Gradual Release of Responsibilities of the Teacher Responsibilities of the

Responsibility Student
Grade: 6th grade
Standards: Reading: The teacher needs to make sure that students understand Students are responsible of
Literature Standard 2 the difference between a topic and the theme of a story. making sure they find and
Determine a theme or central idea of a specify the differences
text and how it is conveyed through
particular details; provide a summary between a theme and topic.
of the text distinct from personal
opinions or judgments.
Objectives: Determine what
the theme(s) are for a book.
Determine the difference
between a topic and a theme.

Materials: The Sneetches,

songs on YouTube- lyrics for
each student

Essential Questions: What is a

theme? How do you find it?
How do you know the
difference between a theme
and a topic?

Vocabulary: theme, topic,

evidence

Adaptations for EL: Stop during

reading to assess
understanding of the whole
class.
Adaptations for Students with
Special Needs: Stop during
reading to assess
understanding of the whole
class

DAP: The Sneetches is a

lower level reading than what
students at the 6th grade are
supposed to be at. This is to
review the concept of what a
theme is through an easier
reading.
Phase I:
Exploration and Explanation
1. To assess prior knowledge, I will ask if any of the Students should engage in
students have read the book. The students who have read the story by answering
the book, I will keep a tab on, and if students are questions asked throughout,
struggling with the concept, I will try and engage those finding interests, noting
students. I will acknowledge those students who have possible themes, etc.
read it before and tell them to look for a deeper meaning
of the story because they have read the story before. Also,
there will be a short discussion about what a theme is and
how it is different from a topic.
2. The first step of the lesson is the teacher reading the
story to the students (The Sneetches). As the reading goes
on, I will stop and ask students if they have any ideas on
what the theme could be, or what they think is going to
happen next in the story to help them infer the theme. I
would ask the students if anyone knows what a theme is;
then a topic? I would then ask if anybody knows the
difference between the two.

Transition to Phase II:
Review
Phase II Expectations
QUALITATIVE SHIFT IN RESPONSIBILITY--THE TEACHER WILL NO LONGER BE TEACHING THE WHOLE CLASS AS ONE UNIT.
EVERY STUDENT NOW TAKES RESPONSIBILITY FOR CARRYING OUT THE CONCEPT, STRATEGY, SKILL, ETC.
Phase II:
Guided Practice
One-on-One Differentiation
Formative Assessment
Plans for early finishers
Closure
3. After students have taken time to think about the
questions, they may be asked to note and jot down their
theme ideas.
4. As the reading continues, students will keep track of
their ideas on the theme and different topics of the book.
5. I will stop throughout the book to ask for
understanding. Does anybody have any ideas about what
the theme might be of the story? How about the topic?
1. Once the book is finished, I will ask the class to 1. engage in review
determine the different possible themes the story may 2. volunteer to demonstrate
have. Phase II expectations
2. Next, were going to listen to a song. Listen very closely
to the lyrics to find out what the song is about. Then as a
table, your group will determine different themes the
song could be portraying.
1. Students are grouped in 3-4 students already, so they 1. engage with Phase II
will use these groups to work on the activity. exercise as independently as
2. Students will be asked to listen and follow along to a possible-work with the group
song to determine the theme of the song (what is it really and engage in the discussion
about?) They will use lyric evidence to support their ideas. for the writing
3. As students work in their groups, I will walk around the 2. request further
classroom looking and asking if anyone needs extra help scaffoldingas needed
or explanation on what the task is or clarification on 3. Participate in the group
personification. work
4. if feedback indicates class-wide confusion, back up to
Phase I and work with the whole class to further clarify
concepts

Transition to Phase III:
Review and Phase III
Expectations
QUALITATIVE SHIFT IN RESPONSIBILITYSTUDENTS WILL NEXT WORK INDEPENDENTLY EXCEPT WHEN UNFEASIBLE
Phase III:
Independent Practice
Summative Assessment
5. At the close of Phase II, interactively review key points-
I will go over one more time (at least) on what
personification is.
6. After all groups have been given time to find themes,
they will share to the class as to what themes they came
up with.
7. Depending on time, the class will do another if the class
does not seem to understand or get the gist of Theme vs.
Topic.
1. Review concepts- what is a theme? How is it different 1. engage in review
from a topic? 2. volunteer to demonstrate
2. Explain directions for Phase III exerciseFinally, we are Phase III expectations
going to listen to 1-2 more songs and figure out the theme
of each. You will be working independently. As you finish
up, discuss with students around you with their ideas on
the theme.
1. Students will be handed a paper with the lyrics of the independently complete
songs being played. As the song plays, they will make Phase III exercises
notes and highlight details in the lyrics that will support
their ideas of the theme.
2. Scaffold if necessary
3. Students will then turn their ideas and evidential
support of the theme. They will also be asked to write a
sentence or two on the difference between a theme and a
topic.