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Literature - EC: L.F.1.1.3

Literature - EC: L.F.1.1.3

Continuum of Activities

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


Course, Subject

English Language Arts, Literature


  1. Identify at least three literary techniques and elements (characterization, setting, tone, symbol, figurative language, etc.) an author uses in a text.

  2. Make a list of at least three themes or main ideas in a text.

  3. Construct a graphic organizer that connects any literary elements that support the themes that are present in the text.

  4. Note any patterns between which literary elements point to which themes.

  5. Find at least one direct quotation from the text that best illustrates each of your three literary techniques.

  6. Evaluate which theme or idea is best represented by its matching literary element and explain why this choice is the strongest example.

Answer Key/Rubric

  1. Students can correctly identify the use of literary techniques within a given text. Students should first have accurate understanding of basic definitions of the literary techniques within the text they are reading. The student illustrates his or her understanding by making a list of at least three literary techniques used within the text.

  2. Students are able to correctly identify the most important themes, concepts or main ideas within a text, either in writing or in speech.

  3. Students are able to note connections between which themes are presented through which literary elements. Using a graphic organizer, students can organize their investigation into which themes are evident through supporting literary techniques.

  4. Students use their graphic organizer to note any patterns between literary techniques or themes. Students can also note patterns as to which themes seem to be the strongest or most prevalent over others.

  5. Students can cite evidence of their connection between literary technique and theme by selecting at least one direct quotation that exemplifies the link between the literary technique and the theme. Students can explain this connection both in speech and in writing.

  6. Students are able to accurately identify and match a theme to its supporting literary techniques. Students are able to explain which themes are the most important in a text in speech or in writing by examining how an author uses literary technique to illustrate those themes in a text.

Suggested Rubric:  This rubric may be used to assess a student’s overall mastery of the standard or eligible content.

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