Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).

6.3.R.3

 Students will analyze how key literary elements contribute to the meaning of the literary work:

• setting

• plot

• characters (i.e., protagonist, antagonist)

• characterization

• theme

• conflict (i.e., internal and external)

Student Actions 

Teacher Actions

• Students will inspect closely how each literary element adds to the meaning of the selection.
• Students will provide an explanation of how time and place in a short story, novel, drama, or narrative poem contribute to the meaning of the text. (setting)
• Students will examine how sequence of events or actions in a short story, novel, drama, or narrative poem contribute to the meaning of the text. (plot)
• Students will examine how the protagonist: central character of a short story, novel, or narrative poem or the antagonist: the character who stands directly opposed to the protagonist affect the meaning of the text. (characters)
• Students will examine the personality of a character and explain how it adds to the meaning of the text. (characterization)
• Students will examine the central meaning of a literary work and explain how it contributes to the meaning of the text. (theme)
• Students will examine how the struggle or clash between opposing characters, forces, or emotions affect the meaning of the text. (conflict)
• Students will examine how the internal or external conflict contribute to the meaning of the text. (internal and external conflict)
• Students will determine conflict between literary characters and an outside force or another character which drives the dramatic action of the plot.

• Teachers model how to examine literary elements and consider their effect on the meaning of the text.

• Teachers provide opportunities to examine literary elements and consider their effect on the meaning of the text.

• Teachers monitor student understanding of literary elements and give feedback as necessary. 

• Teachers model how  to identify conflicts (internal and external) and how they affect the meaning of the text.

Supporting Resources 

Teacher Insights 

teachingchannel.org: how to think/analyze any text (webpage)

teachingchannel.org: analyze text (webpage)

teachingchannel.org: literary analysis tool (webpage)

teachingchannel.org: literary analysis tool using the SIFT method (webpage)

• Literary elements are the essential parts used in storytelling in almost all types of literature.  Definitions of these elements listed above are found in the OSDE Glossary; they are further explained, along with numerous other literary elements, on the following site: literarydevices.com.

• As students analyze these elements, they should be able to clearly identify the “what” (thoroughly describing the author’s use of an element) while articulating how it contributes meaning of the text.  For example:

• How does the setting establish a tone or create a mood?  

• Do multiple plot lines make the protagonist’s story more complex?

• Does the plot line include two antagonists so the protagonist has to overcome a man vs man conflict and a man vs. self conflict?

• How does the development of the main character help illustrate the theme?

• It is important to remember that theme is different from subject.  

• The subject is the topic that the text is based on, but the theme is an opinion on the subject. A statement of theme can also be applied to other texts and our lives.  

• For more info: Determine Theme PDF.

• The following terms are introduced for the first time in this grade level:

• Internal conflict takes place within the mind of the character who struggles to make a decision, take an action, or overcome a feeling.

• CHARACTER vs. SELF:  the character must overcome an internal fear, or make a difficult decision.  

• External conflict occurs outwardly between a character and a force in nature

• CHARACTER vs. CHARACTER:  two characters have a direct conflict with each other.  

• CHARACTER vs. SOCIETY:  the character is rebelling against their society’s beliefs, laws, or cultural norms.

• CHARACTER vs. NATURE: the character has a direct conflict with an aspect of nature (weather, animal).

• Also, at this level, students can begin to study plot structure more in depth. However, not every story falls neatly into these stages. The Freitag pyramid is harder to apply to novels.

• Exposition: the setting, main character, and main conflicts are introduced. This is usually brief.

• Rising Action: the action builds as more conflicts are introduced, and the plot progresses. This is the bulk of the story.

• Climax: the main conflict is finally resolved. This normally occurs toward the end of the story. Sometimes the climax is the most exciting moment, but that is subjective.

• Falling Action: The story begins to wrap up. This is usually brief.

•  Resolution: All the loose ends are wrapped up. This is very brief.