Professional Documents
Culture Documents
Essential Questions:
What is theme?
CCSS.ELA-LITERACY.W.8.1.B
Support
claim(s)
with
logical
reasoning
and
relevant
evidence,
using
accurate,
credible
sources
and
demonstrating
an
understanding
of
the
topic
or
text.
CCSS.ELA-LITERACY.W.8.2.C
Use
appropriate
and
varied
transitions
to
create
cohesion
and
clarify
the
relationships
among
ideas
and
concepts.
CCSS.ELA-LITERACY.W.8.2.A
Introduce
a
topic
clearly,
previewing
what
is
to
follow;
organize
ideas,
concepts,
and
information
into
broader
categories;
include
formatting
(e.g.,
headings),
graphics
(e.g.,
charts,
tables),
and
multimedia
when
useful
to
aiding
comprehension.
CCSS.ELA-LITERACY.RL.8.4
Determine
the
meaning
of
words
and
phrases
as
they
are
used
in
a
text,
including
figurative
and
connotative
meanings;
analyze
the
impact
of
specific
word
choices
on
meaning
and
tone,
including
analogies
or
allusions
to
other
texts.
*Note: although this unit does not specifically identify figurative and connotative meaning, when using close reading students are expected to engage
with the text and determine words they do not know to further identify theme. This is also a work-in-progress standard
Learning Objectives:
Students will know
Students will be able to
Resources/Materials:
Miss Peregrines Home for Peculiar Children
Fable stories (ie; The Tortoise and the Hare)
Bubble Maps
Quote logs
Computers
Articles/pictures for the background information day
Sample papers, quote logs, and bubble maps from previous classes to use as examples
Chart paper
White board
Stage 2 Evidence (Assessment)
Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam,
discussion); Written Response (short constructed response questions, entrance/exit slips, essays); Performance
Assessment (role-play, Simulation, labs, dramatization)
Diagnostic Assessment:
I will be doing a pretest at the beginning of the unit that will gauge students understanding of theme. This will help me determine
how much students already know and how much further in-depth I will need to go
Pre-Test: This test will assess students knowledge on what theme is and how to detect it. This will not be graded. Students will be
given multiple excerpts that address theme, and then they will be asked to write what they believe the theme of that scenario is.
Example:
Tim hated his old baseball glove. He wanted to play with a new glove, but he didnt have any money, so he decided to steal it. But when Tim
got caught stealing the glove, his parents said he couldnt play baseball all summer.
Possible student answers to this paragraph will include If you want something, you have to work for it, and Actions have
consequences. These are more statements that will be accepted because they can then be turned into an overlying theme.
Answers that show a student was struggling with this would be Tim shouldnt steal because it is content level and not an overall
lesson
If students already understand the concept of theme, I will give them the graphic organizer that will be the last step of students
preparation in the essay (this will be further explained in the calendar). The activity asks students to choose evidence from the text
to support different themes after discussing possible themes as a class. I will meet with these students that are ahead of the game
and give them the chart before we begin reading and explain what I would like them to do. Even if these students do pass the
pretest with flying colors, I still think the overall lessons in the unit will be beneficial. Meeting with these students and allowing them
to see their expectations will help them focus more during their reading, whereas I think the rest of the class, if they are not as
comfortable with the concept of theme, will be overwhelmed, which is why I plan to wait.
Students will be asked to complete a quote log for the entire novel. This will be modeled to them and they will be shown examples,
as well as given opportunities to compile their peers work with their own (students can be magpies too, right?). They will be
expected to add on from students work to their own in a different color (this will be provided to them during group work), and
I will check each quote log at the beginning of each class to ensure that students have done their own part. This will help with
scaffolding for students, as well as give students another way to think. It teaches students to be responsible because they will need
to be prepared, and will give them a deeper understanding of how to identify important quotes in the text. Later in the unit, these
quotes and ideas will lead to discussions on theme and students will be asked to apply the quotes to their own theme. If they dont
find their specific quotes to be useful, they will be able to work in groups. This may also help students to reference areas in the text
since they wrote about that quote in order to gather information that is more applicable.
o Quote logs will be checked for completion, and observation on student involvement in discussion will also be counted.
o I will not collect the quote logs for content or for how well it was done because that will be shown in the essay that they
write
Students will have different opportunities for group work where they are asked to present something brief to the class
o Background information, Fable study
Bell Ringer after the book will be used to gauge students reading completion. This will be checked to ensure students are
reading, and will let me know whether or not students are ready to move on or will need an extra day added in to finish reading. I
know this book is long and I wanted to make sure we got through it without losing student interest, so we may need to pause at
the end and allow for a catch up day.
Students have multiple opportunities to work in groups and feed off each others ideas. With the quote log, I can help students by
giving specific quotes and have them reflect on it as they are reading, instead of them needing to find the quote themselves.
Students will be asked to write an analytical essay on theme in which they support the theme that they chose, what it was and what
it teaches, with specific evidence from the text. This will have students thinking about what theme they find most valuable and how
the author supported that theme in the text. Students will have to draw from their own experience as they read as well as their
peers experiences (from the collaboration on the quote logs). Students will be assessed in their understanding of theme, their use
of quotations and paraphrasing, and their supporting evidence/whether or not the evidence they chose was relevant.
The bubble map will be collected at the same time as the essay to give students who may struggle with writing the opportunity to
still do well in their understanding of theme. Students will get points for having the required amount of themes and supporting
evidence and whether or not their evidence is relevant to the theme.
*Diverse learners:
Struggling students will be given a theme to work off of instead of choosing their own in order to narrow their thinking. They will
also be required to do less with the bubble map only using the one theme and multiple quotes. They will get approval on their
quote choices before they begin writing.
Gifted students will be given the option to compare two themes with multiple text examples. This will go beyond the original
analytical essay and ask them to compare to themes and why they may be important, why the author chose those, and how they
may be related. This strays from the original assessment so students would be asked to meet with me to go over possibilities and
guidelines.
Tuesday
Wednesday
Thursday
Friday
Administer
pretest
The
pretest
will
assess
students
familiarity
and
ability
to
determine
theme
in
short
excerpts.
(Specific
example
is
included
in
the
assessment
portion)
Background
Information
Refugees,
WWII,
and
Orphanages
in
this
time
period
o In
small
groups,
students
will
research
the
following
categories
and
give
a
short
summary
presentations
Students
will
use
computers,
and
I
will
provide
newspaper
articles
and
primary
sources
Differences
between
Main
Idea
and
Theme
Define
theme:
moral,
message,
or
lesson
that
a
story
identifies
Define
main
idea:
mostly
what
the
story
is
about
Create
an
anchor
chart
with
the
whole
class
o One
side
will
show
Theme
and
the
definition,
other
side
will
show
Main
Idea
and
definition
o Whole
class
will
come
up
with
possible
themes,
then
main
ideas
that
may
coincide
o Example:
Jealousy
as
theme,
main
idea
would
be
Amanda
always
wanted
the
same
things
as
Mary
Discussion
on
important
vocabulary
o Provide
students
with
definitions
of
words
that
they
may
not
be
familiar
with
Give
disclaimer
on
language
and
controversial
topics
(warning
of
death)
Read
the
prologue
can
also
be
paraphrased.
I
will
model
how
to
find
quotes
that
are
useful,
how
to
cite
them,
and
how
to
paraphrase.
This
will
be
modeled
as
we
begin
to
read
Ch.
1
in
class.
HW:
Finish
Ch.
1
and
2
o Anchor
chart
will
be
hung
in
the
class
for
future
reference
Theme
and
Main
Idea
Word
Sort
o In
groups
of
2
or
3
students
will
be
given
an
envelope
with
themes
and
main
ideas.
Students
will
have
to
sort
them
according
to
which
one
they
fall
under
o Examples:
Never
give
up
on
something
that
is
important
to
you
would
be
theme,
The
boys
never
expected
to
get
caught
stealing
the
chips
but
the
security
camera
saw
them
would
be
main
idea
o Themes
and
main
idea
do
not
have
to
coincide;
not
all
themes
will
have
a
matching
main
idea
HW:
Finish
Ch.
6
6
Reading
in
class:
Chapter
10
out
loud
(modeling
fluency
and
also
pointing
out
helpful
quotes
to
make
sure
that
students
are
understanding
the
dialectical
journal,
especially
after
the
group
work
the
day
before).
Students
will
be
adding
to
the
dialectical
journals
as
we
read.
HW:
Finish
10
and
11
Students
will
be
given
a
bell
ringer
to
explain
what
the
book
is
about.
This
will
help
students
subconsciously
consider
theme,
as
well
as
prove
that
they
have
read
(or
at
least
taken
the
time
to
look
up
summaries).
DETAILED
LESSON
PLAN
ATTACHED
10
Jigsaw
Discussion:
Students
will
start
in
their
groups
form
the
day
before
and
have
ten
minutes
to
finish
adding
any
additional
themes
or
quotes
to
their
list.
Each
group
should
have
at
least
5
quotes
and
5
themes
(this
should
not
be
hard
since
students
will
be
building
from
their
own
dialectical
journal).
Students
will
write
in
a
different
color
pen
to
determine
their
work
from
the
work
that
they
are
adding.
One
student
from
each
group
will
rotate
and
they
will
continue
to
compile
new
ideas,
new
quotes,
and
new
themes.
This
will
go
11
12
13
14
15
16
17
18
19
20