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7-3-R-3

Page history last edited by ernail@smps.k12.ok.us 5 years, 6 months ago

 

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.).

 

READING: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

7.3.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 which events 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 focus on the personality of a character and explain how it adds to the meaning of the text. (characterization)

  • Students will infer central meaning of a literary work and explain how it contributes to the meaning of the text. (theme)

  • Students will explain how the struggle or clash between opposing characters, forces, or emotions affect the meaning of the text. (conflict)

  • Students will analyze how the internal or external conflict contribute to the meaning of the text.

  • 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. Example: Discuss why the author chose a specific setting for a story.
  • Teachers guide students to identify conflicts (internal and external) and how they affect 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.
 

 

 

Supporting Resources 

Teacher Insights

 

  • 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.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

 

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