Transcript Um…what is the author trying to convey in his/her story

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)
What is a theme?
Universal
Underlying meaning
Central and unifying concept of the
story.
Must exist inside, not outside, the
story.
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
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
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”
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
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
2.
Think of one abstract noun
that describes the story.
5.
3.
Students state their words or
someone writes them on the
board or overhead. Put
checks by repeats.
6.
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.
7.
Students share their best
sentences with the class.
Write all sentences on the
board, unless they repeat.
Make corrections if necessary.
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.)
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.
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.
Independent Practice
Read “Janet Waking” by John Crowe Ransom
Create a theme chart using the example
provided.
Pair/Share
Work Cited
Vygotsky, L. 1978. Mind in Society: The
development of high psychological processes.
Cambridge, MA: Harvard University Press