Lesson Title: What is a theme?

Grade/Subject: 4th Grade

Lesson number: 1

Central focus: Comprehension

Essential literacy strategy: Identify theme of a narrative text
Related skill: Vocabulary meaning in context
Reading and Writing connections: Writing interpretations or analysis of informational text.
Common Core Learning Standard(s):
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.4.7 Make connections between the text of a story or drama and a visual or
oral presentation of the text, identifying where each version reflects specific descriptions and
directions in the text.
CCSS.ELA-LITERACY.RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g.,
opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and
traditional literature from different cultures.
Learning Objectives associated with the content standards:
Students will be able to:
Explain what the term theme means.
List several types of themes that can be found in stories.
Determine the theme of a story.
Academic Language Demands
Vocabulary: Theme, Central Message, Main
Idea, Supporting Details, Lesson
Language function: Identifying the theme of a
story
Syntax or Discourse (circle one):
Discourse: Students will develop their own
theme and write a short story regarding their
theme. They will partner up with another
student and will switch notebooks and they will
try to determine each others theme.

Academic Language Supports

Vocabulary: The teacher will explain to
students what the term theme means. The
teacher will ask students to brainstorm different
types of themes based on books that they have
read previously in class or as a child.
Language function: After reading the story,
students will orally explain what the theme of
the story is, and will give at least three
supporting details to defend their claim.
Syntax or Discourse (circle one): Discourse
After reading the story, I think that the
_______________.
I believe that ______________ is ___________
because __________________.
Based upon ________________, I think __________.
Using these ___________ in the story, the
_____________ is _____________.

Student Friendly Daily Learning Target ( I can statements or pose as question)

I can:
Determine the theme of a story.
Use supporting details to support my claim.
Provide several different types of themes.
Monitoring Student Learning: Formal and Informal Assessments prior to, during & after learning
segment

Description of formal/ informal assessments:

Informal: The teacher will be able to assess the students when completing the worksheet
who is struggling and who is able to grasp the concept. The teacher will circulate around the
classroom and check on students progress. If necessary, the teacher will be able to aid a
student.
Formal: After students answer the last question, which asks what the lesson of the story is
about, the students will hand in the worksheet to the teacher. The teacher will check the
worksheets and see who struggled and who did not.
What is being assessed:
Students ability to identify the theme of the story and three key details
Students ability to turn and talk with a partner to determine what details can be used to
support the theme
Assessment accommodations:
Reading the text aloud to support students who are audio learners. Having students turn and
talk to a partner is beneficial when pairing a lower leveled student with a higher leveled
student.
Type of feedback that will be given to students:
Giving immediate oral responses to questions or facts
Giving immediate oral responses to student misconceptions
Direct oral feedback
What students will do with the feedback:
Students will use the feedback for future lessons to gain knowledge and understanding of
material that will be presented.
Students will be asked to complete the Whats The Big Idea Worksheet, which will be both
assessed formally and informally.
At the end of the lesson, students will reflect on the material that was taught and ask any
questions they may have pertaining to the topic.
Instructional Resources and Materials:
Spaghetti in a Hot Dog Bun: Having the Courage To Be Who You Are by Maria Dismondy
SMARTboard
Whats The Big Idea Worksheet
Connection to prior academic learning and skills:
Students have learned what the terms main idea and supporting details means.
Students have been exposed to the turn and talk method and small group collaboration.
Students will be able to summarize a story and explain ways in which the key details support
the main idea.
Connections to everyday experiences/cultural and language backgrounds and
practices/interests/personal/community assets:
Students have already been exposed to main idea and supporting details. By learning
elements of a story, students will be able to summarize a story and explain ways in which the
key details support the main idea.
Motivation/Hook/Anticipatory Set:
The teacher will begin the lesson by handing out the book Spaghetti in a Hot Dog Bun:
Having the Courage To Be Who You Are by Maria Dismondy to each student faced down. The
teacher will turn on the SMARTboard and have the term Theme written in the middle. The

teacher will then ask the students if they know what the term Theme means. The teacher
will then ask the students if they can raise their hands and provide examples of themes from
stories that they have read. The teacher will list their examples on the board so that the
students will be able to refer back to it. When given a chance, the teacher will type out the
definition of a theme and examples of themes on the computer, and hand each student a
copy so that they can keep it in their notebooks.
Procedure (include evidence of supporting ALL
students needs):
Teacher Action
The teacher will then ask the students to flip
the book over so that the cover is on top.
The students will be told to observe the cover
and to make predictions about what the book
will be about. Prior to starting the book, they
will be reminded to think about the theme of
the story.
The teacher will have the students popcorn
read so that they are engaged. The teacher
will stop the readers at some parts of the
book to ask the students questions regarding
the story.
The students will continue reading until the
book is done. The teacher will then ask
students to summarize what the story was
about.
The teacher will then hand out Whats The
Big Idea? Worksheet to each student.
The teacher will display the worksheet on the
SMARTboard so that the students are able to
follow along. The teacher will then discuss
what the theme of the story was about with
the students. Students will also be asked to
provide at least three examples of how they
were able to conclude what the theme was
about. The teacher will work with the whole
class and determine one supporting detail
from the story to explain what the theme is
about. The teacher will then have students
turn and talk to a partner (pairs will be predetermined based upon their strengths and
weaknesses), and find two more supporting
details that explain what the theme is about.
If several groups are struggling to grasp the
concept, the teacher will have the class work
together to find the last two supporting
details.

Student Action /Engagement

Students will make predictions about what
they believe the book will be about.

Students will get to read a paragraph/page

and will popcorn and ask another student of
their choice to read.

Students will take out their pencils and will fill

in their names and book title, including
author.
Depending on how students grasped the
concept, the teacher will determine whether
the students will work individually or whether
they will work collectively as a class. If
students are not struggling, the students will
turn to a partner and find two key details that
support the theme of the story.

Students will think about what the lesson of

the story is and fill in the box at the bottom of
the worksheet.

 The students will then determine what the

lesson of the story was and write it in their
own words.
Closure:
The teacher will review the supporting details with the class, but not the lesson of the story. The
teacher will be able to informally assess the students as they are reviewing the worksheet. The
students will hand in the activity once the lesson has been completed. By reviewing the
students worksheets, the teacher will be able to determine who struggled with the concept and
who did not.
Accommodations/Modifications to requirements in IEPs and 504 plans:
Struggling students will be paired with stronger students when finding two key details in the
story
Students who struggle with reading will be able to orally hear the information
Differentiation (non IEP students: e.g., gifted, struggling readers, etc):
Allows audio learners to hear the information in the story being presented
Students will be grouped based on their strengths and weaknesses
Students will popcorn read
Technology Integration to Support Learning:
SMARTboard
Whats The Big Idea Worksheet on SMARTboard
How students will reflect on their own learning:
The teacher will circulate around to each group and listen in on their conversations.
Students will reflect on their learning through the Whats The Big Idea Worksheet, which
will be collected and given back to students.
Students will be questioned on their comprehension and understanding of lesson content.