ALEX Lesson Plan

     

What's the Theme?

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  This lesson provided by:  
Author:Holly Noles
System: College/University
School: University of North Alabama
  General Lesson Information  
Lesson Plan ID: 33411

Title:

What's the Theme?

Overview/Annotation:

This lesson is a beginning lesson to use to introduce the skill of theme. Students will read two picture books "Ranita, the Frog Princess" and "Frankly, I Never Wanted to Kiss Anybody!", determine the theme for each, and then compare them in a writing assignment.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 4
1 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.4.1]


NAEP Framework
Anchor Standard::
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Target::
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument.

NAEP Descriptor::
Recognize explicitly stated reason for character's statement in a story. (Locate and Recall)

NAEP Descriptor::
Interpret reason for character's statement and explain with support from story. (Integrate and Interpret)

NAEP Descriptor::
Recognize paraphrase of explicit details about a main character in a story. (Locate and Recall)

NAEP Descriptor::
Recognize story detail related to main action. (Locate and Recall)

NAEP Descriptor::
Recognize reason explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Recognize reason for character's action in a story (explicit). (Locate and Recall)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.1- Answer who, what, when, and where questions to demonstrate understanding of a story.


English Language Arts
ELA2015 (2015)
Grade: 4
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
Make complex inferences within and across texts to integrate ideas to determine theme, identify or interpret a character's motivations and decisions, examine relations between theme and setting or characters.
NAEP Descriptor::
Integrate and interpret ideas to determine theme. (Integrate and Interpret)

NAEP Descriptor::
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor::
Provide an example from the story that reflects the theme. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for plot resolution in a story. (Integrate and Interpret)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize how a paragraph supports the story theme. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about story genre. (Critique and Evaluate)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.2- Identify the main idea of a story and retell the story.


English Language Arts
ELA2015 (2015)
Grade: 4
3 ) Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). [RL.4.3]


NAEP Framework
Anchor Standard::
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cognitive Target::
  • Identify textually explicit information within and across texts such as character traits, sequence of events or actions, setting, (identify) figurative language.
  • Consider text(s) critically to evaluate a character's motivations and decisions.

NAEP Descriptor::
Evaluate and explain which story character is most important and provide specific info. (Integrate and Interpret)

NAEP Descriptor::
Infer character trait from story details to provide a description. (Integrate and Interpret)

NAEP Descriptor::
Evaluate character development using text support from beginning and end of a story. (Integrate and Interpret)

NAEP Descriptor::
Identify and explain attitudes of two main characters. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about a character's behavior. (Critique and Evaluate)

NAEP Descriptor::
Describe how main character's feelings change over the course of the story. (Integrate and Interpret)

NAEP Descriptor::
Infer a story character's feelings to provide a description.

NAEP Descriptor::
Recognize reason for story character's action. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about story genre. (Critique and Evaluate)

NAEP Descriptor::
Evaluate and recognize primary importance of a character to the story. (Critique and Evaluate)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize the main way author presents information about a biographical character. (Critique and Evaluate)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Interpret description to recognize how story character feels. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.3- Describe and/or identify a character, a setting, or an event in a story.


English Language Arts
ELA2015 (2015)
Grade: 4
6 ) Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. [RL.4.6]


NAEP Framework
Anchor Standard::
Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.
Cognitive Target::
Consider text(s) critically to analyze the point of view used by the author.
NAEP Descriptor::
Evaluate and explain which story character is most important and provide specific info. (Integrate and Interpret)

NAEP Descriptor::
Infer character trait from story details to provide a description. (Integrate and Interpret)

NAEP Descriptor::
Evaluate character development using text support from beginning and end of a story. (Integrate and Interpret)

NAEP Descriptor::
Identify and explain attitudes of two main characters. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about a character's behavior. (Critique and Evaluate)

NAEP Descriptor::
Describe how main character's feelings change over the course of the story. (Integrate and Interpret)

NAEP Descriptor::
Infer a story character's feelings to provide a description.

NAEP Descriptor::
Recognize reason for story character's action. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about story genre. (Critique and Evaluate)

NAEP Descriptor::
Evaluate and recognize primary importance of a character to the story. (Critique and Evaluate)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize the main way author presents information about a biographical character. (Critique and Evaluate)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Interpret description to recognize how story character feels. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.6- Identify first- and third-person narrations.


English Language Arts
ELA2015 (2015)
Grade: 4
8 ) Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]

English Language Arts
ELA2015 (2015)
Grade: 4
20 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.4.3]

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. [RF.4.3a]

English Language Arts
ELA2015 (2015)
Grade: 4
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.4.4]

a. Read on-level text with purpose and understanding. [RF.4.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.4.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.4.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.21- Read/identify 150 words associated with pictures or tangible objects.


English Language Arts
ELA2015 (2015)
Grade: 4
25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.4.4]

English Language Arts
ELA2015 (2015)
Grade: 4
34 ) Identify the reasons and evidence a speaker provides to support particular points. [SL.4.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.34- Ask and answer questions about information provided by a speaker.


English Language Arts
ELA2015 (2015)
Grade: 4
38 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.4.1]

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). [L.4.1a]

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. [L.4.1b]

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. [L.4.1c]

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). [L.4.1d]

e. Form and use prepositional phrases. [L.4.1e]

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* [L.4.1f]

g. Correctly use frequently confused words (e.g., to, too, two; there, their).* [L.4.1g]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.38- Demonstrate standard English grammar when communicating.
ELA.AAS.4.38a- Demonstrate correct use of nouns and verbs.
ELA.AAS.4.38b- Demonstrate correct use of plural nouns.
ELA.AAS.4.38d- Demonstrate correct use of adjectives.
ELA.AAS.4.38f - Produce complete sentences.


English Language Arts
ELA2015 (2015)
Grade: 4
39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2]

a. Use correct capitalization. [L.4.2a]

b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b]

c. Use a comma before a coordinating conjunction in a compound sentence. [L.4.2c]

d. Spell grade-appropriate words correctly, consulting references as needed. [L.4.2d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.39 - Use punctuation at the end of a sentence.
ELA.AAS.4.39a - Use a capital letter at the beginning of every sentence and at the beginning of every first name.
ELA.AAS.4.39d - Spell and/or identify appropriately chosen words correctly; may consult references as needed.


English Language Arts
ELA2015 (2015)
Grade: 4
40 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.4.3]

a. Choose words and phrases to convey ideas precisely.* [L.4.3a]

b. Choose punctuation for effect.* [L.4.3b]

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). [L.4.3c]

English Language Arts
ELA2015 (2015)
Grade: 4
43 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [L.4.6]

Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use basic features of digital tools to communciate key ideas and details in a way that informs and/or persuades.
Teacher Vocabulary:
  • digital tools
  • communicate
  • key ideas
  • informs
  • persuades
Knowledge:
Students know:
  • digital tools are available that enable them to inform others.
  • digital tools are available that enable them to persuade others.
Skills:
Students are able to:
  • use basic features such as headings, text, and images to communicate key ideas that inform and/or persuade.
Understanding:
Students understand that:
  • digital tools can be used to communicate by informing and/or persuade others.

Local/National Standards:

 

Primary Learning Objective(s):

Students will use reading, writing and speaking skills to compare and contrast themes that include the same characters and storyline.

Additional Learning Objective(s):

Students will gather information from print, take notes, and sort evidence into graphic organizers then put that information into a paragraph.

 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

Books with the same story line can be used, but for this lesson, we will be using Ranita the Frog Princess, by Carmen Agra Deedy, and Frankly, I Never Wanted to Kiss Anyone! by Nancy Loewen.

Attached graphic organizer

Pencils

Rubric

Technology Resources Needed:

Smartboard (or any interactive board with http://express.smarttech.com/#)

Computer with Internet or Printer

Word Processor

Digital Projector with Internet Access to TeacherTube

Edmodo Group where students can type their open ended response to be graded

iPads

StoryKit or Toontastic App (both are free apps)

Background/Preparation:

Theme is one of the more difficult elements of a story to identify. A theme is a story’s message. It is what the author of a piece of text wants you to remember most.  The theme of a fable is its moral. The theme of a parable is its teaching. The theme of a piece of fiction is its view about life and how people behave.

*Remember, theme of a fictional text may not always be this easy. Readers must be detectives and use clues in the story (like a character’s actions, setting, plot events and conflict) to discover a theme.

Here are other steps for locating theme in a story:

Decide what the main topics of the story are. Most stories include topics such as these:

  • Friendship
  • Courage
  • Hope
  • Trust
  • Justice
  • Violence
  • Love
  • Freedom
  • Childhood
  • Survival
  • Growing up
  • Family

Although a story may include several of the topics mentioned above, try to choose the two most important ones.

Go back to the story and identify which clues you have that these are the two main topics. If you have enough clues to support your choice of topics, you can try to figure out the story’s theme from the topics.

Using the two topics and the evidence that you have to support them, decide what important message the author of the text is trying to send. For example, if you are reading a text in which friendship and courage are the main topics, using evidence from the story I might guess that “Friendship can give you the courage to overcome things that you were once too scared to try.”

Teacher will:

handout copies of the graphic organizers and rubric to the students

go over any vocabulary or background knowledge their students might not be familiar with

check TeacherTube to ensure you can show the video

check Smartboard to make sure it is installed correctly for the lesson

get a hard copy of the two books or get the Kindle version to show on the digital projector

Edmodo Group with all of the students added

  Procedures/Activities: 

Day 1:

1. Go over theme with students and show a quick video to explain it better: http://www.teachertube.com/video/310751.

2. As a group, review the Smartboard lesson on Themes using a short fable to explain theme to the students.

3. Teacher and students will act out the first story Ranita, the Frog Princess together and fill out the graphic organizer together as they go along. (We Do)

Day 2:

1. Review theme with the students and remind them of the story you did the day before on theme.

2. Read aloud the second story Frankly, I Never Wanted to Kiss Anyone!

3. Have students work together within their groups to fill out the second graphic organizer. (You Do)

4. Ask what the theme of the second story could be to check for understanding. Then allow the students to discuss within their groups how the themes are alike/different. While the students are discussing walk around and make sure everyone is on track.

5. During small groups allow the students to revisit their graphic organizers to add anything they might have left out.

Day 3:

1. Have the students answer the following question on theme using their graphic organizers and rubric to type their response on the computer. The typed response should be typed into Edmodo as an assignment for grading.

Question: Compare the themes in Ranita, the Frog Princess and Frankly, I Never Wanted to Kiss Anyone! Use clear text evidence to support your answer.

2. During small groups, allow the students to pair up or work individually on a computer or iPad creating their own fable or story to share with other students or the class using StoryKit App or Toontastic. The story must have defined characters and a theme of the story in order to be presented to the whole class.

3. Once the open-ended responses are graded, the teacher will post the top 4 on the Edmodo Class Wall for the class to see and make notes on how to add more to their response for next time.



Attachments:
**Some files will display in a new window. Others will prompt you to download.
  Assessment  

Assessment Strategies

Teacher observation as students are reading and discussing books

Completed graphic organizers

Teacher will score typed response according to the attached rubric on Edmodo under Assignments.

Acceleration:

Have students identify the theme from their library book or other self selected reading book and complete the graphic organizer to share with other students in the classroom.

Intervention:

Students will be placed into groups so that all reading levels are represented.  Students will have a peer helper within their group to help with difficult words and concepts.  Teacher will meet with students who struggle with this concept for follow up lessons on comparing and contrasting.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.