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Literature - EC: L.F.2.3.2

Literature - EC: L.F.2.3.2

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. Quote a line that best describes the setting of a text.

  2. Identify the most important attributes and characteristics of the setting of a text.

  3. Compare at least two different settings in the same text.

  4. Describe how setting directly or indirectly affects a character’s actions, feelings or motivations.

  5. Analyze how setting may be an extended metaphor for another theme, place, idea or concept.

  6. Develop an argument whether or not the characters in a text shape their setting or whether or not they are shaped by their setting.

Answer Key/Rubric

  1. Students can correctly point to a line or more of text that best illustrates and demonstrates the key attributes of the setting of a text.

  2. Students can brainstorm in speech or in writing the most important attributes, qualities, beliefs or descriptions of the setting of a text.

  3. Students are able to compare and contrast texts with two or more settings, or in two texts with two different settings.

  4. Students pinpoint specific ways in which setting influences a character’s actions, stated or implied feelings or motivations.

  5. Students identify and analyze ways in which setting may serve as an extended metaphor. Students understand how setting serves as a structural and functional purpose in a text and describe ways in which setting may serve as a stand in for a theme, another place, idea or concept.

  6. Students are able to formulate an opinion expressed through an argument as to whether people shape place or whether place shapes people. By analyzing characters and setting in a text, students are able to draw a conclusion about which has the greater power to influence the other.

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

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