NJSLA Literary Analysis Task Grade 7 Writing - Lesson 1 - Introduction to the Prose Constructed Response

Sep 30, 2026

Uploaded by Putri

Lesson 1 provides an overview of the NJSLA Literary Analysis Task (LAT) prose constructed response (PCR) for Grade 7. It explains how the exam’s writing portion differs from prior standardized tests and clarifies the PCR’s purpose through a practice writing experience. The lesson establishes task foci aligned to CCSS W.7.1 and RL.7.1–RL.7.3, defines literary analysis versus summary, and outlines the classroom procedures, timing, materials, and teacher observation checkpoints. It includes a sample prompt and anchor text for writing practice.

LanguageEnglish

CategoryExam

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Response on the Literary Analysis Task

Rationale and Goal

Task Foci (CCSS W.7.1, RL.7.1–RL.7.3)

Objectives and Materials

Procedures and Practice LAT PCR

Teacher Observations During/After the Task

The Myth of Echo and Narcissus (Anchor Text)

NJSLA Literary Analysis Task Grade 7 Writing Lesson 1: Introduction to the Prose Constructed Response on the Literary Analysis Task Rationale This lesson serves as an overview of the prose constructed response (PCR) of the NJSLA Literary Analysis Task (LAT), which is the essay writing portion of the exam. The LAT is a significant change from what students have encountered on past standardized tests like the NJASK. Goal To understand the requirements of the NJSLA Literary Analysis Task prose constructed response To assess student aptitude for literary analysis with a practice LAT PCR. Task Foci CCSS W.7.1 : Write arguments to support claims with clear reasons and relevant evidence. 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. CCSS RL.7.3 : Analyze how particular elements ofa story or drama interact (e.g., how setting shapes the characters or plot) . Objectives Students will be able to identify the type of writing that they will be asked to produce on the NJSLA Literary Analysis Task. Students will practice literary analysis skills by completing a sample prose constructed response. Materials Sample literary analysis task prompt Literary anchor text and student writing space Procedures Tell students that today they will examine the prose constructed response of NJSLA’s Literary Analysis Task and then practice with an ungraded writing activity. As a primer, make sure students are clear on the difference between literature and informational text, as distinguished by the CCSS. LAT Writing Lesson 1: Introducing the Literary Analysis Task Page 1 © 2023 Inspired Instruction, LLC. All Rights Reserved. Next, explain “literary analysis” for them, so that they are clear that it is different from a summary. “When we write a summary, we select the most important details of a story and write them in our own words to tell our reader what happens in the story. In a literary analysis, we look very closely at those important details and write about how and why they happen and what their significance is.” “So, how do we do this?” Explain that over the next few lessons, you will teach students the skills they need to successfully answer the prompts. Explain the structure of the Literary Analysis Task to students: “In this section of the exam, you will be asked to read two literary texts (stories, poems, or plays), answer a few questions about what you read, and then write an essay in response to a prompt about the reading.” For the prose constructed response, students are prompted to write about an element of literature (e.g. How does the author develop the theme of…?) or a combination of elements (e.g. How do character’s words and actions support a theme? or How does the setting affect the mood of the story?) . Display the sample prompt and discuss.“What is the prompt asking us to do?” Distribute the texts and prompt. Have students read the texts independently. Explain that now students will write a practice prose constructed response. Their essays won’t be graded; this is just to see where they are in terms of writing a literary analysis. Distribute lined paper, two sheets for the essay and one for scrap. Tell the students,“You have 50 minutes to complete this writing sample. Ready? Begin.” Remind the class when five minutes remain. When time ends, say,“Stop! Pencils down!” Collect papers. Have students discuss the experience. Note what they express having trouble with. Teacher Observations During/After the Task Which students carefully followed the directions in the prompt? Which students seemed to struggle with developing an argument? How many students included textual evidence

FAQs

What is the purpose of the LAT prose constructed response in this lesson?

The lesson explains that the LAT PCR is the essay writing portion of the exam and is used to assess students’ ability to write a literary analysis response.

How does the lesson define literary analysis compared with a summary?

It explains that a summary selects important details and restates what happens, while a literary analysis closely examines important details and discusses how and why they happen and their significance.

What supports are emphasized for the writing task?

Students are instructed to cite textual evidence and develop arguments aligned to CCSS W.7.1 and RL.7.1–RL.7.3, including theme analysis and objective summaries.

Sep 30, 2026

Uploaded by Putri