1. Finding the Theme Grade 7
This is an anchor lesson that introduces the reading target of theme.
Before moving to the next slide access prior knowledge-
“Turn to your partner and tell each other what you know about theme, what the word theme means, times you have had to find the theme in something you have read, themes you remember.”
Call on student pairs to share their past experiences with theme.
Click to next slide.
Ask students to record three important ideas they remember about theme on an exit slip.

2. What is the Theme?
Theme = what the writer wants the reader to remember the most.
The theme is the underlying idea or message, the lesson of the work.
Themes are always universal, timeless and cross cultures.
Read to the students the definition of theme.
You may want to relate the definition to an example or further explanation.

3. Why is Finding the Theme Important?
Themes help the reader remember important ideas in the reading.
Themes help the reader understand the message of the story.
Themes help us understand our own life better. Themes can sometimes change our view of the world.
This slide gives a description of the need for readers to understand and identify the theme of a passage. Share with students.

4. Identifying the Theme Use this process to identify the theme:
Find the “big ideas” or central topics in the reading.
Find out what the characters do and say that relates to the central topics.
State what the author says about life that relates to the central topics.
In order to help students identify theme we have broken it down to three explicit steps as stated on the slide. Having three explicit steps (and a graphic organizer that walks the students through the three steps) should help students with this difficult and abstract reading target.

5. Step 1 Find the “big ideas” or general topics in the work.
The author’s themes always relate to the topic.
Try to learn about the “big ideas” as you preview the reading.
Try finding a clue in the title, the first paragraph or in illustrations.
Consider common themes for middle school.
As you read, remember to think about the underlying idea or message of the work.
First step in finding theme.
Make sure you have copied the “Common Themes” word document found in the folder. One copy for each student. Make sure to hole punch the copies because students need to put this document in their folders and reference this sheet throughout the year and throughout this multi day lesson.
You probably also want to print out the Word document “Common Themes 6th grade” because it is a list of common themes that are easier and less complex. Make one copy of this document for each student and hole punch. When students are trying to select a word that they feel best describes the big idea of the story they may want to also pull from this list. Having the 6th grade list also lets them know that as 7th graders they are expected to come up with more complex themes.
Read the slide for step one and handout the “Common Themes” word document. Go over the theme words on the document. Make sure students understand that these aren’t all the big idea theme words that exist. This document is a sampling. Make sure to have students copy additional big idea theme words onto this document as they discover them throughout the year.

6. Common Themes Accepting others Individuality Success Identity
Life Lessons
Taking a Stand
Courage to Speak Out
Ostracism
The Big Trick
Courage to Try New Things
Overcoming challenges
Tolerance
Determination
Peer pressure
Self-improvement
Guilt
Prejudice
Social Justice
Integrity
Self - reliance
Violence
This is a copy of the “Common Themes” handout you just gave to your students. This slide matches what the students have in front of them. Review the words stressing that each one of these big ideas is understood throughout the world and crosses culture. For example, if you live in China or India you understand happiness or the concept of trust just as well as people in the United States. Common themes are understood the world over. Remember to leave space to add new common themes that are discovered throughout the school year.

7. Step 2 As you read, watch for details that relate
to the general topics you’ve identified.
They are the clues to understanding the
themes.
Clues might be found in:
Repeated words or ideas
Symbols / Images
Important events or dialogue
Changes in characters
Second step in finding the theme.
Read slide and stress this is the step that makes the student support their theme with evidence from the text. It is important students understand that when writing or speaking about a theme they need to support the theme with evidence from the text. If they do this people see that their theme is valid.

8. Theme word, verb, description
Step 3
Create a statement of the author’s point or message about the topic. Use the following graphic organizer and this sentence frame to help you:
Theme word, verb, description
Here are some examples:
Peer pressure can cause destruction.
Tolerance can lead to friendship.
Overcoming challenges is common to all people.
Third step in identifying theme. This step is imperative in helping to make theme more concrete and doable for students. Step three is built on the use of a sentence starter (a sentence starter is a skeleton sentence that students will fill in with words). The theme sentence starter is theme word/big idea word (students choose a word from the “Common Themes” handout), verb (insert a verb that fits) and then an ending statement that better/more deeply describes the theme/big idea word. Two examples are below-
_____ is _____
____ can_____
War is necessary to overcome evil.
Prejudice can cause hurt and pain.
You can share the above examples and the ones on the slide with students. You can practice additional examples if your students are not catching onto or need additional practice with the pattern for how to construct a theme statement.
Many students will struggle with the concept of inserting a verb. If your students cannot come up with their own verb start out by always having students use the verb “is” or “can”. If you decide to do this you can put on the board the sentence skeleton of - __________is __________. Or ___________can __________. This will avoid students fixating on coming up with a verb and will help struggling students because they will feel like they just have to fill in the blanks in order to come up with a theme statement.
Again, if your students are struggling with using the more complex themes found on slide 6 you can use the big ideas found on the “Common Themes Grade 6” handout.

9. Theme Graphic Organizer Theme word / Verb / Description
Big Idea
Repeated words; figurative language; important events; changes in characters
This is the graphic organizer for identifying theme. Point out the parts of the graphic organizer. Additionally, you may want to print out the word document “Theme Graphic Organizer” and hand out a paper copy to each student. Again you may want to hole punch so students can keep this copy in their notebooks for future reference.
Notice the big idea/theme word from the “Common Themes” worksheet goes in the top oval. The evidence from the text that supports the big idea word goes in the rectangles below. The theme statement (big idea, verb, description) goes in the bottom rectangular box.
What Is Important to Learn /Author’s Message
Theme word / Verb / Description

10. The Fox and the Lion
   WHEN A FOX who had never yet seen a Lion, came across him by chance for the first time in the forest, he was so frightened that he nearly died with fear. On meeting him for the second time, he was still much alarmed, but not to the same extent as at first. On seeing him the third time, he so increased in boldness that he went up to him and commenced a familiar conversation with him.
I DO
This is the “I Do” section of the lesson. This part of the lesson will give students the opportunity to observe the teacher implementing the “Theme Graphic Organizer” and the three steps to determining a text’s theme(s).
Read the selection “The Fox and the Lion” to the students.

11. The Fox and the Lion This fable’s message is about accepting
Step 1
Consider common themes
As you read, remember to think about the underlying idea or message of the work.
This fable’s message is about accepting
others, a common theme.
I DO
Apply step one of determining theme to the selection “The Fox and the Lion”.
Say- “Step one of determining theme says I need to consider common themes. That means I need to look at the handout ‘Common Themes’ and think which one of these words/phrase fits best with the selection “The Fox and the Lion”. When I look at this handout the phrase that I think fits best with this story is accepting others. I think this is the best phrase because as the lion was around the fox more he saw the fox wasn’t going to hurt him. The lion was willing to approach the fox”

12. The Fox and the Lion In this fable, each time the fox met the lion,
Step 2
Watch for details that relate to the general topics you’ve identified.
Consider important events and changes in characters.
In this fable, each time the fox met the lion,
he became less afraid and was eventually
able to begin a conversation with the lion.
Say-
“Step two for determining theme states that I need to find evidence in the text to support the big idea/ theme word I have chosen. I picked accepting others. I need to think what evidence in the text helped to show me the lion accepted the fox. When the lion went up to the fox and attempted to have a conversation with him this showed me the lion wasn’t afraid and accepted the fox. That is the evidence I found that supported my big idea words.”

13. Theme words, verb, description
The Fox and the Lion
Step 3
Create a statement of the author’s point or message about the topic. Use the following graphic organizer and this sentence frame to help you:
Theme words, verb, description
I DO
Say- “The third step in determining theme states I need to create a theme statement that clearly states the theme of “The Fox and the Lion”. Step three says I need to follow a certain structure. This structure is a theme word, verb, description. So my theme phrase was accepting others. I can’t insert my verb until I think about what the author of “The Fox and the Lion” was trying to say about accepting others. I think the author was trying to say that it is easy to accept others when you are no longer afraid. I will use the verb ‘is’. So my theme statement is- Accepting others is easier once you are not afraid. My theme statement has a theme phrase (accepting others) a verb (is) and a description (easier once you are not afraid ). So I am done with step three.”

14. Accepting others is easier once you are not afraid.
Theme Graphic Organizer
Big Idea
“Acceptance”
Repeated words; figurative language; important events; changes in characters
Seeing the lion for the third time, the fox was no longer afraid and began a conversation with the lion.
Seeing the lion again, the fox was less fearful.
The fox was fearful when he first saw the lion.
I DO
This is the graphic organizer filled in with all three steps for determining theme. The only difference on this graphic organizer is there is more than one piece of evidence (see middle rectangular boxes). You want to point this out to students so they can see that it is best to find more than one piece of evidence to support a theme. The WASL stem for theme will ask students to determine two pieces of evidence to support the theme. This graphic organizer allows for up to three pieces of evidence.
Since this is the “I do” section of the lesson just review the graphic organizer with students. They do not at this point need to fill it into their own copy of the graphic organizer.
What Is Important to Learn /Author’s Message
Theme word / Verb / Description
Accepting others is easier once you are not afraid.

15. Providing Evidence
Sometimes you will be able to provide evidence that you have chosen an appropriate theme.
Usually, you will need to provide two pieces of evidence from the story or poem that support a theme.
This slide just reiterates the importance of supporting the theme with evidence. Review with students.

16. Providing Evidence One theme for “The Fox and the Lion” is:
Accepting others is easier once you are not afraid.
Where is the evidence to support this theme?
In your GRAPHIC ORGANIZER!
Again this slide links the determining of theme to supporting it with evidence. Review slide.

17. Look for your evidence in what the characters do and say.
Theme Graphic Organizer
Look for your evidence in what the characters do and say.
Big Idea
“Acceptance”
Evidence:
The fox was afraid the first time he was the lion.
The next two times the fox saw the lion he was less afraid and began to talk with him.
Repeated words; images; important events; changes in characters
The fox was fearful when he first saw the lion.
Seeing the lion for the third time, the fox was no longer afraid and began a conversation with the lion.
Seeing the lion again, the fox was less fearful.
This slide pulls the evidence from the rectangular boxes and restates it in yellow on the side of the slide. It is important to show how you take the evidence from the graphic organizer to support the theme. This is important to show because the WASL short answer theme question will always ask students to support their theme with evidence.
What Is Important to Learn /Author’s Message
Theme word / Verb / Description
Accepting others is easier once you are not afraid.

18. WE DO
Now the lesson is transitioning into the “We Do” section of the lesson.
Read Running Shoes aloud, showing pictures (see following slides) and reading the text (purchase Running Shoes or see your Instructional Facilitator for a copy of this story)
Once done reading, have students discuss clues regarding the big idea of the book. To do this you may want to use the ‘Think, Pair, Share’ strategy.
‘Think, Pair, Share’ Strategy directions- Once done reading, have students get out their “Common Themes” handout. First, have students on their own look over the list and determine which word(s) they think show the theme of Running Shoes. Next, have students pair up and talk about which word(s) they picked from the list. Tell students to back up their choices with evidence from the story. Walk around and monitor conversations. Lastly, have students share out their big idea/theme word choices. Write student choices on chart paper or so they can be viewed under the document camera.
Before moving on in the lesson, print out the “Theme Graphic Organizer” handout found in the folder. Copy enough so each student receives two copies of the blank “Theme Graphic Organizer”. Students will need a writing utensil and be prepared to copy what you will be writing in the graphic organizers on the following slides.

31. Running Shoes – Step 1 This story’s message is about overcoming
Consider common themes
As you read, remember to think about the underlying idea or message of the work.
This story’s message is about overcoming
challenges and determination, common
themes.
WE DO
Step one for determining theme.
On the first click- The slide will display the first two dashes which review step one for determining theme. Review them and also point out the big idea/theme words the student pairings came up with that you wrote on chart paper or displayed under the document camera. Once you have done click the mouse again and..
On the second click- The slide will display the message you think the author was trying to get across in Running Shoes. Review that you think the message/big idea in the story is about overcoming challenges and being determined.
Because your students will likely have different big ideas that they came up with for Running Shoes this would be a good time to stress to students that as long as an appropriate theme can be supported with evidence from the story, credit can be given for identifying a theme. But since this is a ‘We Do’ they are going to copy your big idea, overcoming challenges, into the top oval on the graphic organizer.

32. Running Shoes – Step 2
Watch for details that relate to the general topics you’ve identified.
Repeated words or ideas
Symbols
Important events or dialogue
Changes in characters
In this story, Sophy is given a pair of shoes so that
she can go a school that only boys attend, eight kilometers
from her home. She wants to learn how to read and
write.
WE DO
Step 2
Review with students how they need to look at what the characters say or do, etc… because this will help them to determine the big idea/theme word
This is the step in determining theme where students need to find evidence in the text (by looking at what the characters say or do) to support the theme word/big idea they have chosen.

33. Theme word, verb, description
Running Shoes – Step 3
Create a statement of the author’s point or message about the topic. Use the following graphic organizer and this sentence frame to help you:
Theme word, verb, description
WE DO
Again review how in order to clearly state the theme of a selection students need to create theme statements.
Let students try to do this with a partner. Remind students of the structure for creating a theme statement- Theme word/phrase (choose one from the “Common Themes” handout), verb (an action word), and a description. Have partnerships create a theme statement. When partnerships are done have them share with another partnership. Have them notice if the two theme statements are similar or different. After groups of four share, have partnerships share out theme statements. Record a few up on chart paper or under the document camera.
Again stress that many times stories have more then one theme or many variations on the same basic theme.
FYI-
Two completed graphic organizers follow, showing themes for this book. This is a good time to note that most books have multiple themes. As long as an appropriate theme can be supported with evidence from the story, credit can be given for identifying a theme.

34. Theme Graphic Organizer Theme word / Verb / Description
Remember to look for your evidence in what the characters do and say!
Big Idea
“Overcoming challenges”
Repeated words; figurative language; important events; changes in characters
Sophy was given a pair of running shoes by a man who counted the number of people in remote villages in Cambodia.
Each day Sophy ran eight kilometers back and forth to school so she could learn to read and write.
A year later, the same man came to the village. Sophy thanked him by writing a note in the clay by the river. She also told him that she would like to be a teacher.
WE DO
This is the graphic organizer filled out for the big idea of ‘ Overcoming challenges’. Since this is a ‘We Do’ have the students copy this completed graphic organizer into their blank graphic organizer.
Of course, if you think another student generated “Common Themes” word is better and you want to fill out the chart in real time using the student idea you can do that. Just display a blank graphic organizer under the document camera and fill it in. Have the kids follow along with you.
What Is Important to Learn /Author’s Message
Theme word / Verb / Description
Overcoming challenges can allow you to reach your goals in life.

35. Theme Graphic Organizer Theme word / Verb / Description
Remember to look for your evidence in what the characters do and say!
Big Idea
“Determination”
Repeated words; figurative language; important events; changes in characters
Sophy lived in a remote Cambodian village with no hospital or school. Her father died because he could not see a doctor.
Sophy ran eight kilometers each way to school each day. The boys teased her because she was the only girl in the school.
Sophy learned to read and write, thanked the man who gave her the shoes so she could go to school and shared that she wanted to become a teacher.
WE DO
This is second completed graphic organizer filled in with another big idea, supporting evidence, and a theme statement. Again have students copy the completed graphic organizer into their second blank organizer. You will want to explain each part of the completed graphic organizer as they are copying.
What Is Important to Learn /Author’s Message
Theme word / Verb / Description
Determination makes even difficult things achievable.

36. We Do
Answer the following question using your completed graphic organizer:
What is the theme of the story? Support your answer with one example from the story.

37. Possible Answer
What is the theme of the story? Support your answer with one example from the story.
The theme of Running Shoes is determination makes even difficult things achievable. One example is Sophy ran eight kilometers each way to school each day.

38. You Do
Read “The Sound of Annie’s Silence”
Complete the Theme Graphic Organizer.
Answer the following question using your completed graphic organizer:
What is the theme of the story? Support your answer with one example from the story.
Make copies of this text and of the theme graphic organizer for each student. These are found in the folder.
*** One possible way to fill out the graphic organizer is in the folder. You can use this as an idea for how students may answer. This is only one possible answer.

39. You Do Possible Answer
The theme of “The Sound of Annie’s Silence” is that accepting others allows you to become a happier person. One example is when the babysitter throws her arms around Annie and gives her a hug.
Here is one possible student response to the theme question on the previous slide.
This is a good time to share additional student responses for the same question. To do this you can call on students to bring their answer to the front of the room and share using the document camera. As students share answers, discuss the accuracy of their theme statement and at least one piece of text – based evidence to support the theme.

40. YOU SHOW
Read “A Mouthful”
Complete the Theme Graphic Organizer.
Answer the following question using your completed graphic organizer:
What is the theme of the story? Support your answer with one example from the story.
Make copies of this text and of the theme graphic organizer for each student. These are found in the folder.
Students need to silently complete this summative assessment. When done collect the completed graphic organizer and answer to the theme question found on this slide.
Score the assessment on the following scale-
2- A theme statement and one piece of evidence from the text to support the theme
1- A theme statement or a piece of evidence that could support a possible theme
0- Neither of the above
*** One possible way to fill out the graphic organizer is in the folder. You can use this as an idea for how students may answer. This is only one possible answer.

41. Theme in Poetry
The theme of a poem can be found in the statement the poem (or poet) makes about its subject.
You can use the same three steps to find the theme in a poem.
Themes can also be found in poetry.
Read this slide to the students.

42. “No Difference” Shel Silverstein
Small as a peanut,
Big as a giant,
We’re all the same size
When we turn off the light.
Rich as a sultan,
Poor as a mite,
We’re all worth the same
Red, black or orange,
Yellow or white,
We all look the same
When we turn off the light.
So maybe the way
To make everything right
Is for someone to just reach out
And turn off the light!
I DO

43. Step 1 This poem’s message is about tolerance of
Preview the title – an important clue may be found there!
Consider common themes
As you read, remember to think about the underlying idea or message of the work.
This poem’s message is about tolerance of
others, a common theme. The title, “No
Difference,” gave an important clue.

44. Step 2 In this poem, the repeated phrase (with variation)
Watch for details that relate to the general topics you’ve identified.
Clues might be found in:
Repeated words or ideas
Symbols / Imagery
Important events or dialogue
Changes in characters
In this poem, the repeated phrase (with variation)
We’re all the same size
When we turn off the light.
is a clue as to the poem’s message and theme.

45. Theme word(s), verb, description
Step 3
Create a statement of the author’s point or message about the topic. Use the following graphic organizer and this sentence frame to help you:
Theme word(s), verb, description

46. What Is Important to Learn / Theme word / Verb / Descriptionz
Big Idea
“Tolerance”
Repeated words; figurative language; important events; changes in characters
Action:
Is for someone to just reach out
And turn off the light!
Repeated words:
We’re all the same size
When we turn off the light.
Similes:
Small as a peanut,
Big as a giant,
Title:
“No Difference”
What Is Important to Learn /
Author’s Message
Theme word / Verb / Description
Tolerance of others is only logical when you realize that we are all the same.

47. Wishing Well http://missrumphiuseffect.blogspot.com/
With fingers tracing the cold stone,
I look down, down,
into the dark.
I cannot see the water
at the bottom, though I know
it is there.
I close my eyes,
make a wish and
throw.
I don't open them
Until
I hear the splash.
I dig my hand into
my pocket,
pulling another penny
from the loose change,
waiting for the well
to swallow my coins
and grant my wishes.
Poem WE DO

48. What Is Important to Learn / Theme word / Verb / Description
Big Idea
“Wishing”
Repeated words; images; figurative language; important events; changes in characters
Action:
The poet reaches into their pocket for another penny to wish again.
Title:
“Wishing Well”
Background knowledge – people make a wish before throwing a penny into the well.
Images:
fingers tracing the cold stone,
hear the splash
Images:
dig my hand into
my pocket
Swallow my coins
What Is Important to Learn /
Author’s Message
Theme word / Verb / Description
Wishing alone cannot make dreams come true.

49. For Fun …
Both Sophy in Running Shoes and the poet wished for something in their life.
Why was Sophy able to make her wish come true?
Do you believe the poet will make his / her wish come true?
Provide evidence to support your thinking.

50. Theme Questions Any of these titles could be another title for
the story/selection/poem. Choose the title
you think best fits the selection.
(title)
Provide two details from the story/selection/poem
to support your choice.

51. More Theme Questions What is the theme of the story/selection/ poem?
The story/selection/poem shows (theme). Provide two details from the story/selection/ poem that support this idea.
What is the theme of the story/ selection/ poem? Support your answer with one example from the story/selection/poem.