Finding the Theme Activity
Name:
CCSS.ELA-LITERACY.RL.2 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.
Directions: For each story, you will need to identify main themes and write a thematic statement.
1 After reading the story, you will circle 2 Choose the main 3 Underline at least 2 sections from 4 Write a thematic
themes that are addressed in the story. theme from section
You can add themes if needed.
1.
AMBITION
APPEARANCE
CHANGE
FAMILY
FRIENDSHIP
HOPE
KNOWLEDGE
FATE
GREED
INNOCENCE
LONELINESS
FREEDOM
HONESTY
JUSTICE
LOSS
LOVE
POWER
SUCCESS
MONEY
PREJUDICE
TECHNOLOGY
NATURE
SACRIFICE
TRADITION
the text that show the theme. If you statement about the passage. Use the
cannot, change your answer to 2.
guiding questions below if needed.
In the story “Lorem
honesty
Ipsum” by John Doe,
honesty requires
bravery, even in
friendships.
bravery
Helpful Questions for Finding Thematic Statements
• How does the theme impact relationships?
• How does the main theme affect other themes?
• What does this story tell us about society and the theme?
MASTER
 Multiple themes chosen that reflect the
story
 Main theme is primary focus of story
 Multiple pieces of relevant evidence are
selected
 Statement is in a complete sentence and
includes title and author.
 Statement is supported by the story.
 Statement shows thoughtful interpretation
of the author’s opinion of the theme, not a
definition or summary
•
•
•
What does this story tell us about how the theme affects people?
According to the story, is the main theme positive or negative?
Is the theme treated differently than expected? Why/ Why not?
PROFICIENT
 Themes chosen that reflect the story
 Main theme is focus of story
 Multiple pieces of evidence are
selected
 Statement is in a complete sentence
or includes title and author.
 Statement is supported by the story.
 Statement shows interpretation of
the author’s opinion of the theme,
not a definition or summary
DEVELOPING
 Themes chosen
 Main theme is shown in story
 Evidence is selected
 Statement is in a complete
sentence or includes title and
author.
 Statement attempts to show
interpretation of the author’s
opinion of the theme but is
mostly a definition or summary
BEGINNING
 Themes chosen
 Evidence is selected
 Statement attempts
to show
interpretation of the
author’s opinion of
the theme but is
mostly a definition or
summary
Delphi by James Baldwin
from Old Greek Stories
In this story from Greek mythology, Zeus, the king of the gods, is called by his Roman name, Jupiter.
"Where is the center of the world?"
This is the question which some one asked Jupiter as he sat in his golden hall. Of course the mighty ruler of
earth and sky was too wise to be puzzled by so simple a thing, but he was too busy to answer it at once. So
he said:
"Come again in one year from to-day, and I will show you the very place."
Then Jupiter took two swift eagles which could fly faster than the storm-wind, and trained them till the
speed of the one was the same as that of the other. At the end of the year he said to his servants:
"Take this eagle to the eastern rim of the earth, where the sun rises out of the sea; and carry his fellow to
the far west, where the ocean is lost in darkness and nothing lies beyond. Then, when I give you the sign,
loosen both at the same moment."
The servants did as they were bidden, and carried the eagles to the outermost edges of the world. Then
Jupiter clapped his hands. The lightning flashed, the thunder rolled, and the two swift birds were set free.
One of them flew straight back towards the west, the other flew straight back towards the east; and no
arrow ever sped faster from the bow than did these two birds from the hands of those who had held them.
On and on they went like shooting stars rushing to meet each other; and Jupiter and all his mighty company
sat amid the clouds and watched their flight. Nearer and nearer they came, but they swerved not to the right
nor to the left. Nearer and nearer-and then with a crash like the meeting of two ships at sea, the eagles came
together in mid-air and fell dead to the ground.
"Who asked where is the center of the world?" said Jupiter. "The spot where the two eagles lie-that is the
center of the world."
They had fallen on the top of a mountain in Greece which men have ever since called Parnassus.
1 Circle the themes addressed in the
passage. Add themes if needed.
AMBITION
FAMILY
FRIENDSHIP
HOPE
KNOWLEDGE
LOVE
POWER
SUCCESS
APPEARANCE
FATE
GREED
INNOCENCE
LONELINESS
MONEY
PREJUDICE
TECHNOLOGY
CHANGE
FREEDOM
HONESTY
JUSTICE
LOSS
NATURE
SACRIFICE
TRADITION
2 Choose the main theme from the
above selection.
3 Underline or highlight sections from the
text that show this theme.
4 Write a thematic statement about the
passage.
The Husband and Father
by Harriet Beecher Stowe from Uncle Tom’s Cabin
This passage is about Eliza, an enslaved woman owned by the Shelby family. Her husband George is
owned by a neighboring family. Eliza and George have one child, a small boy named Harry. Harry is
charming, smart, and handsome. Earlier Eliza had overheard a slave trader speaking with her owner
about buying Harry. Now her husband has come to say goodbye to her. George is speaking at the
beginning of the passage.
“Well, lately Mas’r has been saying that he was a fool to let me marry off the place; that he hates Mr.
Shelby and all his tribe, because they are proud, and hold their heads up above him, and that I’ve got
proud notions from you; and he says he won’t let me come here any more, and that I shall take a wife
and settle down on his place. At first he only scolded and grumbled these things; but yesterday he told
me that I should take Mina for a wife, and settle down in a cabin with her, or he would sell me down
river.”
“Why—but you were married to me, by the minister, as much as if you’d been a white man!” said Eliza,
simply.
“Don’t you know a slave can’t be married? There is no law in this country for that; I can’t hold you for
my wife, if he chooses to part us. That’s why I wish I’d never seen you,—why I wish I’d never been
born; it would have been better for us both,—it would have been better for this poor child if he had
never been born. All this may happen to him yet!”
“O, but master is so kind!”
“Yes, but who knows?—he may die—and then he may be sold to nobody knows who. What pleasure is
it that he is handsome, and smart, and bright? I tell you, Eliza, that a sword will pierce through your soul
for every good and pleasant thing your child is or has; it will make him worth too much for you to
keep.”
The words smote heavily on Eliza’s heart; the vision of the trader came before her eyes, and, as if some
one had struck her a deadly blow, she turned pale and gasped for breath. She looked nervously out on
the verandah, where the boy, tired of the grave conversation, had retired, and where he was riding
triumphantly up and down on Mr. Shelby’s walking-stick. She would have spoken to tell her husband
her fears, but checked herself.
1 Circle the themes addressed in the
passage. Add themes if needed.
AMBITION
FAMILY
FRIENDSHIP
HOPE
KNOWLEDGE
LOVE
POWER
SUCCESS
APPEARANCE
FATE
GREED
INNOCENCE
LONELINESS
MONEY
PREJUDICE
TECHNOLOGY
CHANGE
FREEDOM
HONESTY
JUSTICE
LOSS
NATURE
SACRIFICE
TRADITION
2 Choose the main theme from the
above selection.
3 Underline or highlight sections from the
text that show this theme.
4 Write a thematic statement about the
passage.
The Winning Smile by Jane Bern
Gina walked slowly toward the school building. Her stomach fluttered with butterflies. Today she was
starting school in a new town. Hopefully, she would make some new friends, too. She turned around
and waved to her parents, and they gave her a thumbs up; if they only knew how nervous she was.
At her old school, Gina had many friends whom she had known since kindergarten. When Gina got
braces, it was no big deal. Her friends never made fun of her. But that was the past. The future was
here—inside the new school.
The students in Gina’s class were friendly, but Gina didn’t smile much. She didn’t want anyone to see
her braces. Finally, it was time for gym class. Luckily for Gina, they were playing baseball—her
favorite sport.
“Gina,” the coach announced, “play shortstop today, okay?”
“Sure thing!” Gina said as she put on a glove and trotted out to her place between second and third
base. She scanned the field and glanced over to second base, where a tall boy stood.
Suddenly, the batter slugged the ball in her direction. The ball bounced several times before Gina
caught it. As the runner headed toward second base, Gina threw the ball to the tall boy. The runner was
out!
“Good throw!” the tall boy said with a smile. His smile was bright, metallic, and shiny, just like hers.
She smiled back, allowing her braces to show. They both laughed, and Gina knew her future was going
to be just fine.
1 Circle the themes addressed in the
passage. Add themes if needed.
AMBITION
APPEARANCE
CHANGE
FAMILY
FATE
FREEDOM
FRIENDSHIP
GREED
HONESTY
HOPE
INNOCENCE
JUSTICE
KNOWLEDGE
LONELINESS
LOSS
LOVE
MONEY
NATURE
POWER
PREJUDICE
SACRIFICE
SUCCESS
TECHNOLOGY
TRADITION
2 Choose the main theme from the
above selection.
3 Underline or highlight sections from the
text that show this theme.
4 Write a thematic statement about the
passage.
Molly and Buster by Elizabeth Trach
Molly was a fluffy grey cat. She liked to lap up sweet cream for breakfast. When Molly was ready to
rest, she would curl up on Mrs. Marks’ lap. Sometimes this made Mrs. Marks say "tsk tsk" when Molly
got tangled in her knitting. Molly was very happy. While Mrs. Marks was at work during the day,
Molly liked to sit in the window. She liked when things were very quiet. One rainy day, Mrs. Marks
came home early. She was holding a box. "Molly," said Mrs. Marks, "I have a surprise for you!"
Molly jumped down from the window and rubbed her nose against Mrs. Marks' leg to say hello.
Mrs. Marks put down the box. Molly was a curious cat. She poked her nose inside the box to sniff.
Suddenly, Molly's nose was being licked!
Molly jumped back. She did not like surprises. She also did not like being wet.
Mrs. Marks lifted a small brown puppy out of the box. She placed the puppy on the floor. "This is
Buster," said Mrs. Marks. Buster wagged his tail so much that his whole body wiggled.
Molly stepped back and blinked. The fur on her back stood up.
"Now, Molly," said Mrs. Marks. "You be nice. Buster is your new friend." Molly ran and hid under the
bed. She did not want a new friend if it meant being licked.
Later that night, Molly heard a soft whining sound. She crawled out from under the bed and walked
toward it. Buster was sitting on the floor. He looked very sad.
"What's wrong?" asked Molly.
"I miss my mother," said Buster. He was crying.
"I am sorry," said Molly. She remembered when she was a kitten and left her mother to live with Mrs.
Marks. She stepped closer to Buster. "It will be all right. Mrs. Marks makes a very good mother. She
will feed you and play with you tomorrow."
"But I feel lonely right now," said Buster. Molly thought. "I will sleep next to you tonight," she said.
"But you have to promise not to lick me." "Those are kisses," said Buster. "But if you don't like them, I
will stop." "Good," said Molly. She curled up next to Buster. Soon he was asleep. Molly was very
comfortable. "I like having a new friend after all," she thought.
And she fell fast asleep.
1 Circle the themes addressed in the
passage. Add themes if needed.
AMBITION
FAMILY
FRIENDSHIP
HOPE
KNOWLEDGE
LOVE
POWER
SUCCESS
APPEARANCE
FATE
GREED
INNOCENCE
LONELINESS
MONEY
PREJUDICE
TECHNOLOGY
CHANGE
FREEDOM
HONESTY
JUSTICE
LOSS
NATURE
SACRIFICE
TRADITION
2 Choose the main theme from the
above selection.
3 Underline or highlight sections from the
text that show this theme.
4 Write a thematic statement about the
passage.
Young Frederick Douglass
by Frederick Douglass from Narrative of the Life of Frederick Douglass, An American Slave
In a very short time after I went to live at Baltimore, my old master’s youngest son Richard died; and in
about three years and six months after his death, my old master, Captain Anthony, died, leaving only his
son, Andrew, and daughter, Lucretia, to share his estate. He died while on a visit to see his daughter at
Hillsborough. Cut off thus unexpectedly, he left no will as to the disposal of his property. It was
therefore necessary to have a valuation of the property, that it might be equally divided between Mrs.
Lucretia and Master Andrew. I was immediately sent for, to be valued with the other property. Here
again my feelings rose up in detestation of slavery. I had now a new conception of my degraded
condition. Prior to this, I had become, if not insensible to my lot, at least partly so. I left Baltimore with
a young heart overborne with sadness, and a soul full of apprehension. I took passage with Captain
Rowe, in the schooner Wild Cat, and, after a sail of about twenty-four hours, I found myself near the
place of my birth. I had now been absent from it almost, if not quite, five years. I, however, remembered
the place very well. I was only about five years old when I left it, to go and live with my old master on
Colonel Lloyd’s plantation; so that I was now between ten and eleven years old.
We were all ranked together at the valuation. Men and women, old and young, married and single, were
ranked with horses, sheep, and swine. There were horses and men, cattle and women, pigs and children,
all holding the same rank in the scale of being, and were all subjected to the same narrow examination.
Silvery-headed age and sprightly youth, maids and matrons, had to undergo the same indelicate
inspection. At this moment, I saw more clearly than ever the brutalizing effects of slavery upon both
slave and slaveholder.
After the valuation, then came the division. I have no language to express the high excitement and deep
anxiety which were felt among us poor slaves during this time. Our fate for life was now to be decided.
we had no more voice in that decision than the brutes among whom we were ranked. A single word
from the white men was enough—against all our wishes, prayers, and entreaties—to sunder forever the
dearest friends, dearest kindred, and strongest ties known to human beings. In addition to the pain of
separation, there was the horrid dread of falling into the hands of Master Andrew. He was known to us
all as being a most cruel wretch,—a common drunkard, who had, by his reckless mismanagement and
profligate dissipation, already wasted a large portion of his father's property. We all felt that we might
as well be sold at once to the Georgia traders, as to pass into his hands; for we knew that that would be
our inevitable condition,—a condition held by us all in the utmost horror and dread.
1 Circle the themes addressed in the
passage. Add themes if needed.
AMBITION
APPEARANCE
CHANGE
FAMILY
FATE
FREEDOM
FRIENDSHIP
GREED
HONESTY
HOPE
INNOCENCE
JUSTICE
KNOWLEDGE
LOVE
LONELINESS
MONEY
LOSS
NATURE
POWER
PREJUDICE
SACRIFICE
SUCCESS
TECHNOLOGY
TRADITION
2 Choose the main theme from the
above selection.
3 Underline or highlight sections from the
text that show this theme.
4 Write a thematic statement about the
passage.