Lesson plan - Study Island
|Reading Lesson: Theme |Grade Level: 5 |
|Lesson Summary: Students will deduce what theme is by looking at examples and non-examples of theme. They will fill out a new word graphic organizer for the |
|concept. With teacher guidance, students will read “The Wolf in Sheep’s Clothing” by Aesop, identify themes, point out supporting evidence in the story to explain |
|their reasoning, and apply the identified themes to their own lives. Students will then practice independently in groups with a story that they are reading/have |
|read and present their findings to the class. Advanced learners will go a step further by thinking of and acting out skits that reflect their story’s theme and a |
|real-life situation. Classmates will guess the theme. Struggling learners will be shown how to use a graphic organizer to break down the theme-finding process. |
|Lesson Understandings: |
| |
|The students will know… |
|The definition of “theme.” |
|How to identify a theme in a work of literature. |
|That themes apply to real-life situations. |
| |
|The students will be able to… |
|Define “theme.” |
|Identify a theme in a work of literature. |
|Understand that themes apply to real-life situations. |
|Learning Styles Targeted: |
| |
| |
|Visual |
| |
|Auditory |
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|Kinesthetic/Tactile |
| |
|Pre-Assessment: Have students complete the questions in the “Warm-up” document*. Gather the students’ work and use them to assess the students’ knowledge as much |
|as possible before beginning the whole-class instruction. |
|Whole-Class Instruction |
|Materials Needed: computer and projector, copies of “New Word Graphic Organizer” document* for students, “New Word Graphic Organizer” document* to project, |
|“Passage for Guided Practice” document* to project, student whiteboards and dry-erase markers, copies of independent-level stories that students are reading/have |
|read, butcher paper, markers |
|Procedure: |
| |
|Display the following statements for the students and ask them what they all have in common: |
| |
|People should follow their dreams. |
|Difficult situations test how loyal a friend is. |
|Let forgiveness heal past hurts. |
|Reward is not as great without someone to share it with. |
| |
|Jot down correct responses. Share with the class that they have just put together a good description of themes. Explain how a theme is a message about life and/or |
|human nature that an author shares with a reader. Point out that themes never contain characters’ names or describe what happens in a story. They are statements |
|and can be applied to real-life situations. Sometimes, the author directly states the theme, but most of the time, readers need to figure out the theme themselves |
|by examining the events of the story. Have students fill out a “New Word Graphic Organizer” for Theme. |
| |
|Have a strong reader read the story found in “Passage for Guided Practice” document aloud to the class. Have students think about the theme of the story as they |
|read. Then, ask the students to write what they think a theme of the story is on their whiteboards. Call on a student with the right answer to share his/her theme.|
|Then, ask the student to point out events in the story that led him/her to his/her answer. Then, call on another student with a different correct theme to share |
|his/her answer. Have him/her point out supporting details as well. Explain to the students that stories can have more than one theme. Possible themes for “The Wolf|
|in Sheep’s Clothing”: |
|Things do not always go as planned. |
|Liars are eventually discovered. |
|Those who are evil eventually get what they deserve. |
|Ask students to apply the themes to real-life situations. For example, ask them to share times in their life where “things did not go as planned.” |
| |
|Divide the class into groups of 3. Assign each group a story that students have read. You can assign all groups the same story or different stories. Give each |
|group a large piece of butcher paper. Have each group use markers to write a theme of the story and details from the story that support the theme on the butcher |
|paper. Once students are finished, each group will present their findings to the class. |
|Advanced Learner |
|Materials Needed: notebook paper, writing utensils |
|Procedure: Have advanced learners go a step further by planning out a skit that reflects their assigned story’s theme and a real-life situation. Have them act out|
|their skit and let their classmates guess the theme. Once the class guesses the theme, the group members can then present what they wrote on their butcher paper. |
| |
|Alternate Activity: Have students change an event (e.g., the ending) in “The Wolf in Sheep’s Clothing” to change the story’s theme. |
|Struggling Learner |
|Materials Needed: copies of the “Theme Graphic Organizer” document* for students, copies of independent-level stories that students have read/are reading |
|Procedure: |
| |
|Show students how to use the “Theme Graphic Organizer” to help them find the theme. The organizer breaks down the theme-finding process into four steps: |
| |
|Find a one-word topic for the theme. |
|Find examples of the topic in the story. |
|Form a theme statement by combining the topic with the examples in the story. |
|Apply the theme statement to real-life situations. (In other words, name a time where this theme proved to be true in real life.) |
| |
|Have students double-check that their theme statements do not describe characters or story events. |
| |
|Guide them in using the graphic organizer for one story. (The “Theme Graphic Organizer Example” document* shows you how the organizer would be filled out for the |
|story “The Wolf in Sheep’s Clothing.”) Then, allow the students to work independently in finding a theme for another story. |
| |
|To help the students get started, you can provide the students with the first step (a one-word topic for the theme). Alternately, help students outline the |
|sequence of events to help them come up with the one-word topic. |
* see supplemental resources
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