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Um…what is the author trying to convey in his/her story? OR Finding the Theme in a Literary Work

Um…what is the author trying to convey in his/her story? OR Finding the Theme in a Literary Work. Vonda McFarlin Denton ISD June 16, 2004. Theory Base. Zone of Proximal Development – the level where learners can do something with assistance that they cannot do alone—(Vygotsky, 1978).

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Um…what is the author trying to convey in his/her story? OR Finding the Theme in a Literary Work

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  1. Um…what is the author trying to convey in his/her story?OR Finding the Theme in a Literary Work Vonda McFarlin Denton ISDJune 16, 2004

  2. Theory Base • Zone of Proximal Development – the level where learners can do something with assistance that they cannot do alone—(Vygotsky, 1978)

  3. What is a theme? • Universal • Underlying meaning • Central and unifying concept of the story. • Must exist inside, not outside, the story.

  4. Questions to help clarify theme • Does the title signify something about the story? • Does it point to a truth the story reveals about life? • Does the main character change throughout the course of the story? • Does the main character realize something he/she did not know before? • Are any important statements about life or people made in the story, either by the narrator or characters in the story? --Adapted from Laurence Perrine’s, Literature: Structure, Sound, and Sense

  5. How to Write a Statement of Theme • There is no one way of stating the theme of a literary work. • The theme should be expressed in the form of a statement with a subject and a predicate. • There must be some statement about the subject. • The theme must be a generalization about life. Do not use the names of specific characters. • Be careful not to make generalizations larger than is justified by the terms of the story. Avoid terms like “every,” “all,” and “always.” • Avoid any statement that reduces the theme to some familiar saying (cliché) that we have heard all our lives. --Adapted from Laurence Perrine’s, Literature: Structure, Sound, and Sense

  6. Sample Thematic Statements • Abstract words + comment on the action of the entire book = thematic statement • Examples: “Men, when they are courageous and lucky, even in a hostile environment, can overcome the odds against their survival.” • Our reason, courage, and strength can reach their full potential when challenged by a hostile environment.” “The Most Dangerous Game”

  7. More Examples: • “Although we are tempted by others, our acceptance and performance of any act remains our responsibility; our willful choices determine our future.” “Macbeth” • “Much of our learning happens outside the classroom. Sometimes our private discoveries show us the falsities of society that the classroom and our elders teach us as truth.” The Adventures of Huckleberry Finn

  8. Lesson: Theme Seeds Purpose: Give students a method of discovering their own themes in literature. TAKS Objective 2; TEKS 1A; 2A;10B; 11A Materials: The Butter Battle Book by Dr. Seuss

  9. 2. Think of one abstract noun that describes the story. 3. Students state their words or someone writes them on the board or overhead. Put checks by repeats. 4. Each student then uses each of the three words in its own phrase or sentence so that it conveys the ideas of the book. They may not use specific names from the story in their sentences. 5. Students share their best sentences with the class. 6. Write all sentences on the board, unless they repeat. Make corrections if necessary. 7. Each student then picks one sentence to use to discuss the book. Find the most frequently picked sentence and erase the rest. (In larger classes, choose more sentences and assign to groups to do the next steps.) READ

  10. 8. Students are then asked to give specific examples from The Butter Battle Book that could prove the statement. Passages can be read again, if necessary. 9. After at least five examples are listed for each sentence, we decide if the examples support the thematic statement.

  11. In A Nutshell (can be used with any novel, poem, or short story): • Reduce the reading to an abstract noun. • Expand the noun into a phrase that describes the story. • Formulate a theme. • Find at least three different examples to support their statements. • Do pair/share for weak examples.

  12. Independent Practice • Read “Janet Waking” by John Crowe Ransom • Create a theme chart using the example provided. • Pair/Share

  13. Work Cited Vygotsky, L. 1978. Mind in Society: The development of high psychological processes. Cambridge, MA: Harvard University Press

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