Themes Lesson
Themes
Themes Extensions
Extensions
Themes PDF Downloads
Themes List
Using Themes in a Story & Marika and the Bully
Complete Themes, Patterns and Symbols Unit |
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7 Themes, Patterns, and Symbols
Episode: Neil Armstrong
Lesson Overview
The purpose of the lessons in this unit is to help Ohio students in grades 3-7 learn the characteristics of the literary text THEME indicators that they must master for their respective Ohio achievement tests. Special care has been taken to dovetail the lessons with the indicators and the types of questions commonly asked on Ohio tests. The lessons are divided into two sections: Grades 3-4 and Grades 5-7.
Ohio Academic Content Indicators
2001.EL.S05.GKG-03.BE.L03.I06
Identify stated and implied themes.
2001.EL.S05.G04-07.BE.L04.I05
Determine the theme and whether it is implied or stated directly.
Ohio Achievement/Proficiency Tests Theme Question Types
- What would be another good title for this selection?
- What is the theme of this selection?
Neil Armstrong
Episode Overview
The episode begins when Neil Armstrong was a Boy Scout exploring near his home with friends. The majority of the episode is a tall tale where Neil meets supernatural characters and props. He uses his new companions to save his hometown from a fire.
Access this episode's Before Viewing and After Viewing discussion guides by downloading the complete unit guide.
Themes, Patterns and Symbols Lesson
Materials:
- Examples of Aesop’s fables. See #2 below for ideas and suggestions.
- List of themes. See the “Themes List” above or create your own list.
- Student Handout “Marika and the Bully” (Second page of the PDF download, "Using Theme in a Story")
- Student Handout “Using Theme in a Story”
Procedure:
- Provide the students with a definition of theme that they can understand. For example:
- The theme of a story is the lesson, truth or understanding about the nature of human beings that the author thinks readers or viewers can use to make their own lives better.
- Share one or more of Aesop’s fables and lead the children to discuss how the moral of the story could be applied in their own lives.
- Suggested fables:
- The Dog in the Manger: “People often resent others enjoying what they cannot enjoy themselves.”
- The Boy Who Cried Wolf (also known as The Shepherd’s Boy and the Wolf): "Nobody believes a liar...even when he is telling the truth!"
- The Fox and the Grapes (also known as: Sour Grapes): “It's easy to despise what you cannot have.”
- The Hare and the Tortoise (also known as The Tortoise and the Hare): "Don't brag about your lightning pace, for Slow and Steady won the race!"
- Aesop’s Fable Directories:
- Provide the students with a list of themes and ask them choose one. See the “Themes List” included in this unit. Some examples include:
- Accepting a challenge leads to positive results.
- Good triumphs over evil.
- Growing up is wonderful and should be enjoyed.
- Growing up is full of challenges well worth taking on.
- Our futures are built by our dreams.
- Making things better for others/another (people or animals) benefits both you and the others.
- Display or give the students the handout “Marika and the Bully” so that they may see the elements of a theme-based story planning framework.
- Give the students the handout “Using Theme in a Story” to use as a tool to help them create a theme-based story. Explain that they may simply refer to the framework, write notes on it, or fill it out completely as part of their prewriting, organizing stage.
- Have the students compose a theme-based story.
- Evaluate the writing with a holistic-writing rubric such as:
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