Connect: I will say, “Yesterday we read Song of the Trees and inferred different themes of the story.
Teach: I will say, “In order to start my thinking deeper about the themes of the text, I am going to practice the skill of organizing the themes I inferred by using the strategy making a theme timeline. The process I will use is as follows:
1) Sketch a line for my themes and one for text evidence of the theme
2) Use my annotations to infer a theme
3) Use my annotations to provide evidence for my theme
4) Revise my theme
I will show the students how I take my notes from yesterday and organize my theme and text details.
Active Engagement: I will say, “Look at your notes, turn and tell your partner a theme you found and the text details that are evidence of that theme.” I will check for understanding by quickly listening to every level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “Remember, In order to start my thinking about the themes of the text, great readers practice the skill of organizing the themes they infer by making a theme timeline. They create an organizer, use their annotations in order to complete a piece of writing using thought prompts.
They will then either finish their timelines independently or with a partner as I am conferring using the Possible Conferences for Finding Theme and text details.docx.
Teach: I will say, “In order to have a deeper understanding of the text, I am going to practice the skill of close reading using the strategy of finding the section of the text in which my theme can be supported. The process I will use is as follows:
1) Re-read my theme from yesterday
2) Read a section that provides evidence for my theme
3) Categorize my evidence
I will say to my students, in order to deeply analyze the text for theme, I am going to zoom in or re-read a part of the text. As readers we "close read" a text in order to deeply understand how the author crafted their story. We read a part in order to closely examine the text for a particular purpose.
For example if your friend posted 10 status updates on Facebook about their bad day. You might closely read one or two posts in order to analyze what caused their bad day. You are reading clues from the author in order to infer meaning.
Since this is the first time students have practiced this I will give them the section in which they will look for evidence to support the theme they devised yesterday. I will read the part when the children try to stop the trees from being cut down. On the attached text it is page 113 third to last paragraph, “Mr.Anderson was fuming…”
I will use the theme from the theme poster or Universal Themes Resource Sheet.docx, “Standing up for yourself can be hard.” I will underline, “Little Man and Christopher John fought to escape, but I closed my eyes and waited for the whining of the heavy belt and the painful bite against my skin.”
I will say, “Now that I have my evidence underlined, I am going to think to myself, hmmm, how I could categorize this? In this section of the text there is evidence that standing up for yourself is hard, but Papa does stand up for himself and is incredibly brave. On the other hand, Mr.Andersen is acting like a coward. I think my two categories will be; acts of bravery/acts of cowardice (I will put this in a two column chart).
Active Engagement: I will say, “Turn and tell your partner what categories you could use to organize your evidence.” I will check for understanding listening to every level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “Remember, in order to have a deeper understanding of the text, great readers and writers practice the skill of close reading by using the strategy of finding the section of the text in which their theme can be supported. They review the theme they have been working with, read the section of the text that provides evidence for the theme, then categorize and organize their evidence.
I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an “exit ticket” in which students write down the response to a question.
Closing: I will say, “Now you are going to write long about your theme, use the thought prompts if you get stuck." Students will turn in their "write longs" in order for me to assess their deeper thinking about theme.