UbD Lesson Plan: Theme - Erin McDonald, M.Ed. -...

Theme 1

UbD Lesson Plan: ThemeVITAL INFORMATION

Author Erin McDonald

*Subject(s) Language Arts

Topic or Unit of Study Theme

*Grade/Level 9th Grade

*Summary Students learn about theme and demonstrate the ability to identify, state, and support their claim of theme in a work of literature.

STANDARDS

*Standards

PA CC Reading Standards for Literature - 9th Grade

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; provide an objective summary of the text.

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:

STAGE 1 DESIRED RESULTS

Established GoalsStudents will be able to determine the central idea or theme found in a text. They will be able to analyze its development throughout the text.

Understandings

Overarching

Understanding

Theme is the central idea or insight expressed in a work of literature. Theme is not the same as plot. Theme is often reveled through characters’ experiences.

Essential Questions What is plot? What is a theme? How can characters affect the plot or theme? How is theme developed and shown?

Theme 2

Knowledge

Students will know:

How to define theme. That theme is developed and shown in a variety of ways but often deal with the

same big ideas. That theme should be expressed in a single sentence. That the same work of literature may have more than one theme. That there is no one correct way to state what a particular theme is.

SkillsStudents will be able to:

Identify theme in a given work of literature using a sentence. Determine how plot and characters affect theme. Compare and Contrast the same big idea in multiple works of literature (i.e. tradition

as seen in The Lottery vs. Chee’s Daughter)


STAGE 2: Assessment Evidence

Performance Task Description:

What authentic performance tasks will students demonstrate the desired understandings?o Students will read stories with the theme of tradition and will then compare and contrast the theme

as seen in the stories. They will write essays in which they will state theme using one sentence and support their determination with evidence from the texts.

By what criteria will performances be judged?o A rubric will be used to assess essays.

Through what evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?

o Class and group discussions, quizzes (formative), essays (summative) How will students reflect upon and self assess their learning:

o Small groups will discuss the treatment of tradition in various works of literature. Students will use learning journals to assess what they do and do not understand.

GoalYou are a literary critic assigned to write an article discussing the treatment of tradition by two authors. You are to include historical and cultural considerations of tradition in your assessment of the stories and their themes.

RoleConvince readers that central idea of tradition can be handled differently by various authors and show them how. Include information that may be historically or culturally relevant.

Audience Readers of a literary magazine

Theme 3

Situation

The stories you have been assigned are The Lottery, Chee’s Daughter, and Dead Men’s Path. You must choose two. One of those two must be either Chee’s Daughter or Dead Men’s Path. You must include at least two references regarding history or culture. Feel free to use your history teacher as a resource; she is expecting you.

Product/Performance

You will create a magazine article complete with graphics, images, etc…

StandardsYour work will be judged by readers (aka: your classmates) and your editor (aka: teacher). Rubrics will be provided.


STAGE 3: Learning Plan

What learning experiences and instruction will enable students to achieve the desired results? How will the design:

Where are your students headed?

Where have they been?

How will you make sure the

Students are going to learn what theme is. They will learn how to state theme clearly. They will learn to support their evaluation of theme in a story. They will learn that theme is not the same as plot.

How will you hook students at the beginning of the unit?

I will ask students about their favorite movies and require them to explain what they are about in one sentence. The whole class discussion will be focused on theme as opposed to plot.

What events will help students experience and explore

the big idea and questions in the unit?

How will you equip them with needed skills and knowledge?

Teacher will lecture using PowerPoint and direct instruction as well as class discussion. Class will discuss examples as lecture progresses.

Students will read Sniper in their text books as a whole class oral reading. Teacher will as guiding questions to aid students in determining theme and supporting their claim.

Theme 4

How will you cause students to reflect and rethink?

How will you guide them in

rehearsing, revising, and refining their work?

Students will take a pre-assessment regarding theme. “Bell Ringers” will be used at the beginning of each

class which will require students to reflect on the previous class in some way.

Learning journals will be used at the end of every class. Students will participate in a jigsaw activity and group

work to discuss the theme of various stories.

How will you help students to exhibit and self-evaluate

their growing skills, knowledge, and understanding

throughout the unit?

Every day, during the last five minutes of class, students will write in their learning journals. They will summarize what they learned and write at least one question which they will attempt to get answered prior to the next class.

How will you tailor and otherwise personalize the learning plan to optimize the engagement and

effectiveness of ALL students, without compromising the goals of the unit?

Lower level students

will be assigned to groups reading lower level stories will be provided with a copy of notes as needed. will be provided peer tutors upon request. Specific Accommodations for Sally, Joey, and Fred are

located within each of the lesson plans. Teacher will use Fred’s portable amplification system

during class.

Higher level students

will provide tutoring for lower level students. Will compile short stories into a literary magazine using

publishing software.

Theme 5

EEI Lesson Plan – Theme #1

VITAL INFORMATION



Topic or Unit of Study Elements of Literature: Theme


*SummaryThis is the first lesson in a unit on theme. Students will grasp a basic understanding of the concept of theme in literature and be prepared for future lessons in this area.

STANDARDS AND DIFFERENTIATED INSTRUCTION:

*StandardsPA CC 9th Grade - 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; provide an objective summary of the text.

Differentiated

Instruction

Lower level students will be able to work in groups on the TV theme project during an after-school tutoring session provided by the teacher and higher level students.

A copy of the notes will be provided for students as needed. Higher level students will help instruct an after-school tutoring session for lower level

students.

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:

ObjectiveStudents will become familiar with the literary element of theme and be prepared for future lessons on theme which will go more in depth.

Anticipatory Set

Students will take a pre-assessment quiz about the topic of theme (Sally & Joey will be given extra time).

Whole group will be asked to identify their favorite movies and tell what they are about. Teacher will ask leading questions to steer students away from plot and toward theme.

Teacher will list common topics of themes on the board (love, war, fate, etc…).

Theme 6

Teach Lesson / Model

Teacher will use direct instruction and PowerPoint presentation to lecture regarding what theme is, how it is expressed properly, and how it is seen in literature, movies, TV, etc… Students will take notes. *Bloom’s: Knowledge/Facet: Explain

Students will be asked if they got the related questions correct on their pre-assessment. Students will discuss and explain what they got right and what their misunderstandings were. (Sally and Joey will discuss this personally with peer tutors.) *Bloom’s: Comprehension/Facet: Self-Knowledge

Guided Practice

Students will be placed in heterogeneous formal small groups which will be established for the duration of this unit. (Sally and Joey will be in the same groups as their peer tutors).

Students will discuss what they see of theme in the literary works they previously read in class. *Bloom’s: Application/Facet: Application

Students will come up with a list of five movies, novels, or short stories and their associated themes. *Bloom’s: Application/Facet: Application

Teacher will circulate to aid students in their understanding.

Independent Practice

For homework, students will participate in discovery learning and apply their understanding by watching a TV show, identifying the theme, and writing a brief 150 word essay discussing the theme of the show. Analytic rubrics will be provided. *Bloom’s: Application/Facet: Application

Sally & Joey will be given holistic rubrics instead and will only be required to write 75 words. They will also be permitted a teacher/student conference to further explain their responses.

Closure

Closure will follow the guided practice because independent practice will be homework and be used for discussion in a future lesson.

Teacher will ask students how they would like to watch TV for homework. Students will write in learning journals to answer the following questions:

o What did you find out that you knew previously about theme? What is different than you thought about theme? *Bloom’s: Knowledge & Comprehension/Facet: Self-Knowledge

Evaluation

*Assessment/Rubrics

Students will use rubrics in self-assessment and peer-assessment in a following class to determine if their evaluation of theme written about in their homework is appropriate. *Bloom’s: Evaluate/Facet: Self-Knowledge

Sally and Joey will work with their peer tutors and teacher during self and peer assessments. Teacher will consider the writing in formative assessment.

Theme 7

MATERIALS AND RESOURCES

Instructional Materials (handouts, etc.)

Analytic Rubric (attached) Holistic Rubric for Sally and Joey (attached)

ResourcesStudents will need access to TV shows for homework. This can be done through traditional television or via the internet.

Holistic Rubric

TV Theme Homework: Holistic Rubric(15 Points Total)

4-5 Points Students expressed theme clearly in one full sentence. Proper evidence was given to support the student’s claim. The concept of theme was clearly understood.

2-3 Points Student used a few words to express theme, but it was not expressed as one whole sentence. Claims made to support student’s view were weak. The concept of theme was murky.

0-1 Points Student showed no understanding of the concept of theme. No evidence supporting a claim of theme was given. There was no sentence describing theme.

Theme 8

Analytic Rubric

TV Theme Homework:

Analytic Rubric(15 Points Total)

0-1 point 2-3 points 4-5 points

Understanding what theme is

Student wrote nothing relating to

theme.

Student described plot with little

relation to theme.

Student clearly understands the

concept of theme and sited support for their opinion.

Properly stating them

Student did not state theme.

Student used a few words to express theme, but it was

not one full sentence.

Student used one full sentence to express theme.

Proper SupportStudent gives no support for their claim of theme.

The student attempted to

support their claim of theme, but did

so with weak examples.

Strong examples were cited for the

support of the claim of theme.

Theme 9

EEI Lesson Plan – Theme #2

VITAL INFORMATION





*Summary Students will use peer and self-assessment to determine if they understand theme.



Differentiated

Instruction


students. Specifics for Sally, Joey, and Fred will be indicated within lesson plan. Teacher will use portable amplification system for Fred as needed.


Objective Students will be exposed to theme as seen in short stories.

Anticipatory Set Bell Ringer: Why do you think it is important for you to know about theme? Teacher will begin discussion with students about the bell ringer and the previous night’s

homework: watch a TV show and write a brief essay about the theme. *Bloom’s: Analysis/Facet: Perspective

Teach Lesson / ModelTeacher will identify and discuss a TV show she watched, what the theme was, and how she determined what it was.

Guided Practice Students will form the same heterogeneous groups they were placed in previously for cooperative learning. Students will use rubrics provided in previous lesson for peer-assessments of each other’s essays. Peer tutors will work with lower level students. *Bloom’s: Evaluation/Facet: Empathy & Self-Knowledge

Theme 10

Independent Practice Students will self-assess their own essay with opportunity to add or remove information.

*Bloom’s: Evaluation/Facet: Self-Knowledge Sally and Joey will have peer tutors to help them as needed.

Closure

Teacher will have whole class discussion about theme with regard to what they learned through the peer- and self-assessments. She will inform students that in the next class they will be finding the theme themselves while reading a short story.

Learning Journals: What did you learn during class today? What do you not yet understand? What will you do to gain understanding? *Bloom’s: Comprehension & Evaluation/Facet: Self-Knowledge

Evaluation

*Assessment/Rubrics

Teacher will collect the essays, peer-assessments, and self-assessments. Teacher will determine student understanding based on essays and the assessments students filled out during group work. All will be considered for formative assessments.



Rubrics previously provided and student homework from previous lesson.

Resources Students will need the assigned homework from the previous night.

Theme 11

EEI Lesson Plan Template – Theme #3

VITAL INFORMATION





*Summary After oral reading of The Sniper, students participate in whole class discussion and higher level questioning.



Differentiated Instruction


students. Specifics for Sally, Joey, and Fred will be indicated within lesson plan. Teacher will use portable amplification system for Fred as needed. Fred will be provided with an audio copy of the story to listen to later if he wishes.


Objective Students will build upon previous lessons in development of their knowledge and understanding of theme by reading a short story as a whole class.

Anticipatory Set

Bell Ringers: What do you remember from yesterday’s lesson? What do you know about civil war?

Teacher will remind students of previous lessons on theme, briefly review, and answer any questions. Teacher will then introduce the short story The Sniper by asking students what they know about civil wars and allowing for a brief discussion prior to providing background knowledge about the Irish Civil War.

Theme 12


Teacher and students will read the story The Sniper out of the textbook orally. (Sally, Joey, and Fred will not be called upon for oral reading unless they volunteer.) Higher level students will be asked to read orally.

Teacher will guide discussion with students regarding the theme of the short story using higher level questioning.

Guided Practice

Prior to class discussion, students will use knowledge gained from previous class to write their own thesis statement for The Sniper.

Class discussion will focus on theme, how it is identified and expressed. Students will be welcomed to share their ideas of theme and how they came to their

conclusions. *Bloom’s Analysis and Evaluation/ Facet: Explain, Perspective, and Self-Knowledge


Students will have written their own theme statement prior to class discussion as a form of self-assessment. They will determine their accuracy throughout class discussion.

At the end of class, students will write in their learning journals about the theme of Sniper as well as if they agree or disagree with the message of the theme and why. *Bloom’s Evaluation/Facet: Self-Knowledge

Closure

Learning Journals: How did you do determining the theme of The Sniper? Where did you go right and where did you go wrong? Why? Do you agree with this theme? Why or why not? *Bloom’s Evaluation/Facet: Self-Knowledge

Teacher will tell students that they will have one more story to practice with the whole class before they have to come up with theme a little more independently.

Evaluation

*Assessment/Rubrics

Informal formative assessment will take place as students answer higher level questions and discuss theme with regard to the story during class.

Student self-assessment will take place by having them write their theme statement regarding the story prior to the class discussion, during class discussion, and during the use of learning journals.



Blank paper for students; notebooks; learning journals

Resources Textbooks including the short story The Sniper, by Liam O’Flaherty

Theme 13

Higher Level Questions to be used during classroom discussion of The Sniper:

1. What is the theme? What examples can you give to convince me? *Bloom’s: Knowledge &

Comprehension/Facet: Explain & Interpret

2. What do the old woman’s actions and the result reveal about the theme? *Bloom’s: Knowledge

& Comprehension/Facet: Explain & Interpret

3. Why do you think that there are no names given in this story? Do you think that this affects the

theme? Why/How? *Bloom’s: Analysis & Evaluation/Facet: Explain, Interpret & Perspective

4. How does the surprise ending further the theme? *Bloom’s: Comprehension &

Evaluation/Facet: Explain & Interpret

5. Do you think the theme would be different if the ending was different? Explain. *Bloom’s:

Analysis/Facet: Explain & Interpret

6. Have you seen this theme elsewhere? Where? How was it conveyed in that work of literature?

*Bloom’s: Knowledge & Comprehension /Facet: Interpret & Perspective

7. What do you think about the theme? Do you agree or disagree with the author’s treatment of

this topic and the theme he portrays? *Bloom’s: Analyze and Evaluate/Facet: Interpret and

Self-Knowledge

Theme 14


VITAL INFORMATION





*Summary Students will read and determine theme with little support.



Differentiated Instruction


students. Specifics for Sally, Joey, and Fred will be indicated within lesson plan. Teacher will use portable amplification system for Fred as needed. Fred will be provided with an audio copy of the story to listen to later if he wishes.


Objective Students will build upon previous lessons in development of their knowledge and understanding of theme.

Anticipatory Set Bell Ringer: What do you think you need to pay attention to today in order to determine the

theme of the story we are about to read? *Bloom’s: Application/Facet: Explain & Self-Knowledge

Teacher will remind students of previous lessons on theme including the reading of The Sniper and how they found the theme of the story.


Teacher will have students read Crane by Hwang Sunwon, translated by Peter H. Lee, orally in class.

Students will read and teacher will ask students to be critically thinking about the theme as they read. (Sally, Joey, and Fred will only be called upon to read if they volunteer.)

Higher level students will be asked to read orally to demonstrate fluency.

Theme 15

Guided Practice

Students will write their own theme statement with three supporting details in their learning journals. (Plenty of time will be allocated for this activity so that Sally & Joey are able to participate in discussion. Students who finish more quickly should have silent reading books with them.) *Bloom’s: Application & Analysis/Facet: Apply

After students have written their thoughts, the class will discuss the theme as a whole. This will serve as self-assessment. (See “Independent Practice”)


Students will use their learning journals to critique their previously written theme statement and support.

Students will use provided holistic and analytic rubrics as well as class discussion to assess their determination of theme. Rubrics will be turned in as an “exit ticket.” *Bloom’s: Evaluation/Facet: Self-Knowledge

Any student wanting additional teacher feedback is invited to share their learning journals with the teacher before the end of class. Teacher will review Sally’s and Joe’s learning journal the next day before class so that they have more time to write their reflections and self-assessments.

Closure Learning Journals: see above Teacher will inform students that they will need their knowledge about theme in the next

lesson because they will be finding and explaining theme in a variety of short stories in groups.

Evaluation

*Assessment/Rubrics

Informal formative assessment will take place during class discussion. Teacher will review students’ self assessment rubrics for formative assessment.



learning journals, rubrics

Resources Textbooks for short story Crane

Theme 16

Analytic Rubric for Student Self Assessment of Theme

Poor Needs Improvement Good

Stating Theme

I did not make any statement about the central meaning. I just talked about what happened in the story.

I talked about what happened in the story a lot, but I tried to relate it to some whole meaning.

I said what the story’s central meaning is in one full sentence.

Finding Theme

I didn’t really consider what happened to the characters, what the title is, what characters may have learned, the conflict, or much else about the story to come up with what I thought the theme was.

I considered the conflict, the characters’ experiences and what they learned as well as the title of the story to come up with at least something to do with the theme.

I decided what the theme was based on the title, what the characters’ learned throughout the story, and the central conflict of the story.

Supporting Theme

I have no support for my claim of theme.

I’ve got a little support, but it doesn’t really fit in with the whole story.

I have support for my claim taken from the whole story. The theme fits with everything.

Holistic Rubric

GoodI came up with one sentence which clearly states the theme. My idea is supported with evidence from the whole story. I thought about the title, the characters’ experiences and what they may have learned, and the conflict in the story to come up with the theme.

Needs ImprovementI wrote a little about the theme, but it’s not exactly clear. I supported what I think the theme is a little, but I didn’t consider much about the conflict, the title, or what any of the characters may have learned.

PoorI have no clear statement of the thesis. I have not supported any claim with evidence such as the title, conflict, or what the characters may have learned. Any claim of theme I made, doesn’t really fit the whole story, just part of it.

Theme 17


VITAL INFORMATION





*Summary Students will read different stories with the same central theme in order to discuss how theme can be conveyed through various works of literature.



Differentiated

Instruction

Students will work in heterogeneous groups to encourage peer tutoring. Higher level students will help instruct an after-school tutoring session for lower level



Objective Students will explore the “big idea” of tradition in theme using jigsaw activities. This will be lesson one in this activity.

Anticipatory Set

Bell Ringer: What are some traditions that you are familiar with? Are they good or bad traditions? Why? *Bloom’s: Evaluation/Facet: Self-Knowledge & Perspective

Students will form their heterogeneous groups and discuss traditions which they are familiar with. Sally & Joey will be placed in groups with peer tutors. Fred will be placed in a group with at least one friend.

Teach Lesson / ModelTeacher will briefly introduce the short stories each group will be reading by explaining that they all have something to do with tradition.

Theme 18

Guided Practice

Each group will read a short story with a central theme of tradition. Together, they will discuss and determine a theme statement and support it.

Groups will then be asked higher-level questions regarding these traditions:o Where did the tradition(s) come from? Why are they continued? Should they be?

Are they beneficial or a hindrance? Why? What do you think about these traditions? Students will discuss these questions in their groups. *Bloom’s: Application & Analysis/Facet: Apply, Perspective, and Empathy


Students will write in learning journals regarding the theme of their own story and the evidence their group found to support their theme statement. They will also provide a reaction to this theme from their own life-experience. *Bloom’s: Application & Evaluation/Facet: Apply & Self-Knowledge

ClosureTeacher will discuss with students how their work in groups today will be used in the next lesson as they participate in a jigsaw activity.

Evaluation

*Assessment/RubricsTeacher will conduct informal formative assessments through observing group discussions.



Short stories, learning journals

Resources The Lottery, Shirley Jackson; Dead Men’s Path, Chinua Achebe; Chee’s Daughter, by Juanita Platero and Siyowin Miller

Theme 19


VITAL INFORMATION





*Summary Students will participate in a jigsaw activity regarding short stories with a central idea of tradition.



Differentiated

Instruction

Students will work in heterogeneous groups to encourage peer tutoring. Higher level students will help instruct an after-school tutoring session for lower level



Objective Students will explore the “big idea” of tradition in theme using jigsaw activities. This will be lesson two in this activity.

Anticipatory Set Bell Ringer: Quickly recap what you remember about the story you read in the last class, what

the theme was, and why you determined that to be the theme. *Bloom’s: Knowledge & Comprehension/Facet: Explain

Students will form their heterogeneous groups to review what they determined the theme of their own story was in the previous lesson.

Teach Lesson / ModelTeacher will briefly introduce the concept of a jigsaw activity. She will also explain that various writers may view tradition differently and express those views differently through their writing.

Theme 20

Guided Practice

Members of each group will jigsaw to make new groups. Sally & Joey will stay with peer tutors if they want to.

Each new group will discuss all represented stories to determine how tradition is seen in each. Groups will discuss tradition as seen in the stories and in their own lives. *Bloom’s: Synthesis

& Evaluation/Facet: Explain, Perspective, Empathy, & Self-Knowledge


Students will choose a second story from those represented in their group. They will read the second story and determine theme.

They will then write an article as may be found in a magazine regarding the central idea of tradition as seen in the themes of the writings as well as in real life. This assignment will continue throughout the lesson. Rubrics will be provided. *Bloom’s: Knowledge, Comprehension, Application, Synthesis, Analysis, and Evaluation/Facet: Explain, Interpret, Apply, Perspective, Self-Knowledge

This essay/article will be a summative assessment for this unit.

Closure

Teacher will remind students how literature both reflects and effects culture. She will also remind them to keep this in mind as they begin to work on their essays.

Learning Journal: What two stories will you choose and why? Is there something about one of the traditions that particularly jumps out at you for some reason? What is that reason? *Bloom’s: Evaluation/Facet: Self-Knowledge

Evaluation

*Assessment/Rubrics

Teacher will assess student understanding by observing group discussions and through learning journals.

Article/Essay will be a summative assessment for this unit.



Short stories, learning journals


Theme 21

Analytical Rubric

35 Points Possible Excellent (4-5 points) Satisfactory (2-3 points) Poor (0-1 point)

Theme (Points _____)

Tradition theme is clearly stated and clearly the

purpose of the writing.

Tradition theme is moderately addressed but

is not clearly the main point.

Tradition theme is not clearly addressed and not

the main point.

Cultural and Historical Relevance

(Points _____)

Tradition is addressed in a culturally and historically relevant way and related

to real-life issues.

Tradition is loosely addressed to cultural or

historically relevant issues.

Tradition is not related to any real-life issues in a

relevant manner.

References (Points _____)

Two relevant references were used to provide strong support for the

writing.

One or two references were used but not in a

supportive fashion.

No references were used in any suitable fashion.

Literary Comprehensio

n (Points _____)

Each story addressed was clearly understood and the story for each was

clearly stated.

Stories were shown to be moderately understood. The theme for each was

loosely stated.

There was little to no evidence of literary

comprehension. Theme was not clearly stated.

Story Selection (Points _____)

Two stories were chosen. One story was either

Chee's Daughter or Dead Men's Path

Two of the assigned stories were chose, but

neither was Chee's Daughter or Dead Men's

Path

Two of the assigned stories were not chosen.

Ascetics and Visuals

(Points _____)

Font, graphics, images, layout, and other

ascetically appealing variables were used well

and beneficially.

Graphics, images, and font were used, but they

were not used well.

There was no obvious consideration for visual

appeal; the presentation was distracting or sloppy.

Language Conventions

(Points _____)

Writer was in clear control of grammar and mechanics. Tone and

voice were appropriate, clear, and consistent.

Writer displayed a lack of control in grammar and

mechanics; tone and voice were moderately consistent but perhaps

inappropriate.

Writer showed serious lack of control in the use

of grammar and mechanics; tone and voice were inconsistent at best.

Theme 22


VITAL INFORMATION





*Summary Students will be allowed time to work on their tradition-themed articles/essays.



Differentiated

Instruction

Higher level students will be required to incorporate all the “articles” into a classroom literary magazine. They will also serve as peer tutors.

Lower level students will be given a lower word count and additional time to complete their assignment. They will also be able to work with their peer tutors.

Specifics for Sally, Joey, and Fred will be indicated within lesson plan. Teacher will use portable amplification system for Fred as needed.


Objective Students will explore the “big idea” of tradition by comparing and contrasting themes of two different short stories and what they know of real life. This lesson will provide time for students to work on this large project.

Anticipatory Set

Bell Ringer: What are the major means of identifying the theme of a literary work? *Bell Ringer: Knowledge/Facet: Explain

Teacher will remind students of the assignment given to them at the end of the last lesson. She will tell them that they are being given time now to work on this large assignment so that they have access to resources as well as time with peer tutors and the teacher.

Theme 23


Teacher will explain how some themes are seen in a number of works of literature (universal themes). She will give an example such as “The earth provides what we need.”

She will then ask students for examples of where this theme is seen. She will then ask for examples of stories or films in which the earth does not provide what is needed, but may actually be part of the problem.

She will explain that different authors view the same universal topic differently and that the students’ job is to explore the treatment of tradition in two of their stories.

Guided Practice

Students may begin working on their projects with the help of a peer tutor or the teacher if they feel that they need help.

Students will pair up midway through class to compare their work and make sure they are on the right track.

Independent PracticeStudents will continue working on their projects independently unless they seek the assistance of a teacher or peer tutor.

Closure

Learning Journals: What have you done well today? What do you need to do better or understand more if you are going to do well on this assignment? How can you work on that issue? *Bloom’s: Evaluation/Facet: Apply & Self-Knowledge

Teacher will remind students that this is a large project which will be due at the end of the unit.

Evaluation

*Assessment/Rubrics

Teacher will observe student work to assess understanding. Rubrics will have already been provided for the essay/article which will be a summative

assessment.



Short stories, learning journals, rubrics


Theme 24


VITAL INFORMATION





*Summary Students will discover how plot affects theme.



Differentiated

Instruction

Students will be in heterogeneous groupings to encourage peer tutoring. Lower level students will be required to meet with teacher prior to turning in summative

essay. Notes will be provided for lower level students. Specifics for Sally, Joey, and Fred will be indicated within lesson plan. Teacher will use portable amplification system for Fred as needed.


Objective Students will gain understanding regarding how plot affects theme by experimenting with plot details in a “choose your own adventure” method of storytelling.

Anticipatory Set

Bell Ringer: Think about the theme of your favorite movie. What would happen if the main character died halfway through the movie? Would the theme be different? *Bloom’s Analysis/Facet: Apply &Perspective

Teacher will show a “Choose Your Own Adventure” story book to the class. Together they will read the story while choosing the adventure. Teacher will use this to lead into a discussion of how what happens in a story affects the theme of the story.

Theme 25

Teach Lesson / ModelTeacher will use the story The Sniper which the class previously read to change details and image what the story would look like with those particular details changed. She will then discuss how the theme may be altered if these details were changed.

Guided PracticeStudents will work in their small groups to examine how plot affects theme using the short story their group first worked with. Teacher will circulate. *Bloom’s: Synthesis & Evaluation/Facet: Apply

Independent Practice Students will identify at least three ways that plot affects the theme of the other story that

they are working with. This must be written down as an “exit ticket” before the end of class.

Closure

Learning Journal: How can you apply the information you worked on today to the essay/article you are writing? *Bloom’s: Synthesis & Evaluation/Facet: Apply

Teacher will tell students that they have done a good job looking at theme and remind them that their essays are due in a few days.

Teacher will collect “exit tickets.” Students will be reminded that a summative quiz is coming at the end of the unit.

Evaluation

*Assessment/Rubrics

Teacher will be circulating during group work to make informal formative assessments. Exit tickets will be considered for formative assessment.



Learning journals


Theme 26


VITAL INFORMATIONAuthor

Erin McDonald

*Subject(s)

Language Arts

Topic or Unit of Study

Elements of Literature: Theme

*Grade/Level

9th Grade

*Summary

Students will watch a film to discover that theme is seen in film as well as textual literature. This lesson will take two days because the film is too long for one class period.

STANDARDS AND DIFFERENTIATED INSTRUCTION:*Standards

PA CC 9th Grade - 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; provide an objective summary of the text.

Differentiated

Instruction

Lower level students will be given the option of a second viewing of the film if needed. Discussion groups will be heterogeneous to promote peer tutoring. Specific Accommodations for Sally, Joey, and Fred are in boldface print within lesson plan. Teacher will use Fred’s portable amplification system during class.

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:Objective

Students will discover that films have themes similar to those found in literature.

Anticipatory Set

Theme 27

Bell Ringer: How is your essay/article coming along? What do you need to do to make it better? By when will you do this?

Teacher will ask students what their favorite movies are. She will then lead a whole class discussion to identify the themes found in the students’ favorite movies. *Bloom’s: Application/Facet: Apply

She will tell the students that they will be watching a film and will be required to find the theme.


Teacher will show the film Elf (Favreau, 2004); this will likely take two class periods. Fred will be provided a seat near the speakers.

Guided Practice

Students will first write their own theme statement with at least three supporting statements. *Bloom’s: Application & Analysis/Facet: Interpret & Apply

Students will then form their heterogeneous groups to discuss their assessments of theme. Teacher will circulate to assess student understanding. Special attention will be given to Sally and

Joey as needed.


Students will create advertisement-type movie posters which incorporate the theme. *Bloom’s: Application/Facet: Apply

Sally and Joey will be given extra time if needed. They will also be able to work with peer tutors. This project may also be addressed in the Discovery Center if needed.

Closure

Teacher will explain that their movie posters will be displayed in the language arts display cabinet in the hallway.

Teacher will challenge students to consider theme in not only what they read, but also what they watch.

Evaluation

*Assessment/Rubrics

Teacher will make informal assessments based on student discussions. Movie advertisements will be a formative assessment and evaluated using a holistic rubric.

Theme 28

MATERIALS AND RESOURCESInstructional Materials (handouts, etc.)

Posterboard, markers, paint, glitter, computer/printer, glue, etc…

Resources

Favreau, J. (Director). (2004). Elf [Motion Picture].

Theme 29

Holistic Rubric

Holistic RubricMovie Poster Project

Excellent(16-20 points)

Movie poster is neatly presented. It captures one’s attention. It clearly represents theme through the student’s artistic choices. It uses color, text, and images in a creative and appropriate way. It “shines.”

Satisfactory(11-15 points)

The poster is neat and shows an effort in the area of creativity. Theme is shown through various artistic choices. It does not particularly attract one’s attention.

Needs Improvement(6-10 points)

The poster may represent theme if one looks hard enough for it. It lacks purposeful artistic choices. It lacks creativity and is not neat.

Poor(0-5 points)

The student did not present a movie poster. If a poster is presented, it is lacking any representation of theme. There is no creativity. Little to no effort has been expended in the presentation. It is sloppy.

Theme 30


VITAL INFORMATION





*Summary Students will work in their groups to write their own short stories with a clear theme.



Differentiated

Instruction

Lower level students will be in groups with their peer tutors. Higher level students will create a literary magazine from the class’s stories using publishing

software.


Objective Students will finish their unit on theme by working in their groups to write a short story with a clear theme.

Anticipatory Set

Bell Ringer: Essay/Articles are due today. What do you think you did well? What do you think you could have done better?

Teacher will collect essays/articles from students and tell them that they have all done a great job working through the unit on theme.

The teacher will then remind students that theme development takes a lot of work, as the students have seen.


Teacher will recap each story the students have read and, along with students, explain some of the ways theme was developed.

The teacher will give students the topic of honesty. The whole class will then come up with several potential theme statements regarding honesty such as “It is always best to tell the truth.”

Theme 31

Guided Practice Students will work in groups to create the basis of a short story. Groups will create storyboard as an outline to their story.

Independent Practice Each student will use the story board to write their own version of the story. *Bloom’s:

Application/Facet: Application

Closure

Teacher will tell the class that they have done a good job learning about theme and should have a very good understanding about what it takes to find a theme and what it takes to develop a theme.

She will also tell them that writing the short stories will give them a little bit of an idea regarding what an author must think like when working toward a particular theme.

She will tell them that these stories will be due in a few days and will also lead into a unit on short story writing.

Evaluation

*Assessment/Rubrics

Informative formative assessment will be conducted as teacher listens to students and asks questions.

Short stories will be assessed according a rubric which will be provided. The criteria will be limited to theme and story board presentation. This story will be used in a future unit on short story writing.

The quiz will be a summative assessment. The essay/article will be a summative assessment.



Learning journals, pens, paper, art supplies, posterboard

Resources

Theme 32

Theme Story Rubric 0-1 Points 2-3 Points 4-5 PointsDevelopment of Theme There is no clear theme. A theme is seen but

lacks a degree of development. At times it is lost or ambiguous.

There is a clear and unambiguous theme. It is seen consistently throughout the short story.

Voice, Tone, and Style The voice, tone, and/or style were inconsistent and disjointed. Sections seemed to be written for different stories.

The voice, tone, and/or style were moderately consistent. The writing was clear, but at times seemed choppy.

The voice, tone, and style were consistent. The story flowed.

Conventions There is little to no control of the written English language. Errors are so multiple and severe that reading is difficult.

There are some errors, but they do not cloud the meaning. Some control is lacking.

Writer is in clear control of the written English language. There are few to no errors. Any error which are present, do not affect meaning.

Theme 33

Summative Quiz: Theme (15 Points)

True or False (one point each)

1. T/F Theme is usually best expressed in one word.

2. T/F Theme subject or topic and the theme are the same thing.

3. T/F No theme is ever seen in more than one work of literature.

4. T/F Everyone who identifies the theme of a work of literature should end up saying the same thing if they are correct.

5. T/F The theme is always clearly identified in the title of the story.

6. T/F Films have themes in much the same way written works of literature do.

Short Answer (3 points each)

7. What is the theme of The Sniper? Identify three details which support your answer.

8. Identify one of the stories you read for your essay. What did it have to say about tradition? Support your answer with details from the text.

9. What is a universal theme? Provide at least one example.

Theme 34

References

Amy Childre, Jennifer R. Sands, and Sanndra Tanner Pope. (2009). Backward Design. Teaching

Exceptional Children , 6-14.

C. M. Charles and Gail W. Senter. (2008). Building Classroom Discipline. Boston: Allyn and

Bacon.

Caweiti, G. (2009). The Side Effects of NCLB: If We Only Focus on Math and Literacy, What

Happens to the Rest of Curriculum? Educational Leadership , 64-68.

Favreau, J. (Director). (2004). Elf [Motion Picture].

Grant Wiggins and Jay McTighe. (2005). Understanding by Design. Alexandria: Association for

Supervision and Curriculum Development.

Heward, W. L. (2009). Exceptional Children: An Introduction to Special Education. Upper

Saddle River: Merrill.

Jana Echevarría, MaryEllen Vogt, and Deborah J. Short. (2008). Making Content

Comprehensible for English Learners: The SIOP Model. Boston: Allyn & Bacon.

Richard C. Overbaugh and Lynn Schultz. (n.d.). Bloom's Taxonomy. Retrieved November 10,

2011, from Old Dominion University:

www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Robert J. Marzano, Debra J. Pickering, Jane E. Pollock. (2001). Classroom Instruction that

Works. Alexandria: Association for Supervision and Curriculum Development.

Theme 35

Wilfong, L. G. (2009). Textmasters: Bringing Literature Circles to Textbook Reading Across the

Curriculum. Journal of Adolescent & Adult Literacy , 164-171.

Theme 36

Theme 37

Theme 38

Theme 39

UbD Lesson Plan: Theme - Erin McDonald, M.Ed. -...

Documents

Transcript of UbD Lesson Plan: Theme - Erin McDonald, M.Ed. -...