Danielle Mayhew
Spring 2013
Unit Plan
Subject: Literature (Language Arts)
Grade and Ability Level of Students: This English class is a seventh grade class that is
heterogeneously mixed. There are twenty-eight students in this class, seventeen female
and eleven male. The majority of the class comes from working-class families; however
three of the students come from low socio-economic families. The reading achievement
ranges from fifth to tenth grade reading levels. Often the students are actively engaged in
lessons, with occasional disruptive behavior such as speaking out of turn. Two students in
the class have I.E.P’s; one for dyslexia and the other student is behaviorally challenged.
Unit Title/Topic: Determining and Understanding Theme(s)
Length of Unit/Time Frame: The unit will last seven days of instruction with 50 minute
lessons. It could possible run into an eighth day to finish student presentations.
Scope and Major Concepts: The unit will thoroughly cover theme by guiding students through
the process of identifying themes, analyzing a theme’s development over the course of a
text, and identifying how details of character, symbols, and plot development build
themes. Additionally students will provide an objective summary of a text using
examples from the text as well as transition words to convey sequence. This will be the
third unit of the year. The previous units were a unit on utilizing textual citations to
support an analysis of a text and a unit on analyzing how particular elements of a story or
drama interact.
Core Curriculum State Standards/MD State Curriculum: RL2 – Determine a theme or
central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
-Present details and examples in a focused, coherent manner.
- Use significant details of character and plot development, repeated words, ideas, and/or
symbols to formulate a theme.
- Use a variety of transition words to convey sequence.
Rational: This unit is important and relevant to a 7th grade English class because themes are
present in every aspect of modern day life. Although not clearly stated, theme is the
element that provides a summary and reason for communicating and interacting. All
forms of art be it film, song, literature, poetry, or painting have at least one theme. It is
important for students to be able to understand and identify theme in order to gain a
complete understanding of the world and community around them. This unit should
introduce students to the concept of theme and provide them with practice in identifying
and justifying theme. They will learn how to practically use theme by identifying the
literary element in multiple medias, by constructing a three-page expository essay (a skill
necessary for higher learning), and by developing a creative project that demonstrates
their internalized knowledge.
Day 1
Defining Theme
Objectives:
1. Students will use computers and provided websites to examine multiple definitions for theme
in order to compose a personal definition for the literary device.
2. Students will list their personal definition for theme on the board in order to select a
collective class definition from the list for the literary device.
3. Using the class definition, students will work in small groups to formulate a short story
utilizing the literary device.
Assessments:
1. Accurate personal definition for theme based off of provided resources.
2. Group discussion /evaluation of each personal definition to determine the best definition for
theme.
3. Written short story and short skit that utilizes the literary device.
4. Written identification of the theme for each short skit.
Activities (with appropriate key questions):
1. Motivational Activity – Theme Resources (15 Minutes)
- Students will examine three websites (resources 1-3) that provide a definition for theme as
well as a video on theme (resource 4) and analyze the content. They will construct their own
definition for theme by identifying the similar elements in the resources.
2. Activity 1 – Presentation and analysis of personal definitions (30 Minutes)
- Students will record their personal definitions on the board.
- As a class we will read and evaluate each definition.
Key Questions:
* Based on your resources do you believe this is an adequate
definition?
* Why is it adequate or not?
- After discussing the definitions students will vote on the preferred definition (they may not
vote for their own) in order to select a class definition for theme.
- Students will then be assigned to work in small groups of four.
- In their assigned groups they will create a short story that utilizes at least one theme. In their
assigned groups they will then generate a short skit based off of the short story that still presents
the theme.
3. Closure Activity – Personal Experience (5 Minutes)
Key Questions:
*What are some defining elements of theme?
* What would be some examples of themes?
- Each group should be prepared to perform their short skit for the class at the beginning of
the next period. Students will be required to identify the theme for each skit on a piece of paper
to be turned in at the end of class.
- For homework students will choose one of their favorite films, graphic novels, or novels and
identify at least two themes from the story. Then students will write two paragraphs identifying
the themes and providing justification for their choice.
Key Content Outline:
I. Theme
This lesson is intended to instruct students on the definition of theme. It also challenges students
to apply their knowledge to define, defend, and utilize the literary term. This foundational
lesson should prepare students for higher level thinking necessary to analyze a story as well as
real life events.
Resources:
1. The Annenberg Foundation. (2013) Theme. Retrieved on April 8, 2013 from
http://www.learner.org/interactives/literature/read/theme1.html
2. Dictionary.com. (2013) Theme. Retrieved on April 8, 2013 from
http://dictionary.reference.com/browse/theme
3. The Free Dictionary. (2013) Theme. Retrieved on April 8, 2013 from
http://www.thefreedictionary.com/theme
4. YouTube. (2011, August 8) How to find a theme. Retrieved on April 8, 2013 from
http://www.youtube.com/watch?v=p4qME64SkxM
Lesson Planning Organizer: Day 2
Class Description: This English class is a seventh grade class that is heterogeneously mixed.
There are twenty-eight students in this class, seventeen female and eleven male. The majority of
the class comes from working-class families; however three of the students come from low
socio-economic families. The reading achievement ranges from fifth to tenth grade reading
levels. Often the students are actively engaged in lessons, with occasional disruptive behavior
such as speaking out of turn. Two students in the class have I.E.P’s; one for dyslexia and the
other student is behaviorally challenged. The unit will last seven days of instruction with 50
minute lessons.
Unit Title
Determining
and
Understanding
Theme(s)
Lesson
Topic
Identifying
Character,
Plot, and
Symbols in
Short
Stories
Type of
Lesson
Developmental
Lesson
MD State Curriculum Standard/ Common Core
State Standard
RL2.c: Use significant details of character and plot
development, repeated words, ideas, and/or symbols
to formulate a theme.
Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)
In the previous class I will have provided several examples/definitions of theme in order to teach the students the
definition of theme and develop a class definition for the device. Students will also have developed short stories and
skits with a clear theme in groups of four.
I will list on the board three separate categories: a) What did we learn about in class yesterday? b) Provide an
example or definition of what we learned, and c) What was the theme of your day yesterday? Using popsicle sticks
that have the student’s names on them, I will select one student to come up and write an answer under one of the two
categories. That student will then select another student to write an answer under one of the categories, and so on
until an adequate summary has been provided on the board.
Lesson Objective(s):
Objective 1 – Students will be able to dramatize a short skit created in their small group that
demonstrates at least one theme.
Objective 2 – Students will record at least one theme for each small group play they watch on a
piece of paper.
Objective 3 – Provided a copy of a short story from Rene Saldana’s “Finding Our Way”,
students will be able to silently read the short story and fill out a personal guiding worksheet on
character, plot, and symbols.
Assessment(s):
Assessment for Objective 1 & 2 – Students will dramatize their short skits in their small groups
demonstrating at least one theme. The observing students will record at least one theme for each
small group play they observe.
Is this a formative or summative assessment?
A formative assessment
Would you characterize this assessment as a traditional or performance assessment?
A traditional assessment as well as a performance assessment
Why did you select this assessment strategy to measure student learning?
It provides students with practice in determining theme individually as well as in a group. The
assessment also serves as a motivational activity as it allows students to perform for their peers
while demonstrating a comprehension for the literary device, or lack of comprehension, to the
teacher. Students learn from one another and work on individually developing themes based on a
visual or literary story. The written assessment also allows to teacher to gain a sense of each
student’s individual comprehension of theme.
Assessment for Objectives 3 – Students will individually read an assigned short story from
“Finding Our Way” and complete a guiding worksheet on character, plot, and symbols.
Is this a formative or summative assessment?
A formative assessment
Would you characterize this assessment as a traditional or performance assessment?
A performance assessment
Why did you select this assessment strategy to measure student learning?
It provides students with individual practice in determining different elements of a story. The
assessment also serves as a guide for students while reading a short story. As a result students are
able to develop their individual reading analysis skills. Additionally, the individual reading
allows the teacher to gain a sense of each student’s reading ability by seeing the form completed
individually.
Materials Needed for Lesson
28 copies of the guiding worksheet on character, plot, and symbols
12 copies of the short story ‘The Good Samaritan’
8 copies of ‘My Self Myself’
8 copies of ‘The Dive’
28 copies of the exit slip
28 copies of the homework slip
Dry Erase Markers or Chalk
English Dictionary and Spanish Dictionary (for student to look up words they do not know)
Computer (only if necessary)
Adaptation for IEP Student(s)
For the student with dyslexia, a partner will be provided to read the story out loud to him/her
while he/she reads along silently and the student will be allowed to record notes on a taperecorder or similar device.
For the behaviorally challenged student the instructor will specifically make an effort to monitor
the student to ensure he/she is on task and comprehends the material.
Incorporation of Technology (if appropriate)
*If you are using a website, type in the website citation.
If a specific word cannot be found in the dictionary and students cannot deduce a meaning using
the text, the computer will be allowed to research a word’s definition using www.dictionary.com
Lesson Development
Teacher
Students
Time
Drill/Motivational Activity –
List the three categories on the
board:
a) What did we learn
about in class
yesterday?
b) Provide an example or
definition of what you
learned
c) What was a theme of
your day yesterday?
“To begin class today you will
each come up to the board and
add an item to one of the lists
regarding what you learned
from our last class. I will
choose the first person to go
and then that person will
select a classmate to follow.
This will continue until you
have all written something on
the board.”
Five Minutes
Example Responses Include
but are not Limited To:
Theme; a subject of discourse,
discussion, meditation, or
composition; war; love;
teenage aghast; death; suicide;
ect.
30 Seconds
Transition
“Now that we’re all working
on the same page, it’s time to
get into your groups and
present your skits.”
Activity 1 –
“When I call your groups
name, please walk to the front
of the room and present your 3
minute skit. Meanwhile I want
the rest of you to pull out a
piece of paper and for each
skit you watch, identify a
theme from the skit. I will
collect your responses at the
end of this activity.”
Teacher will call the groups
up to present individually and
take notes on whether the skit
had an identifiable theme or
not.
Key Questions
Do you have any questions
about theme? Yes/No?
During the activity I expect
students to present their skits
in the order I call and record a
theme for each skit viewed.
Once all of the skits have been
performed the students will
pass their papers to me.
21 Minutes
Anticipated Responses?
Students may ask for further
Three Minutes
What is theme?
“Just to review the
information from our previous
units . . .”
What is a story’s plot?
What is a symbol?
What is character?
clarification and examples of
theme, character, plot, and
symbols.
I can utilize popular texts and
movies to provide examples of
plots, themes, and
character(s). Additionally, I
can pull up images from the
computer of symbols.
30 Seconds
Transition
“Now that we’ve reviewed the
information, it’s time to put
your skills into action utilizing
what you’ve learned.”
Activity 2 –
“I will now pass out to each of
you a different reading from
Rene Saldana’s “Finding Our
Way”. Once you have your
reading I would like you to
silently read the piece on your
own and fill in a copy of the
guiding worksheet on
character, plot, and symbols. I
will be coming around to
answer questions and I will
also be collecting your
worksheets at the end of class
for a grade.”
(As I am talking I will be
handing out copies of the
guiding worksheet on
character, plot, and symbol as
well as copies of the short
stories.)
Anticipated Responses?
The love for one’s family; It is
important to do good deeds;
Sibling Relationships; The
transition from childhood into
adulthood.
Melly speaks her mind, is
strongly connected to her
family, and has a strong sense
of independence. Missy is
unafraid of punishment, cares
for her brother, and spends a
good deal of time thinking.
Rey enjoys sports, is a hard
worker, and is intelligent.
Share the different plots.
Symbol of the bridge, coffee,
Rey’s father, etc.
15 Minutes
Anticipated Responses?
‘Why did the writer include
Spanish words instead of just
4 Minutes
Students will silently read the
short story and complete the
guiding worksheet on
character, plot, and symbols
that will be turned in to the
instructor at the end of class.
Key Questions
(Will serve as a short
discussion debriefing the
readings.)
So what did you find
confusing about your stories
and why?
Would anyone like to provide
an answer to this? (In response
to a question a student might
have about the text)
How did the character, plot,
and symbols add to the story
in your opinion?
(The instructor will pass out
exit tickets at this time.)
Summary/Closure/Revisit
Objective
“Before you leave class today,
fill out your exit tickets.
Please pass me your copies of
your guiding worksheet and
make a pile of your exit tickets
on my desk on your way out.
While you are filling out your
exit slips I will pass you a slip
with your homework on it.
(The slip will instruct students
to begin thinking about how
character, plot, and symbols
help develop a theme in the
short story read in class
today.)
Safety Valve
If the class time is reduced to
a 25 minute lesson then the
instructor will work with the
class on the drill/motivational
activity, and activity 1. As a
conclusion students will be
instructed to read the short
story and fill out the guiding
worksheet on character, plot,
and symbols for homework.
writing the piece in English?’
‘It helped immerse the reader
in the culture.’
The characters made the
stories believable and realistic
by exhibiting realistic
reactions.
The plot was intricate and
took into account multiple
characters lives.
The symbols made you think
about the deeper meaning of
the text and created a solid
image for the ideas.
1 Minute
Homework
Begin thinking about how character, plot, and symbols help develop a theme in the short story
you read today in class. Jot down your thoughts/ideas for your personal reference.
Name: (Sample Student Answer)
Date:
Guiding Worksheet on Character, Plot, and Symbols
Character: Rey
Trait 1
Intelligent: he realizes/is aware of when he’s being lied to by Mrs. Sanchez.
Trait 2
Hopeful: he helps Mr. Sanchez multiple times even though he’s aware that Mr. Sanchez never
upholds his half of the deal.
Trait 3
Loves his father: thoughts of his father convince Rey to help Mr. Sanchez at the end.
Plot:
Who is involved?
Rey, Mr. Sanchez, Mrs. Sanchez, Hernando, Rey’s father, Rey’s friends.
What is the beginning event?
Rey goes over to the Sanchez’s house to swim in their pool, as promised, and is denied.
What is the conflict?
Rey must decide if he wishes to help people for his own sense of self or if he will only help people
when he receives a reward.
How is the conflict resolved?
Rey decides to help people for his own inner reasons; he does not need a material reward.
Symbols:
Symbol 1 & It’s Meaning
The Basketball Court: it was a major deal Mr. Sanchez made with the neighborhood boys and Rey that
ended up causing the boys and Rey to dislike Mr. Sanchez.
Symbol 2 & It’s Meaning
Rey’s Father: Rey’s father becomes a symbol for Rey’s development of the internal reward of helping
people without an outward incentive.
Symbol 3 & It’s Meaning
No third symbol is required for this reading, but if a student discovers one they are free to include it.
Name: (Sample Student Answer)
Date:
Guiding Worksheet on Character, Plot, and Symbols
Character: Missy
Trait 1
Tomboy: she plays roughly, verbally, with her brother.
Trait 2
Independent: she is annoyed at parental involvement when she is involved in a conflict with her
brother.
Trait 3
Intelligent: based on her brother’s actions, information she learns in school, and/or plays on
words, she develops humiliating nicknames to torture her brother.
Plot:
Who is involved?
Missy, Deuce (Dewey), Mabel, Dad, and Franky.
What is the beginning event?
Deuce is crying to his parents about something ‘mean’ Missy did to him and she is being yelled
at.
What is the conflict?
Missy wants Deuce to grow-up and stop crying to their parents so she constantly tortures him.
How is the conflict resolved?
Eventually Deuce realizes that he needs to stop relying on his parents and deal with his own
problems.
Symbols:
Symbol 1 & It’s Meaning
Pulley: it is devised to carry things to Deuce without him putting out any effort. When it breaks he must
do things for himself. It mirrors the move of breaking away from relying on his parents.
Symbol 2 & It’s Meaning
The Stars on Missy’s Ceiling: they can represent Deuce’s transformation but they can also represent the
endless possibilities and freedoms that come from moving into adulthood and independence.
Symbol 3 & It’s Meaning
Optional
Name: (Sample Student Answer)
Date:
Guiding Worksheet on Character, Plot, and Symbols
Character: Melly
Trait 1
Speaks her mind: the people around her often comment on her thoughts that she says out loud
without consideration.
Trait 2
Contemplative: she seeks Mama Tochi’s advice and will then spend a great deal of time
attempting to decipher the meaning from Mama Tochi’s stories.
Trait 3
Headstrong: when she decides to do something, she does so unless she is logically convinced to
do otherwise. She makes her own decisions.
Plot:
Who is involved?
Melly, Mama Tochi, Mr. Otero, the boys on the bridge.
What is the beginning event?
Melly sees the boys jump off of the bridge and decides that she could dive if she wanted to.
What is the conflict?
Melly wants to dive but her father doesn’t want her to. Melly goes to Mama Tochi to aid her in
deciding whether or not to jump off the bridge.
How is the conflict resolved?
Melly decides she does not need to jump off the bridge because she has already established her
independence and womanhood.
Symbols:
Symbol 1 & It’s Meaning
Bridge: it symbolizes a right of passage from childhood into adulthood.
Symbol 2 & It’s Meaning
Coffe: the symbol for Mama Tochi of when she reached adulthood. It is also how she exercizes her
control over her own life.
Symbol 3 & It’s Meaning
The Ability to Choose A Husband: another example of how Mama Tochi and Melly can exert their
control over their own lives. The right to do so marks them as adults.
Name: (Sample Student Answer)
Date:
Guiding Worksheet on Theme
Theme: A loving and positive parent produces good, moral children.
Story: ‘The Good Samaritan’
Setting:
Who
Rey, Mr. Sanchez, Hernando, Rey’s father
Where
Rey’s neighborhood
When
No specific time provided, based on references to modern day materials (fanta orange,
pool, basketball court) I would say modern day.
Problem:
Event
Rey goes over to the Sanchez residence to swim in the pool as promised, he is lied to and denied. Rey
feels angry, disappointed, and rejected.
Event
Rey recalls multiple events when he and his friends aided Mr. Sanchez, were promised a reward, and
then were somehow denied or their reward was far less than what was promised.
Event
Rey sees Mr. Sanchez stranded on the side of the road due to a flat tire. He must deal with the decision
to aid him or not. Eventually, due to positive/loving thoughts toward his father, Rey decides to aid Mr.
Sanchez without any material reward.
Resolution and Ending:
Rey aids Mr. Sanchez because that’s the type of person he is due to his father. He realizes he doesn’t
need a reward to do a good deed.
Name: (Sample Student Answer)
Date:
Guiding Worksheet on Theme
Theme: Growing Up/Maturing
Story: ‘My Self Myself’
Setting:
Who Missy, Deuce (Dewey), Mabel (mother), Dad, Franky the quarterback
Where Missy’s house, mainly backyard
When Present day based on school references and the inclusion of a TV.
Problem:
Event
Deuce is crying to his parents about Missy ‘being mean to him’. Missy is annoyed at how Deuce is
babied and always goes to their parents to solve his problems.
Event
Missy and Deuce are interacting when his pulley breaks and falls down, smacking him in the face.
Deuce runs crying to his parents, blaming Missy. Missy is yelled at by her mother, but receives no true
punishment.
Event
Based on his immature behavior, Missy gives Deuce a new nickname, ‘Duh’, to make fun of him. Once
again he tattles on Missy to their parents.
Resolution and Ending:
With the final tattle Deuce realizes that he needs to stop running to his parents with his problems and
makes a deal with Missy that if she stops making fun of him then he will stop telling on her. Missy
happily agrees as her goal of forcing Deuce to grow up has occurred.
Name: (Sample Student Answer)
Date:
Guiding Worksheet on Theme
Theme: Growing Up/Independence
Story: ‘The Dive’
Setting:
Who Melly, Mama Tochi, Mr. Otero
Where Mama Tochi’s house, at the river (bridge)
When Present day, indicated by the inclusion of a TV and the mention of college.
Problem:
Event
Melly is fishing with her father and sees a group of boys jump off of a bridge into the river – it is a right
of passage – and sees how happy they are by their accomplishment. Melly decides to jump off the
bridge.
Event
Melly visits Mama Tochi and listens to her story about Mama Tochi’s transition into adulthood.
Event
Melly lies in bed and thinks about Mama Tochi and her transition into adulthood and independence.
Resolution and Ending:
Melly realizes she doesn’t need to jump off of the bridge to prove that she is turning into an adult who
has the ability to make her own decisions.
Name: (Sample Student Answers)
Date:
Exit Ticket
What did you learn today?
I learned how to determine a theme from a short story, how to outline a plot, become aware of different traits
that build a character, and how to identify symbols in a story and write my reasoning for choosing the symbol.
Why do you think I am teaching you about theme, character, plot, and symbols?
To help me gain a deeper understanding of works that I will read.
How might this information help you in your life?
The more I understand what I am reading, the better my ability to react to it will be.
To teach me how to break up the elements in a story so that I get more out of what I read.
What would you like to learn more about? What questions do you have regarding the material?
I would like to learn more about symbols and why they are in stories instead of just having the information
directly stated.
Source Texts used for Day 2:
1. “Finding Our Way”: ‘The Good Samaritan’ by Rene Saldana, Jr.
2. “Finding Our Way”: ‘My Self Myself’ by Rene Saldana, Jr.
3. “Finding Our Way”: ‘The Dive’ by Rene Saldana, Jr.
Day 3
Short Story Review and Identifying Theme
Objectives:
1. Students will examine a picture of Latin culture in America in order to generate a theme.
2. Using a short story from Rene Saldana’s “Finding Our Way”, students will be able to identify
one theme from the reading.
3. Students will be able to defend their choice of theme to the class using evidence from the
text.
Assessments:
1. Identification of a theme appropriate to the provided image.
2. Completion of the guiding worksheet on theme with accurate information.
3. During class discussion and small group work students are able to defend and argue their
choice of theme using evidence from the text.
Activities (with appropriate key questions):
1. Motivational activity – Latin America Image (5 Minutes)
- Students will examine a picture of Latin culture in America (resource 1) and determine a
theme for the image. We will discuss their answers and reasoning in class.
2. Activity 1 – Short Story re-reading and Guiding Worksheet on Theme (40 Minutes)
- Students will break into seven small groups of four to re-read their story, fill-in a guiding
worksheet on theme as a group, and select textual evidence to support the theme.
- Students will be instructed to fill out an additional copy of the guiding worksheet on theme
for their personal notes.
- After completing the group work, as a class students will debate the validity of each groups
theme justifying their arguments with textual evidence.
- One student will take notes on the themes, arguments, and textual evidence during the
debate which the instructor will make copies of to give to the students in the next class period.
3. Closure activity – Discussion and Homework (5 Minutes)
*Key Questions:
Which group, in your opinion, presented the best argument to support their theme?
Why do you it is important for you to be able to identify themes in images, stories,
and real-world events? Explain.
- For homework students will select a novel or short story they would like to write a three
page paper on. Students must identify the novel or short story as well as a theme from that text
on a piece of paper.
Key Content Outline:
III. Supporting Theme Choice with Textual Evidence
This lesson is intended to provide students with individual and guided practice on identifying
theme in images as well as text. It also challenges students to begin thinking like scholars by
compiling textual evidence to support their arguments/hypothesis. This lesson should prepare
students to begin thinking about their topic for their three page paper later in the unit as well as
providing them with practice in establishing an argument supported by textual evidence.
Resources:
1. CCHA. (2010). LatinoAmerica Unida. Retrieved on April 21, 2013 from
http://www.centroculturalha.org/
2. 35 copies of the guiding worksheet on theme
3. 12 copies of the short story ‘The Good Samaritan’
4. 8 copies of the short story ‘My Self Myself’
5. 8 copies of the short story ‘The Dive’
Day 4
Elements of an Expository Essay
Objectives:
1. Students will examine their own homework text and thesis choice with a peer in order to
appraise its quality.
2. Students will examine a peer’s homework text and thesis choice in order to appraise its
quality.
3. During a class lecture on writing an expository essay, students will write notes in order to
recall the information later.
4. Provided a list of books that are collections of essays, students will write six proper MLA
format citations for six different essays.
5. When observing their peers posters, students will reflect on each groups citations and list
constructive feedback on the posters.
Assessments:
1. Proper citations for six essays from collection books constructed in pairs.
2. Constructive feedback provided on poster for citations.
3. Rough draft of three page expository essay including textual evidence and works cited page.
Activities (with appropriate key questions):
1. Motivational activity – Homework share (5 Minutes)
- Students will partner with another classmate and take turns sharing the information they
gathered for homework. They will take turns presenting and explaining their ideas and listening
and providing thoughtful feedback on their peers theme and choice of text.
2. Activity 1 – Lecture on how to write an expository essay (25 Minutes)
- I will present students with a presentation/lecture instructing how to write an expository
essay (resources 1-3).
*Key Questions: a) So based on what you’ve just learned, what types of elements
would be acceptable in an expository essay?
b) Why does an expository essay want you to expand on the idea you
propose?
3. Closure activity – Citation practice (20 Minutes)
- After the lecture, students will be separated into small groups of two and be provided a list
of books that are collections of essays (resources 4 & 5). Students will be instructed to work
collaboratively to create MLA citations for three essays from each book on a poster (resource
6).
- Students will walk around the room in their pairs writing constructive feedback on the
citation posters.
- For homework students will write a rough draft of their three page expository evidence,
including textual citations and a works cited page.
Key Content Outline:
IV. Expository Essay and MLA Citation
a) Think about Audience – in this case the teacher and classmates. Since it is a text of
choice assume the reader does not have experience with the topic/text.
b) Think about your Purpose for Writing – in this case it is to argue/persuade that the
theme you’ve decided upon is present in the text.
c) Expository Essay Definition = a genre of essay that requires the student to investigate
an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea
in a clear and concise manner.
d) The structure of an Expository Essay = thesis statement, clear and logical transitions
between the introduction, body, and conclusion, body paragraphs that include textual evidence,
a bit of creativity, a conclusion that does not simply restate the thesis but readdresses it in light
of the evidence provided.
e) Proper citation in MLA format for short stories = In- Text Citations either Author and
page number ex. “Wordsworth . . .” (263) or “Romantic poetry. . .” (Wordsworth 263). Works
Cited page on a separate page at the end of the paper, labeled Works Cited, double space all
citations but do not skip spaces between entries, indent the second and subsequent lines by 0.5
inches to create a hanging indent, to cite a work in a collection of essays: Last name, First name.
“Title of Essay.” Title of Collection. Ed. Editor’s Name(s). City of Publication: Publisher, Year.
Page range of entry. Medium of Publication.
This lesson is intended to teach students about the different elements of an expository essay and
how to cite essays from collections in MLA format. It allows students to practice the new skills
in order to develop the knowledge for the future three page expository essay due at the end of
the unit. Additionally, the skills provided will be necessary for future educational instruction on
both the High School and University level. Finally, the information teaches students how to
formulate a well-supported and clear argument, a necessary life skill.
Resources:
1. San Jose State University, Mary Warner. (2013). Notes on Using Textual Evidence & MLA
Citation Form. Retrieved on April 20, 2013 from
http://www.sjsu.edu/faculty/mary.warner/Handouts/Textual_evidence.htm
2. Purdue University. (2013). Expository Essay. Retrieved on April 20, 2013 from
http://owl.english.purdue.edu/owl/resource/685/02/
3. Purdue University (2013) MLA Works Cited Page: Books. Retrieved on April 20, 2013 from
http://owl.english.purdue.edu/owl/resource/747/06/
4. Wallace, David F. Consider the Lobster. New York: Little, Brown and Co., 2005. Print.
5. Slater, Lauren, and Atwan, Robert, eds. The Best American Essays 2006. Boston: Houghton
Mifflin Harcourt, 2006. Print.
6. 14 posters
Day 5
Theme in Song and Peer Review
Objectives:
1. Students will listen to 3 songs while examining the lyrics in order to choose a theme for each
song.
2. Students will defend their theme choice for each song by means of lyrical evidence.
3. Students will appraise at least three peers’ essays in order to review their knowledge of
theme, elements of an expository essay, and MLA citation.
Assessments:
1. Identification of an appropriate theme for the three songs with textual support from the lyrics.
2. Written peer review worksheet for at least three peers’ essays addressing the theme, elements
of an expository essay, and MLA citation.
Activities (with appropriate key questions):
1. Motivational activity – Themes in songs (15 Minutes)
- Students will listen to three songs (resources 1-3) and examine each song’s lyrics. They will
determine a theme which they will justify with evidence from the lyrics. We will discuss
answers in class.
*Key Questions: a) Does the music of the song add to the lyrics to create a theme for
you? How so?
b) Do you think the lyrics are necessary to convey a theme? Why or
why not?
c) Are there any literary devices in the lyrics? Alliteration, character,
symbols? Would the song be as effective if they weren’t used?
2. Activity 1 – Peer Review (30 Minutes)
- Students will be divided into three groups of six students and two groups of five students.
- Students will take turns silently reading and appraising one another’s work, filling out a
peer editing worksheet (resource 4). Their review will include an analysis of their peer’s theme
choice, use of the elements of an expository essay, and MLA citation(s).
- After reading each peer’s essay, students will take turns discussing their comments and
constructive criticism for each paper with their group members.
3. Closure Activity – Exit slip, Essay revision and Alternative project (5 Minutes)
- For homework students will be instructed to begin revising their expository essays which
will be due at the beginning of class in two days (7th day of instruction). Additionally, students
are to decide how they would like to present their paper in an alternative way (i.e. bookmark,
song lyrics/song, poem, CD, drama skit, advertising campaign to promote the text, board game,
etc., resource 5) The teacher will have markers/crayons, construction paper, glue/tape, poster
board, and the computer & printer available for student use next class. Any additional materials
that students might need to compile their alternative project must be brought by the student for
the next class.
- Students will fill out an exit slip and turn it in on the teacher’s desk as they leave (resource
6).
Key Content Outline:
V. Theme in song
VI. Peer Review
This lesson is intended to connect theme to students’ lives by using songs to demonstrate how
every facet of human life has a theme and to provide students with additional practice in
identifying and justifying themes. In addition this lesson requires students to practice their
editing skills on each other’s papers, teaching students that revision is a necessary process. This
lesson should encourage students to modify their essays to prepare them to turn in an improved
final draft at the units end.
Resources:
1. John, Elton, & Rice, Tim. “Hakuna Matata.” The Lion King. Disney, 1995. CD.
2. Bowie, David. “Changes.” Hunky Dory. RCA Records, 1972. CD.
3. The Beatles. “Nowhere Man.” Rubber Soul. Parlophone, 1965. CD.
4. At least 84 copies of the peer editing worksheet
5. 28 copies of the list of acceptable alternative reports
6. 28 copies of exit slip
Day 6
Alternative Project on Theme
Objectives:
1. Students will breakdown the elements of the teacher’s alternative project model in order to
assemble a list of requirements for the project.
2. Students will apply the list of requirements by constructing an individual alternative project
that is creative, demonstrates a clear theme, provides a brief synopsis of the students’ text, and
lists examples from the text that support the theme choice.
Assessments:
1. An accurate list of the elements present in the teacher’s model of an alternative project.
2. An alternative project on theme that is creative, demonstrates a clear theme, provides a brief
synopsis of the student’s chosen text, and lists examples from the text that supports the theme
choice
Activities (with appropriate key questions):
1. Motivational activity – Teacher model of an alternative project (10 Minutes)
- Students will be provided a model of an alternative project created by the teacher (resource
1). The model will provide a brief summary of the text selected as well as clearly demonstrate a
theme from the text in some fashion. As a class we will discuss how the teacher’s model
successfully and clearly demonstrates a theme from the chosen text in a creative fashion. As a
class we will assemble a list of requirements for the project based on the model (resource 1).
*Key Questions:
a) What makes this project successful for you?
b) How would you change this project to make it better?
c) Is the theme clear? How so/not?
d) Do you have any additional questions about your alternative project?
2. Activity 1 – Creating an Alternative Project (32 Minutes)
- Students will work individually on their alternative project on theme. Constructive materials
will be provided by the teacher (resource 2-7). Any additional material will need to have been
brought by the student. These projects will be presented during the next class.
*Key Questions: as the students work the teacher will walk around the room and ask
students questions regarding their projects.
a) What are you creating?
b) What theme are you presenting in the project? How do you plan to show
it?
c) Do you have any questions for me? /Is there anything I can help you with?
d) Does your project demonstrate how the theme develops over the course of
the text?
3. Closure activity – Final touches to alternative project & Expository Essay reminder (8
Minutes)
- Key Questions:
a) Do you have any last questions on your expository essays due at the
beginning of our next class?
b) Do you like being able to present an alternative project to your
classmates to conclude the unit?
- For homework students are to finish their alternative projects on theme and bring them to
the next class ready to present. The final copies of the expository essays are also due during the
next class period.
Key Content Outline:
VII. Alternative Project
This lesson is intended to provide students with time to work on their alternative projects on
theme as well as to allow them time to discuss their work directly with the instructor.
Additionally, the project reinforces student’s understanding and ability to communicate theme.
This lesson leads to the final lesson on the unit, allowing students to ask any follow up
questions, work on their projects, and seek clarification where needed.
Resources:
1. 29 copies of teacher’s model alternative project
2. Markers/crayons
3. Construction paper
4. Glue/tape
5. Poster board
6. Computer & printer
Day 7
Presentation of Alternative Theme Projects
Objectives:
1. Students will examine the poem “Eldorado” in order to describe its meaning and theme.
2. In class students will present their alternative projects that demonstrate creativity, have an
identifiable theme, provide a synopsis of the chosen text, and demonstrate textual support.
3. While watching each alternative project, students will appraise their peers work based on
whether or not it is creative, has an identifiable theme, provides a synopsis of text, and has
textual support.
4. Using information learned during the unit, students will compile three list answering the
statements: What I’ve learned during this unit, What I would like to know more about, and
What theme I would label my life with.
Assessments:
1. Accurate description of the poem “Eldorado” presenting possible themes and “who” the
gallant knight symbolizes.
2. Student Alternative Theme Projects presented in class.
3. Written statements to answer the three statements provided by the teacher on what students
have learned in the unit, what they would like to know more about, and what theme they would
label their life with.
Activities (with appropriate key questions):
1. Motivational activity – Poem Reading (7 Minutes)
- As a class we will read the Edgar Allan Poe’s poem “Eldorado” (resource 1) and describe
its meaning. They will use the poem’s details to determine who the gallant knight represents
and what possible themes of the poem are. We will discuss their ideas in class.
2. Activity 1 –Alternative Theme Projects (38 Minutes)
- Students will take turns presenting their alternative theme projects to the class and teacher.
- The teacher will grade student’s projects based upon their creativity, whether or not they
demonstrate a clear theme, whether or not they provide a brief synopsis of their text, and
whether or not it references examples from the text to support the theme choice (resource 3).
- During the presentations each classmate will grade their presenting peer’s project based on
the same criteria as the teacher, identifying the theme they believe is presented and whether or
not it is supported by evidence (resource 4).
*If all presentations are not finished five minutes before the class concludes, the remainder will
presented the following day.
3. Closure activity – Expository Essays and Discussion (5 Minutes)
- Students will be instructed to hand in their Expository Essays.
- On the board will be listed three categories: What I’ve learned during this unit, What I
would like to know more about, and What theme I would label my life with. Three pieces of
paper will be circulated around the classroom, each with one of the categories listed at the top.
Students are to write a response for each category on the appropriate piece of paper when it’s
received with their initials at the bottom of their response.
- If there is time, the teacher will discuss the student’s answers with the class.
Key Content Outline:
VIII. Theme in Poetry
VIIII. Student Projects
a) demonstrate creativity
b) demonstrate a clear theme
c) provide a brief synopsis of the student’s text
d) references examples from the text to support the theme choice
This lesson is intended to conclude the unit on theme by allowing students to present their
theme projects in order to demonstrate their mastery of the literary device. It also requires
students to write an expository essay to demonstrate their ability to write a clear and concise
argument that utilizes textual support. This lesson should build students textual analysis abilities
for higher level thinking necessary for advanced textual analysis later in the year.
Resources:
1. PoeStories.com. (2013). “Eldorado” by Edgar Allan Poe. Retrieved on April 23, 2013 from
http://poestories.com/read/eldorado
2. Cumming Study Guides.net. (2013). “Eldorado”. Retrieved on April 23, 2013 from
http://www.cummingsstudyguides.net/Guides4/Eldorado.html
3. Teacher’s grading rubric for student alternative projects (28)
4. Student’s grading rubric for student alternative projects (784)