PDF Matching Messages: Themes, Proverbs and The Graveyard Book

Matching Messages: Themes, Proverbs and The Graveyard Book

Overview I have found that middle school students love working with proverbs. The "bite-sized" literary units are a great way to introduce students to the idea that major, cross-cultural ideas about life can be embedded in key phrases, events or motifs within a larger work of literature.

With this lesson, students will make connections between a list of themes (or messages and personal philosophies of individual characters) found in The Graveyard Book, by Neil Gaiman, and statements with similar or identical meaning taken from world proverbs and famous quotes. (Proverbs and quotes for each exercise are provided in a separate list.) After finding the match for each theme, students restate the main idea in their own words, developing their skill at finding and summarizing a main idea.

Example: TGB - Then find your name. (p. 251) Match - The beginning of wisdom is to call things by their right names. - Chinese Proverb Answers will vary, but one possible restatement of the shared main idea:

Knowing yourself leads to independence, wisdom and maturity.

Each student exercise in this lesson covers two chapters, and can be assigned after students have finished reading each chapter pair: 1 and 2, 3 and 4, etc. Although the four exercises in this packet are set up so that they can be given as in-class or homework assignments, the materials could instead be used for a class discussion, an essay topic or for a section of a quiz or test. Students do not need a copy of The Graveyard Book in hand in order to complete the assignment.

Teachers could reformat the material for differentiated instruction, or work with students in a group to make the matches and restate the main idea.

Standards Common Core State Standards for the English Language Arts Reading: Literature ? Key Ideas and Details

Grade 6 - Determine a theme or central idea of a text and how it is conveyed through particular details. Grade 7 - Determine a theme or central idea of a text and analyze its development over the course of the text. Grade 8 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. Grades 9 ? 10 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.

Resources ? Gaiman, Neil. The Graveyard Book (New York: Harper Collins Publishers, 2008)

? Copies of: o "Matching Themes" written exercise based on most recent completed chapters. o "Matching Messages" list to go with each written exercise. (These are designed to be reused, but your photocopy budget may allow you to print fresh copies.) o Answer key for teacher or discussion leader.

Definitions: A proverb is a phrase expressing a basic truth which may be applied to common situations (); a condensed but memorable saying embodying some important fact of experience that is taken as true by many people (worldnetweb.princeton.edu). It is also the name of a book in the Old Testament consisting of proverbs from various Israeli sages (including Solomon).

Similarly, an aphorism is a short, pithy instructive saying (worldnetweb.princeton.edu); speech or writing that is short, direct, and memorable, often relating to abstract truth rather than to practical matters. Aphorism derives from the Greek word 'aphorismos' meaning to define (examples-.uk).

Related to proverb and aphorism: maxim, axiom.

In literature, a theme is a message or lesson conveyed by a work. This message is usually a timeless and universal idea about life, society or human nature. Most themes are implied rather than explicitly stated. (Wikipedia)

Preparation Review the written exercises and matching quotes. You may find that some of the "matches" are not as clear and strong as others, or that your restatement of the main idea differs from mine. Part of the class discussion will allow students to express opinions about whether not all matches were exact or whether there is room for other interpretations.

Review definitions, instructional plan and discussion prompts.

The day before the lesson, you might ask students to prepare by asking family members to recall any proverbs or phrases they use that state a philosophy toward life or toward situations that arise in daily life. (See the first bullet under "Class Session," below.) Does their household have a fridge magnet, bumper sticker or embroidered pillow with a wise or clever or religious saying on it?

Instructional Plan Student objectives

Students will identify, analyze and apply knowledge of theme in a literary work.

Class Session ? Ask students if anyone in their family regularly uses certain phrases in certain situations: "Do unto others as you would have them do unto you," or "There but for the grace of God go I," or "Speak of the devil and he appears," or "A penny saved is a penny earned" or "Waste not, want not." Even, "Get a life," or "Get out of town." These are little statements about life that they may have heard from earlier generations of family members, or picked up from reading or the media. They may have seen or heard other phrases in the media: "It Takes A Village" was the title of a book a few years ago, taken from the African proverb, "It takes a village to raise a child." A national tv commercial makes fun of the proverb "A bird in the hand is worth two in the bush." ? Share and discuss the definitions of proverb and aphorism. ? If you have not yet discussed the idea of literary themes, introduce students to this concept. ? Explain that today's lesson will sharpen their skill at spotting and understanding literary

themes, using quotes from the novel The Graveyard Book and comparing them to similar proverbs and quotes from the world at large. ? Hand out the blank "Matching Themes" page and go over the instructions with students, providing the sample solution on the white board. ? Hand out the correct "Matching Messages" page for today's written exercise and instruct students to complete the remaining seven matches. Some TGB quotes may have more than one correct match. ? For discussion after the written exercises: (These bullets are duplicated on the Answer Key.)

o Ask students if each quote or proverb intended as a match for each excerpt from The Graveyard Book is really an exact fit. Which ones are close or exact, and which ones are harder to connect or don't seem to convey the full meaning of the quote? If the matching quote or proverb is not an exact fit, what is missing? Are there any quotes or proverbs that they feel miss the point entirely? Is it alright that different people might interpret literature in different ways, or should there always be one right answer?

o Which quotes and proverbs share similar metaphors with their match from TGB, and which convey the same or similar meanings using different metaphors? Which ones use personification?

o Is it always clear that the author agrees with the statements being made by his characters? For instance, the phrase, "Time is no longer our friend," is voiced by Jack Dandy (p. 170). Does the author want the reader to agree with this statement? If not, is it still a theme of this book? (Possible answer: Not every quote in a book is an important theme on its own. It may be a small part of a larger presentation of a theme, or it may be used ironically ? stating the opposite of the author's point of view, or it may have a different purpose ? to tell us about a character or to advance the plot, for instance, but not to give us a lesson about life.)

o Are there any themes from TGB that appear to contradict each other? For instance, in Chapter 6, the Lady in Grey says, "Names aren't really important" (p. 161) but in Chapter 7, the Sleer tells Bod, "Then find your name" (p. 251). Why would one book present both of these pieces of advice? (Possible answer: The Lady in Grey may be focusing on the situation of dead people; the Sleer is giving advice to Bod about going forth into the world of the living.)

o Another example: In Chapter 8, Mother Slaughter says, "You're always you, and that don't change, and you're always changing, and there's nothing you can do about it" (p. 298). In the same chapter, Silas says, "People can change" (p. 303). Are they saying the same thing? What is the reader supposed to think when two statements in the same book don't exactly match?

? Follow-up exercise: Choose a quote or proverb and write a brief parable illustrating the message or lesson of the quote or proverb. Use Aesop's fables as a model, if needed.

Date ____________________ Name ______________________________________________

Matching themes from The Graveyard Book and other sources

Eight quotes on this page are taken from Chapters 1 and 2 of The Graveyard Book. Match each one with a proverb or quote from another source that has the same or similar meaning, writing the letter of that quote in the blank next to its match. In the box, restate the meaning of the quote and its match in your own words. An example is provided. __G__ 1. Rattle his bones, over the stones. He's only a pauper who nobody owns. (epigraph)

No one cares when a poor person dies.

______ 2. Death is the great democracy. (p. 29)

______ 3. The dead should have charity. (p. 30)

______ 4. Some skills can be attained by education, and some by practice, and some by time. (p. 37)

______ 5. You're my friend. So you can't be a stranger. (p. 41)

______ 6. ...there were things that might be more fun done in the sunlight with a friend. (p. 41)

______ 7. She had already been told firmly by her parents that Bod was imaginary and that there was nothing wrong with that.... (p. 43)

______ 8. A scarecrow is "... just a made-up thing...just to scare the crows away...It doesn't scare us. We know it isn't real. (p. 55)

Date ____________________ Name ______________________________________________

Matching themes from The Graveyard Book and other sources

Eight quotes on this page are taken from Chapters 3 and 4 of The Graveyard Book. Match each one with a proverb or quote from another source that has the same or similar meaning, writing the letter of that quote in the blank next to its match. In the box, restate the meaning of the quote and its match in your own words. An example is provided. _____ 1. It is neither fair nor unfair.... It simply is. (p. 65)

______ 2. You are ignorant, boy...This is bad. And you are content to be ignorant, which is worse. (p. 71)

______ 3. ...he thought of his home in the graveyard, and now he could no longer remember why he had ever left....he had to get back home once more. (p. 92)

______ 4. There are so many things to know. (p. 98)

______ 5. There are those...who believe that all land is sacred. That it is sacred before we come to it, and sacred after.... (p. 100)

______ 6. Wherever you go, you take yourself with you. (p. 104)

__D__ 7. We don't forget. (p. 143)

People remember important things.

______ 8. What she spent is lost, what she gave remains with her always. Reader be Charitable. (p. 140)

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download