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Literature - EC: L.N.1.1.4

Literature - EC: L.N.1.1.4

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



  1. Recall the definition of diction.

  2. Identify at least five instances of diction specific to the text and/or words or phrases that could have been said, written or conveyed differently.
  1. For the five examples of diction you have found, generate a list of possible synonyms that the author could have used instead.

  2. For each of your five original examples, explain the connotation, feelings evoked, or comparisons drawn by the author’s choice of words.
  1. Draw a conclusion about what the author intended his or her audience to feel or think by his or her choice of words.

  2. Analyze how the author’s diction is intended to support the author’s purpose.

Answer Key/Rubric

  1. Students accurately recall the definition of diction—an author’s choice of words.

  2. Students identify diction—specifically chosen words or phrases meant to evoke a certain feeling or idea—in a text.

  3. Using a graphic organizer, list or chart, students generate synonym words or phrases that the author could have used instead. Students begin to see how writing is a craft and a series of choices an author makes towards a purpose.

  4. Students explain the connotative and evocative meaning of words besides their formal definitions. Students begin to understand the power and influence behind certain word choices.

  5. Students put their investigation together to formulate a conclusion about how an author intended his or her audience/reader to feel or think by the use of diction in a piece of nonfiction.

  6. Students expand on the use to diction to how it supports the author’s purpose with a piece of nonfiction. This is accomplished through discussion and written evidence of examples from the 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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