Literary Elements Explored

Grade Level

7th Grade

Duration

30 minutes

Unit

Literary Skills Unleashed (Lesson 1 of 4)

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Lesson Overview

In this lesson, students will identify and analyze key literary elements—theme, character, and setting—in a selected short story. Through guided group discussions and interactive activities, students will deepen their understanding of how these elements contribute to the story’s overall meaning.

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Common Core State Standards

• CCSS.ELA-LITERACY.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.ELA-LITERACY.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.
• CCSS.ELA-LITERACY.RL.7.3
  Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
• CCSS.ELA-LITERACY.SL.7.1
  Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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Learning Objectives (I Can Statements)

• I can identify the theme, characters, and setting in a literary text.
• I can explain how these literary elements contribute to the meaning of the story.
• I can participate in respectful group discussions to share and build on my ideas about a story.

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Success Criteria

• I have accurately identified and described the theme, character traits, and setting from the text.
• I can explain how these elements work together to enhance the story’s message.
• I actively listened and contributed thoughtful ideas during group discussions.

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Materials

• Copies of a dyslexia-friendly short story (formatted with larger font, clear spacing, and sans-serif typeface) such as a simplified version of "The Tell-Tale Heart" by Edgar Allan Poe or a similarly age-appropriate short story with clear themes, characters, and settings.
• Whiteboard and markers
• Graphic organizer handouts for literary elements
• Sticky notes
• Timer

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Lesson Procedure

1. Introduction (5 minutes)

Goal: Activate prior knowledge and introduce literary elements

• Begin by asking students: “What do you think makes a story interesting or meaningful?” Note responses on the board.
• Introduce the three literary elements for today: Theme, Character, and Setting. Provide clear definitions with examples in simple terms.
• Share the “I Can” statements and success criteria on the board.

2. Text Reading (7 minutes)

Goal: Students will read the selected short story using dyslexia-friendly materials

• Distribute copies of the text with the dyslexia-friendly formatting features.
• Read aloud the first two paragraphs to model fluency and tone; then, students will read the remainder silently or in pairs.
• Encourage students to annotate the text or underline phrases that might relate to theme, characters, or setting.

3. Collaborative Group Activity (10 minutes)

Goal: Identify and analyze literary elements through discussion

• Divide the class into 3 groups of 3 students. Assign each group to focus on one element: Group 1 - Theme, Group 2 - Characters, Group 3 - Setting.
• Provide a graphic organizer tailored to each element (e.g., for characters: name, traits, motivations; for setting: time, place, mood; for theme: the central message and supporting details).
• Students discuss and fill out their organizer, citing textual evidence.
• Circulate to prompt deeper thinking, e.g., “How does the setting affect the character’s choices?”

4. Sharing and Synthesis (6 minutes)

Goal: Synthesize understanding and explore element interactions

• Each group presents their findings in 2 minutes.
• After presentations, guide a whole-class brief discussion connecting the three elements and how they work together to create meaning. Use scaffolded questions such as:
  • “How does the setting influence what the characters do?”
  • “How does understanding the characters help us figure out the theme?”

5. Wrap-Up and Reflection (2 minutes)

Goal: Reinforce learning and set expectations for next lesson

• Recap the “I Can” statements.
• Ask students to write on a sticky note one new thing they learned about literary elements and one question they still have. Collect notes for review.

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Differentiation Strategies

Learner Type	Strategy
Struggling Readers	Use dyslexia-friendly text; provide reading aloud support; pair with a strong reader partner.
English Learners	Pre-teach key vocabulary; use visuals and graphic organizers; encourage bilingual dictionary use.
Advanced Learners	Challenge them to find multiple themes or subtle character traits; provide extension activity below.
Students with ADHD	Break tasks into smaller chunks; allow movement during group work; use timers for pacing.

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Extension Activity for Advanced Learners

• Ask advanced students to write a short paragraph explaining how changing one literary element (e.g., setting) might change the story’s theme or characters. Encourage creative thinking beyond the text.

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Assessment

• Formative assessment during group discussions and graphic organizer completion.
• Review the sticky notes for individual reflections and questions to gauge understanding and inform future lessons.

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Additional Teacher Notes

• Consider using text-to-speech software or audiobooks for students who benefit from auditory learning.
• Maintain a supportive environment encouraging all voices during discussions—set ground rules for respectful listening and sharing at the start of the lesson.

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This highly interactive and scaffolded lesson aligns directly with CCSS requirements for reading literature and speaking and listening, emphasizes student-centered learning, and incorporates supportive tools for diverse learning needs.