L2+Palermo,+Jennie

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** b. Analyze the difference between first person and third person narration and the effect of point of view on a reader's interpretation of a text. The theme of a book can give insight on why the author used the point of view and narration that he or she did. For example, one of //Tess of the d'Urbervilles// is men dominating women. If the story is told from Alec or even Angel's point of view, the oppression isn't as powerful. Students will be creating a cluster web of different themes. They will explain the different themes (types, examples, where they have been used, etc). Then they will get into small groups and discuss the different themes.
 * UNIVERSITY OF MAINE AT FARMINGTON**
 * __ Teacher’s Name __**** : Ms. Palermo ** **__Date of Lesson__: Lesson 2 (Interpretation)**
 * __ Grade Level __**** : Sophomores ** **__Topic__: Implied and Stated themes**
 * __ Objectives __**
 * Student will understand that** there are implied and stated themes in a text.
 * Student will know** how themes connect to a story.
 * Student will be able to do** evaluate the theme or themes whether explicitly stated or implied in a literary text.
 * __ Maine Learning Results Alignment __**
 * Maine Learning Result: English- Language Arts- A. Reading****
 * A2 Literary Texts**
 * Grades 9-Diploma** ** //Tess of the d'Urbervilles//
 * Students read text within a grade appropriate span of texts complexity, and analyses of** fiction, **nonfiction, drama, and poetry, using excerpts from text to define their assertions**
 * Rationale:**
 * __ Assessment __**
 * Formative (Assessment for Learning)**

Students' blog will be an ongoing assignment. As they read //Tess of the d'Ubervilles//, note the changing, ongoing and developing themes. They will write in their blogs ever couple of chapters or so. Any other thoughts that they have can go here as well. There will be a couple of small assignments as well that go into the blog. I will be assessing these by seeing how well they tracked the themes after the unit is over but I will be looking at them and commenting on them as the class progresses. __ Technology: __ I'm using a blog in this lesson. Students will be using the blogs to reflect on themes and any other things that they want to discuss. Students will be required to read and comment on one classmates' blog a week. __Music:__ I want to have little sub-assignments with the blogs. For example, find a song that reminds you of the section of the book that we are reading (music), or find a piece of art that is relevant (art). I will hand out note cards with book titles on them. These corrospond to a table to sit at that will later be their groups. In the small groups students will discuss the different themes that they came up with. The different groups will be created when they come into the classroom.
 * Summative (Assessment of Learning)**
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * Verbal:** The web and the different discussions feed directly into this intelligence.
 * Visual:** The web will help these students focus their thoughts better.
 * Interpersonal:** The discussions will help these students.
 * Intrapersonal:** Reflecting on the information talked about in the discussions will help these students.
 * Kinesthetic** and **Musical:** I want the students to be creative with their project. If they would like to make a video or write a song or something to go along with an explanation how their work explains themes, they can do so.
 * Modifications/Accommodations **
 * //(I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//** )

Absent students will make an appointment to see me to talk about what they missed. They will be required to keep reading and adding to their blog and commenting on others. They will get the notes the we went over that day either from a fellow student or they can ask for my own notes. The final project is a blog that will span across the entire unit. This blog will include the students documenting the growth of different themes throughout the book. They will also have a couple of mini projects to do with it. They will also have to read and respond to their fellow students' blogs. If they wish to talk about anything else in the book during the blog they may do so. They should try to analyze why the themes are used in the story. //Tess of the d'Urberville// books Cluster web work sheets laptops Projector Speakers Content notes note cards Pencil Paper Resources: This is a website that shows a bunch of different themes in subtopics so that it is an easy reference: [] This website give a very good definition of what a theme is: [] This is a good website for students to see other works that relate to themes: [] This is another really good resource for understanding theme: [] These are good resources for understanding how you find a theme: [] [] Example Lessons: This is a very well organized lesson about themes: [] Although this isn't about the same book, it is a good example of a theme lesson: [] // The final project is a blog that will span across the entire unit. This blog will include the students documenting the growth of different themes throughout the book. They will also have a couple of mini projects to do with it. They will also have to read and respond to their fellow students' blogs. If they wish to talk about anything else in the book during the blog they may do so. // **//Formative (Assessment for Learning)//**// Students will be creating a cluster web of different themes. They will explain the different themes (types, examples, where they have been used, etc). Then they will get into small groups and discuss the different themes.
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ Maine Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * // Rationale: //**// Each learning style is important. Teachers have to target all of them or they may not gain students' respect.
 * Microscope:** The blogs and following the themes are beneficial to these students.
 * Puppy:** The small group discussions are helpful for these learners.
 * Beach ball:** Using the blog in a new way will help these students.
 * Clipboard:** The cluster web will help these students understand the material. //
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale //**** : ** This lesson utilizes the interpretation facet because it gets students thinking about how a story comes together. All of the different things in a story are all interconnected. Without one, none of the others make sense.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * //Verbal://**// The web and the different discussions feed directly into this intelligence.
 * Visual:** The web will help these students focus their thoughts better.
 * Interpersonal:** The discussions will help these students.
 * Intrapersonal:** Reflecting on the information talked about in the discussions will help these students.
 * Kenesthetic** and **Musical:** I want the students to be creative with their project. If they would like to make a video or write a song or something to go along with an explanation how their work explains themes, they can do so. //
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //**

Students' blog will be an ongoing assignment. As they read //// Tess of the d'Ubervilles ////, note the changing, ongoing and developing themes. They will write in their blogs ever couple of chapters or so. Any other thoughts that they have can go here as well. There will be a couple of small assignments as well that go into the blog. I will be assessing these after the unit is over but I will be looking at them and commenting on them as the class progresses. // My classroom is going to be arranged in groups. When the students first come into the class they will get a note card. This corresponds to a table and a group for the group work later in the class. After this lesson students will understand how implied and stated themes work in a text. The Maine Learning Result for this lesson is that "students will read a text in a grade appropriate span of text complexity and analyze fiction, nonfiction, drama, and poetry using excerpts to define assertions." This is important for students to learn because themes pop up in their TV shows, movies, and music. What I'm going to use to hook them into the lesson is to have them listen to clips of some popular songs and then we will discuss the different themes in the music.
 * Summative (Assessment of Learning)**
 * __ Teaching and Learning Sequence __**** : **

Day 1 Music (3-5 min.) Discussion (5-10 min.) cluster brainstorming (10-12 min) Small group discussions (10-15 min.) Lesson on themes and class discussion (20-25 min.) Sample blog with explanation about project (5-6 min) Work time for first blog entry (5-10 min.)
 * (Where, Why, What, Hook Tailor: Music, Interpersonal, Intrapersonal, spacial)**

The different themes in a story make up a very crucial role in a book. Students will learn what what that role is and how it connects to the other literary devises in a book. The [|cluster web] will be the start of the learning process along with a little lesson about the specifics by me. This will give me an idea of what they know already about common themes. Then the discussions that we have will help to complete the knowledge and will enable students to think about different themes that they never thought of.
 * (Equip, Explore, Rethink, Tailor: Interpersonal, Intrapersonal, Spacial)**

When students get into groups for their exploration of themes, they will be grouped as they walk in the door. They will get a note card with a book title on it and this corresponds to a table as well as a group. While they are in this group they will be exploring the different themes and what they know about themes. After this they will share what they came up with in their cluster web with their group. After the small group discussions, we will have a class discussion about what they came up with. After all this they will rethink what they have done and outline what theme they have come across that they want to follow in their blog.
 * (Explore, Experience, Rethink, Revise, Refine, Tailor: spacial, interpersonal, intrapersonal)**

Students will have a couple of little homework assignments to include with their blog. These assignments will include things such as including a song that goes with there theme or a piece of art work or a video. They will also be expected to read and comment on one of their classmates' blogs each week. After each week, I will go on and comment on their blogs. Themes apply to all parts of a story. It interconnects with each literary device and makes it so that the literary device has a meaning. Knowing about themes will help student analyze future books in my class and future classes. Cluster web: [|www.eduplace.com/graphicorganizer/pdf/cluster.pdf]
 * (Evaluate, Tailor: Interpersonal, bodily kinesthetic, spacial)**
 * __ Content Notes __**

Notes on themes: What is a theme: 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. In fiction, the theme is not intended to teach or preach. In fact, it is not presented directly at all. You extract it from the characters, action, and setting that make up the story. In other words, you must figure out the theme yourself. The writer's task is to communicate on a common ground with the reader. Although the particulars of your experience may be different from the details of the story, the general underlying truths behind the story may be just the connection that both you and the writer are seeking. ([])

Different themes: a. Nature is at war with each of us and proves our vulnerability. b. People are out of place in Nature and need technology to survive. c. People are destroying nature and themselves with uncontrolled technology. a. Society and a person's inner nature are always at war. b. Social influences determine a person's final destiny. c. Social influences can only complete inclinations formed by Nature. d. A person's identity is determined by place in society. e. In spite of the pressure to be among people, and individual is essentially alone and frightened. a. The god(s) are benevolent and will reward human beings for overcoming evil and temptation. b. The gods mock the individual and torture him or her for presuming to be great. c. The gods are jealous of and constantly thwarts human aspiration to power and knowledge. d. The gods are indifferent toward human beings and let them run their undetermined course. e. There are no gods in whom people can place their faith or yearning for meaning in the universe. a. Marriage is a perpetual comedy bound to fail. b. Marriage is a relationship in which each partner is supported and enabled to grow. c. An old man marrying a young woman is destined to be a cuckold. d. Parents should not sacrifice all for a better life for their children. e. There are few friends who will make extreme sacrifices. a. A boy and a girl must go through a special trial or series of trials before maturing. b. Manhood or womanhood is often established by an abrupt, random crisis, sometimes at an unusually early age. c. Aspects of childhood are retained in all of us, sometimes hindering growth, sometimes providing the only joy in later life. d. A person grows only in so far as he or she must face a crisis of confidence or identity. a. Enjoy life now, for the present moment, because we all die too soon. b. By the time we understand life, there is too little left to live. a. Death is part of living, giving life its final meaning. b. Death is the ultimate absurd joke on life. c. There is no death, only a different plane or mode of life without physical decay. d. Without love, death often appears to be the only alternative to life. a. An individual is isolated from fellow human beings and foolishly tries to bridge the gaps. b. Through alienation comes self-knowledge. c. Modern culture is defective because it doesn't provide group ties which in primitive cultures makes alienation virtually impossible. [|(http://www.sjsu.edu/faculty/patten/theme.html)]
 * 1. The Individual in Nature**
 * 2. The Individual in Society**
 * 3. An individual's Relation to the gods.****
 * 4. Human Relations**
 * 5. Growth and Initiation****
 * 6. Time****
 * 7. Death****
 * 8. Alienation****

Finding Themes:

Finding common themes in literature is an important skill for growing readers. I use interactive theme posters to help my students practice this skill in my classroom. At class meeting and during Reading Workshop mini-lessons, my students are treated to many interactive read-aloud experiences. Reading aloud to students allows them to experience a variety of quality texts in different genres. In a typical read aloud, the teacher reads and the students listen. However, during our interactive read aloud, I pause at significant points, ask students for comments, and invite brief discussion. Throughout the year, we explore common themes found in the texts I choose to read aloud. My class has already chosen 6 themes to add to our collection so far this year. They are: ** Believe in Yourself, Accept Others' Differences , Don't Be Afraid to Try New Things , Honesty is the Best Policy , and Always be Kind to Others .** Every time we read a book that we think fits into one of themes, I print out a color copy of the book cover and add it to a specific theme poster in our classroom (see pictures below). I have found [|Google Images] to be the best place to get quick copies of the front covers of the books. To make the best use of space in my classroom, I use the cupboards in the back of my classroom to display the theme posters. Once students are comfortable identifying themes in literature, I invite them to also submit books they read during Independent Reading Time that they feel fit into one of the thematic categories. This is good practice for my students since they are required to respond to paired reading selections on our state test by finding a connection or common theme between the two texts.([])



The main idea or underlying meaning of a literary work. A theme may be stated or implied. Theme differs from the subject or topic of a literary work in that it involves a statement or opinion about the topic. Not every literary work has a theme. Themes may be major or minor. A major theme is an idea the author returns to time and again. It becomes one of the most important ideas in the story. Minor themes are ideas that may appear from time to time. It is important to recognize the difference between the theme of a literary work and the subject of a literary work. The subject is the topic on which an author has chosen to write. The theme, however, makes some statement about or expresses some opinion on that topic. For example, the subject of a story might be war while the theme might be the idea that war is useless.

Four ways in which an author can express themes are as follows: 1. Themes are expressed and emphasized by the way the author makes us feel.. By sharing **feelings of the main character** you also share the ideas that go through his mind. 2. Themes are presented in **thoughts and conversations**. Authors put words in their character’s mouths only for good reasons. One of these is to develop a story’s themes. The things a person says are much on their mind. Look for **thoughts that are repeated** throughout the story. 3. Themes are suggested through the characters. The main character usually illustrates the most important theme of the story. A good way to get at this theme is to ask yourself the question, **what does the main character learn** in the course of the story? 4. The **actions or events** in the story are used to suggest theme. People naturally express ideas and feelings through their actions. One thing authors think about is what an action will "say". In other words, how will the action express an idea or theme?

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Themes: What a theme is, How to find one, different themes Guidelines for blogs Cluster web
 * __Handouts__**