About This Lesson

DESCRIPTION
The class will be utilizing their background knowledge of theme to understand the
various components that help support the overall message of a story. New knowledge of
these components including characters, setting, problem, series of events, and lessons
learned, will assist learners in obtaining evidence from their literature to develop a
theme that is carried throughout the text. Through guided practice, students will
understand how to utilize a graphic organizer focusing on the components to develop an
understanding of a central theme. Students will collaborate in small groups to find
textual evidence of these components to discuss possible themes.
Students were previously given options of literature to choose from, all with a similar
theme of growth and change. Students choosing the same book will work together to
discuss and organize thoughts, using a graphic organizer, to develop a theme. Groups
will present to the class, using any media, on their theme. Students will demonstrate
comprehension skills by summarizing the story as well as explaining/demonstrating their
understanding of their theme. By understanding theme, students will be able to build
upon their knowledge of the components of a story.

PREREQUISITES
- Students must have knowledge of the components that make up a theme.
- Students must read or listen to and comprehend the assigned texts.

ESTIMATED TIME
1 hour

Potential Use
PURPOSE:
Classroom Instruction, Small Group

GRADES:
46

CONTENT AREAS:
English/Language Arts

COMMON CORE:

English Language Arts

Reading: Literature
o Key Ideas and Details
CCSS.ELA-Literacy.RL.5.2 (grade 5): Determine a theme of a
story, drama, or poem from details in the text, including how

characters in a story or drama respond to challenges or how the

speaker in a poem reflects upon a topic; summarize the text.

Goals
INSTRUCTIONAL GOALS
Students will demonstrate their knowledge of theme by analyzing concepts found in the
novel.

OBJECTIVES

Students will identify and provide evidence from texts supporting theme
Students will make connections between multiple texts to identify reoccurring
themes

VARIABILITY
This lesson primarily focuses on the students ability to comprehend text to demonstrate
their knowledge of various components of the literature. This classroom has a wide
range a capabilities involving literacy. This lesson is designed to address those
students differences as well as appeal to various learning preferences.
Representation
1.1 Offer ways of customizing the display of information
2.3 Support decoding of text
All students have been given options of reading their novel digitally, through Bookshare
or the Ipad. Joseph, an English Language Learner, will access digital print to utilize
standard Spanish/English translations that can be found through the web. Traditional
print is also provided.
All students are supplied with graphic organizers to organize thoughts and ideas on
theme to help guide their discussions.
Jamal and Paula will be provided partially completed graphic organizers to assist with
their deficits. Sandy will be paired with these students to guide them through the activity.
1.2 Offer alternatives for auditory
Jamal, Paula will be assisted with text to speech applications to help them with their
comprehension of their novels.
2.5 Illustrate through multiple media
Explicit directions will be simplified and left for all to view on the smart board. These
same directions will be accessible through a classroom discussion board that can be
used with text to speech features. All students will be able to access directions visually
and auditory to satisfy their comprehension needs.
Action and Expression
4.2 Optimize access to tools and assistive technologies
The classroom is arranged in a way that is accessible to all, providing plenty of room
between tables, chairs, stations, and exits. Jamal is able to move around the room
effortlessly as well as access AT devices such as his expandable keyboard with ease.

5.1 Use multiple media for communication

Students will have multiple means of demonstrating their knowledge of
theme. Groups/individuals will have options to create posters, blogs, PowerPoint, audio
recordings, illustrations, etc., to display their groups understanding of theme.
Jamal will utilize his expandable keyboard to access the computer to demonstrate his
understanding. Digital graphic organizers will also be available via Kidspiration for
Jamal and Paula.
6.1 Guide appropriate goal setting
All students have the opportunity to choose a novel, based on difficulty or interest. This
is scaffolded so that students, such as Sandy, have the choice of challenging
literature. At the same time, students that have difficulty comprehending or decoding
text have other literature options or can utilize AT software to support their deficits.
Engagement
7.1 Optimize individual choice and autonomy
This lesson provides students with multiple means of expressing interest in content
(choice of novel in regards to interest), being comfortable with content (choice of novel
in terms of how challenging it may be), choice of role within their groups, and choice of
how to present their findings.
8.3 Foster collaboration and community
Students will work together in small groups to discuss and collaborate on their thoughts
on their novels theme. Each student will be assigned to a responsibility (i.e. leader,
recorder, timekeeper, presenter, and errand monitor). Every group member will have a
role that suites them while keeping everyone on task. This will benefit students such as
Jamal, Paula, and Joseph by giving them the opportunity to communicate and
participate in their own way. Jamal can use the computer to communicate his thoughts
and ideas. Paula lacks in social skills and would benefit from some social interaction as
well as having a less socially demanding role within the group. Giving options will give
students like Joseph, who is a verbal student, an opportunity to succeed with roles such
as leader or presenter. Sandy, a gifted and talented student, can take on more
challenging roles as well as take on extra tasks to keep her engaged, such as assisting
Jamal and Paula.

Assessments
FORMATIVE ASSESSMENTS
Throughout the lesson, students will be observed as well as questioned in their small
groups to check for understanding.
Through the presentation process and class discussions, instruction will be assessed
and adjusted depending on strengths and weaknesses displayed by the student.
To ensure that students are acquiring the necessary skills and subject matter, an exit
ticket will be given at the end of class.
The exit ticket will pose multiple questions:

Describe what theme is in your own words and then list the components
that provide the reader with textual evidence that lead up to a central
theme.
What did you like/dislike about today's activity and/or lesson?
These questions will allow me to evaluate if the student completed the objective of the
day as well as if the lesson was successful.
Students can choose to complete this ticket manually, orally, or using any device.
Results from these formative assessments will conclude whether further guided practice
is needed.

SUMMATIVE ASSESSMENTS
Small groups will present to the class using various mediums and demonstrate their
knowledge of theme. Groups will summarize their novel and provide evidence from the
text supporting their findings.
Students will be assessed through their presentations as well as from a class discussion
that will be conducted following the presentations. Class discussion will give students
the opportunity to understand the connection that all four books have concerning
theme. Here the educator will check for understanding.
Students are given immediate feedback as they present as well as written comments to
reflect upon.
Results from presentations and class discussion will determine whether students would
benefit from further guided practice and/or instruction.

Instructional Methods
OPENING
Introduction
10 minutes
Start the class by explaining the instructional goals and objectives for the day. The goals
will be written on the Smart Board for the class to see. Students will then restate the
objective in their own words. The objective will be rewritten and orally repeated in the
student's words to ensure the class understands what is expected from them.
Review the overall meaning of theme and its components.

All definitions will be written on the Smart Board as well as sent to the classroom
discussion board that is accessible to all students on their Ipads. On their devices,
students such as Jamal and Paula can use text-to-speech features to better understand
objectives and directions.

DURING
Introduce New Knowledge/ Engagement
10 minutes

Introduce how to collect evidence from the reading to determine the theme
What components/evidence from the text supports the theme?

Characters
Setting
Problem
Series of events
Lessons learned

Reaffirm understanding of central subject (theme)

Remind students to use their previous knowledge of theme and its components
Notes will be left on the Smart Board as well as on the class discussion board
Explain that each group will be required to complete a graphic organizer and
compose a brief summary of their novel.
Explain that each group will be given role cards. Each student will be in charge of a
specific role that is described on the card. (Students have prior knowledge of
how to use these cards).
Explain that each group is completing a graphic organizer to demonstrate their
knowledge of how evidence from the text supports the theme of their novel.
Explain that students can present their findings using any means of media
(examples: PowerPoint, Poster, audio/video recordings using the Ipad,
illustrations, orally etc.)
Provide detailed instruction of the task that can be accessed visually and digitally.
Guided Practice
10 minutes
Model how to fill out graphic organizer using a classic fable "The Tortoise and the Hare"
with assistance from students. This is a story previously read by the class together
when first introducing theme.

Explain and provide examples of how each role may be used during this activity

Independent Practice
20 minutes
Students will break up into groups to complete the assignment
There are multiple options on how to complete the assignment:
Option 1: Complete graphic organizer using the paper provided
Option 2: Complete graphic organizer digitally using the organizer provided
Option 3: Create their own graphic organizer using Kidspiration, poster board,
PowerPoint, etc.
Within this time students will:

Collaborate and discuss their thoughts and ideas on what the central theme is in the
novel they have previously read.
Complete a graphic organizer
Create a way to demonstrate their understanding of theme using their novel
Present their ideas and thoughts on the theme of their novel using any means of
media
Students will be provided feedback orally and through written comments as they present
their ideas

CLOSING
Guided Discussion
10 minutes
Class will have a discussion on the similarities that all four novels had in common
(concluding that the theme was similar)
What was the overall theme that these novels had in common? (Growth and change)
How did we come to this conclusion?

Focus on components learned in this lesson (setting, characters, problems, series of

events, and lessons learned).
Individual students who volunteer to speak will be called on
Group leaders/presenters will be called upon as well after discussing with their group

Closing
Supplement an exit ticket for students to fill out before leaving.
Students can fill exit tickets manually or digitally using a digital classroom application to
send answers privately. Teacher will provide feedback for misconceptions, noted
progress, and good work.
Questions asked will include:
1. Describe what theme is in your own words. List the components that provide the
reader with textual evidence leads up to a central theme.
2. What did you like/dislike about todays activity and/or lesson?
Will be reworded to to assist students with their comprehension if needed.

Materials
MATERIALS AND SUPPLIES

Smart Board
Ipad
Bookshare
Desktop Computers
Expandable keyboard
Kidspiration
PowerPoint
Poster board
Colored pencils, markers, glue sticks
Graphic Organizer (included)
Role Cards (included)
Exit Tickets

Student novels
1. The Great Gilly Hopkins by Katherine Paterson (NY: Thomas Y. Crowell,
1978) Maniac
2. Magee by Jerry Spinelli (Thorndike, ME: Thorndike Press, 1993)
3. The Pickle Song by Barthe DeClements (NY: Viking, 1993)
4. There's a Boy in the Girls' Bathroom by Louis Sachar (NY: Knopf, 1987)

Assistive Technology
Jamal will utilize the expanded keyboard to access the desktop computer to assist with
his writing. He will also access the Kurzweil 3000 software to assist with text-to-speech
when accessing any kind of print, including but not limited to literature, lecture based

notes, instructions, as well as communicating with other peers. Jamal will be assisted in
his comprehension with a partially completed graphic organizer and have the option to
take advantage of Kidspiration software various organizers.
Paula will be utilizing the Kurzweil 3000 software to assist in text-to-speech applications
to assist with her comprehension deficits when accessing any kind of print, including but
not limited to literature, lecture based notes, and instructions. She will also use the
Kidspiration software to assist with further comprehension difficulties, giving her access
to various graphic organizer options. A partially filled graphic organizer will also be
supplemented to complete the activity and help her in interacting with classmates.
Both students will be paired with Sandy to assist in social interaction and
comprehension skills during group activities and discussions.