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Literature - EC: L.F.2.5.3

Literature - EC: L.F.2.5.3

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. Recall the differences between the literary forms, narrative and plays and how setting characterization and conflict are evident in both narratives and dramatic script.

  2. Recall the purposes of a script’s characteristics: stage directions, dialogue, monologue, soliloquy, dialect, scenes and acts.

  3. Interpret the stage directions of a dramatic script for how they establish and develop characterization, setting and theme.

  4. Interpret a section of a script with dialogue to summarize the relationship between two characters.

  5. Analyze a monologue or soliloquy for what it illustrates about characterization, internal conflict or theme.

  6. Compare a character’s monologue or soliloquy from the beginning of a play to a monologue or soliloquy the same character delivers at the end of a play and analyze characterization, conflict and theme; in addition, draw a conclusion about what has caused the character to change.

Answer Key/Rubric

  1. Students recall that details about setting, characterization and conflict are embedded in the text of a narrative in exposition while these details can be found in stage directions and dialogue in a script.

  2. Students correctly recall the definitions of stage directions, dialogue, monologue, soliloquy, dialect, scenes and acts, and identify their purpose within a dramatic script.

  3. Students appropriately interpret and explain what is directly stated and what the viewer/reader is supposed to infer about characterization, setting and theme based on a dramatic script’s stage directions.

  4. Students read and interpret a section of a play with dialogue to draw inferences about the relationship between characters. Students pay attention to both what is said and what is left unsaid. Students may also draw inferences about any stage directions given to the characters to guide their understanding of the relationship.

  5. Students interpret and analyze a dramatic monologue or soliloquy for what is directed stated, implied or can be inferred about a character or conflict. Students pay attention to any relevant plot that immediately precedes the speech in their analysis. 

  6. Students compare two monologues/soliloquies from the same character: one from the beginning and one towards the end. Students are able to summarize how the character has changed over the course of the play, analyze developments in characterization, conflict and theme through the two speeches, and can draw a conclusion about what has caused the character to change over time. Student is able to support this argument with evidence from the play, both within the original speeches and from the course of the play.

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

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