Literature - EC: L.F.2.3.5
Literature - EC: L.F.2.3.5
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
Grade Levels
Commencement
Course, Subject
English Language Arts, Literature
Related Academic Standards / Eligible Content
Activities
- Identify the tone, diction, syntax and figurative language of a selected text.
- Quote at least one line that best illustrates the overall tone of a text.
- Choose at least three examples of figurative language and interpret these details.
- Compare the use of figurative language to the tone to see if there are patterns or similarities between the two.
- Choose a paragraph or section of a text with specific diction or syntax, and then analyze how these stylistic choices contribute to, advance or highlight the author’s voice.
- Analyze how the use of a narrator or speaker contributes to, advances or supports the tone and/or style of a text.
Answer Key/Rubric
- Students correctly recall the definitions of and then identify the use of tone, diction, syntax and figurative language in a given text.
- Students appropriately select a line from a text that best embodies, illustrates or demonstrates the overall tone. This line does not need to be a main idea, but should convey the mood or style of the text as a whole.
- Students recognize the use of figurative language in a text. Students also interpret these details to explain their meaning, how they relate to relative themes.
- Students demonstrate their understanding of the connections between the use of figurative language and the tone/style/mood of a piece.
- After identifying a paragraph or section of the text with amplified, pronounced or unique diction and/or syntax, students explain their use, then analyze how these choices support the mood/tone/style of a piece. Student is able to draw connections between specific word choice or sentence structure and the overall tone of a piece.
- Students apply the comparison between stylistic choice to tone through an examination of a narrator or speaker. Students recognize how the use of narrator/speaker advances the tone/style/mood of a piece.
Suggested Rubric: This rubric may be used to assess a student’s overall mastery of the standard or eligible content.
