students to determine how they differ (3 - 5 minutes.)

3. Contextualizing its Importance:

• Explain why differentiating these text-types has relevance across situations like interpreting media or writing scholarly work, as well as in understanding/enjoying literature. (2 - 3 minutes.)

4. Engaging Topic Intro:

• Share the historical perspective that most could once neither read nor write and that literature was practiced only by an intellectual elite. Contrast this with today's widespread literacy, and make the point that literature is an art form everyone has access to now, using visual/video aids or a brief performance. (2 -3 minutes.)

At this midpoint, prepare the students to dive into literary versus non-literary text differences. Show enthusiasm.

Activities

(20- 25 minutes)

1. Group Work - 'Journalistic Literature':

• Form groups of four or five and give them a newspaper clipping and excerpt from a piece of literature.
• Have the group work together to analyze and write down distinguishing literary characteristics (word choice, structure, etc.).
  • Then present findings, sparking classroom debate (3-5 minutes).
• Purpose: Practical implementation and textual reasoning

2. 'Texts in the Real World':

• Give each student group cards displaying a variety of text types: social media updates, emails, etc.
• Task the group with sorting texts and explaining their categorization, using distinctions discussed.
• After sorting, students will create a setting in which these cards would be used.
  • Share findings, generating ideas and exploring real-world applicability (4-6 minutes)
• Purpose: Hands-on exploration of literary versus non-literary attributes and their applications.

3. Creative Writing:

• Have groups craft short texts incorporating literary & non-literary styles.
• Allow for creative freedom while stressing the maintenance of coherent, cohesive text. - Students read texts to their peers who attempt to categorize and provide evidence of both styles.
  - Purpose: Engage creativity & strengthen comprehension of both text categorizations through writing.

In this stage, learners practice recognition and creation of literary and non-literary text, along with refining reasoning, analysis, and written response skills.

Debrief

(10 - 12 minutes) 1.Collaborative Discussion:

• Gather students into a circle for open, group conversation on strategies and conclusions.
• Encourage critical thinking with probes like 'why was this piece literary?', 'which elements stood out most?', or 'did the categorization differ from yours, and why?'.

• Goal: To promote perspective-sharing, collaborative knowledge building (5- 7 minutes.

2. Theory Review:

• Review text distinctions, connecting to the activity. Highlight key features, reaffirming that literature is more than fictional stories and exists widely.
  • Revisit prior scenarios/ examples, emphasizing critical analysis as key ( 2 -3 minutes.)

3. Reflection:

• Individually ask learners about takeaways. - Questions like "Biggest lesson learned?" "Unanswered questions?, and "Real-world applications?" ( 1 minute to think, and then open sharing for interested parties. -Purpose: Foster metacognition & encourage ownership/ independence of one's own learning journey

With the debrief, the student solidifies an understanding of text categorization and advances skills used to examine, deduce, synthesize and compose - abilities valuable not just for their English studies, but their academic and personal lives.

Closure

( 5- 7 minutes)

1. Summary/Recap:

• Review major text differences as well as their identification strategies and reasons for importance, especially when it comes to critical analysis in media and scholarly work (2 - 3 minutes).

2. Connecting Theory with Application:

• Stress the real-world applications, which enhance news comprehension and scholarly paper accuracy, in addition to enriching the cultural perspective (1 -2 minutes)

3. External Sources/Supplemental Material:

• Recommend resources to explore the topic further like texts/articles that discuss literary and non-literary texts and provide practice opportunities with online exercises (1 -2 minutes.) 4. Emphasize Relevance:
  • End by highlighting why the skill of literary vs. non-fiction discernment remains a vital part of everyday literacy. This skill enhances comprehension/critical thinking as literature, even in 'un-literary' contexts, has immense expressive/cognitive/empathic powers (1-2 minutes.) Through this closure, reinforce newly acquired learning and spark curiosity within learners for ongoing study. Guide their understanding of how important text analysis and interpretation skills truly are to them as they progress as thoughtful readers, communicators, and global citizens.