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Literature - EC: L.N.2.3.2

Literature - EC: L.N.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 nonfiction text.

  3. Explain what relationship a setting has on the action of a nonfiction text.

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

  5. Analyze how setting in a nonfiction text may—in addition to accurately representing a physical place—represent a theme, another place, an idea or concept.

  6. Develop an argument for 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 nonfiction text—or a line that embodies the feeling or mood of a setting.

  2. Students can list the most important attributes, qualities, beliefs ascribed to or descriptions of the setting of a text.

  3. Students first identify and then explain what attributes about the setting contribute to, develop or intensify plot in a nonfiction text. Setting may serve as a catalyst for action, have rules that shape plot, or embody a tone that contributes to the plot.

  4. Students pinpoint specific ways in which setting influences a character’s actions, stated or implied feelings or motivations. Students begin to investigate how place has the power to shape people.

  5. Students identify and analyze ways in which setting—in addition to representing a real place—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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