Graphic organizers for teaching english language and literature
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Name
Date
Selection Title
Allegory Chart
An allegory is a story in which events, objects, or characters have a hidden or symbolic
meaning—that is, they mean both what they seem to and something else. Allegories are
often written to teach a lesson. In the top box of the chart below, fill in the literal meaning
of the selection you just read. In the next box, describe its symbolic meaning. In the bottom
box, tell the lesson of the story.
Literal Meaning:
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Symbolic Meaning:
Lesson:
Name
Date
Selection Title
Ambiguity Chart
Writers often use ambiguity when they want to suggest more than one possible meaning.
They may leave the meaning of a situation, the motivation of a character, or the outcome of
a story unclear. In the chart below, list any aspect of the selection you just read that you think
is open to more than one interpretation. Then, describe two interpretations and why you
think they are possible. (The number of possible ambiguities will vary with each selection.)
Ambiguity
1.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
2.
3.
Interpretation 1
Interpretation 2
Literary Elements
Elements of Literature Sixth Course
Collection 9 The Quest for Beauty
Transparency
20
APOSTROPHE
Title of Selection: __________________________________________________________
Author: ____________________________________________________________________
Apostrophe is a form of direct address in which a speaker, character, or author
addresses an inanimate object, an idea, or a person who is either dead or absent
as if that thing or person were present and capable of intelligent understanding.
Example from the selection:
What or whom does the speaker address in the apostrophe?
Copyright © by Holt, Rinehart and Winston. All rights reserved.
What seems to motivate the speaker?
If the apostrophe is directed to a thing or abstract idea, is this object otherwise
personified in the selection?
What overall effect does the apostrophe have in the selection?
Literary Elements
59
Name: ________________________________________ Date: ________________ Period: _____
Vocabulary
Vocabulary
Vocabulary
Words to look up:
__________________________
Words to look up:
__________________________
Words to look up:
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Literary Devices
Literary Devices
Literary Devices
Identify the following:
1. Characterization
2. Climax
3. Conflict
4. Diction
5. Foreshadowing
6. Imagery
7. Mood
8. Motif
9. Setting
10. Situational Irony
11. Symbol
12. Theme
13. Tone
14. Verbal Irony
Identify the following:
1. Characterization
2. Climax
3. Conflict
4. Diction
5. Foreshadowing
6. Imagery
7. Mood
8. Motif
9. Setting
10. Situational Irony
11. Symbol
12. Theme
13. Tone
14. Verbal Irony
Identify the following:
1. Characterization
2. Climax
3. Conflict
4. Diction
5. Foreshadowing
6. Imagery
7. Mood
8. Motif
9. Setting
10. Situational Irony
11. Symbol
12. Theme
13. Tone
14. Verbal Irony
Reading Questions
Reading Questions
Reading Questions
Who is telling the story?
Predict what will happen next?
Why is this important?
This reminds me of…
This is confusing because…
What just happened?
The author wants me to think…
Who should I trust or distrust?
Why do you like or dislike this?
Who is telling the story?
Predict what will happen next?
Why is this important?
This reminds me of…
This is confusing because…
What just happened?
The author wants me to think…
Who should I trust or distrust?
Why do you like or dislike this?
Who is telling the story?
Predict what will happen next?
Why is this important?
This reminds me of…
This is confusing because…
What just happened?
The author wants me to think…
Who should I trust or distrust?
Why do you like or dislike this?
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Name: ________________________________________ Date: ________________ Period: _____
Concrete Detail and Commentary
Concrete Details (CD) are facts or quotes from the source.
Commentary (CM) is your opinion or insight about that fact or quote.
Source: ____________________________________________________________________
CD
CM
CM
CD
CM
CM
© Freeology.com
NAME __________________________________ CLASS ___________________ DATE _______________
WRITER’S WORKSHOP Analyzing a Character
Pupil’s Edition page 164
Prewriting: Choose a Character
You may want to use this diagram to help you choose a character for your essay.
Character #1
Character #2
How does the writer
indirectly reveal, or show,
the characters?
Character’s Appearance
Character’s Speech
Character’s Thoughts and
Actions
How do the other
characters respond to
that person?
106
Portfolio Management System
Copyright © by Holt, Rinehart and Winston. All rights reserved.
COLLECTION 2
Look through your Writer’s Notebook to find two or three characters that you would like
to examine more closely.
NAME __________________________________ CLASS ___________________ DATE _______________
WRITER’S WORKSHOP
Analyzing a Character
Pupil’s Edition page 164
Evaluating and Revising: Peer Editing
DIRECTIONS: Use the following questions to evaluate a classmate’s expository analysis of a
character. Then, share your responses with the author of the paper to help him or her
revise.
COLLECTION 2
Does the analysis begin
with a thesis statement?
Does this statement
reflect the main idea
about the character?
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Does the writer summarize the character’s
most important traits?
Does the writer explain
the character’s position
within the story and
identify any significant
changes that the
character undergoes?
Does the analysis seem
complete?
Collection 2
107
NAME __________________________________ CLASS ___________________ DATE _______________
Writer’s Workshop
Analyzing a Character
Pupil’s Edition page 164
Evaluation Scale:
1 = Not at all
2 = To some extent
3 = Successfully
DIRECTIONS: Circle 1, 2, or 3 below to indicate the evaluation of each item.
Thesis Statement
◆ The analysis begins with an introductory paragraph that includes a
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
Character Analysis
◆ The writer creates a clear analysis of a character.
Organization
◆ The writer organizes the analysis in a way that makes sense.
Support
◆ The writer includes examples and details from the story to support
his or her analysis.
Spelling, Grammar, Usage, and Mechanics
◆ The analysis has few errors in spelling, grammar, usage, and
mechanics.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
COLLECTION 2
complete, clear thesis statement.
108
Portfolio Management System
CHARACTER: THE ACTORS IN A STORY
Title of Selection: __________________________________________________________
Author: ____________________________________________________________________
Types of Characters
Examples from the Selection
Round characters are complex and
multidimensional, like real people.
Flat characters are one dimensional and
superficial; they can be described in a
single sentence.
Dynamic characters change in an
important way because of the story’s
action.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Static characters do not change much
or at all during a story.
Stock characters are predictable
stereotypes of people.
Motivation of Round Characters
Motivation is the underlying force(s)
that causes a character to act a
certain way.
Examples from the Selection
Literary Elements
Elements of Literature Third Course
Collection 2 The Human Spirit
Transparency
2
DETERMINING METHODS OF CHARACTERIZATION
Title of Selection: __________________________________________________________
Author: ____________________________________________________________________
Examples from the Selection and What
They Reveal About the Characters
Methods of Characterization
Indirect Characterization
The character is revealed through his
or her own speech.
The writer describes how the character
looks and dresses.
The character’s private thoughts are
revealed.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
The writer reveals what other
characters in the story say or think
about the character.
The writer shows what the character
does—how he or she acts.
Direct Characterization
The writer directly states what kind of
person the character is: sneaky,
honest, evil, innocent, and so on.
Literary Elements
5
Name: _____________________________________________Date: ________________
Characterization
Directions: One way in which an author develops characters is through what is said
about them. As you read, consider what is said about the main character. First, write his
or her name in the center. Second, in one of the satellite bubbles write what that
character says about himself or herself. Third, in the remaining bubbles, record what
other characters say about the main character.
© Freeology.com
Name: _____________________________________________Date: ________________
Characterization
This chart shows five ways in which we learn about the main character. Next to each of
the five ways in which character is revealed, give a specific example to illustrate. In the
third column, explain what you learned about the character from this example.
Ways character is
revealed
Example
What you learned about
the character from this
example
Character’s
speech
Character’s
appearance
Character’s
private thoughts
How other
characters feel
about the
character and
react to him/her
Character’s
actions
© Freeology.com
Name
Date
Selection Title
Character Analysis
Character
Passages
Words
Actions
Appearance
Effects on Other People
Direct Characterization
Analysis of Character
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Thoughts
Elements of Literature
TRANSPARENCY
6
GRAPHIC ORGANIZER
COMPARISON AND CONTRAST CHART
TEACHING NOTES
You can use the Comparison and Contrast Chart
for prewriting activities related to the Writer’s
Workshop assignments and other writing projects.
You can also use the chart to teach students to
compare and contrast literary selections or characters in selections.
transparency on the overhead projector. Ask students to suggest two kinds of people, objects, or
stories that share characteristics but that are different. After the class agrees on the topics or items,
have students identify similarities and differences as
you write them on the transparency.
Presentation
To show students how to use the Comparison and
Contrast Chart with a prewriting activity, place the
Model Comparison and Contrast Chart
Topic / Item 1:
Compact discs
Topic / Item 2:
Audio tapes
Produce quality sound of music
X
X
Readily available
X
X
Issues / Characteristics
Can be played on portable players
X
X
Can be reused for recording
X
X
Resistant to heat
X
Resistant to stretching distortion
X
Summary statements: Compact discs and tapes both produce quality sound, can be
played on portable players, and are readily available. Compact discs are more expensive, but they are more durable than tapes.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Relatively inexpensive
Elements of Literature
TRANSPARENCY
6
GRAPHIC ORGANIZER
COMPARISON AND CONTRAST CHART
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Issues / Characteristics
Topic / Item 1:
Topic / Item 2:
_________________
_________________
Summary statements: _____________________________________________________________________
THE ELEMENTS OF DRAMA
Title of Play: ____________________________________________________________________________________________________
Author: ________________________________________________________________________________________________________
Characters:
Crisis:
Conflict(s):
Resolution:
Climax:
Complication(s):
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Elements of Literature
TRANSPARENCY
2
GRAPHIC ORGANIZER
DRAWING CONCLUSIONS FROM INFORMATION CHART
TEACHING NOTES
You can use the Drawing Conclusions from
Information Chart when you assign an informative
essay or a research report. You can also use the
transparency to help students learn to analyze logical argument in persuasive nonfiction selections.
overhead projector. Ask students to provide facts
about a familiar topic, and to draw a conclusion
from those facts. You may want to extend the activity by having students write paragraphs based on
the information on the transparency.
Presentation
To give students practice in drawing conclusions
from information, place the transparency on the
Model Drawing Conclusions from Information Chart
Fact
Fact
Fact
Fact
Slaves were not
paid for their work.
Slaves were not
protected by laws.
Slaves were not
allowed to attend
school.
Slaves lived in
fear for their lives.
Conclusion
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Slaves were deprived of basic human rights.
Elements of Literature
TRANSPARENCY
2
GRAPHIC ORGANIZER
DRAWING CONCLUSIONS FROM INFORMATION CHART
Fact
Fact
Fact
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Conclusion
Fact
Elements of Literature
TRANSPARENCY
3
GRAPHIC ORGANIZER
CLUSTER DIAGRAM
TEACHING NOTES
You can use the Cluster Diagram transparency for
prewriting activities related to any of the Writer’s
Workshop assignments in the Pupil’s Edition. You
may also use the transparency to provide practice
in identifying details in literary selections.
Presentation
the overhead projector. Ask students to suggest
several topics about which they would like to
write, and let them vote to select the most
popular topic. Write the topic in the center bubble.
Next, have students suggest three or four main
ideas related to the topic, as well as several details
for each idea, and write them in the appropriate
bubbles.
To show students how to use the Cluster Diagram
to organize their ideas, place the transparency on
Model Cluster Diagram
gusty
(trees)
creaked
(wicket)
marching
objects
sniggering
echoing
(night)
shattered
(musket)
redcoats
Sound words in
“The Highwayman”
highwayman
shrieking
clattered
clashed
horse hooves
galloped
tapped
tlot-tlot
whistled
ringing
Copyright © by Holt, Rinehart and Winston. All rights reserved.
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