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Teaching Literary Analysis

Guide students through the five steps of understanding and writing literary analysis: choosing and focusing a topic, gathering, presenting and analyzing textual evidence, and concluding.

literary analysis task grade 7

Literary analysis is a vital stage in the development of students' critical thinking skills. Bloom's Taxonomy illustrates that analysis should come at the fourth level, right after comprehension and application. What this means is that students must be able to understand and describe the text before they are able to analyze its elements.

Teaching literary analysis is often a daunting and overwhelming task. After all, it is essentially guiding students slowly through the process of critical thinking and understanding literature. That’s not a simple undertaking. Most importantly, with so many ways to go about doing it, where to begin?

To guide students toward discovering literature all on their own, the steps of this process need to be introduced in a simplified form. It's very important for the student to understand that literary analysis is indeed a process where there is no right or wrong answer. This empowers students to be passionate about their topics and, most importantly, encourages them to look beyond the words on the page.

literary analysis task grade 7

1. Choose a Topic

Some students need guidance when choosing a topic, but others have ideas that they would like to explore. Topics can be divided into the main literary elements:

  • Literary devices

2. Focus the Topic

Here is where many students will need to do a lot of brainstorming, outlining, and specific thinking about the element on which they would like to focus.

  • The brainstorming process involves mapping out the different aspects of the chosen element.
  • Make a choice by narrowing down the selection and focusing the ideas.
  • Come up with a question to answer (thesis statement): What do you want to explore about the topic? Why does it stand out to you?
  • Answer the "why" question. Instead of letting students simply describe the text, "why" pushes them to analyze and even synthesize. This aspect is vital to student understanding, as most of the time a teacher is able to identify a relevant thesis related to modern-day issues and concepts. Here is where real-world application, analysis, and synthesis can begin to form in this piece of writing.

3. Gather Textual Evidence

Collecting material to answer or support your question is often a time-consuming stage, because most of the close reading will occur here. It's important for students to know that they're allowed to research the topic or text before starting to write. Many students feel that they should not be using Google or Wikipedia to research their texts. Here is where the teacher can have an honest discussion about digital citizenship, and how to tell credible academic sources from non-credible ones.

Show students that close reading and gathering evidence doesn't have to be a mundane, one-dimensional task.

  • Identify common themes, repetitions, and patterns.
  • Categorize elements, tone, and narrative style.
  • Highlight characterization, setting, and foreshadowing.
  • Label character types, symbols, and metaphors.

4. Introduce, Evidence, Analyze

Learning through writing and literary analysis happens through stages (see Bloom's Taxonomy ). At this stage of writing, students have already accomplished remembering, understanding, and applying. Next comes analysis.

Students should introduce their point in one or two clear topic sentences. Next, it's important to provide evidence that supports the main topic in order to convince the reader of the stated point of view. There are a few ways students can add their evidence.

  • Quotation: When providing evidence word for word from a primary or secondary source, students should be reminded to use quotation marks only if the words have not been altered.
  • Summary: Students summarize a piece of evidence by restating it in a shorter form using their own words.
  • Paraphrase: Students explain a piece of evidence using their own words.

At this stage, it's important to use the lesson as a reminder to cite and give credit for words and ideas that belong to others. A conversation with the class about academic honesty is very important to help them understand intellectual property. This conversation will also prepare them for honesty and ethics in the real or academic world.

This critical stage is often a learning curve for many students. It's important that the teacher helps them distinguish between descriptive writing and analytical writing. Descriptive writing answers the "who," "what," "where," and "how" questions. It often tends to summarize the text. Analytical writing , however, answers to the "why" question. When students consider the question, "Why is this point important?", it pushes them beyond mere description into ideas that are convincing, argumentative, and defend a position.

5. Conclusion

A strong conclusion outlines the main ideas of the essay, but it also works to provide a solution to a real-life problem. Students can focus on concluding with what they hope to get out of their analysis, or provide closure to the topic. Most importantly, students should seize the conclusion as an opportunity to provide their own opinion and reflection about their process of analyzing the text. The self-reflection here would be a vital key for teachers to assess the writing process and a great opportunity to provide essential feedback to the student.

Please share your own experiences in teaching students about literary analysis.

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  • How to write a literary analysis essay | A step-by-step guide

How to Write a Literary Analysis Essay | A Step-by-Step Guide

Published on January 30, 2020 by Jack Caulfield . Revised on August 14, 2023.

Literary analysis means closely studying a text, interpreting its meanings, and exploring why the author made certain choices. It can be applied to novels, short stories, plays, poems, or any other form of literary writing.

A literary analysis essay is not a rhetorical analysis , nor is it just a summary of the plot or a book review. Instead, it is a type of argumentative essay where you need to analyze elements such as the language, perspective, and structure of the text, and explain how the author uses literary devices to create effects and convey ideas.

Before beginning a literary analysis essay, it’s essential to carefully read the text and c ome up with a thesis statement to keep your essay focused. As you write, follow the standard structure of an academic essay :

  • An introduction that tells the reader what your essay will focus on.
  • A main body, divided into paragraphs , that builds an argument using evidence from the text.
  • A conclusion that clearly states the main point that you have shown with your analysis.

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Table of contents

Step 1: reading the text and identifying literary devices, step 2: coming up with a thesis, step 3: writing a title and introduction, step 4: writing the body of the essay, step 5: writing a conclusion, other interesting articles.

The first step is to carefully read the text(s) and take initial notes. As you read, pay attention to the things that are most intriguing, surprising, or even confusing in the writing—these are things you can dig into in your analysis.

Your goal in literary analysis is not simply to explain the events described in the text, but to analyze the writing itself and discuss how the text works on a deeper level. Primarily, you’re looking out for literary devices —textual elements that writers use to convey meaning and create effects. If you’re comparing and contrasting multiple texts, you can also look for connections between different texts.

To get started with your analysis, there are several key areas that you can focus on. As you analyze each aspect of the text, try to think about how they all relate to each other. You can use highlights or notes to keep track of important passages and quotes.

Language choices

Consider what style of language the author uses. Are the sentences short and simple or more complex and poetic?

What word choices stand out as interesting or unusual? Are words used figuratively to mean something other than their literal definition? Figurative language includes things like metaphor (e.g. “her eyes were oceans”) and simile (e.g. “her eyes were like oceans”).

Also keep an eye out for imagery in the text—recurring images that create a certain atmosphere or symbolize something important. Remember that language is used in literary texts to say more than it means on the surface.

Narrative voice

Ask yourself:

  • Who is telling the story?
  • How are they telling it?

Is it a first-person narrator (“I”) who is personally involved in the story, or a third-person narrator who tells us about the characters from a distance?

Consider the narrator’s perspective . Is the narrator omniscient (where they know everything about all the characters and events), or do they only have partial knowledge? Are they an unreliable narrator who we are not supposed to take at face value? Authors often hint that their narrator might be giving us a distorted or dishonest version of events.

The tone of the text is also worth considering. Is the story intended to be comic, tragic, or something else? Are usually serious topics treated as funny, or vice versa ? Is the story realistic or fantastical (or somewhere in between)?

Consider how the text is structured, and how the structure relates to the story being told.

  • Novels are often divided into chapters and parts.
  • Poems are divided into lines, stanzas, and sometime cantos.
  • Plays are divided into scenes and acts.

Think about why the author chose to divide the different parts of the text in the way they did.

There are also less formal structural elements to take into account. Does the story unfold in chronological order, or does it jump back and forth in time? Does it begin in medias res —in the middle of the action? Does the plot advance towards a clearly defined climax?

With poetry, consider how the rhyme and meter shape your understanding of the text and your impression of the tone. Try reading the poem aloud to get a sense of this.

In a play, you might consider how relationships between characters are built up through different scenes, and how the setting relates to the action. Watch out for  dramatic irony , where the audience knows some detail that the characters don’t, creating a double meaning in their words, thoughts, or actions.

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literary analysis task grade 7

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Your thesis in a literary analysis essay is the point you want to make about the text. It’s the core argument that gives your essay direction and prevents it from just being a collection of random observations about a text.

If you’re given a prompt for your essay, your thesis must answer or relate to the prompt. For example:

Essay question example

Is Franz Kafka’s “Before the Law” a religious parable?

Your thesis statement should be an answer to this question—not a simple yes or no, but a statement of why this is or isn’t the case:

Thesis statement example

Franz Kafka’s “Before the Law” is not a religious parable, but a story about bureaucratic alienation.

Sometimes you’ll be given freedom to choose your own topic; in this case, you’ll have to come up with an original thesis. Consider what stood out to you in the text; ask yourself questions about the elements that interested you, and consider how you might answer them.

Your thesis should be something arguable—that is, something that you think is true about the text, but which is not a simple matter of fact. It must be complex enough to develop through evidence and arguments across the course of your essay.

Say you’re analyzing the novel Frankenstein . You could start by asking yourself:

Your initial answer might be a surface-level description:

The character Frankenstein is portrayed negatively in Mary Shelley’s Frankenstein .

However, this statement is too simple to be an interesting thesis. After reading the text and analyzing its narrative voice and structure, you can develop the answer into a more nuanced and arguable thesis statement:

Mary Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

Remember that you can revise your thesis statement throughout the writing process , so it doesn’t need to be perfectly formulated at this stage. The aim is to keep you focused as you analyze the text.

Finding textual evidence

To support your thesis statement, your essay will build an argument using textual evidence —specific parts of the text that demonstrate your point. This evidence is quoted and analyzed throughout your essay to explain your argument to the reader.

It can be useful to comb through the text in search of relevant quotations before you start writing. You might not end up using everything you find, and you may have to return to the text for more evidence as you write, but collecting textual evidence from the beginning will help you to structure your arguments and assess whether they’re convincing.

To start your literary analysis paper, you’ll need two things: a good title, and an introduction.

Your title should clearly indicate what your analysis will focus on. It usually contains the name of the author and text(s) you’re analyzing. Keep it as concise and engaging as possible.

A common approach to the title is to use a relevant quote from the text, followed by a colon and then the rest of your title.

If you struggle to come up with a good title at first, don’t worry—this will be easier once you’ve begun writing the essay and have a better sense of your arguments.

“Fearful symmetry” : The violence of creation in William Blake’s “The Tyger”

The introduction

The essay introduction provides a quick overview of where your argument is going. It should include your thesis statement and a summary of the essay’s structure.

A typical structure for an introduction is to begin with a general statement about the text and author, using this to lead into your thesis statement. You might refer to a commonly held idea about the text and show how your thesis will contradict it, or zoom in on a particular device you intend to focus on.

Then you can end with a brief indication of what’s coming up in the main body of the essay. This is called signposting. It will be more elaborate in longer essays, but in a short five-paragraph essay structure, it shouldn’t be more than one sentence.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

Some students prefer to write the introduction later in the process, and it’s not a bad idea. After all, you’ll have a clearer idea of the overall shape of your arguments once you’ve begun writing them!

If you do write the introduction first, you should still return to it later to make sure it lines up with what you ended up writing, and edit as necessary.

The body of your essay is everything between the introduction and conclusion. It contains your arguments and the textual evidence that supports them.

Paragraph structure

A typical structure for a high school literary analysis essay consists of five paragraphs : the three paragraphs of the body, plus the introduction and conclusion.

Each paragraph in the main body should focus on one topic. In the five-paragraph model, try to divide your argument into three main areas of analysis, all linked to your thesis. Don’t try to include everything you can think of to say about the text—only analysis that drives your argument.

In longer essays, the same principle applies on a broader scale. For example, you might have two or three sections in your main body, each with multiple paragraphs. Within these sections, you still want to begin new paragraphs at logical moments—a turn in the argument or the introduction of a new idea.

Robert’s first encounter with Gil-Martin suggests something of his sinister power. Robert feels “a sort of invisible power that drew me towards him.” He identifies the moment of their meeting as “the beginning of a series of adventures which has puzzled myself, and will puzzle the world when I am no more in it” (p. 89). Gil-Martin’s “invisible power” seems to be at work even at this distance from the moment described; before continuing the story, Robert feels compelled to anticipate at length what readers will make of his narrative after his approaching death. With this interjection, Hogg emphasizes the fatal influence Gil-Martin exercises from his first appearance.

Topic sentences

To keep your points focused, it’s important to use a topic sentence at the beginning of each paragraph.

A good topic sentence allows a reader to see at a glance what the paragraph is about. It can introduce a new line of argument and connect or contrast it with the previous paragraph. Transition words like “however” or “moreover” are useful for creating smooth transitions:

… The story’s focus, therefore, is not upon the divine revelation that may be waiting beyond the door, but upon the mundane process of aging undergone by the man as he waits.

Nevertheless, the “radiance” that appears to stream from the door is typically treated as religious symbolism.

This topic sentence signals that the paragraph will address the question of religious symbolism, while the linking word “nevertheless” points out a contrast with the previous paragraph’s conclusion.

Using textual evidence

A key part of literary analysis is backing up your arguments with relevant evidence from the text. This involves introducing quotes from the text and explaining their significance to your point.

It’s important to contextualize quotes and explain why you’re using them; they should be properly introduced and analyzed, not treated as self-explanatory:

It isn’t always necessary to use a quote. Quoting is useful when you’re discussing the author’s language, but sometimes you’ll have to refer to plot points or structural elements that can’t be captured in a short quote.

In these cases, it’s more appropriate to paraphrase or summarize parts of the text—that is, to describe the relevant part in your own words:

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literary analysis task grade 7

The conclusion of your analysis shouldn’t introduce any new quotations or arguments. Instead, it’s about wrapping up the essay. Here, you summarize your key points and try to emphasize their significance to the reader.

A good way to approach this is to briefly summarize your key arguments, and then stress the conclusion they’ve led you to, highlighting the new perspective your thesis provides on the text as a whole:

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

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NJSLA-ELA Grade 7 Blueprints

The New Jersey Student Learning Assessments English Language Arts (NJSLA-ELA) blueprints define the total number of tasks and points for any given grade or course assessment.

Item-Type Acronyms

  • EBSR: Evidence-Based Selected Response
  • TECR : Technology-Enhanced Constructed Response
  • PCR : Prose Constructed Response

Districts that have been selected for field testing will have an additional ELA unit embedded in the assessment.

Blueprint 1

Unit 1: literary analysis task (2 passages), unit 1: short passage set (1 passage), unit 2: research simulation task (3 passages), total units (6 passages), blueprint 2, unit 1: narrative writing task (1 passage), unit 1: long or paired passage set (1 or 2 passages), total units (5 or 6 passages).

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10 of the Best Literary Analysis Activities to Elevate Thinking

Inside this Post: Ready to elevate your literary analysis lessons? This post is full of engaging and effective activities to help students master literary analysis topics.

Literary analysis has become the beating heart of English classes around the world. When students read a text, we want them to peel back the layers one by one, appreciating the deeper meaning that lies within each sentence. As English teachers, many of us connect with texts easily and persevere through complex literature naturally. For our students, this process is not always as enjoyable.

In this post, you’ll find suggestions for elevating thinking with middle and high school students. These ideas can be used with paired or individual texts and can be differentiated to reach a variety of learners.

Engaging and Effective Literary Analysis Activities

Literary analysis elements are best when they are engaging and elevate thinking without frustrating students. I’ve played around with different approaches, and these are the key elements that resonate most with students.

Model literary analysis for middle and high school students with think alouds #MiddleSchoolELA #HighSchoolELA #LiteraryAnalysis

1. Thinking Aloud

One of the best feelings as a teacher is knowing you have an entire class full of teenagers engaged. It’s amazing how every single student in a classroom is in tune with think alouds. Something about making thinking transparent challenges students of all readiness levels. With literary analysis lessons, I love providing think alouds with the whole class. Whether we do this via face to face instruction or by creating a short video for virtual classrooms, we have to model our thinking.

Here’s an example with “All the world’s a stage” from William Shakespeare’s As You Like It …

This speech, at first, seems complicated. But, Shakespeare is talking about the world being a stage, and I think there is something deeper to what he is saying. Let’s go back again and look for clues. The men and women are players on the stage. He writes that they have their exits and entrances. I’m trying to visualize that in my head now. The world is a stage, the people are actors, and when they walk on and off the stage, that is their theatrical entrance and exit. Now that I understand he is using this speech as an extended metaphor, I wonder why would Shakespeare is choosing to compare these two things?

When modeling literary analysis, we can break down our thought process. If we write a written response, we can scaffold by color coding our thoughts in order to highlight the necessary critical thinking steps.

  • First, acknowledge what is confusing or uncertain about the text. What might we be missing as readers?
  • Second, make observations.
  • Third, apply reading strategies (in this case, I used visualizing).
  • Last, teach students to ask questions that probe at the deeper meaning and reason for the writing.

2. Graphic Organizers

Graphic organizers are one of my go-to strategies for elevating thinking . We can use them to differentiate and to guide students as we work in small groups. I like to keep a variety of literary analysis graphic organizers for any text on hand so that I can be responsive. If students show a need to work on analyzing a specific literary element – characterization, plot, theme, conflict, etcetera – I use a graphic organizer as we read a text or excerpt together, modeling my thinking. Then, students can practice using the same organizer in small groups, partners, or independently.

Literary analysis consists of asking a bunch of questions to lead students to deeper thinking, and graphic organizers are a bridge that walks students down that path of purposeful questioning.

Grab this print and digital literary analysis graphic organizer for analyzing song lyrics – one of secondary students’ favorite texts to pick apart!

Nothing grabs a student’s attention like an image! Visuals are amazing tools for introducing literary analysis skills. I always begin my literary analysis unit with pictures. Using an image, we can quickly show students how to differentiate between summarizing and analyzing . Then, we can walk them through the steps of acknowledging what we might be missing, making observations, applying reading strategies, and questioning for deeper meaning.

Consider using images from a variety of sources. We can try historical images, political cartoons, famous paintings, graphic novels, wordless picture books, advertisements, or even just regular photographs.

I even work this type of analytical thinking into my vocabulary activities ! Students get used to interpreting photos and using textual evidence to support their thinking.

Use one pagers as an engaging way to analyze literature #OnePagers #LiteraryAnalysis #MiddleSchoolELA

4. One Pagers

One pagers are one of my favorite literary analysis activities. In order to make them meaningful, I incorporate scaffolding . So, students have access to standards-aligned goals and questions that prompt their responses to the text. Choice helps as well. We can allow students to choose digital or traditional , response angles, and even texts.

In terms of literary analysis benefits, we can really focus on asking students to cite textual evidence to track a universal theme. While doing so, students can draw conclusions about how literary elements work together or how they provide tension to impact a reader’s overall takeaway.

5. Colorful Charts

Mood and tone can be tricky for students to analyze. So that they can understand the difference between them but also so that they see how mood and tone work in tandem, I began using an equalizer metaphor . Students can use color and amplification to analyze how mood and tone change throughout a literary work. By creating a visual representation, there’s a direct connection between the mood and the storyline.

How does setting impact mood , and how does mood impact the conflict in the story?

For instance, the quiet beauty of the Capulet garden sets the stage for a romantic balcony scene, but the noisy bustle of the lewd fighting in the Verona streets helps to define the conflict and tension between the two feuding families.

With tone , how does the author’s word choice and sentence structure in each section convey his or her attitude in the work?

As we study the amplification of tone in the play Romeo and Juliet , we see a consistent change from light-hearted comedy to an intensely poetic and tragic seriousness. Over the course of the play, one might say that Shakespeare’s juxtaposition creates an overall sympathetic tone toward the star-crossed lovers.

Movement in ELA; sticky note activity for literary analysis #LiteraryAnalysis #MovementinClassroom #SecondaryELA

6. Get Moving

One of the issues when it comes to citing evidence in a literary analysis essay is finding relevant support. Sometimes, it seems like the lines students select from literature are completely disconnected from what they are writing. That may be because they don’t truly understand how their thesis connects to their main points or how their main points connect to the evidence. For some students, there are too many degrees of separation!

A kinesthetic option to address this issue involves Post-Its (or colored text boxes if you are doing this digitally) and a t-chart. At the top of the paper (use big paper or a white board if you can do this together in the classroom!), write the analytical point. What conclusion can students draw about characters, setting, or another literary element that would support their thesis statement?

Under that, label the T-Chart as “Relevant” and “Off Topic.” Then, you have some options.

BASIC: You identify support for students in advance and have them sort the support based on its relevance. Could they use it to analyze the text, or is it off topic?

ADVANCE: Ask students to find examples of relevant and off-topic lines from the text.

A MIXTURE:   Provide students with a handful of lines they can sort into relevant and off-topic categories, and then ask them to find a couple more examples on their own.

To increase the engagement factor, use some washi tape on the floor in the shape of whatever makes the most sense – a character outline for analyzing character, a house for analyzing setting, a circle for analyzing a universal theme. Then, have students stick their Post-It notes inside or outside of the shape. Inside indicates that the evidence is relevant, and outside means it’s off-topic.

7. Children’s Books

We don’t always think to use picture books with older students , but they are one of my absolute favorite ways to scaffold literary analysis! Because picture books are short, we can cover an entire (and often complex) story in a short period of time. And, we can continually refer back to that text throughout the school year. Because picture books are accessible for all students, they will remember sharing the story together, and you can really make significant strides with whole-class discussions and small group lessons.

Try using picture books to teach Notice and Note signposts, language, aesthetics, and theme . One of my favorite ways to use picture books is teaching students to analyze how dialogue impacts decisions, propels action, and develops characters. For example, in the book Elbow Grease , the protagonist is motivated to participate in a race for which he is the underdog simply because some crass comments from his friends make him angry. This really is the turning point in the story, which makes it convenient to analyze how dialogue can lead to decisions and actions that change the course of a storyline.

8. Short Films

For a thousand and one reasons, I adore short films. They’re short (obvious, I know), which makes them ideal for modeling and mini lessons. Plus, they are visually captivating and apply to a wide age range. And, generally, they hold quite a bit of depth and leave room for a variety of interpretations.

During first quarter with ninth graders, I built in a yearly routine of watching short films during our literary analysis unit and having students complete their first full analytical essay. It’s fun. I can model using a short film I enjoy. Then, I get to read a wide range of responses from students who choose different texts. To scaffold for struggling writers, I suggest a few short films I am very familiar with; this way, I can guide them if they get stuck or confused.

You can also build in short films by using them with poetry for paired text analysis .

Reading strategy activities for middle and high school ELA #ReadingStrategies #LiteraryAnalysis

9. Reading Strategies

One of the building blocks of literary analysis is having a good foundation in apply reading strategies. It’s fun to model what readers do. We can show students how analyzing texts and re-reading for deeper meaning helps us with writing and then ask students to practice those skills.

For instance, when students begin to understand that authors have a purposeful craft that impacts their reading experience, it empowers them to pick that craft apart, studying the nuances of what makes it work. And, it gives them an advantage as authors themselves. They may think,  I remember how the author’s purposeful use of short, staccato sentences and onomatopoeias increased the suspense during that scene. Maybe I should use those techniques in this part of my story to add an emotional element for my readers.

These are some of the graphic organizers I’ve used to scaffold reading strategy work with the whole class, and then students can transfer those skills to small group or independent practice, using the same organizer if necessary.

10. Social Media Activities

Social media is everywhere. We might as well use it as a relevant option for analyzing literature! One of my favorites is booksnaps , and I tie in Snapchat by having them take a photo of part of the text they want to analyze. Then, they add interpretations, images, and text as well as a caption with a more detailed analysis. I call these Snap-a-Books.  I also created a Spot-a-Book analysis option, reminiscent of Spotify playlists. Students can create playlists relevant to character analysis, setting analysis, conflict analysis, and more!

And, that’s ten! I hope you’ve found some meaningful literary analysis activities to spark creative, critical thinking in your classroom.

Engaging and effective literary analysis lessons and activities for middle and high school ELA #LiteraryAnalysis #MiddleSchoolELA #HighSchoolELA

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Analyzing Literature & Elements of a Literary Analysis

Analyzing literature   .

  • Literature can be any written piece of work generally, but it especially is an artistic or intellectual work of writing.   
  • Literature conveys sacred knowledge, teaches moral and social lessons, announces new ideas, records revolutions, tests the limits of cultural values, and shows us our best and worst selves.  
  • A literary analysis expresses an interpretation or critical evaluation of a novel, short story, poem, or play.   
  • Analysis of a literary text is a skill in which the elements that constitute a whole unit are inspected.   
  • The unit can be a poem, a short story, an essay, a novel, an advertisement, artwork, or a film.  

Elements of a Literary Analysis   

  • Theme – The message/es presented throughout a literary work.   
  • Motifs – Repeated patterns in the story, particularly the symbolic.   
  • Plot – The arrangement of events; consider chronology or use of flashback/flashforward.   
  • Setting – The time and place of the story. Three types of settings are historical, atmospheric, and physical.  
  • Character – It can be any person, animal, being or creature in a story. Writers use characters to perform the actions and deliver dialogues that help the story to progress along a plot line. Examples: antagonist, protagonist. 
  • Characterization – It is the process used by the writer to develop their characters throughout the story. The author uses details to teach us about a character. Characterization can be of two types: direct and indirect .   
  • Point of view – The vantage point from which the story is told. Who is the narrator? There are three points of view from which a story could be told; they are first person, second person, and third person.   
  • Diction – It refers to the choice of words and phrasing in any piece of spoken or written text. Diction can be of two types: formal and informal.   
  • Denotation – Dictionary definition of a word. Sometimes there can be multiple definitions of the same word. Consider the way the word is used in context to the story. 
  • Connotation – Feelings and images associated with a word or phrase.   
  • Tone – It is the author’s attitude towards the subject they are writing about.   
  • Mood – It is the atmosphere of the story. The reader determines the feel of the story.  

Writing an Analysis:   

  • Decide the author’s main idea. Sum up the author’s theme (main idea) in a single sentence. Use that information to create a thesis statement.   
  • Determine which elements (point of view, characters, plot, etc.) seem important and supportive of your thesis statement.   
  • Make an outline that includes your thesis and main ideas.   
  • Write an introduction: Include the full name of the literary work and author and the author’s purpose (your thesis).   
  • Write the paper: Each body paragraph can address one aspect (character, plot, etc.) of the work being analysed. The topic sentence of each paragraph should state the aspect. Then give support, citing specific examples.   
  • Draw a conclusion: In the concluding paragraph, give your opinion of how successful the author has been in achieving his purpose. Include a summary of the elements discussed in your paper.  

Thank You..! 

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  • Articles / Common Core

PARCC Prep: Literary Analysis Writing Task

by MiddleWeb · Published 03/14/2018 · Updated 11/11/2019

CC-testing-map

This updated post on how to approach the PARCC Literary Analysis Writing Task offers new material developed by Sarah Tantillo.  Also see her related post in this series: teaching Compare and Contrast . F or more prep ideas, visit her  TLC Blog.

SarahT-headshot-130

As we all strive to help our students meet and exceed the Common Core Standards , one reality we also have to prepare them for is the standardized assessments they will face.

Depending on what state you live in, your students might take the PARCC, the SBAC, or something else . In my home state of New Jersey, we’re gearing up for the PARCC, so I’ve been developing materials to support teachers in that arena. Even if your students are taking a different assessment, I think you’ll find the writing instructional process described here of use.

I have written numerous posts on how to teach literary analysis writing HERE . You will want to review this post on Essential Literacy Work Before You Begin Test Prep . You can also find an array of useful tools, including “ Analyzing Literature ,” “ Literary Response Paper Guide ,” and “ PARCC Prep ,” at The Literacy Cookbook website.

What follows is a sample lesson cycle for teaching the PARCC Literary Analysis Writing Task . It familiarizes students with that genre of writing and builds needed reading and writing skills. You will note that it mirrors the Research Simulation Task in some respects, albeit with literature as opposed to nonfiction (and uses only two texts instead of three).

As with all instruction, I must add the caveat that test prep should not be done 24/7, and while it is necessary, it is not sufficient to prepare students for academic and career success.

Be sure to check out Sarah’s PARCC ELA Prep Checklist. It’s a quick diagnostic tool you can use to determine if your students have a clear grasp of some essential strategies that will help them succeed with this genre.

PARCC Literary Analysis: A 10-Lesson Cycle

Going forward, you will of course want to revisit skills that students need more practice on. For information/resources on the texts and multiple-choice questions typically associated with PARCC Literary Analysis sections, see the TLC “PARCC Prep” page at my site.

Objective: SWBAT turn a statement into a question in order to unpack PARCC writing prompts.

Time Frame: 50 minutes

As we prepare for PARCC, the MOST IMPORTANT thing you need to be able to do is what we are working on today: turning the prompt into a question. 99% of the time, the prompt is not worded as a question and it does not end with a question mark. If you don’t know what the question is, you probably won’t answer it! But if you DO turn it into a question, you should be able to answer it.

As a reminder, when we take the PARCC ELA portion, the FIRST THING YOU SHOULD DO is click forward to the writing prompt so that you can turn it into a question and write it on your scrap paper.   Why? Because the question(s) will guide your reading. You will take notes on the texts looking for answers to the question(s).

It’s a simple two-step process. Scan the writing prompt for a VERB indicating what you need to do (such as explain, describe, analyze, evaluate) and a QUESTION WORD such as HOW or WHY.

PS: You can find PARCC-released prompts and items here. You can also find one file with all of the updated Literary Analysis Prompts on the TLC “PARCC Prep” page .

Example Prompt: Think about how the structural elements in “Emergency on the Mountain” differ from the structural elements in the poem “Mountains.” Write an essay that explains the differences in the structural elements between the passage and the poem. Be sure to include specific examples from both texts to support your response.

-> Question: How do the structural elements in “Emergency on the Mountain” differ from the structural elements in the poem “Mountains”? Write an essay explaining the differences.

99% of the time, you will easily find HOW or WHY.   If you don’t see HOW or WHY, find the verb and insert HOW:

Example Prompt: Where the Red Fern Grows and “The Lighthouse Lamp” are written from different points of view. Write an essay analyzing the impact of point of view on events in the passage from Where the Red Fern Grows and the impact of point of view on events in the poem, “The Lighthouse Lamp.”   Use specific examples from BOTH texts to support your answer.

-> Question: How do the different points of view in Where the Red Fern Grows and “The Lighthouse Lamp” affect the events in each text? Write an essay explaining the impact of the point of view on events in each text.

Look at prompts from various grades (HANDOUT NEEDED). Follow “I Do,” “We Do,” then “You Do.”

Students practice turning given prompts into questions.

NOTE: If prompts require students to infer theme, check out this helpful post on how to infer themes.

Objective: SWBAT close read text #1 in response to the unpacked prompt in order to take notes for an essay response (untimed).

Time Frame: 40-50 minutes

[Do Now: Practice turning prompts into questions.]

Yesterday we practiced turning the prompts into questions. Today we’re going to practice pulling notes out of the texts to ANSWER the question.   This is a REALLY IMPORTANT LITERARY ANALYSIS SKILL, not just for the PARCC, but for college and life!

  • Review question for this task.
  • Create T-chart on blank paper to take notes.
  • Model taking notes on ONLY information that relates to the prompt in the first two paragraphs/stanzas (first column).
  • Partners read and discuss what should be placed in the notes in next paragraph. Not every paragraph/stanza has relevant information!!!
  • Share out ideas; check for understanding that information is most relevant.
  • Record those notes on the organizer.
  • Continue reading paragraph by paragraph (or stanza by stanza).

Objective: SWBAT close read text #2 in response to the unpacked prompt, in order to take notes for an essay response (untimed).

[Do Now: 1) Practice turning a prompt (PROVIDE THE PROMPT) into a question. 2) When taking the PARCC, why do we ONLY take notes on the question?]

Let’s go over the Do Now. By now, we should all be experts at turning prompts into questions. What about question 2, though? Why is it so important to only take notes on the question? (Discuss)

Today our goal is to get better at taking EFFICIENT notes when reading a text.   Because we don’t have all the time in the world!

Practice taking notes again on Text #2. (I Do, We Do, You Do)

(NOTE: For more thoughts on Compare/Contrast writing, see here .)

Objective: SWBAT:

  • Identify similarities among texts in order to address those commonalities when you write your body paragraph.
  • Write thesis statement in order to introduce a literary analysis essay.

Time Frame: 30-40 minutes

Most of the Literary Analysis prompts ask us to compare and contrast in some way, so we will need to identify similarities in our notes. We’re going to use a simple approach: using checkmarks to identify those similarities. Today we’re also going to practice using a simple fill-in-the-blank sentence for our thesis statement….

Using the T-chart you have been working on, model how and why to put checkmarks next to notes that show similarities between both texts.

Consider providing a pre-completed T-chart on some other topic and have students insert checkmarks for practice.

Show students the thesis statement template:

Thesis statement model:

Both [Text 1] and [Text 2] deal with _________________ [TOPIC/THEME], but they do so in different ways.

Model this with the titles and topic. Give them another prompt to practice with (You should be able to generate this thesis without even reading the texts).   PS–You can go back to the original prompts for this.  

Objective: SWBAT use notes in order to write effective body paragraphs.

How do we move from notes to writing? This is one of the hardest things we have to do as readers and writers. Let’s look at how to do this…

The overall structure of the essay will be:

  • Paragraph 1: Thesis statement (see Lesson #4)
  • Paragraph 2: Body paragraph dealing with Text 1
  • Paragraph 3: Body paragraph dealing with Text 2
  • Paragraph 4: Body paragraph dealing with similarities
  • Paragraph 5: One-sentence punchy conclusion

Today, we’ll work on the first two body paragraphs. Show students a completed model of Body 1 and explain how it works. (NEED HANDOUT) Work on Body 2 together.

  • Pull ideas from notes in order to draft body paragraph #3.
  • Identify what both texts have in common in order to write a body paragraph explaining these similarities.
  • Draft a punchy conclusion sentence in order to complete the essay effectively.

Let’s review what we did yesterday… Then we will work together on the “What they all have in common” paragraph.

Body #3 = what they have in common (This needs to be modeled: Instead of drafting this on the spot, show them a completed version, then explain it.)

Last sentence = punchy conclusion sentence that DOES NOT restate the thesis (needs to be modeled; there is not one “right answer”), e.g., “Ultimately, both texts help us realize that __________________.”

Objective: SWBAT analyze PARCC-released items in order to evaluate them through the lens of the PARCC writing rubric.

Time Frame: 50-60 minutes

Materials: PARCC-released LA item (see http://parcc-assessment.org/released-items ), scored student examples, and “User-friendly PARCC Writing Rubric” from TLC “PARCC Prep” page.

What does PARCC really expect when we do the Literary Analysis Task? Let’s look at the rubric and some student examples that were scored….

  • Analyze the PARCC writing rubric (see TLC “PARCC Prep” page for User-friendly versions), and apply it to several scored student responses (see PARCC-released items ).
  • I Do, We Do, You Do evaluation of sample student responses using PARCC writing rubric.

Objective: SWBAT write a timed Literary Analysis response (blank paper and typed writing of tasks) in order to prepare for PARCC.

Time Frame: 60 minutes

Material: Laptops (see note below*), blank paper

Intro: Let’s see how we do!

*Insert the passages into a Google Doc/form so that students can simulate the PARCC test-taking experience.

(NOTE: Skip a day after Lesson #8 so students who were absent can make up the practice timed test.)

Objective: SWBAT revise their Literary Analysis timed essay response in order to improve their writing.

Time Frame: 40-60 minutes

Material: Laptops

Intro: Today we’re going to see how we did and look at ways to improve. We’ll look at some models and use a revision checklist to strengthen our writing. You will have time to revise your work and meet with me if you have any questions. Our purpose here is not just to get better at PARCC writing but to get better at writing, period.

Phase 1 [First round of revisions, most important stuff]

  • Answers the question(s) raised by the prompt.
  • Has a clear introduction/thesis statement.
  • Paragraphs are focused and logically organized.
  • Cites relevant evidence from ALL texts.
  • Explains how evidence answers the question(s).

Phase 2 [Second round, also important]

  • Proper sentence structure (no run-ons or fragments)
  • Effective use of transitions
  • Strong vocabulary
  • Punchy conclusion that does NOT repeat the thesis

Time Frame: 40 minutes

Material: Laptops (optional)

Intro: More time to revise!

Lesson: More time to work on revisions if needed.

___________________________

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Analysis Standards, Grade 7

(Adopted 2010)

Grade 7 | Common Core | Writing Standards

Text Types and Purposes

  • CCSS.ELA-LITERACY.W.7.2.A: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • CCSS.ELA-LITERACY.W.7.2.B:  Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  • CCSS.ELA-LITERACY.W.7.2.C: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
  • CCSS.ELA-LITERACY.W.7.2.D: Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • CCSS.ELA-LITERACY.W.7.2.E: Establish and maintain a formal style.
  • CCSS.ELA-LITERACY.W.7.2.F:  Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

  • CCSS.ELA-LITERACY.W.7.4:  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
  • CCSS.ELA-LITERACY.W.7.5:  With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)

Range of Writing

  • CCSS.ELA-LITERACY.W.7.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

(Adopted 2012)

Grade 7 | Alaska | Writing Standards

  • W.7.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • W.7.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  • W.7.2.c: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
  • W.7.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • W.7.2.e: Establish and maintain a formal style.
  • W.7.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
  • W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.)
  • W.7.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

(Adopted 2016)

Grade 7 | Arizona | Writing Standards

  • 7.W.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • 7.W.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  • 7.W.2.c: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
  • 7.W.2.d: Use precise language and domain‐specific vocabulary to inform about or explain the topic.
  • 7.W.2.e: Establish and maintain a formal style.
  • 7.W.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
  • 7.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • 7.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
  • 7.W.6: Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.

Research to Build and Present Knowledge

  • 7.W.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 7.W.9.a: Apply grade 7 Reading standards to literature.
  • 7.W.9.b: Apply grade 7 Reading standards to informational text and nonfiction.

(Adopted 2021)

Grade 7 | Florida | Writing Standards

C.1.3 Argumentative Writing

  • ELA.7.C.1.3: Write and support a claim using logical reasoning, relevant evidence from multiple sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim.

C.1.5 Improving Writing

  • ELA.7.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.

C.4.1 Researching and Using Information

  • ELA.7.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources and generating additional questions for further research.

V.1.1 Academic Vocabulary

  • ELA.7.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

K-12 ELA Expectations

  • ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
  • ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.

(Adopted 2014)

Grade 7 | Indiana | Writing Standards

Writing Genres: Argumentative, Informative, and Narrative

  • Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition and classification; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples from various sources and texts.
  • Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
  • Choose language and content-specific vocabulary that express ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
  • Establish and maintain a style appropriate to purpose and audience.
  • Provide a concluding statement or section that follows from and supports the information or explanation presented.

The Writing Process

  • Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.

Grade 7 | Iowa | Writing Standards

  • W.7.2.e: Establish and maintains a formal style.
  • W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above)
  • W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7)
  • W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Grade 7 | Nebraska | Writing Standards

LA 7.2 Writing: Students will learn and apply writing skills and strategies to communicate

  • LA 7.2.1.a: Use prewriting activities and inquiry tools to recursively generate ideas, organize information, guide writing, and answer questions.
  • LA 7.2.1.b: Generate a draft that conveys complex ideas through analysis and use of organizational patterns that are suited to the purpose and intended audience, and includes a strong thesis, body, conclusion, and appropriate transitions linked to the purpose of the composition.
  • LA 7.2.1.d: Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length and complexity.
  • LA 7.2.1.e: Revise to improve and clarify writing through self-monitoring strategies and feedback from others.
  • LA 7.2.1.g: Adjust writing processes to persevere in short and long-term writing tasks of increasing length and complexity.
  • LA 7.2.1.h: Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics).
  • LA 7.2.1.i: Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation.

Grade 7 | New Jersey | Writing Standards

  • W.7.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia).
  • W.7.2.e: Establish and maintain a formal style academic style, approach, and form.
  • W.7.4: Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.

W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

  • W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • W.7.9.a: Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
  • W.7.9.b: Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

(Amended 2016)

Grade 7 | Oklahoma | Writing Standards

Standard 2. Writing Strand: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

  • 7.2.W.1: Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
  • 7.2.W.2: Students will plan (e.g., outline) and prewrite a first draft as necessary.
  • 7.2.W.3: Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.
  • 7.2.W.4: Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, using a consistent point of view.
  • 7.2.W.5: Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

Standard 3. Writing Strand: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

  • 7.3.W.2: Students will compose essays and reports about topics, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure and a formal style.

Standard 4. Writing Strand: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

  • 7.4.W.1: Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.
  • 7.4.W.2: Students will select appropriate language to create a specific effect according to purpose in writing.

Standard 5. Writing Strand: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

  • 7.5.W.1: Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.
  • 7.5.W.2: Students will compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.
  • 7.5.W.3: Students will use prepositional phrases and clauses (e.g., dependent and independent) in writing.

(Amended 2014)

Grade 7 | Pennsylvania | Writing Standards

1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

  • CC.1.4.7.A: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
  • CC.1.4.7.B: Identify and introduce the topic clearly, including a preview of what is to follow.
  • CC.1.4.7.C: Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.
  • CC.1.4.7.D: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
  • Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • Use sentences of varying lengths and complexities.
  • Develop and maintain a consistent voice.
  • Establish and maintain a formal style.
  • CC.1.4.7.F: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
  • CC.1.4.7.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
  • CC.1.4.7.T: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
  • CC.1.4.7.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

(Adopted 2015)

Grade 7 | South Carolina | Writing Standards

Fundamentals of Writing

  • Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.
  • Interact and collaborate with peers and adults to develop and strengthen writing.
  • Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience.
  • Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information.
  • Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community.

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

  • 2.1.a : introduce a topic clearly, previewing what is to follow;
  • 2.1.b: use relevant information from multiple print and multimedia sources;
  • 2.1.c: use definition, classification, comparison/contrast, and cause/effect structures to organize ideas, concepts, and information;
  • 2.1.d: use credible sources;
  • 2.1.f: develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples;
  • 2.1.g: develop and strengthen writing as needed by planning, revising, editing, rewriting;
  • 2.1.h: paraphrase, quote, and summarize to avoid plagiarism;
  • 2.1.j: use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts;
  • 2.1.k: use precise language and domain-specific vocabulary to inform or explain the topic;
  • 2.1.l: establish and maintain a style and tone authentic to the purpose;
  • 2.1.m: provide a concluding statement or section that follows and supports the information or explanation presented.

Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

  • 6.1: Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

(Adopted 2017)

Grade 7 | Tennessee | Writing Standards

Text Types and Protocols - Standard 2

  • 7.W.TTP.2.a: Introduce a topic clearly, using the introduction to prepare the reader for what is to follow.
  • 7.W.TTP.2.b: Organize ideas, concepts, and information using effective strategies to create cohesion and aid in comprehension.
  • 7.W.TTP.2.c: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  • 7.W.TTP.2.d: Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material.
  • 7.W.TTP.2.e: Craft an effective and relevant conclusion.
  • 7.W.TTP.2.f: Include formatting, graphics, and multimedia when appropriate.
  • 7.W.TTP.2.g: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
  • 7.W.TTP.2.h: Use precise language and domain-specific vocabulary.
  • 7.W.TTP.2.i: Use varied sentence structure to enhance meaning and reader interest.
  • 7.W.TTP.2.j: Establish and maintain a formal style.

Production and Distribution of Writing – Standard 4

  • 7.W.PDW.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Production and Distribution of Writing – Standard 5

  • 7.W.PDW.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Production and Distribution of Writing – Standard 6

  • 7.W.PDW.6: Use technology, including the Internet, to produce and publish writing and to collaborate with others; link to and cite sources; type a complete product in a single sitting as defined in W.1-3.

Research to Build and Present Knowledge – Standard 7

  • 7.W.RBPK.7: Conduct research to answer a question, drawing on multiple sources and generating additional related, focused questions for further research and investigation.

Research to Build and Present Knowledge – Standard 8

  • 7.W.RBPK.8: Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Research to Build and Present Knowledge – Standard 9

  • 7.W.RBPK.9: Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 7 standards for reading; assess whether the evidence is relevant and sufficient to support the claims.

TEKS 110 B, English Language Arts and Reading, Grades 6-8

Analysis standards, teks 110.22, grade 6.

(b) Knowledge and skills.

  • (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
  • (C) use text evidence to support an appropriate response;
  • (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
  • (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
  • (F) respond using newly acquired vocabulary as appropriate;
  • (G) discuss and write about the explicit or implicit meanings of text;
  • (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
  • (I) reflect on and adjust responses as new evidence is presented.
  • (A) infer multiple themes within and across texts using text evidence;
  • (B) analyze how the characters' internal and external responses develop the plot;
  • (C) analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback; and
  • (D) analyze how the setting, including historical and cultural settings, influences character and plot development.
  • (A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths;
  • (B) analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;
  • (C) analyze how playwrights develop characters through dialogue and staging;
  • (i) the controlling idea or thesis with supporting evidence;
  • (ii) features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and
  • (iii) organizational patterns such as definition, classification, advantage, and disadvantage;
  • (i) identifying the claim;
  • (ii) explaining how the author uses various types of evidence to support the argument; and
  • (iii) identifying the intended audience or reader; and
  • (F) analyze characteristics of multimodal and digital texts.; and
  • (A) explain the author's purpose and message within a text;
  • (B) analyze how the use of text structure contributes to the author's purpose;
  • (C) analyze the author's use of print and graphic features to achieve specific purposes;
  • (D) describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;
  • (E) identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose;
  • (F) analyze how the author's use of language contributes to mood and voice; and
  • (G) explain the differences between rhetorical devices and logical fallacies.
  • (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
  • (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  • (ii) developing an engaging idea reflecting depth of thought with specific facts and details;
  • (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
  • (D) edit drafts using standard English conventions;
  • (E) publish written work for appropriate audiences.
  • (C) compose multi-paragraph argumentative texts using genre characteristics and craft; and

(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

  • (D) identify and gather relevant information from a variety of sources;
  • (F) synthesize information from a variety of sources;
  • (i) reliability, credibility, and bias; and
  • (ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype;

TEKS 110.23, Grade 7

  • (B) analyze how characters' qualities influence events and resolution of the conflict;
  • (C) analyze plot elements, including the use of foreshadowing and suspense, to advance the plot; and
  • (D) analyze how the setting influences character and plot development.
  • (A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction;
  • (B) analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms;
  • (ii) features such as references or acknowledgements; and
  • (iii) organizational patterns that support multiple topics, categories, and subcategories;
  • (ii) explaining how the author uses various types of evidence and consideration of alternatives to support the argument; and
  • (E) identify the use of literary devices, including subjective and objective point of view;
  • (F) analyze how the author's use of language contributes to mood, voice, and tone; and
  • (G) explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations.
  • (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
  • (D) edit drafts using standard English conventions
  • (C) compose multi-paragraph argumentative texts using genre characteristics and craft
  • (E) differentiate between primary and secondary sources;
  • (G) differentiate between paraphrasing and plagiarism when using source materials;
  • (I) display academic citations and use source materials ethically; and
  • (J) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

TEKS 110.24, Grade 8

  • (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
  • (I) reflect on and adjust responses as new evidence is presented; and
  • (J) defend or challenge the authors' claims using relevant text evidence.
  • (A) analyze how themes are developed through the interaction of characters and events;
  • (B) analyze how characters' motivations and behaviors influence events and resolution of the conflict;
  • (C) analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and
  • (D) explain how the setting influences the values and beliefs of characters.
  • (A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, fantasy, science fiction, and short stories;
  • (B) analyze the effect of graphical elements such as punctuation and line length in poems across a variety of poetic forms such as epic, lyric, and humorous poetry;
  • (C) analyze how playwrights develop dramatic action through the use of acts and scenes;
  • (ii) features such as footnotes, endnotes, and citations; and
  • (iii) multiple organizational patterns within a text to develop the thesis;
  • (i) identifying the claim and analyzing the argument;
  • (ii) identifying and explaining the counter argument; and
  • (F) analyze characteristics of multimodal and digital texts.
  • (D) describe how the author's use of figurative language such as extended metaphor achieves specific purposes;
  • (E) identify and analyze the use of literary devices, including multiple points of view and irony;
  • (F) analyze how the author's use of language contributes to the mood, voice, and tone; and
  • (G) explain the purpose of rhetorical devices such as analogy and juxtaposition and of logical fallacies such as bandwagon appeals and circular reasoning.
  • (C) compose multi-paragraph argumentative texts using genre characteristics and craft;
  • (i) reliability, credibility, and bias, including omission; and
  • (ii) faulty reasoning such as bandwagon appeals, repetition, and loaded language;

ARGUMENTATIVE STANDARDS

  • (D) compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.

Knowledge and skills.

HISTORICAL ANALYSIS STANDARDS

Informative standards.

  • (B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
  • (I) reflect on and adjust responses as new evidence is presented
  • (iii) multiple organizational patterns within a text to develop the thesis

NARRATIVE STANDARDS

  • (A) describe personal connections to a variety of sources, including self-selected texts;
  • (A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
  • (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice.
  • (A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft.

TEKS 110 C, English Language Arts and Reading, English I-IV (Adopted 2017)

Teks 110.36, english i.

(c) Knowledge and skills.

  • (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;
  • (C) use text evidence and original commentary to support a comprehensive response;
  • (F) respond using acquired content and academic vocabulary as appropriate;
  • (I) reflect on and adjust responses when valid evidence warrants; and
  • (A) analyze how themes are developed through characterization and plot in a variety of literary texts;
  • (B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;
  • (D) analyze how the setting influences the theme.
  • (A) read and respond to American, British, and world literature;
  • (B) analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms;
  • (C) analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;
  • (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and
  • (ii) multiple organizational patterns within a text to develop the thesis;
  • (i) clear arguable claim, appeals, and convincing conclusion;
  • (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and
  • (iii) identifiable audience or reader; and
  • (A) analyze the author's purpose, audience, and message within a text;
  • (B) analyze use of text structure to achieve the author's purpose;
  • (C) evaluate the author's use of print and graphic features to achieve specific purposes;
  • (D) analyze how the author's use of language achieves specific purposes;
  • (E) analyze the use of literary devices such as irony and oxymoron to achieve specific purposes;
  • (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and
  • (G) explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.; and
  • (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;
  • (i) using an organizing structure appropriate to purpose, audience, topic, and context; and
  • (ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;
  • (C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;
  • (C) compose argumentative texts using genre characteristics and craft; and
  • (i) credibility and bias, including omission; and
  • (ii) faulty reasoning such as ad hominem, loaded language, and slippery slope.

TEKS 110.37, English II

  • (C) use text evidence and original commentary to support an interpretive response;
  • (A) analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures;
  • (B) analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events;
  • (C) analyze isolated scenes and their contribution to the success of the plot as a whole; and
  • (D) analyze how historical and cultural settings influence characterization, plot, and theme across texts.
  • (A) read and analyze world literature across literary periods;
  • (B) analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;
  • (ii) the relationship between organizational design and thesis;
  • (D) analyze how the author's use of language informs and shapes the perception of readers;
  • (E) analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;
  • (G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.
  • (C) compose argumentative texts using genre characteristics and craft.
  • (ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or.

TEKS 110.38, English III

  • (B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;
  • (C) use text evidence and original commentary to support an analytic response;
  • (G) discuss and write about the explicit and implicit meanings of text;
  • (H) respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;
  • (A) analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;
  • (B) analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;
  • (C) evaluate how different literary elements shape the author's portrayal of the plot; and
  • (D) analyze how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.
  • (A) read and analyze American literature across literary periods;
  • (B) analyze relationships among characteristics of poetry, including stanzas, line breaks, speaker, and sound devices in poems across a variety of poetic forms;
  • (C) analyze how the relationships among dramatic elements advance the plot;
  • (i) clear thesis, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and
  • (ii) the relationship between organizational design and author's purpose;
  • (i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;
  • (F) analyze the effectiveness of characteristics of multimodal and digital texts.
  • (B) evaluate use of text structure to achieve the author's purpose;
  • (D) evaluate how the author's use of language informs and shapes the perception of readers;
  • (E) evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;
  • (F) evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text; and
  • (G) analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.
  • (i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and
  • (ii) developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
  • (C) revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;
  • (D) edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and
  • (C) compose argumentative texts using genre characteristics and craft;
  • (E) compose literary analysis using genre characteristics and craft; and
  • (F) compose rhetorical analysis using genre characteristics and craft.
  • (i) credibility, bias, and accuracy; and
  • (ii) faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;

TEKS 110.39, English IV

  • (C) use text evidence and original commentary to support an evaluative response;
  • (H) respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice;
  • (C) critique and evaluate how complex plot structures such as subplots contribute to and advance the action; and
  • (D) evaluate how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.
  • (A) read and analyze British literature across literary periods;
  • (B) analyze the effects of sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods and cultures;
  • (C) analyze and evaluate how the relationships among the dramatic elements advance the plot;
  • (i) clear thesis, effective supporting evidence, pertinent examples, commentary, summary, and conclusion; and
  • (F) critique and evaluate the effectiveness of characteristics of multimodal and digital texts.
  • (A) evaluate the author's purpose, audience, and message within a text;
  • (D) critique and evaluate how the author's use of language informs and shapes the perception of readers;
  • (F) evaluate how the author's diction and syntax contribute to the effectiveness of a text; and
  • (ii) faulty reasoning such as straw man, false dilemma, faulty analogies, and non-sequitur;
  • (I) reflect on and adjust responses when valid evidence warrants.
  • (D) compose correspondence in a professional or friendly structure.
  • (iii) identifiable audience or reader.
  • (D) compose correspondence in a professional or friendly structure;
  • (F) synthesize information from a variety of sources.
  • (B) compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;
  • (B) compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;
  • (D) critique and evaluate characteristics and structural elements of informational texts such as:
  • (A) compose literary texts such as fiction and poetry using genre characteristics and craft.
  • (A) compose literary texts such as fiction and poetry using genre characteristics and craft;
  • (H) respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice.

Grade 7 | Virginia | Writing Standards

Standard 7.7: The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on expository and persuasive writing.

  • 7.7.a: Engage in writing as a recursive process.
  • 7.7.b: Choose intended audience and purpose.
  • 7.7.c: Use a variety of prewriting strategies to generate and organize ideas.
  • 7.7.d: Organize writing structure to fit form or topic.
  • 7.7.e: Establish a central idea incorporating evidence, while maintaining an organized structure and a formal style.
  • 7.7.g: Clearly state a position and organize reasons and evidence, using credible sources.
  • 7.7.h: Distinguish between fact and opinion to support a position.
  • 7.7.i: Write multiparagraph compositions with elaboration and unity.
  • 7.7.j: Use transition words and phrases within and between paragraphs.
  • 7.7.k: Develop and modify the central idea, tone, and voice to fit the audience and purpose.
  • 7.7.l: Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
  • 7.7.m: Use clauses and phrases for sentence variety.
  • 7.7.n: Revise writing for clarity of content including specific vocabulary and information.

Standard 7.8: The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.

  • 7.8.a: Choose appropriate adjectives and adverbs to enhance writing.
  • 7.8.b: Use pronoun-antecedent agreement to include indefinite pronouns.
  • 7.8.c: Use subject-verb agreement with intervening phrases and clauses.
  • 7.8.d: Edit for verb tense consistency and point of view.
  • 7.8.e: Use quotation marks with dialogue and direct quotations.
  • 7.8.f: Use correct spelling for commonly used words.

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  1. 7th Grade Literary Analysis PARCC Practice by WE ARE ALL LEARNERS

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  4. Literary Analysis Task Cards by Amanda Gerritsen

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  5. 7th Grade Literary Analysis Essay

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  6. Literary Analysis Outline

    literary analysis task grade 7

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  1. PDF 2015 Released Items: Grade 7 Performance-Based Assessment Literary

    The 2015 blueprint for grade 7 Literary Analysis Task includes six Evidence-Based Selected Response/Technilogy- Enhanced Constructed Response items as well as one Prose Constructed Response prompt.

  2. NJSLA-ELA Companion Guide: Grades 3-8

    Blueprint 1 for grade 3 consists of a Literary Analysis Task and Research Simulation Task. Blueprint 2 is composed of a Narrative Writing Task, Short Passage Set, and Research Simulation Task. The units, ELA task types, and testing times for each blueprint are outlined in Tables 1 and 2. Table 1: ELA Grade 3—Blueprint 1

  3. New Jersey

    This set contains all three tasks, the Narrative Writing Task, the Research Task, and the Literary Analysis Task. Computer-Based Practice Test Unit 1: Literary Analysis Task (LAT) Grade 7 ELA - Unit 1 Grade 7 ELA - Unit 1 (ASL) Grade 7 ELA - Unit 1 (Closed Captioning) Grade 7 ELA - Unit 1 (TTS) Grade 7 ELA - Unit 1 (ScreenReader) Grade 7 ELA ...

  4. PDF PARCC Prep: The Literary Analysis Writing Task

    (3) Literary Analysis Writing, which typically requires students to compare and contrast two pieces of literature that deal with a common theme. This post explains how to prepare students for Literary Analysis Writing.

  5. PDF Common Core Middle School Literary Analysis Writing Unit 7th grade

    Literary Essay 7: Session 1 Theme: The Basics Theme is like the moral of the story. It's the message or meaning. ü Theme is bigger than just these characters and this story. ü Theme and subject is NOT the same thing. ü A theme can be taken outside of the book and applied to the real world we live in.

  6. PDF Grade 7 Literature Mini-Assessment "From the Wave" by Thom Gunn

    This grade 7 mini-assessment is based on the poem "From the Wave" by Thom Gunn. This text is considered to be a text worthy of students' time to read and also meets the expectations for text complexity at grade 7. Assessments aligned to the Common Core State Standards (CCSS) will employ quality, complex texts such as this one.

  7. PDF Grade 7

    Grade 7 Summative Assessment Performance-Based Component Literary Analysis Task Narrative Task Research Simulation Task The Literature Task plays an important role in honing students? ability to read complex text closely, a skill that research reveals as the most significant factor differentiating college-ready from non-college-ready readers ...

  8. PARCC Released Prompts

    Literary Analysis Task SAMPLE ONE "You have read passages from the novels The Georges and the Jewels and Black Beauty: The Autobiography of a Horse. Both were written in the first person...

  9. Teaching Literary Analysis

    Teaching Literary Analysis. Guide students through the five steps of understanding and writing literary analysis: choosing and focusing a topic, gathering, presenting and analyzing textual evidence, and concluding. Literary analysis is a vital stage in the development of students' critical thinking skills.

  10. How to Write Literary Analysis

    Literary analysis involves examining all the parts of a novel, play, short story, or poem—elements such as character, setting, tone, and imagery—and thinking about how the author uses those elements to create certain effects. A literary essay isn't a book review: you're not being asked whether or not you liked a book or whether you'd ...

  11. Session 1: Literary Analysis Task Grade Practice Test Questions TOC

    Resource: Question Question Type: Multiple Choice - Single Answer Standard(s): RL.7.1 Standard Description: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. To see the answer choices, correct answer, detail explanation along with acess to thousand of additional Grade resources Subscribe to the full program.

  12. How to Write a Literary Analysis Essay

    Step 1: Reading the text and identifying literary devices The first step is to carefully read the text (s) and take initial notes. As you read, pay attention to the things that are most intriguing, surprising, or even confusing in the writing—these are things you can dig into in your analysis.

  13. PDF Illinois Assessment of Readiness Grade 7 ELA/L lueprint: Literary

    Illinois Assessment of Readiness Grade 7 ELA/L lueprint: Literary Analysis Task Form Sub-laim / Reporting ategory1 Standards Illinois Learning Standards Strand Evidence Reading Literature Reading Informational Text Writing Language Statements Reading: Literary Text 16-24% points Standards RL 7.1; RL 7.2; RL 7.3; RL 7.5; RL 7.6; RL 7.7 --- --- ---

  14. 7th Grade Literature Assessment

    Scoring Rubric: Literary Analysis/Interpretation The organization, elements of literary analysis/interpretation writing, grammar, usage, mechanics, and spelling of a… Subjects: Reading Reading Comprehension Literature Download Add to Favorites ASSESSMENT Harry Potter & the Half-Blood Prince: Movie Quiz

  15. NJSLA-ELA Grade 7 Blueprints

    NJSLA-ELA Grade 7 Blueprints. The New Jersey Student Learning Assessments English Language Arts (NJSLA-ELA) blueprints define the total number of tasks and points for any given grade or course assessment. ... Unit 1: Literary Analysis Task (2 Passages) Claims/Subclaims Points from EBSR/TECR Items Points from PCRs; Reading: Literary Text: 8: 4 ...

  16. 10 of the Best Literary Analysis Activities to Elevate Thinking

    2. Graphic Organizers. Graphic organizers are one of my go-to strategies for elevating thinking. We can use them to differentiate and to guide students as we work in small groups. I like to keep a variety of literary analysis graphic organizers for any text on hand so that I can be responsive.

  17. Analyzing Literature & Elements of a Literary Analysis

    A literary analysis expresses an interpretation or critical evaluation of a novel, short story, poem, or play. Analysis of a literary text is a skill in which the elements that constitute a whole unit are inspected. The unit can be a poem, a short story, an essay, a novel, an advertisement, artwork, or a film.

  18. PARCC Prep: Literary Analysis Writing Task

    Pull ideas from notes in order to draft body paragraph #3. Identify what both texts have in common in order to write a body paragraph explaining these similarities. Draft a punchy conclusion sentence in order to complete the essay effectively. Time Frame: 40-50 minutes.

  19. PDF NJSLA Literary Analysis Task Grade 7 Writing

    Task Foci CCSS RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

  20. PDF Middle School Literary Analysis Prompt Catalog

    Below each prompt title is the number of sources. Zeros denote prompts that are not research or source dependent. Zeros also indicate when the number of sources is unknown or unspecified (i.e., recommends

  21. Analysis Standards, Grade 7

    (Adopted 2021) Grade 7 | Florida | Writing Standards. C.1.3 Argumentative Writing. ELA.7.C.1.3: Write and support a claim using logical reasoning, relevant evidence from multiple sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim. C.1.5 Improving Writing. ELA.7.C.1.5: Improve writing by planning, revising, and editing ...

  22. PDF 7.ELA Pacing Guide

    7.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. This is the goal of literary instruction and will be on-going in terms of teaching and assessment.

  23. LEAP

    Session 1: Literary Analysis Task th Grade Mathematics() Sample Practice Test questions consists different types of questions aligned to 500 for Grade students to gain skills mastery in Session 1: Literary Analysis Task. #1 State Test Prep Blended & Online Programs. Toggle navigation.

  24. Hoboken Public School District on Instagram: "4th Grade at Brandt

    15 likes, 0 comments - hobokenpublicschooldistrict on February 7, 2024: "4th Grade at Brandt School Happy February! We are halfway through the year! In Social Studies