Themes Lessons
Identifying Theme

Write a Theme Based Story

Themes Extensions
Extensions

Themes PDF Downloads
Themes List

Theme: Story Planning Matrix and Paulo's Story

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 5-7 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. 

Ohio Academic Content Indicators

2001.EL.S05.G04-07.BE.L05.I05    
Summarize stated and implied themes.

2001.EL.S05.G04-07.BE.L06.I05    
Identify recurring themes, patterns and symbols found in literature from different eras and cultures.

2001.EL.S05.G04-07.BE.G07.I05   
Identify recurring themes, patterns and symbols found in literature from different eras and cultures.

Ohio Achievement/Proficiency Tests Theme Question Types

• What would be another good title for this selection?
• What is the theme of this selection?
• The selection focuses on which theme?
• Where is there a major contrast in the selection?
• Identify an example of a word or phrase that is repeated in the selection and explain why the author makes this repetition.
• What does (a given theme/action/pattern) from the selection symbolize?

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

Identifying Theme

Materials:

• Internet Access. See the third, fourth, and fifth bullets under Procedure.
• Passages, poems, or short stories for which the students will identify theme. Click here to see a list of internet sites that make text available on line.

Procedure:

• Remind, teach or have the students research the definition of theme and its purpose in literary text:
• One word themes are not usually enough. Example: A student might identify a theme as "freedom". That is not specific. It may mean, "Personal freedoms, like those listed in the United States Bill of Rights, are good and necessary." It may also mean, "Personal freedoms have gone too far and must be reduced," or “Freedom cannot exist without personal responsibility.”
• Sites the speak about the nature and purpose of theme include:
• “Teaching Literature: Theme:” http://members.fortunecity.com/nadabs/
  literature-theme.html
• “Theme (Literature):” http://en.wikipedia.org/wiki/Theme_(literature)
• “Elements of Fiction: Definition of Theme”
• http://bcs.bedfordstmartins.com/virtualit/fiction/elements.asp?e=6
• “Theme: What does it mean?” http://staff.fcps.net/tcarr/shortstory/plot1.htm#Theme
• “Literary Elements: Theme”
• http://www.orangeusd.k12.ca.us/yorba/
  literary_elements.htm#THEME
• Have the students read short stories and identify the theme(s). Use a current classroom text or download public domain text from one or more of the following sites:
• http://etext.virginia.edu/toc/modeng/public/AesFabl.html
• http://classics.mit.edu/Aesop/fab.1.1.html
• http://onlinebooks.library.upenn.edu/archives.html Choose from text, html, or handheld computer (Palm, Microsoft) versions.
• The following sites offer routines or methods for identifying literary themes:
• “Finding the Theme” http://www.learner.org/exhibits/literature/read/theme2.html 
• “Theme” http://www.orangeusd.k12.ca.us/yorba/
  literary_elements.htm#THEME
• “Guidelines for Reading and Analyzing Literature,” Dr. Tina L. Hanlon. Scroll down the page for information about images and symbols. Scroll on down the page for information about theme. http://www.ferrum.edu/thanlon/StudyQ/Litguide.htm.
  The following sites offer routines or methods for identifying literary themes: “Analytical Guide for Studying Fiction.” See especially Theme and Symbol and Allegory. http://www.csupomona.edu/~delashgari/tools/
  analyticalguide.html#anchor1467586

Write a Theme-based Story

Materials:

• List of themes. See the “Themes List” in the introductory section of this unit or create your own list.
• Student Handout “Paulo’s Story”
• Student Handout “Theme • Story Planning Framework”
• A holistic rubric for evaluating writing. See #6 below for suggestions and ideas.

Procedure:

• Give the students a list of theme ideas. Choose from the “Themes List” provided in this unit, create your own list, or have the students develop their own list.
• Have the student’s choose one theme.
• Display or give the students the handout “Paulo’s Story” so that they may see the elements of the theme story planning framework.
• Give the students the handout “Theme • Story Planning Framework” 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:
• Ohio Department of Education: Grade 4: Downloadable PDF file: http://www.ode.state.oh.us/GD/DocumentManagement/
  DocumentDownload.aspx?DocumentID=9862.
• Ohio Department of Education: 6-Point Holistict Rubric for the Ohio Graduation Test. Downloadable PDF file: http://www.ode.state.oh.us/GD/DocumentManagement/
  DocumentDownload.aspx?DocumentID=3983.
• http://www.eed.state.ak.us/tls/frameworks/langarts/42tools.htm
  #holisticwritingassessment
• http://www.fcps.edu/DIS/OHSICS/forlang/PALS/rubrics/2wrt_hol.htm