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Page 1 AKS Lesson Plan

Academic Knowledge & Skills Lesson Plan

Lesson Name Theme: What is Theme and How do I Identify it in Literature?

Grade Subject Course Topic‐Strand 5 Language Arts A – Reading: Literature

D – Writing E – Speaking and Listening

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Theme in Literature 6 days, 1 of 6 days

AKS# Description

2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

30 Draw evidence from literary or informational texts to support analysis, reflection, and research

32 Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 5 topics and text, building on others’ ideas and expressing their own clearly.

32d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions

Materials/Links/Text References

Attach a file or insert an existing resource here:

Suggested Short and Extended Texts: (genre) S‐short, E‐extended James and the Giant Peach by Roald Dahl (A, F)E The Mouse and the Motorcycle by Beverly Cleary (A, F) E Alice in Wonderland by Lewis Carroll (F) E The Secret Garden by Frances Hodgson Burnett (F) E The Swiss Family Robinson by Johann David Wyss (A) E Bud, Not Buddy by Christopher Paul Curtis (HF) E Pink and Say by Patricia Polacco (HF) S Sky Boys: How They Built the Empire State Building by Deborah Hopkinson (HF) S Faithful Elephants by Yukio Tsuchiya (HF) S Nettie’s Trip South by Ann Turner (HF) S Baseball in the Barrios by Henry Horenstein (RF) S The Toughest Cowboy: or How the Wild West Was Tamed by John Frank (TL) S American Tall Tales by Mary Pope Osborne (TL) S The Bunyans by Audrey Wood (TL) S


Teammates by Peter Golenbock (HF) S

Materials: Chart paper or Interactive Board (notes on how to find theme) Document Camera or copies of text to use for shared reading to determine theme Independent Books – literature short text for students to practice determining theme Reader’s Notebooks Essential Questions What should students know when unit or lesson is completed?

How can readers identify the theme of a literature text?

Essential Vocabulary Reading Workshop, Short and Extended Text, Reader’s Notebook, Reading List, Genre, Buzz, Reading Partners, Classroom Library, Connections, Theme

Teacher Lesson Prep Suggestions (Optional) Attach a file or insert an existing resource here:

When determining theme, the reader must read the piece of literature in its entirety and then consider the message or meaning. The theme may be explicit, but it is often implicit. The reader makes an inference based on what a character learns or what challenges the character faces. The reader must also consider what message the author is sending to the reader. **When selecting a short or extended text for this lesson, make sure you have already read the book in its entirety as a shared reading experience prior to the lesson. Remember you are reading from a fewer amount of texts each nine weeks and going deeper with just a few.

Assessment Strategies Attach a file or insert an existing resource here:

Observe and confer with students about theme with their independent book and during guided reading.

Required Background Knowledge for Students Attach a file or insert an existing resource here:


Quality + Teaching Strategies Assessment

Comparison & Contrast

Literacy

Non‐Verbal Presentation

Technology

x Questioning

Summarizing

Background Knowledge

Collaboration

x Modeling & Practice

Problem Solving

Student Goal Setting

Vocabulary

x

x x

x x

x CHECK ALL THAT APPLY

Activating Strategy/Mini‐Lesson/Warm‐Up Attach a file or insert an existing resource here:

Connect: You have probably read a text before and after reading it you realized that the author was trying to teach something from that text. You may have not realized it but you were thinking about the theme of the text. This is what we are going to focus on learning in the next few lessons. Teach: Readers identify the theme in a literature text. Let’s define theme. (Ask students to take notes on the steps to identifying the theme of a story in their reader’s notebook as you write on chart paper or the interactive board.) Theme – the message the author is sending to the reader or the lesson learned by the main character(s). Here is how to find the theme:

1. Read the book or passage in its entirety. Stop and think about the author’s message and/or the character’s feelings when faced with challenges while reading.

2. Ask yourself, “What message is the author sending to me, the reader?” 3. Ask yourself, “What lesson is learned by the main character(s)?” 4. After answering these questions, write a sentence that describes the theme. Be sure to write one

sentence that summarizes the message or lesson.

Now, we are going to try out identifying theme by looking back at a book that we have already read ___________. Choose a text where the theme is more explicit for today’s lesson. As we reread parts of this book we will stop, discuss, and chart some notes on what we think the author’s message is and identify the character’s feelings as they encounter challenges. Now, that we have analyzed this book, let’s go back and ask ourselves the two questions from the list on the chart.

What message is the author sending to me, the reader?

What lesson is learned by the main character(s)? Let’s write a few notes about both questions. Now let’s decide on one sentence to write that describes the message or lesson taught. (Write…The theme of this book is…). Active Engagement: In your reading partners discuss the steps you will take to write the theme of your independent text. Now some of your texts are chapter books, because they are chapter books you must take a few notes in each chapter to keep up with what you think the author’s message is and/or what lesson you think the main character(s) might be learning or challenges they have faced.


Link: As you are reading independently this week, you will be reading a literature book and taking notes on these two questions to determine its theme by the end of the week.

Instructional Activities Attach a file or insert an existing resource here:

During this time, confer with students about identifying theme in their literature book. Also, check to see if they are reading a book that they can complete in a week’s time to practice this skill. Apply this skill to the guided reading lessons. Since these books’ lengths are usually shorter, then it makes practicing this skill during guided reading easier to accomplish the task.

Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other

This element of fiction is challenging for all students to determine and therefore needs to be extended into all subgroups through guided reading. The selection of texts for practicing this skill would be differentiated instead by level and degree of implicitness of the theme.

Summarizing Strategies (Share) Gather students back together and ask one person to share his/her thinking about the theme for his/her book so far. Remember when determining theme you must think about how the character(s) think and feel about the challenges they face in the book. Then you must think about the lesson learned by the character(s). At that point you then can determine the theme. Other (Optional) Homework

Read 20 minutes. Think about theme of your book being read at home.

Copyright/Citations (as needed)



Lesson Name Theme: What is Theme and How do I Identify it in Literature?




AKS# Description







Suggested Short and Extended Texts: (genre) S‐short, E‐extended James and the Giant Peach by Roald Dahl (A, F)E The Mouse and the Motorcycle by Beverly Cleary (A, F) E Alice in Wonderland by Lewis Carroll (F) E The Secret Garden by Frances Hodgson Burnett (F) E The Swiss Family Robinson by Johann David Wyss (A) E Bud, Not Buddy by Christopher Paul Curtis (HF) E Pink and Say by Patricia Polacco (HF) S Sky Boys: How They Built the Empire State Building by Deborah Hopkinson (HF) S Faithful Elephants by Yukio Tsuchiya (HF) S Nettie’s Trip South by Ann Turner (HF) S Baseball in the Barrios by Henry Horenstein (RF) S The Toughest Cowboy: or How the Wild West Was Tamed by John Frank (TL) S American Tall Tales by Mary Pope Osborne (TL) S The Bunyans by Audrey Wood (TL) S


Teammates by Peter Golenbock (HF) S

Materials: Chart or Interactive Board (notes on how to find theme from previous lesson) Document Camera to display text or copies of text to use for shared reading to determine theme Independent Books – literature short text for students to practice determining theme Reader’s Notebooks Essential Questions What should students know when unit or lesson is completed?

How can readers identify the theme of a literature text?

Essential Vocabulary Reading Workshop, Short and Extended Text, Reader’s Notebook, Reading List, Genre, Buzz, Reading Partners, Classroom Library, Connections, Theme


When determining theme, the reader must read the literature piece in its entirety and then consider the message or meaning. The theme may be explicit, but it is often implicit. The reader makes an inference based on what a character learns or what challenges the character faces. The reader must also consider what message the author is sending to the reader. **When selecting a short or extended text for this lesson, make sure you have already read this book in its entirety as a shared reading experience prior to the lesson. Remember you are reading from a fewer amount of texts each nine weeks and going deeper with just a few.


Observe and confer with students about theme with their independent book and during guided reading.





Literacy


Technology

x Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

x

x x

x x



Connect: Let’s look back at yesterday’s lesson on theme when we were learning how to determine theme by looking for clues to the author’s message or the lessons learned or challenges faced by the main character(s). Today we will continue our thinking about identifying theme. Teach: Readers identify the theme in a literature text. Let’s take a look back at the chart that describes the steps in determining theme. Do you have any questions about how to do this? Something new to add to our thinking about theme is that some texts have more than one theme. Add this to your notes as I add this to our chart.

Today we are going to use these steps again to identify theme in a literature text. Again this is a text that you are familiar with from a previous shared reading. Choose a text that has more than one theme and is a different literature genre from Day 1. Let’s reread, discuss, and take notes on the author’s message and the character’s feelings and challenges the character faced. As we reread let’s ask ourselves the two questions from the list on the chart.

What message is the author sending to me, the reader?

What lesson is learned by the main character(s)? Let’s write a few notes about both questions. What could be a possible theme to this book? This is one theme of this book. (Write…The theme of this book is…). Active Engagement: Now you remember earlier in this lesson, I said that a text can have more than one theme. What is another possible theme from this text? Use the two questions again to guide you. In your reading partners, discuss another theme from this book. Together write a one sentence theme that you have thought of to share. Let’s share other possible themes to this book. Link: Remember as you are reading independently this week, you will be reading a literature book and taking notes on these two questions to determine its theme by the end of the week.



During this time, confer with students about identifying theme in their literature book. Also, check to see if they are reading a book that they can complete in a week’s time to practice this skill. Apply this skill to the guided reading lessons. Since these books’ lengths are usually shorter, then it makes practicing this skill during guided reading easier to accomplish the task.


This element of fiction is challenging for all students to determine and therefore needs to be extended into all subgroups through guided reading. The selection of texts for practicing this skill would be differentiated instead by level and degree of implicitness of the theme.

Summarizing Strategies (Share) Gather students back together and ask one person to share his/her thinking about the theme for his/her book so far. Remember when determining theme you must think about how the character(s) think and feel about the challenges they face in the book. Then you must think about the lesson learned by the character(s). At that point you then can determine the theme. Other (Optional) Homework

Read 20 minutes. Think about theme of your book being read at home.




Lesson Name Theme: What is Theme and How do I Identify it in Poetry?




AKS# Description







Suggested Short and Extended Texts: (genre) S‐short, E‐extended Make sure when selecting a poem, find an appropriate reading level for grade level. A Family of Poems: My Favorite Poems for Children by Caroline Kennedy & Jon J. Muth – (P) S Classic Poetry: An Illustrated Collection by Michael Rosen & Paul Howard– (P) S The 20th Century Children’s Poetry Treasure by Jack Prelutsky & Meilo So– (P) S The Children’s Book of Virtues by William J. Bennett & Michael Hague– (P) S 100 Best Loved Poems by Philip Smith– (P) S http://www.poetry4kids.com/ (Free) http://www.gigglepoetry.com/ (Free) http://www.storyit.com/Classics/JustPoems/index.htm (Free) http://www.poetryarchive.org/childrensarchive/home.do (Free) Classic Poems http://www.poetry‐online.org/childrens_poetry_resource_index.htm (Free) Classic Poems Materials: Chart paper or Interactive Board (notes on how to find theme)


(Look for poems that the theme is more explicit for this first day.) Document Camera to display poem or copies of poem to use for shared reading to determine theme Independent Poem – poems for students to practice determining theme Reader’s Notebooks

Essential Questions What should students know when unit or lesson is completed?

How can readers identify the theme of a poem?

Essential Vocabulary Reading Workshop, Short and Extended Text, Reader’s Notebook, Reading List, Genre, Buzz, Reading Partners, Poetry, Theme


When determining theme, the reader must read the poem in its entirety and then consider the message or meaning. The theme may be explicit, but it is often implicit. The reader makes an inference based on how the speaker in the poem reflects upon the topic to determine theme. **When selecting a poem, make sure you have already read the poem in its entirety as a shared reading experience prior to the lesson. Remember you are reading from a fewer amount of texts each nine weeks and going deeper with just a few.


Observe and confer with students about theme with their independent poem and during guided reading.




Literacy


Technology

x Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

x

x x

x x




Determining Theme in Poetry

Title: __________ What do you think the poem is about?

What is the topic?

Describe the speaker’s thoughts & feelings?

Do the speaker’s thoughts & feelings change?

Determine the theme: What message is the poet sending? OR What lesson is learned by the speaker?

Connect: Let’s look back at yesterday’s lesson on theme when we were learning how to determine theme by looking for clues to the author’s message or the lessons learned or challenges faced by the main character(s). Today we will continue our thinking about identifying theme, but in poetry. Teach: Readers identify the theme in poetry.

Add the five steps to your notes as I add these to our chart. 1. Read the title. Write down thoughts on what the poem could be about. 2. Identify the topic. Even though poems tend to be short, the reader should read it several times to

figure out the topic of the poem. Most poems do not tell you what they are about in an explicit way. So rereading it will help you understand what the topic of the poem.

3. Describe the speaker’s thoughts and feelings about the topic. To do this, look for clues that tell the speaker’s thoughts and feelings about the topic of the poem. For instance, a poem’s topic might be gardening and it says the speaker enjoys the aroma of roses as they pass by them daily in the garden. The phrases ‘enjoys the aroma’ and ‘daily in the garden’ lets you know that the speaker likes to spend time every day outside in the garden.

4. Look for changes in the speaker’s thoughts and feelings. Sometimes the speaker’s thoughts and feelings about the topic change in the poem. If they do change and the reader doesn’t notice this then they will not determine the theme correctly.

5. Determine the theme. To determine the theme, consider the speaker’s thoughts and feelings on the topic and then ask… What message is the poet sending to me, the reader? OR What lesson is learned by the speaker in the poem?

Today we are going to use these steps again to identify theme in a poem. This is a poem that you are familiar with from a previous shared reading. Choose a poem that is more explicit for this first day of determining theme. Let’s create a chart to record our thoughts. Tell students to create a chart like the one above in the readers’ notebooks. Go through each step to determine the theme of the poem. Active Engagement: Turn to your partner to describe the steps on how to determine theme of a poem. Compare/Contrast determining theme in literature versus poetry. Link: Today, you are going to work on practicing how to determine theme from another poem with a partner. When you finish, you may continue to read your independent book.



During this time, confer with students about identifying theme poetry. Apply this skill to the guided reading lessons, but use poems as your text.


This element of fiction is challenging for all students to determine and therefore needs to be extended into all subgroups through guided reading. The selection of texts for practicing this skill would be differentiated instead by level and degree of implicitness of the theme. The implicit nature of poetry can be difficult for ESOL and SPED students. It helps to practice with explicit poems at first.

Summarizing Strategies (Share) Gather students back together and have them share details of the notes they took about the poem. Then ask students to share the theme. Remember when you are determining theme of poetry you have to think about the topic and the speaker’s thoughts and feelings about the topic. Other (Optional) Homework

Read 20 minutes. Send home a poem for students to practice determining its theme.




Lesson Name Theme: What is Theme and How do I Identify it in Poetry?




AKS# Description







Suggested Short and Extended Texts: (genre) S‐short, E‐extended Make sure when selecting a poem, find an appropriate reading level for grade level. A Family of Poems: My Favorite Poems for Children by Caroline Kennedy & Jon J. Muth – (P) S Classic Poetry: An Illustrated Collection by Michael Rosen & Paul Howard– (P) S The 20th Century Children’s Poetry Treasure by Jack Prelutsky & Meilo So– (P) S The Children’s Book of Virtues by William J. Bennett & Michael Hague– (P) S 100 Best Loved Poems by Philip Smith– (P) S http://www.poetry4kids.com/ (Free) http://www.gigglepoetry.com/ (Free) http://www.storyit.com/Classics/JustPoems/index.htm (Free) http://www.poetryarchive.org/childrensarchive/home.do (Free) Classic Poems http://www.poetry‐online.org/childrens_poetry_resource_index.htm (Free) Classic Poems Materials: Chart paper or Interactive Board (notes on how to find theme)


(On this second day, find poetry that contains figurative language and creates implicitness.) Document Camera to display poem or copies of poem to use for shared reading to determine theme Independent Poem – poems for students to practice determining theme Reader’s Notebooks Essential Questions What should students know when unit or lesson is completed?

How can readers identify the theme of a poem?

Essential Vocabulary Reading Workshop, Short and Extended Text, Reader’s Notebook, Reading List, Genre, Buzz, Reading Partners, Poetry, Theme, Figurative Language


When determining theme, the reader must read the poem in its entirety and then consider the message or meaning. The theme may be explicit, but it is often implicit. The reader makes an inference based on how the speaker in the poem reflects upon the topic to determine theme. **When selecting a poem, make sure you have already read the poem in its entirety as a shared reading experience prior to the lesson. Remember you are reading from a fewer amount of texts each nine weeks and going deeper with just a few.


Observe and confer with students about theme with their independent poem and during guided reading.




Literacy


Technology

x Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

x

x x

x x




Determining Theme in Poetry

Title: __________ What do you think the poem is about?

What is the topic? Meaning of figurative language used?

Describe the speaker’s thoughts & feelings? Meaning of figurative language used?

Do the speaker’s thoughts & feelings change? Meaning of figurative language used?

Determine the theme: What message is the poet sending? OR What lesson is learned by the speaker?

Connect: Yesterday, you learned how to determine theme in poems. Today you are going to continue learning how to determine theme in poetry. Teach: Readers identify the theme in poetry.

Remember these steps we took yesterday? Well, the poems we used to learn how to determine theme were more explicit or easy to identify the topic, the speaker’s thoughts, and determine theme. Today, you will learn that most poems are not that easy to determine theme. Most poetry contains figurative language making it difficult. So, let’s consider figurative language and its meaning as a part of determining theme. Refer to steps of determining theme and then point out where figurative language has been added. 1. Read the title. Write down thoughts on what the poem could be about. 2. Identify the topic. Look for examples of figurative language where the reader needs to determine

the meaning in order to understand the topic. 3. Describe the speaker’s thoughts and feelings about the topic. To do this, look for clues that tell the

speaker’s thoughts and feelings about the topic of the poem. Also be aware that the poet might use figurative language to describe the speaker’s thoughts and feelings.

4. Look for changes in the speaker’s thoughts and feelings. Sometimes the speaker’s thoughts and feelings about the topic change in the poem. If they do change and the reader doesn’t notice this then they will not determine the theme correctly. Notice any use of figurative language.

5. Determine the theme. To determine the theme, consider the speaker’s thoughts and feelings on the topic and then ask… What message is the poet sending to me, the reader? OR What lesson is learned by the speaker in the poem?

Today we are going to use these steps again to identify theme in a poem. This is a poem that you are familiar with from a previous shared reading. Choose a poem that states the theme implicitly and uses figurative language. Let’s create a chart to record our thoughts. Tell students to create a chart like the one above in the readers’ notebooks. Go through each step to determine the theme of the poem. Active Engagement: Now you try this out with another poem. Allow students to work in partners to determine theme. Link: Today, you are going to work on practicing how to determine theme with a partner. When you finish, you may continue to read your independent book.



During this time, confer with students about identifying theme poetry. Apply this skill to the guided reading lessons, but use poems as your text.


This element of fiction is challenging for all students to determine and therefore needs to be extended into all subgroups through guided reading. The selection of texts for practicing this skill would be differentiated instead by level and degree of implicitness of the theme. The implicit nature of poetry can be difficult for ESOL and SPED students. It helps to practice with explicit poems at first.

Summarizing Strategies (Share) Gather students back together and have them share details of the notes they took about the poem. Then ask students to share the theme. Remember when you are determining theme of poetry you have to think about the topic and the speaker’s thoughts and feelings about the topic, but also be aware of any figurative language and the meaning of it. Other (Optional) Read 20 minutes. Send home a poem for students to practice determining its theme.




Lesson Name Theme: What is Theme and How do I Identify it in a Drama or Play?




AKS # Description







Suggested Short and Extended Texts: (genre) S‐short, E‐extended Make sure when selecting a play/drama to find an appropriate reading level for grade level. 10 Best Plays by Debbie Nyman (D)E Polly Plays Her Part by Anne‐Marie Conway (D) E Collected Verse Plays by Richard Eberhart (D) E Mad World, My Masters and Other Plays by Thomas Middleton (D) E Contemporary Black American Playwrights and Their Plays by Bernard L. Peterson Jr. (D) E Alchemist and Other Plays by Ben Johnson (D) E http://www.kidsinco.com/complete‐list‐of‐playscripts/ (free) http://www.asu.edu/lib/speccoll/drama/collections.htm (free) http://www.teachingheart.net/readerstheater.htm (free) http://www.aaronshep.com/rt/RTE.html (free) http://classicacts.net/ ($) http://www.nosweatshakespeare.com/shakespeare‐for‐kids/ ($)


Materials: Chart paper or Interactive Board (notes on how to find theme) Document Camera to display play or copies of play to use for shared reading to determine theme Play for Independent work Reader’s Notebooks


How can readers identify the theme of a drama or play?

Essential Vocabulary Reading Workshop, Short and Extended Text, Reader’s Notebook, Reading List, Genre, Buzz, Reading Partners, Classroom Library, Connections, Theme, Drama, Play, Playwright, Scene




Observe and confer with students about theme a play and during guided reading.





Literacy


Technology

x Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

x

x x

x x



Determining Theme in a Drama or Play

Title: __________ What do you think the play is about?

What is the topic? Look at each scene to help.

Describe a main character’s actions, thoughts & feelings at beginning of the play.

Describe a main character’s actions, thoughts & feelings at the beginning of the play.

Describe any changes a main character has in their actions, thoughts & feelings at the end of a play.


Determine the theme: What message is the playwright is sending? OR What lesson is learned by a main character?

Connect: Let’s look back at yesterday’s lesson on theme when we were learning how to determine theme in a poem by analyzing figurative language and the meaning of it. Today we will continue our thinking about identifying theme instead with dramas or plays. Teach: Readers identify the theme in a drama or play. First let’s quickly discuss the genre of a drama or play. As you remember these contain a cast of characters, dialogue the characters’ speak, actions the characters’ perform, and scenes that let you know the setting. Plays also contain a theme. Let’s take a look back at the chart that describes the steps in determining theme. I am going to show you how and where I’ve made a few changes to determine theme in a play or drama.

1. Read the title. Write down thoughts on what the play could be about. 2. Identify the topic. Reread the play and think about each scene. What story are the scenes telling? 3. Describe the characters’ through their dialogue. There can be many characters in a play. Through

them we discover the topic. Therefore, the audience must find out the plot of the play through the characters dialogue which shows their actions, thoughts and feelings.

4. Look for changes in the characters’ actions, thoughts and feelings. Usually at least one character changes the way they think or feel about the topic of the play as the play progresses. It is important


to take notice in order to determine the theme. 5. Determine the theme. To determine the theme, consider the characters’ thoughts and feelings on

the topic and then ask… What message is the playwright sending to me, the reader? OR What lesson is learned by the characters in the poem?

Today we are going to use these steps to determine the theme in a play we are familiar with. Select a play where the theme is easy to determine. Go through the steps and create a chart to help with this process. The students should make a chart in their readers’ notebooks to show work. Active Engagement: Discuss with your partner how to determine the theme of a play. How is it different from determining theme in a literature text of poem? Link: Today, I am going to give you a play to determine theme. You may work with a partner. Be sure to create a chart like we did in our lesson to help support your thinking. Instructional Activities Attach a file or insert an existing resource here:

During this time, confer with students about identifying theme in their play. Apply this skill to the guided reading lessons with plays on appropriate instructional levels.


This element of fiction is challenging for all students to determine and therefore needs to be extended into all subgroups through guided reading. The selection of texts for practicing this skill would be differentiated instead by level and degree of implicitness of the theme. The implicit nature of plays can be difficult for ESOL and SPED students. It helps to practice with explicit plays at first.

Summarizing Strategies (Share) Let’s talk about the theme you determined with your partner about the play. Remember with plays you need to think about the overall topic of all the scenes and also pay close attention to the main characters and how they change over time. With this knowledge, you can find out theme. Other (Optional) Homework

Read 20 minutes. Send home a play for students to read and begin to take notes on theme.




Lesson Name Theme: What is Theme and How do I Identify it in a Drama or Play?




AKS# Description







Suggested Short and Extended Texts: (genre) S‐short, E‐extended Make sure when selecting a play/drama to find an appropriate reading level for grade level. 10 Best Plays by Debbie Nyman (D)E Polly Plays Her Part by Anne‐Marie Conway (D) E Collected Verse Plays by Richard Eberhart (D) E Mad World, My Masters and Other Plays by Thomas Middleton (D) E Contemporary Black American Playwrights and Their Plays by Bernard L. Peterson Jr. (D) E Alchemist and Other Plays by Ben Johnson (D) E http://www.kidsinco.com/complete‐list‐of‐playscripts/ (free) http://www.asu.edu/lib/speccoll/drama/collections.htm (free) http://www.teachingheart.net/readerstheater.htm (free) http://www.aaronshep.com/rt/RTE.html (free) http://classicacts.net/ ($) http://www.nosweatshakespeare.com/shakespeare‐for‐kids/ ($)


Materials: Chart paper or Interactive Board (notes on how to find theme) Document Camera to display play or copies of play to use for shared reading to determine theme Play for Independent work Reader’s Notebooks


How can readers identify the theme of a drama or play?

Essential Vocabulary Reading Workshop, Short and Extended Text, Reader’s Notebook, Reading List, Genre, Buzz, Reading Partners, Classroom Library, Connections, Theme, Drama, Play, Playwright




Observe and confer with students about theme a play and during guided reading.




Literacy


Technology

x Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

x

x x

x x




Determining Theme in a Drama or Play

Title: __________ What do you think the play is about?

What is the topic? Look at each scene to help.

Describe a main character’s actions, thoughts & feelings at beginning of the play.

Describe a main character’s actions, thoughts & feelings at the beginning of the play.



Determine the theme: What message is the playwright is sending? OR What lesson is learned by a main character?

Connect: Yesterday, you learned how to determine the theme of a play. We are going to continue this work today. Teach: Readers identify the theme in a drama or play. Let’s take a look at the steps we took yesterday in determining theme for a drama or play.

1. Read the title. Write down thoughts on what the play could be about. 2. Identify the topic. Reread the play and think about each scene. What story are the scenes telling? 3. Describe the characters’ through their dialogue. There can be many characters in a play. Through

them we discover the topic. Therefore, the audience must find out the plot of the play through the characters dialogue which shows their actions, thoughts and feelings.

4. Look for changes in the characters’ actions, thoughts and feelings. Usually at least one character changes the way they think or feel about the topic of the play as the play progresses. It is important to take notice in order to determine the theme.

5. Determine the theme. To determine the theme, consider the characters’ thoughts and feelings on the topic and then ask… What message is the playwright sending to me, the reader? OR What lesson is learned by the characters in the poem?

Today we are going to use these steps to determine the theme in a play we are familiar with. Select a play where the theme is harder to determine. Go through the steps and create a chart to help with this process. You might need to add more sections for main characters. The students should make a chart in their readers’ notebooks to show work. Active Engagement: Discuss with your partner how to determine the theme of a play. Do you think the play had another possible theme? Link: Today, I am going to give you another play to determine theme. It might be more difficult to determine the theme today. So, you and your partner can work with another set of partners. Be sure to create a chart like we did in our lesson to help support your thinking.



During this time, confer with students about identifying theme in their play. Apply this skill to the guided reading lessons with plays on appropriate instructional levels.


This element of fiction is challenging for all students to determine and therefore needs to be extended into all subgroups through guided reading. The selection of texts for practicing this skill would be differentiated instead by level and degree of implicitness of the theme. The implicit nature of plays can be difficult for ESOL and SPED students. It helps to practice with explicit plays at first.

Summarizing Strategies (Share) Let’s talk about the theme you determined with your group about the play. Describe the notes you took to support your thinking. Remember with plays you need to think about the overall topic of all the scenes and also pay close attention to the main characters and how they change over time. With this knowledge, you can find out theme. Other (Optional) Homework

Read 20 minutes. Send home a play for students to read and begin to take notes on theme.


Documents

Academic Knowledge Skills Lesson Plan - Homesteadcommoncore2012.homestead.com/Grade_Level_Files/Fifth/Reading/Q2/... · Academic Knowledge & Skills Lesson Plan ... Alice in Wonderland