Teresa Cruz

Title: Discovering Theme

Subject/Grade Level/Date: ELA, 4th grade, February 16, 2016
Time Requirements: Approximately 40-45 min.
Materials List:
Spotlight OnTheme book
Spotlight OnLiterary Elements Teacher Guide
From End to Beginning Theme sheet
Notepad
Easel
Markers
Type of Lesson: Whole group, inquiry, inferences, cooperative
Connection to Standards:
Common Core/Arizona College & Career Readiness Standards

4.RL.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Instructional Objective(s):
Students will be able to interpret the theme of a story with supporting details.
Active Instructional Plan:
Anticipatory Set:

Questions:

Teacher Behaviors
I will ask students if they
know what theme is and the
importance of it when reading
a text. We will discuss how
theme is usually left for the
reader to discover, there can
be more than one theme, and
different readers can find
different themes in the same
story.
I will also remind students to
be looking for other elements
of literature that may be
embedded in the story:
figurative language, point of
view, text structures, using
context clues, and/or make
predictions and inferences.
I will ask questions throughout
the lesson about what

Student Behaviors
Students will be seated facing
me on the carpet, listening
quietly for instruction.
Students should already have
an idea of what theme might
be, and they will share their
thoughts in the class
discussion. If not, we will
discuss as a class on what it is.

Students will answer questions

throughout the lesson to gage

Teresa Cruz

Modeling:

Guided Practice:

Independent Practice:

elements of literature students

have found, as well as what
they think the theme may be.
What types of figurative
language have you noticed
thus far?
What point of view is the story
told in?
What text structures have you
noticed?
Any unfamiliar words we can
use context clues to help us
figure out the words
meaning?
What might the possible
theme be? Could there be
more than one? Can you
support your reasoning?
Throughout the story, I will
point out some elements of
literature Ive noticed.
Towards the end, I will make
my own inferences (if need
be) on what a possible theme
be for the story; I will refer to
the text for supporting details.
I will observe students verbal
and nonverbal responses as I
read the text and as we discuss
theme and other literary
elements.
After the book is read, we will
discuss what theme(s) the
story might have; I will write
their theme(s) on the notepad.
(This next part will be done
after the book is read, if time
permits, or on another day.) I
will provide students with 6
themes. They will choose one
theme and write a short story
that supports their chosen
theme. I will remind students
to not TELL the reader what
the theme is, but to make the
theme clear in other ways.

their involvement and

understanding of the various
elements of literature, as well
as what the theme(s) might be.
Students will also share their
thoughts on the story so far,
using supporting details to
aide in their reasoning.

Students will participate when

asked questions and listen to
instruction from teacher as the
story is being read.

N/A

Students will pick a theme and

write a short story that
supports their chosen theme.

Teresa Cruz

Closure:

Assessment/Evaluation:

Modifications/Differentiation:

After the book is read, I will

Students will share and discuss
take any comments they have with the class their thoughts
and ask students what they
on the storys theme, as well
think the theme(s) of the story as any other comments they
is/are.
may have.
OR
A couple possible themes
If students get a chance to
students can come up with are:
complete their stories from
pride can have embarrassing
their chosen theme, I will have results AND/OR honesty is a
students share them.
rare virtue. *Students are not
wrong if they do not come up with
In both cases, we will do a
these themes.
brief overview of why theme
is important to know and what
theyve learned about theme.
Students will look for and describe examples of literary
elements in the story, The Emperors New Clothes, and the
theme(s) of the story. I will be continually assessing students
throughout the lesson based on their questions, responses to
questions, and what they share with their classmates.
Students with IEPs will sit closer to me so they may view the
book better. I will write on the notepad so that all will be able to
refer back to it when learning more about context clues and
examples of using them to find meanings. I will also do thinkpair-shares and utilize the sticks-o-fate during the lesson as Im
reading the book to them.