ASSURE Model Instructional Plan

Determining Theme in Literature

Mainero
Seventh Grades
Language Arts
2 days // 55 minute lessons
Analyze Learners
Learners General Characteristics
-34 students
-22 girls, 12 boys
-Family Background: Middle Class, 33% free and reduced lunch
-Ethnicity: Caucasian, African American, Indian
-IEPs- 7 students
-No Access to Internet list- 3 students
Entry Characteristics: The students in this class are skilled at identifying the various elements of a
plot diagram and conflicts. Their proficiency of determining theme is limited. This lesson will help to
build this skill.
Learning styles: The class is composed of a variety of learning styles, but the majority of students in
the class are visual and verbal learners.
State Objectives
CCSS- 7th grade ELA
RL 1: Cite several pieces of textual evidence to support analysis of what the text explicitly as well as
inferences drawn from the text.
RL 2: Determine a theme: provide an objective summary of the text.
ISTE 4.c- Collect and analyze data to identify solutions and/or make informed decisions.

7th grade ELA students will be able to determine themes in The War at the War by Toni
Cade Bambara as indicated by their responses on their W@W Theme Tracker with 80%
accuracy.
Given a plot diagram, students will note the setting of the story and how it might relate to the
plot and characters with two or fewer errors.
Using a Circle of Viewpoints thinking routine, students will make inferences about character
motivations and relationships as a way to determine the storys theme with three or more
inferences.
Students will be able to make informed decisions about themes after viewing the Level Up:
Theme lecture and apply this knowledge to write a theme summary of The War at the Wall.
hat earns a score of 4 on the rubric.

Select Methods, Media, , and Materials

-The Smart Board will be utilized by documenting students thinking about plot diagrams, themes,
and characters viewpoints.
-A W@W theme tracker sheet will be provided to students to assess their knowledge of determining
the themes in this story.
-A Circle of Viewpoints thinking routine will be able for students to make inferences about character
motivations to uncover possible themes.
-A Level Up: Theme lecture will be viewed at home before the theme analysis in class.
-Virtual and textbook copies of The War at the Wall for students.
-Computers needed for students to write theme summary.
Utilize Media, Materials, and Methods
Before the start of this study, students will be assigned to view the Level Up: Theme lecture located
in resources on the virtual textbook (http://my.hrw.com). Directions to locate the online lecture will
be posted to the class website (www.mrsmainero.com). Copies of the lecture notes will be provided
for students that do not have access to the Internet at home. Students will also need to read lines 1130 from The War at the Wall. Students can read the text online in the virtual textbook or from the
print textbook. They will be asked to complete a Circle of Viewpoints to make inferences about
character motivations and relationships.
When students come to class the next day, the desks will be arranged in table groups to allow for
collaboration and peer discussions. The smart board will be utilized during the lesson by tracking plot
elements and possible themes students generate. A copy of the W@W theme tracker will be
distributed to students. A copy of the theme tracker will be projected on the smart board.
Students will be prepared to continue will uncovering the themes in the text based upon their learning
from at home the night before.
Classroom laptops will be checked out for day two of this lesson.
Require Learner Participation
Learner participation in this lesson includes both group and individual activities. This lesson is
structured to begin in a large group instruction and small group activities to prepare students for
individual instruction.
The lesson will begin with a MicroLab to share out their thinking from the Circle of Viewpoints from
the previous night. Each student will have the opportunity to share their thinking with their peers.
Each student will be given a copy of the W@W theme tracker. As a group, students will be asked to
identify the exposition and rising action events from last nights reading. Students will share out with
the group their thoughts on characters, setting, and major events for rising action. I will provide
feedback on responses to guide students understanding and ask for clarifying details when necessary.
I will allow the students to work in groups of two. Each group will then need to determine possible
story themes and cite specific evidence that points to the theme. Each partner group will need to
create at least two themes, identifying them following the key located on the W@W theme tracker.
Give one get one for 2 minutes with another individual. Students will end up having three themes on
their tracker.

Students will then come back in a group and actively listen to the remainder of the story. As I read
the story aloud, students will continue to fill in events for the climax, falling action, and resolution.
Students will then divide back into groups of two and create at least two more themes, identifying
them following the key on the W@W tracker.
Class will end with a theme discussion on how setting, characters, and conflicts help to determine
theme. I will collect students W@W theme trackers to evaluate which students need additional
practice with theme.
Day 2:
To assess each individual student, I will hand out the War at the Wall theme summary writing
expectations. I will explain the expectations and answer any questions before I send students on their
own to write about the theme. Copies of students W@W theme trackers will be returned to students
with feedback to help them continue with the next step. Laptops will be available for students. Each
student will be expected to choose a theme to write a summary.
Based on the observations I noticed from the W@W theme tracker the night before, some students
may be pulled aside for a brief mini-lesson to reinforce the skill before they begin writing.
Evaluate & Revise
-By working in collaborative groups, students will be able to learn while interacting with their peers.
By projecting students thinking and instructions on the smart board, I am able to provide a visual for
students to track themes in text. Auditory learners are able to hear the story read aloud to them while
in class. Auditory features are available in the online version of the textbook.
-I will explain to the students that tracking characters motivations with a circle of viewpoints
provides a great visual for students to see connections to possible themes. It also becomes a great
resource to use when writing a theme summary.
*Evaluation of Theme summary attached

The War at the Wall Theme Summary Rubric

Theme

Completion
of task
Detail

Organization

Transitional
Sentences

4
Shows a
thorough
understanding
of the theme
Addresses all
aspects of the
task
Richly supports
the theme or
problem with
relevant facts,
examples, and
details
Is a welldeveloped
essay,
consistently
demonstrating a
logical and
clear plan of
organization

A variety of
thoughtful
transitions are
used. They
clearly show
how ideas are
connected.
Grammar and No errors in
Punctuation
grammar or
punctuation
Spelling
No spelling
errors

3
Shows a good
understanding of
the theme or
problem
Addresses most
aspects of the
task
Includes relevant
facts, examples,
and details, but
may not support
all aspects of the
theme or
problem
evenly
Is a welldeveloped essay,
demonstrating a
logical and clear
plan of
organization

2
Shows limited
understanding of
the theme

1
Shows very
limited
understanding of
the theme
Addresses some
Minimally
aspects of the task addresses some
aspects of the task
Includes few
Includes little
accurate or
accurate or
relevant facts,
relevant facts,
examples, or
examples, or
details
details

Is a poorly
organized essay,
lacking focus

Demonstrates a
major weakness in
organization

A variety of
transitions are
used. They
clearly show
how ideas are
connected.

Some transitions
work well; but
connections
between other
ideas are unclear.

The transitions
between ideas are
unclear.

1-2 errors in
grammar or
punctuation
1-2 spelling
errors

3-4 errors in
grammar or
punctuation
3-4spelling errors

Many errors in
grammar or
punctuation
Many spelling
errors