Background/purpose: The purposes of this study were 1) to examine the effectiveness of concept mapping on Grade 10 students' literary analysis skills, 2) to study the participants' satisfaction with concept mapping in learning literary analysis skills, and 3) to establish the construct validity of the learning management plan through confirmatory factor analysis (CFA). Materials/methods: The study utilized an experimental design with a single group. A sample of 41 Grade 10 students from a public school in northeastern Thailand was selected through cluster random sampling. The primary intervention, a learning management plan incorporating concept mapping, consisted of four lesson plans focused on key components of literary analysis. Instruments included a literary analysis test, with 30 validated multiple-choice items, and a satisfaction questionnaire with 10 items, demonstrating acceptable reliability. Data analysis involved the E1/E2 formula for effectiveness, a paired samples t-test to compare pre-test and post-test scores, descriptive statistics for satisfaction levels, and CFA to assess the construct validity of the intervention Results: Results showed significant improvement in students' literary analysis skills, with post-test scores markedly higher than pre-test scores. Satisfaction levels were also very high, indicating a positive reception of concept mapping as a learning tool Conclusion: This study contributes to the field by extending previous research, which primarily focused on reading comprehension, to demonstrate concept mapping's potential in developing higher-order literary analysis skills and validating its construct through CFA.