Unit Plan Overview

Unit: Identifying Theme in Literature

Miss Van Dyk

Teacher:
Stage 1- Desired Results

Connections to Context:
This fits with students previous
knowledge as they have already
learned a little bit about themes
in literature, but havent had too
much experience using specific
examples and quotes from the
text to prove what they believe
the theme to be. Also, they have
studied plot, characters, setting,
theme before, but not this in
depth before.
It is important because it
helping students to begin to
think more critically as they read
and after they read.
Also they will be exploring
different perspectives and
points of view of a variety of
different authors, being exposed
to ideas and themes that may be
different from their own!
(How does this fit with students
experiences, the school goals, and the
larger societal issues? How does this fit
with the broader curriculum- what has
come before and what will come after?)

Established Goals
CCSS.ELA-LITERACY.RL.4.1

Transfer
Students will be able to independently use their learning to

Use key ideas and details in a text to help contribute to their understanding of theme(s)
in the text

Use key ideas and details in the text, such as setting, characters and plot to help identify
themes

Students will be able to identify themes in their own books that they read for silent
reading in the future

Identify themes in a variety of literature

Distinguish between main idea and theme

(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering

Every piece of literature, art, etc.

has an underlying message that the author is
trying to convey to their audience, and as

What did the characters learn?

listeners, readers, viewers, etc. it is our job to

How did the characters grow or

determine what that message is.
change?

There is a difference between

Why did the characters act this way?

theme and main idea

How did the author feel while writing

It is important to read or view the

this?
story carefully, taking into consideration

How does the author want you to

concepts like setting, plot and characters in
feel while reading/viewing this?
order to identify possible themes

How DO you feel while reading or

It is important to include specific

viewing this?
details and ideas in the text to help you prove

Why is it important to know the

what you believe the theme to be
theme of a story?

Can people believe different themes

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Refer to details and examples in a

text when explaining what the text
says explicitly and when drawing
inferences from the text.
CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story,
drama, or poem from details in the
text; summarize the text.
CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character,
setting, or event in a story or drama,
drawing on specific details in the
text (e.g., a character's thoughts,
words, or actions).
G1 The World in Spatial Terms:
Geographical
Habits of Mind
1. 1.1 Spatial Thinking
2. 1.2 Geographical Inquiry and
Analysis
3. 1.3 Geographical
Understanding
G Places and Regions

in a story?

Can some people be wrong?

(What specifically do you want students to
understand?
What inferences should they make?)
(What thought-provoking questions will foster inquiry,
meaning- making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Cognitive Objectives
Physical Development
Socio-emotional Objectives

Students should
Objectives

Students should
know the basics of identifying

be able to work in groups of

setting, plot and character
four to six students
development in stories

Students should

Students should
be able to participate in
be able to read various
group discussionsfeeling
(What discrete skills and processes
stories and literature given to should students be able to use?)
comfortable to share their
them by the teacher
ideas in small groups as well

Students should
as with the whole class
know that all literature, art,
etc. has a theme and know
the steps for identifying that
theme

(What values and commitments and

attitudes should students acquire or
wrestle with?)

(What facts and basic concepts

should students know and be
able to recall?)

1. 2.1 PhysicalCharacteristics
of Place

(We touch on some of these

standards in lesson #3 while
we learn about the country of
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Haiti and where it is located

and the types of natural
disasters (earthquakes) the
people of Haiti could face)

(What content standards and programor mission-related goal(s) will the unit
address?
What habits of mind and crossdisciplinary goal(s)- for example 21st
century skills, core competencies- will
this unit address?
Include source and identifying number)

Evaluative Criteria

(What criteria will be used in each

assessment to evaluate attainment of
the desired results?)(rubric required)
(On separate sheet in Google Drive)

Stage 2- Evidence
Students will show their learning by (summative assessment)
PERFORMANCE TASK(S):

At the end of the unit, students will choose any book that they read during the unit, or if
they have a finished silent reading book to create a project of what they think is the main theme of
the book. They will be given four options for the projectthey may:

Individually write a letter to the author of the book, explaining to them what they believe
the main theme to be (including specific examples), posing at least one question they have for the
author, and including one illustration of what they believe the theme to be

Work individually or in a small group to choreograph a dance showing the main theme of
the book and then present it to the class

Work in a small group to create and present a puppet show or skit that shows the main
theme of the book

Work individually to create a photo essay or collage that highlights the main theme of
the book
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)

(Regardless of the format of the

assessment, what qualities are most
important?)
That students work hard on the
assignment and do their best to identify

OTHER EVIDENCE:

Have students fill out worksheets after reading the various types of literature identifying
the plot, characters, and setting

Have students fill out I know the theme is (blank) because the text says (blank) sheets
throughout the lessons

Monitor students group discussions

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

what they believe the theme is, as well

as presenting the theme in a neat and
organized way

Students will fill out a theme packet for their silent reading novels

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Stage 3- Learning Plan

Assess students reading levels, put them into reading groups based on their reading levels. These are the groups and the novel groups that
they will be using for their silent reading time. Also, students free write journals from the beginning of the first lesson will help show where
students are in their understanding of theme.
Pre-assessment- due ________

(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does
Learning Events
each learning event build?)
Acquisition
Day Two is focused on
acquisition and acquiring
skills for identifying theme
(essential questions, using
key details in the story, etc.)
Meaning
Day One is focused on
meaningreviewing the
meaning of theme and main
idea, etc.

Student success at transfer, meaning, and acquisition depends upon their

participation in these learning events
First daystudents will begin with a free write journal, writing about theme
and what comes to mind when they think of theme. Then there will be some
time for large group discussion.
After this teacher will begin with explaining what theme is and how to
identify theme using essential questions as well as talking about the
difference between main idea and theme. Then students will do a group
activity separating main ideas and themes from the book Holes. Then as an
exit ticket, students will complete a theme identification slip on Psalm 100:45 before beginning their silent reading for the day.

Transfer

Day three and four are

beginning to focus on
transferring skills to be
able to work on
identifying theme more
independently and day
five is presenting theme
individually in literature
of their own choosing

Day Two: Review concepts of theme and main idea as well as review
essential questions for considering theme. Then students complete group
activity of matching passage with theme using task cards. Have large group
discussion with students sharing passages and matched themes, explaining
why they are a match (what key details prove this). Then students complete
a theme paragraph for one of the passages.
Day Threestudents begin the lesson by listening to the song We Are the
World. They follow along with a lyrics sheet in front of them. Students are
encouraged to keep in mind the setting, characters, plot as they listen to the
song. Then class discusses difference between main idea and theme. Have
students begin to think of possible themes of the song. Have students

Progress Monitoring
(How will you monitor
students progress toward
acquisition, meaning, and transfer
during lesson events?) (Formative
Assessment)

I will always be observing

students while they are working
in groups, listening to their
discussions, also paying close
attention to students answers
during whole class discussions,
asking for questions, if anyone
has any

(How will students monitor their own

progress toward acquisition, meaning,
and transfer?)(Assessment as learning)
(rubric?)
They will be able to assess themselves
through daily worksheets and theme
finding activities, also teacher
feedback will be helpful for students to

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

highlight/underline, etc. the different lyrics of the song that show the theme.
Then facilitate a think/pair/share discussion of the various themes that
students come up with.
Facilitate group discussion: What does the author want us to think about?
What idea stays with you? What will you remember from this a year from
now? Then have them fill out a I know the theme is ____________ because
the text says _______________. paragraph.

know how they are doing at identifying

theme and providing sufficient
evidence to support their claims
I will be observing and reading daily
their worksheets that they complete
during and after each activity

(What are potential

rough spots and student
misunderstandings?)
Maybe some students will have trouble
thinking critically and coming up with
what they believe the theme to be,
maybe some students may have
trouble working in groups, maybe the
group that I assign them may not be
completely effective, maybe students
wont respect me and want to listen to
me

Day Four: Begin day with students filling out warm up activity from We Are
The World the day before, reflecting on previous themes. Then they will
receive the theme packet and review it with the teacher, explaining
guidelines and expectations. They will be encouraged that they can find
themes on their own in their own readings and given silent reading time to
do this.
Day Five: Introduce final project (see above) and have students have an in
class work daybrainstorming on their project and even beginning to work
on it. Before getting started, explain expectations for each project using
handout and go over expectations on rubric. Bring in materials!

(How will students get

the feedback they need?)

I will provide feedback and praise

throughout class discussions, write
notes on their worksheets and ask
students individually how they are
doing/feeling in regards to
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

identifying theme throughout the

unit

(Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?)
(Are all three types of goals (acquisition, meaning, and transfer) addressed in the
learning plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum