Group size: Any

Time Required: 60 - 90 minutes

Learning Objective: Students will be able to identify evidence of a given theme using a graphic organizer

Materials:

Student Worksheet (attached)
"Identifying Theme" worksheet (from Lesson #11)
Overhead transparency of the graphic organizer (attached)
Unit Assessment Study Guide (attached)
"Everyday Use" by Alice Walker

Do Now: (Add a Do Now to the Student Notes so that students have something to complete upon entering the room. I like to use this opportunity to spiral skills from prior lessons or to ask students to journal about a life experience that might help them to make a connection with today's lesson.)

Connection: Today we're going to wrap up our exploration of theme in "Everyday Use" by Alice Walker. Remember, theme is the big idea or message you take away from what you read.

Direct Instruction/Guided Practice:  Today we'll pick up where we left off yesterday to wrap up the story.  

Who can remind me what we read yesterday?  (T will facilitate student review of the plot of the story.)

And what evidence of emergent themes did we see as we read?  (T will facilitate student review of information from yesterday's graphic organizer.

T will then place the graphic organizer transparency on the board and read/think aloud to complete it as students complete it on today's notes.

T should think aloud for no more than 7 minutes. T should then remind S that they are responsible for reading through the conclusion of the story and completing the graphic organizer today.  Finally, T should group S in heterogeneous pairs or small groups to work through the remainder of the story.

If S finish early, they should read their literature circle novels independently.

At the conclusion of the time allotted, T will facilitate a whole-class share and add relevant information to the graphic organizer on the overhead transparency. S should do the same at their seats.

Finally, T should facilitate S synthesis of possible themes that S see emerging from "Everyday Use" and work with them to refine these ideas.)

Link: Now it's your turn. As you read today, what will you be doing? (Have students read through the directions in the "Link" section of the notes. Either distribute "Identifying Theme" worksheet from yesterday or remind students where they stored the worksheet so that they can quickly retrieve it and get to work.)

Today will be the last day to work on your theme graphic organizers.  I'll be collecting those at the conclusion of the period, so please ensure that you have done a thorough and thoughtful job with them.

Independent Practice: (S read silently, complete graphic organizers, and code the text. Since all S should have selected literature circle novels and scheduled meetings with their literature circle groups for this week, small groups of S may be meeting at this time. T should be free to hold Reader's Workshop conferences with individual students and/or pull small groups guided reading or other interventions.)

Share: Our time for today is up. Please feel free to turn to your table partner or take a short walk to meet with your literature circle group so that you can share your work for today. Go over the observations you made as you read, and critique each others' thinking. (T should allow time and circulate to check for understanding. T will also collect S's graphic organizers at this time.  T will check over graphic organizers to identify misconceptions in preparation for tomorrow's lesson.)

Closing:I hope you enjoyed our third day discussing theme. Remember, theme is the big idea or message you take away from a work of literature.

It's time for million dollar question!

1. What is the most difficult part of identifying themes as you read? A personal response will suffice. (Accept reasonable, thoughtful responses.)

2. Has the graphic organizer we have been using to identify emergent themes been helpful to you in your understanding of the concept? You will receive credit for your response to this question based upon the thoughtfulness of your explanation. (Accept reasonable, thoughtful responses.)

3. Note to the Instructor: Insert your own question here based upon your objectives your students have mastered up until this point in the year.

4. What is a theme? (The big idea or message conveyed in a text)

On your way out, please take one of the study guides I have prepared for you.  Your unit assessment is coming up in two days, and you want to ensure that you are prepared!

Differentiation: Novels are differentiated by reading level and by choice. Active reading strategy: coding the text. Graphic organizer. Pair/Share or cooperative grouping during Direct Instruction/Guided Practice. Reader's Workshop conferences with students to encourage individualized goal-setting.

 

 

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