This unit addresses four 6th grade reading standards taught throughout the course of a trimester. These lessons are designed to be taught one day a week, while the other days in the trimester are focused on writing units. This unit is designed to be co-taught with a general education and special education teacher, but can be easily adapted if only one teacher is present.
This lesson, designed for use alongside the writing of an analytical paper about literature, encourages students to use haiku poetry to more fully explore theme in their other writing.
Seventeen-year-old best friends dream of becoming light-weight boxing champions of the world. They train together until they find out that they will meet in the ring to determine who will fight in a championship tournament. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.
In this lesson, students recognize the cultural contributions of ancient Greek and Roman mythology and drama. They will read and analyze a myth and then create a puppet skit to demonstrate the myth.
A teachers guide for Betsey Brown by Ntozake Shange, including chapter-specific questions for increased comprehension, questions for class discussion, and suggestions for further study.
This is a remix of https://goopennc.oercommons.org/courseware/lesson/192 by Martha Levey and Toni Luther. This is a multi-day unit on Cinderella and the many versions of the fairy tale. Students will listen to/read four versions of Cinderella identifying elements of culture and then compare/contrast two in groups. Then students will perform a reader's theater of one Cinderella story. The whole class will remix the Cinderella story to write a modern-day version that takes into account their own cultures.
Click the images on the form to watch the videos for each book. Then, complete the form.After reading or watching the books, students will complete this form that focuses on theme, author's purpose and other skills.
In this lesson students will identify the effective use of imagery and practice analyzing and creating imagery in particular selections.
Students use improvisation to vary established patterns and to develop an idea or theme. They combine the basic elements of the dance form(s) into sequences, describe dance works using the language of dance criticism, and reflect on their own work and that of others. Through their compositions, they demonstrate the basic movement skills of the dance form(s) studied.
This webpage contains theme-based discussion prompts for each vignette in The House on Mango Street by Sandra Cisneros, as well as a selection of follow-up activities.
This lesson encourages students to participate in group and class discussions about the novella, The Strange Case of Dr. Jekyll and Mr. Hyde. Students discuss vocabulary, themes, and the writing styles used in the story. They also explore the characters as part of the task.
Students will learn how to identify theme using anchor charts, graphic organizers and OER resources. Text ranges from short stories to folk tales to poetry. Final assignment has students reading and evaluating 3 passages to determine a common theme.
In this lesson, students will take a trip back in time and look at the lifestyles and classes of people in the late 1800s. Using a WedQuest, text, and graphic organizers, students will learn about the class systems in the 1800s and how the use of symbolism increased the point of interest within the story.
This resource supports English language development for English Language Learners. Students can read the classic fairy tale online or print out the available PDF. Accompanying audio is also available for supporting comprehension and building fluency.
In this story, the main character, Margaret is affected by the loss of her father and then the loss of her best friend who moves away. As she adapts to that change she discovers new talents and new friends. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments;
Using the topic of Mythology, students will work through various activities to learn the characteristics of a Narrative Essay. This particular unit will/should take place prior to writing the Narrative Essay. Many of the lessons address how to identify, create, apply and analyze point of view, theme, dialogue punctuation, argumenative qualities and citing direct and indirect evidence.
Students will be able to read a grade level text, the novel "The Outsiders". As they read they will have to cite information, make inferences and connections, summarize, compare different mediums (book and movie) and learn about the author and how her experiences shaped the novel. Students will also get to write persuasively and creatively during this unit.
Attched and or embedded is a teacher's lesson plan for teaching Theme using a short story called Fish Cheeks. This short story needs visuals added to better support ELLs in the main classroom. Link
In this lesson, students view art and photographs, then attempt to capture the theme and tone of those works in writing. Students first discuss the art as a class before splitting into pairs to write a first draft of a story or poem that captures the feeling of the visual works.