Understanding by Design
Unit 1 – Rite of Passage
Unit Title: Rite of Passage
Grade Level(s): 7th grade
Subject/Topic Area(s): Reading and Language Arts
Key Words: short story, plot, setting, main idea
Designed By: Jenny Bernardi, Julie
Giordano, Jill Heathfield, Michele Jones,
April Rosser, Patti West - Smith
Time Frame: 6 weeks
School District: Wicomico
Unit Description (including curricular context and unit goals):
This unit will focus on the theme Rite of Passage. The goals for this unit are for
students to understand why reading helps us gain greater insight of ourselves, why the rite
of passage is a universal experience, and how we form and shape our identities. The
rationale behind this unit is that it serves as an excellent introduction to the seventh grade
school year.
Materials and Resources:
Short Works from Elements of Literature
“Seventh Grade” p. 258 (Short Story)
“Flea Patrol” p. 208 (Newspaper Article)
“The Black Death from World History: Medieval to Early Modern Times” p. 211
“On Preventing Plague” p. 218 (Manual)
“Three Skeleton Key” p. 163 (Short Story)
“The Dive” p. 178 (Short Story)
“A Good Reason to Look Up” p. 492 (Essay)
“Comic Relief” p. 586 (Article)
“BART” p. 604 (Consumer Documents)
“Virtual Sticks and Stones” p. 447 (Article)
“Debate on Bullying” p. 452 (Article)
“A Day’s Wait” p. 296 (Short Story)
“from Barrio Boy” p. 534 (Autobiography)
“I’m Nobody” p. 658 (Poem)
“The Runaway” p. 686 (Poem)
“Salvador Late or Early” p. 724 (Short Story)
Extended Works Option
Final Cut
Touching Spirit Bear
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
Students will:
1.D.3.a Use context to determine the meanings of words (above grade-level words used in
context; words with multiple meanings)
1.E.4.a Identify and explain the main idea (of the text or a portion of the text)
1.E.4.b Identify and explain information directly stated in the text (in the text or a
portion of the text)
1.E.4.c Draw inferences and/or conclusions and make generalizations
1.E.4.d Confirm, refute, or make predictions
2.A.1.b Read, use, and identify the characteristics of workplace and other real-world
documents such as sets of directions, science investigations, atlases, posters, flyers, forms,
instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements,
other functional documents.
2.A.2.a Analyze print features that contribute to meaning (in the text or a portion of the
text)
2.A.2.b Analyze graphic aids that contribute to meaning (in the text or a portion of the
text)
2.A.2.c Analyze informational aids that contribute to meaning
2.A.2.d Analyze organizational aids that contribute to meaning
2.A.2.e Analyze online features that contribute to meaning
2.A.2.f Analyze the relationship between the text features and the content of the text as a
whole (in the text or a portion of the text)
2.A.4.h Distinguish between a fact and an opinion (in one or more texts or a portion of a
text)
2.A.4.i Explain how someone might use the text
2.A.4.j Connect the text to prior knowledge or experience
2.A.6.c Analyze the text and its information for reliability
2.A.6.d Analyze the author’s argument or position for clarity and/or bias
2.A.6.e Analyze additional information that would clarify or strengthen the author’s
argument or viewpoint
2.A.6.f Analyze language and other techniques intended to persuade the reader
3.A.3.a Distinguish among types of grade-appropriate narrative such as short stories,
folklore, realistic fiction, science fiction, historical fiction, fantasy, essays, biographies,
autobiographies, personal narratives, plays, and lyric and narrative poetry
3.A.3.b Analyze the events of the plot (exposition, rising action, climax, and resolution)
3.A.3.c Analyze details that provide information about the setting, the mood created by
the setting, and ways in which the setting affects characters.
3.A.3.e Analyze relationships between and among characters, setting, and events.
3.A.3.f Analyze the actions of characters that serve to advance the plot (in the text or a
portion of the text or across multiple texts)
3.A.3.g Analyze internal and/or external conflicts that motivate characters and those that
advance the plot.
3.A.3.h Analyze the author’s approach to issues of time in a narrative.
3.A.3.j Analyze the interactions among narrative elements and their contributions to
meaning (plot elements)
3.A.6.a Analyze main ideas and universal themes
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Across spans of time and culture, all people have significant experiences that push them to
transition from childhood/adolescence into adulthood.
The experiences and issues of our lives influence the development of our identities.
By exploring the rite of passage experiences of characters and people in literature, a reader
can better understand and reflect upon his/her own transition from childhood to adulthood.
Being adult means learning from your mistakes, taking responsibilities for your own
actions, respect yourself and the world around you.
Good readers can identify the “gist” of a text, make personal connections with the text, and
understand the literary elements of a text.
Conflicts and the attempts of characters to resolve them further the plot toward the
eventual outcomes and create suspense and interest.
Not everything that is printed in an informational text is factual; a good reader knows what
a fact is and what is influenced by the author’s opinions.
The structure of a text can help the reader to understand the author’s ideas.
What essential questions will guide this unit and focus teaching/learning ?
How is rite of passage a universal experience?
How do we form and shape our identities?
How does reading help us gain greater insight about my own coming of age?
What does it mean to be an adult?
What experiences/milestones mark the transition from childhood to adulthood?
What topical questions will guide this unit and focus teaching/learning ?
How do I know if I understand what I read? What do I do if I didn’t understand what I
read?
How does identifying the main idea of a text help me to understand what I read?
How does an author use the stages of plot development to craft a story?
How do conflicts in literature help a reader to make personal connections?
Why is it important to distinguish between fact and opinion in a text?
How does the organizational structure of a text help the reader better understand?
How does analyzing the relationship between story elements aid understanding?
Why should a reader make logical inferences?
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
Main Idea
Details of the text (directly stated)
Plot (stages of)
Conflict (internal/external)
Character
Settings
Fact VS Opinion
Organizational Patterns (compare/contrast, main idea/details, chronological order)
Text Features
Skills:
Identify main idea
Identify and explain information directly stated in the text
Make inferences
Analyze grade-level appropriate vocabulary in context to determine meaning
Identify and analyze the organizational pattern of a text
Distinguish between fact and opinion
Identify and analyze the events of the plot
Analyze relationships between and among characters, setting, and events
Analyze text features and their contributions to meaning
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Task
The local newspaper has a job opening for their new literary column. This column will review
newly released stories and suggest literary works of various genres to the public. It has come
down to the final stage of the interviewing process. The newspaper has decided to give its
final interviewees a task in creating their own front page of a newspaper based on a literary
reading. They are very specific as to their expectations of the details that must be included and
therefore have provided a template that everyone must use:
A. Clever name of newspaper that relates to story
B. Name of Story/Date
C. Headline that summarizes story in a few words
D. Drawn picture that relates to story
E. Summary of story including all elements of plot
F. Drawn picture of self w/ name
G. Drawn picture of a character from the story
H. Name & description of character from the story
I. For Sale- item from story; ex: Cinderella- custom glass slippers
for sale see Fairy Godmother $50.00 per pair
J. Announcements- Change of location a new setting- If the setting
took place somewhere else, how would the story change?
K. Wanted-Character needed- Add another character to the story
where an event would be changed.
L. Events- Two most important events from the story and explain
why.
Make sure your newspaper is neatly and completely done. Good luck!
See Appendix
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
See Standardized Test Preparation Workbook to select appropriate selections and
questions relating to the knowledge and skills of the unit
See Collection Resource workbooks to identify appropriate selection assessments
Use questions in the textbook.
See journal suggestions offered for each selection.
See side margins for good discussions of the skills that have been taught.
Story Maps
Graphic Organizers
Student Self-Assessment:
In a warm-up or for a journal topic, have the kids write about the performance task. Have
them explain what they liked about the task, didn’t like about the task, how it could be
changed, what were their personal strengths and weaknesses were throughout the task, and
what goals do they have for future performance tasks.
Performance Task Blueprint
Task Title: Newspaper Front Page
Approximate Time Frame: 1 week
What desired understandings/content standards will be assessed through this task?
Analyze plot
Character, setting, and events
Summarizing
What criteria are implied in the standard(s) understanding(s) regardless of the task
specifics?
Time management
Higher Order Thinking
Synthesizing and Evaluative Skills
Through what authentic performance task will students demonstrate understanding?
The local newspaper has a job opening for their new literary column. This column will review
newly released stories and suggest literary works of various genres to the public. It has come
down to the final stage of the interviewing process. The newspaper had decided to give its
final interviewees a task in creating their own front page of a newspaper based on a literary
reading. They are very specific as to their expectations of the details that must be included and
therefore have provided a template that everyone must use:
Clever name of newspaper that relates to story
Name of Story/Date
Headline that summarizes story in a few words
Drawn picture that relates to story
Summary of story including all elements of plot
Drawn picture of self w/ name
Drawn picture of a character from the story
Name & description of character from the story
For Sale- item from story; ex: Cinderella- custom glass slippers
for sale see Fairy Godmother $50.00 per pair
J. Announcements- Change of location a new setting- If the setting
took place somewhere else, how would the story change?
K. Wanted-Character needed- Add another character to the story
where an event would be changed and explain.
L. Events- Two most important events from the story and explain
why.
A.
B.
C.
D.
E.
F.
G.
H.
I.
Make sure your newspaper is neatly and completely done. Good luck!
See Appendix
What student products/performances will provide evidence of desired understandings?
Product: Newspaper Front Page
Performance:
Select and read a story
Summarize plot of story
Describe a character
By what criteria will student products/performances be evaluated?
3
2
1
Includes all plot
elements within
the summary
Includes most
plot elements
within the
summary.
Missing many
plot elements
within the
summary
Character
Description
Accurately
describes
character from
the story.
Somewhat
describes
character from
story.
Poorly
describes
character from
story.
Classifieds
All sections of
classifieds are
complete and
accurate
Most sections
are somewhat
complete and
accurate
Several
sections not
complete or
accurate
Writer makes no Writer makes a
mistakes in
few mistakes in
grammar or
grammar or
spelling.
spelling.
Writer makes
several
mistakes in
grammar or
spelling.
Plot
Grammar &
Spelling
Appearance
Extraordinary
constructed,
extremely
attractive, and
eye catching
Well
constructed;
neatly done
Sloppily
constructed,
messy, lacking
in appeal
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop
and demonstrate the desired understanding?
1. To introduce this unit, “Rite of Passage” students will discuss and identify
different rites of passage. Students will be able to acknowledge that rites of
passage vary by culture, religion, time period, age and gender. (See Appendix A)
http://teacherlink.ed.usu.edu/tlresources/units/Byrnescelebrations/Rites%20of%20Passage.html
(Alternative lesson)
2. It is important for students to understand that they will be reading various genres
throughout the course of the school year. In order to introduce genre the following
PowerPoint presentations could be used:
learninginhand.com/lessonplans/genre/genre.ppt
df007.k12.sd.us/genre.ppt
A worksheet that could also be used in addition to or instead of is attached. (See
Appendix B)
For more explicit instruction, you may want to refer to pages 4, 5, 8, & 9 in the
textbook and the Power Notes CD. As the students are reading the selections
throughout the year, you may want to categorize each story on a bulletin board so
that by the end of the year students can see what types of stories they have read.
As you categorize the stories in this unit, have the students explain why they fit
into this genre. For this skill, you may want to collaborate with your media
teacher. (See Appendix C)
3. As the stories are read, use the vocabulary as an opportunity to use context clues
to determine the meaning of new words. Refer to VSC Toolkit 1.D.3.a SEED.
4. Explain to the students that authors sometimes use various features to help a
reader better understand a text. This would be a good time to pull in a newspaper
or magazine for the students to look at and identify several of the features that we
see in everyday life. As you are pinpointing the different features (headings, subheadings, captions, pictures, bulleted text, etc.), help the students see the
importance of the text features and how they will probably use it throughout their
lives. It is recommended to use the informational texts on p. 206-220 as another
source for text features because this will provide students not only text feature
practice, but background information for the short story that is recommended to
teach plot.
For more explicit instruction, use Power Notes Collection 6 (What Helps You
Read Documents?) or pages 584 & 605 in textbook. The features that need to be
addressed are graphic, informational, print, and online. As a class discussion,
discuss how these features help you understand the information and how this
information would be helpful.
a. “BART” p. 604 (optional text)
5. Now that you have done the “I Do” and “We Do”, it is the students’ turn to
produce. Students will now have the opportunity to get acquainted with their text
book by completing a Textbook Scavenger Hunt. (See Appendix D)
6. One of the main focuses of this unit is the elements of a short story. In order to
familiarize students with these concepts, it is recommended to introduce them all
at once, next focus on each individual skill, and finally making the connection
between the elements. The following website provides information for each of
the elements: http://hrsbstaff.ednet.ns.ca/engramja/elements.html. Another
possible introduction is having the students listen to a “rap” from the Flocabualry
website that refers to the elements: http://www.flocabulary.com/fivethings.html.
A copy of the lyrics is attached. (see Appendix E)
7. Plot – To demonstrate this concept, you may want to choose a fairy tale such as
Cinderella that you are able to get the pictures for. (Make copies of the pictures
that relate to the plot ahead of time to use for this lesson. If you do not want to
use pictures, you can use sentence strips to complete the activity.) Read the fairy
tale aloud to the students. When you are finished, display the pictures on the
chart according to its element. This is how you will introduce all of the elements
to the students which will include your explicit instruction.
(See the One-Stop Planner CD, Power notes CD, or mini-lesson pages 130-131 in
the textbook for more information.) After teaching the skill, select a text from the
unit to assess the skill. Use plot diagram to help students identify the important
elements of plot. A detailed plot map can be found at:
http://www.mrisaacs.com/pdf/literature/plot_chart_worksheet.pdf or
(Holt Multicultural Reader – Teacher’s Guide) How do the plot elements relate to
one another?
** If the story “Three Skeleton Key” is chosen, there are documents that can be
used as a building background activity such as “Flea Patrol” and “The Black
Plague”, p.208-220.
a. “Three Skeleton Key” p. 160
b. “The Dive” p. 178
c. “Seventh Grade” p. 258
d. “Hey, Come On Out” p. 199
As an assessment tool, you may want to use United Streaming to do an activity on
plot. Go to “Discovering Language Arts Fiction: The Plot Thickens (Les
Miserables or Wizard of Oz)”. While students are watching this 7 minute clip,
have the students complete the worksheet. (See appendix F)
8. Students should understand that the setting and characters affect the development
of the story’s plot. The setting can also affect the conflict presented in the story.
In order for students to gain a better understanding, read aloud the children’s
book, The Lorax. While listening to the story, have students identify the setting.
Then, discuss how the setting creates a conflict in the story and how the setting
affects the characters. Attached is a worksheet where the idea of connecting
setting & characters can be practiced. (See Appendix G)
For further instruction, you may want to use the One-Stop Planner CD, Power
notes CD, or mini-lesson pages 130-131, and 179 in the textbook to review
setting.
a. “The Dive” p. 178
b. “Hey, Come On Out” p. 199
c. “Seventh Grade” p. 258
Another source that could be used for practice or assessment can be found at:
http://downloads.hmlt.hmco.com/EdSchool/LMS4Resources/DR4_Print_Activitie
s/Unit_17/Your-Turn_Activities/DR4_U17_Comp-Skill_Your-Turn.pdf. This
focuses on plot, subplot, and how the setting affects the events in the story.
9. Theme is one of the hardest elements for students to understand. Attached are
notes that may help students understand the concept of theme plus a list of
common themes found in literature (see Appendix H). Have students read
“Antaeus” p. 372. While reading, have students think about the actions of the
characters because it may help them determine the theme of the story. The
Theme worksheet could be used along with the story (see Appendix I).
a. “Hum” p. 355 (optional text)
10. Main Idea and Details – It may be best to take them through a series of steps
before getting to the whole text selection. It’s nice to start with a picture and have
students list all of the details about it. Then, using the details, see if they can
come up with the main idea of the picture. Next, give the students a set of words
and have the students come up with the main idea of the group of words. Now,
handout various paragraphs and have the students come up with the main idea of
the paragraph in groups. Share these to see what the students arrived at.
For more instruction, use the One-Stop Planner CD to find the mini-lesson on
Main Idea and Details, Power Notes CD or go to pages 97 & 490 for additional
resources in the textbook. After your explicit teaching, select a text from the unit
to practice the skill. Possibly select a graphic organizer to help the students
organize their information (see Appendix J) or for a more hands-on project, have
the students create mobile. The top of the mobile would be the main ideas, while
the details would web out from the top.
a. “Comic Relief” p. 586
b. “On Preventing the Plague” p. 218
c. “BART” p. 604
d. “Flea Patrol” p. 208
11. After teaching main idea, it is recommended to move on to summarizing and
paraphrasing. Attached is a recommended worksheet that explains the difference
between summarizing and paraphrasing and provides practice (see Appendix K).
a. “Flea Patrol” p.208
b. “Salvador Late or Early” p. 724
c. “On Preventing the Plague” p. 218
d. “Comic Relief” p. 586
12. Inferences – In order to introduce students to the idea if inferring, refer to p. 222
in EOL. Have students look at the various street signs and try to determine what
they signs mean. Explain to students that this is an example of inferring. Another
introductory activity could be to display various pictures of people and have the
students infer about what this person’s job title might be.
Explain to the students that Inferring = What I Know + What I Have Read. For
more explanation, you may want to use pages 250 & 259, use Power Notes or
One-Stop Planner CD as resources for mini-lesson ideas. Students should know
that when they make inferences, it will help deepen their understanding of a text.
a. “Seventh Grade” p. 258
b. “Girls from How Angel Peterson Got His Name” p. 252
c. “Maria in School” from Call Me Maria p. 186 (Multicultural Reader)
Assessment Option: Allow students to work in groups to create rooms for
other students to infer who may live there. They could create this on the
computer or with magazines and paper.
13. Fact/Opinion – (See Appendix L)
Share the concepts of fact and opinion with the students. Ask the
students to come up with a definition for each of concepts. Share
the definitions and create whole class ones together pulling from
the student created ones. Then, find a movie review that the
students may be interested in. Share the movie review and pull out
fact and opinion statements that you would like them to categorize
based on their definitions. When all groups are finished, check to
see if they have categorized them correctly.
Another suggested activity could be, the teacher should select a
few statements from a text that represent both fact and opinion.
Write each statement on a separate sheet of chart paper and divide
the rest of the sheet in 2 columns, one for fact and one for opinion.
Give students each a marker. Have the students go around to each
statement and put a check mark (or whatever symbol) in the
column that they think the statement is. After everyone has put a
check under each statement, go over the statements having the kids
explain why the statement is either fact or opinion.
Give each kid a picture of a painting and 6 strips of paper. Have
them write 3 facts about the picture (one on each strip) and 3
opinions about the picture (one on each strip). Then, have the kids
trade their pictures and strips with a partner. The kids should
arrange the strips into 2 piles about the picture, a fact pile and an
opinion pile. The kid should explain to his/her partner why each
strip belongs in the pile and the other kid should do the same with
the other picture and strips.
OPTION: Use the worksheet below with the picture fact and
opinion activity. The kid who has to arrange the strips into piles
has to write the statement on the sheet and explain why the
statement is fact or opinion. The kid who created the statements
will look over the worksheet and determine if his or her partner is
correct.
a. “A Good Reason to Look Up” p.
b. “Virtual Sticks and Stones” p. 448
c. “Debate on Bullying” p. 453
A
Name:_________________________________ Date:_________________________
Period:______________________
Directions: Complete the chart.
A rite of passage is a ritual one goes through to move on to the next stage of life. It is
when a person comes to a crossroad in their life when their life will ultimately change.
For example, learning how to work the combination on a locker is a rite of passage for
many entering middle school students. Another example is a person’s 16th birthday or a
first date. List several rites of passage that are specific to each category in the chart
below.
Rites of Passage
Age
Gender
Religion
Culture
Time Period
B
Genre Characteristics
FANTASY:
• contains elements that are not realistic
o talking animals
o magical powers
o often set in a medieval universe
o possibly involving mythical beings
HISTORICAL FICTION:
• stories centered around the basis of a partially historical situation
• a novel set in a historical period
MYSTERY:
• a novel involving:
o strangeness
o solving a puzzling event or situation
o something unknown
o solving a crime
o centered around a person who investigates wrongdoing
o centered around a person or persons employed to obtain
secret information
REALISTIC FICTION:
• stories that take place in modern times
• characters are involved in events that could happen.
SCIENCE FICTION:
• stories that often tell about science and technology of the future
* involving partially true fictions laws or theories of science
• Settings:
o in the future
o in space
o on a different world
o in a different universe or dimension
C
Book Genres
D
Elements of Literature
Grade 7
Textbook Scavenger Hunt
Directions: Answer the questions below in complete sentences
when appropriate.
1. How many units are in this textbook?
2. Create a list of all of the unit titles?
3. Name at least two selections that you will be reading for
information.
4. List the titles of two poems in this text.
5. Why does the word sluice have the number 8 behind it?
6. If you were interested in reading a fable, where would
you go to find one?
7. In which unit will you be analyzing character?
8. On which pages of this text can you find the glossary?
9. There are many resources in your book. Tell me what
they are and what pages I can find them on.
10.
What do you think of the structure or setup of this
textbook? How might it help to improve your reading
skills?
11.
Which stories in this text are you most interested in
and why?
E
Lyrics to Flocabualry
Check it out yo...
Setting, that's like where it's going down,
Could be the train compartment, a castle or a town,
Could be the Arctic winter - like To Build a Fire
The temperature's dropping, excitement is getting higher,
Setting sets the scene so the scene seems set,
Could be the Italian restaurant where we met,
Setting gives us the where and the when,
Could be modern day, the future, or way back when.
Plot, Character, Conflict, Theme,
Setting, yes these are the 5 things
That you're going to be needing
When you're reading or writing
A short story that's mad exciting x2
Plot is the action, the quest for satisfaction,
What's going down, what's going to happen.
Four men at sea in an open boat,
Rowing and hoping that they can stay afloat. The plot:
They have to make it to the beach,
But the waves are big, and the shore seems out of reach,
Plot is a series of events... like Lemoney Snicket,
It could be crazy, wild or straight wicked.
Plot, Character, Conflict, Theme,
Setting, yes these are the 5 things
That you're going to be needing
When you're reading or writing
A short story that's mad exciting x2
Knock knock, who's there? Oh, it's the characters,
The people in the story who carry out the action.
Characters can be pretty, tiny or clean,
Characters can be silly, whiney or mean,
Juliet is a character, and so is Romeo,
Pokemon has characters and so does Yu-gi-oh,
Characters could be dogs, lions, or hippos,
JK Rowling chose Harry Potter. "Why?" Who knows!
Plot, Character, Conflict, Theme,
Setting, yes these are the 5 things
That you're going to be needing
When you're reading or writing
A short story that's mad exciting x2
Uh-uh! Put your snack back in your backpack we're not finished!
Something gone wrong! That's the conflict kids
A struggle in the plot, now who's on top,
Could be a fight for money, like some robbers and cops,
Could be an internal conflict - a struggle inside,
Like I don't want to tell the truth but I don't ever want to lie,
Flick something in your eye, now you're conflicted,
What created drama? The conflict did.
Plot, Character, Conflict, Theme,
Setting, yes these are the 5 things
That you're going to be needing
When you're reading or writing
A short story that's mad exciting x2
The theme of the story is the main idea,
The central belief or the topic that's in there,
It's usually something abstract like sacrifice,
Isolation or resurrection: we're back to life,
Like don't lie, don't practice libel,
The theme of To Build a Fire is survival,
Survival on your own like Fievel Moskowitz
Flocabulary's something that you HAVE TO GET...
Plot, Character, Conflict, Theme,
Setting, yes these are the 5 things
That you're going to be needing
When you're reading or writing
A short story that's mad exciting x2
F
As the Plot Thickens Interactive Worksheet
1. What are the three parts of plot development
*
*
*
2. Who is the main character of Les Miserable?
________________________________
3. After how many years, was Jean Val Jean released from prison?
__________________
4. Why does Jean Val Jean conceal his identity when he moves to a different town?
_________________________________________________________________
5. Why do you think Jean Val Jean bought Cosette from the foster
family?____________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________
6. What revolution was Marius injured in? _______________________________
7. What is the main conflict in the story?
_______________________________________________
8. The climax of the story occurs
when_________________________________________________
9. The resolution occurs when
_______________________________________________________
10. Name a subplot of Les
Miserable.__________________________________________________
Complete the “Your Turn” from the video clip below.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
G
There are nine settings below. Label the setting and then think of characters that you might find in a
story that takes place there. Remember, characters don’t have to be human. They can be things like
robots or animals.
Setting:
Characters:
Setting:
Characters:
Setting:
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Theme
What exactly is this elusive thing called theme?
The theme of a fable is its moral. The theme of a parable is its teaching. The theme of a
piece of fiction is its view about life and how people behave.
In fiction, the theme is not intended to teach or preach. In fact, it is not presented directly
at all. You extract it from the characters, action, and setting that make up the story. In
other words, you must figure out the theme yourself.
The writer's task is to communicate on a common ground with the reader. Although the
particulars of your experience may be different from the details of the story, the general
underlying truths behind the story may be just the connection that both you and the writer
are seeking.
Finding the Theme
Here are some ways to uncover the theme in a story: Check out the title. Sometimes it
tells you a lot about the theme.
Notice repeating patterns and symbols. Sometimes these lead you to the theme.
What allusions are made throughout the story?
What are the details and particulars in the story? What greater meaning may they have?
Remember that theme, plot, and structure are inseparable, all helping to inform and
reflect back on each other. Also, be aware that a theme we determine from a story never
completely explains the story. It is simply one of the elements that make up the whole.
The play version of Susan Glaspell's "A Jury of Her Peers" is called Trifles. What do both
titles suggest about the theme?
Common Themes in Literature
1. The Individual in Nature
a. Nature is at war with each of us and proves our vulnerability.
b. People are out of place in Nature and need technology to survive.
c. People are destroying nature and themselves with uncontrolled
technology.
2. The Individual in Society
a. Society and a person's inner nature are always at war.
b. Social influences determine a person's final destiny.
c. Social influences can only complete inclinations formed by Nature.
d. A person's identity is determined by place in society.
e. In spite of the pressure to be among people, and individual is essentially
alone and frightened.
3. An individual's Relation to the gods.
a. The god(s) are benevolent and will reward human beings for overcoming evil and temptation.
b. The gods mock the individual and torture him or her for presuming to be great.
c. The gods are jealous of and constantly thwarts human aspiration to power and knowledge.
d. The gods are indifferent toward human beings and let them run their undetermined course.
e. There are no gods in whom people can place their faith or yearning for meaning in the
universe.
4. Human
Relations
a. Marriage is a perpetual comedy bound to fail.
b. Marriage is a relationship in which each partner is supported
and enabled to grow.
c. An old man marrying a young woman is destined to be a cuckold.
d. Parents should not sacrifice all for a better life for their children.
e. There are few friends who will make extreme sacrifices.
5. Growth and Initiation
a. A boy and a girl must go through a special trial or series of trials before
maturing.
b. Manhood or womanhood is often established by an abrupt, random crisis,
sometimes at an unusually early age.
c. Aspects of childhood are retained in all of us, sometimes hindering growth,
sometimes
d. A person grows only in so far as he or she must face a crisis of confidence
or identity.
6. Time
a. Enjoy life now, for the present moment, because we all die too soon.
b. By the time we understand life, there is too little left to live.
7. Death
a. Death is part of living, giving life its final meaning.
b. Death is the ultimate absurd joke on life.
c. There is no death, only a different plane or mode of life without physical
decay.
d. Without love, death often appears to be the only alternative to life.
8. Alienation
a. An individual is isolated from fellow human beings and foolishly
tries to bridge the gaps.
b. Through alienation comes self-knowledge.
c. Modern culture is defective because it doesn't provide group ties which in
primitive cultures makes alienation virtually impossible
THEME WORKSHEET
I
DEFINITION: Themes are BIG Ideas, like friendship, love and
courage. Themes are NOT the events, or actions in the story;
however, you can infer the theme from the actions.
EXAMPLE: When a friend stands up to a bully for another
friend in a story, we can infer from their actions that two
themes in the story are friendship and courage.
Your Turn
A good place to look for themes is the actions of the main character. See
if you can complete the Theme Worksheet.
(an important action by the main character)
Based on
__________________________________________
(a related action by the main character)
and _____________________________________________,
(title of the story)
I infer that one theme in ____________________________ is
(theme)
____________________________________.
Cornell Note Taker
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Topic:
Main Idea
Evidence & Details
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Picture of a Painting Pile
Look at the picture of the painting. Determine which statements
are facts and which are opinions. Place them in different piles.
Explain why each strip is fact or opinion below.
Statement
Fact or Opinion
Explanation
Title of Newspaper
Story:
Date:
Classifieds
Headline that summarizes story
Picture that goes
along with story
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Summary including
plot elements
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Picture of Self
For Sale
(something from
story ex: Cinderellacustom glass slippers
for sale see Fairy
Godmother $50.00
per pair)
Announcements
*Change of
Location*
(a new settingIf the setting took
place in another
setting, how would
the story change?)
Wanted
Your Name
*Character Needed*
(Add another
character to the story
where an event would
be changed)
up Close and personal with…. __Any character from
story__
Picture of
Character
Description of
character using details
from text
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Events
Two most important
events from the story
and explain why.
A
B Story:
Date:
Classifieds
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For Sale
J Announcements
*Location Change*
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Wanted
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Events
By:
up Close and personal with…. ___________________H
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