Workshop Lesson Plan

Planning:
Central focus: Theme
Standard:
CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama,
or poem from details in the text,
including how characters in a story or
drama respond to challenges or how
the speaker in a poem reflects upon a
topic; summarize the text.
Objective
Performance: Students will be able to determine the theme
Conditions: using the anchor chart provided by the teacher and their guided reading books
Criteria: To show mastery, students will have to state the theme of their guided reading books and provide 2 specific details from the play to
support the theme chosen
Vocabulary
Terms:
Theme, main idea, character, life
lesson, folk narrative
Support: The students will be guided
on how to find the theme of a story
through a model from the teacher and
important notes that will be posted on
an anchor chart
Essential literacy strategy:
Students will be able to determine the
theme of a story, including how
characters in a story or drama
respond to challenges
Language Function:
Determine
Discourse
This lesson is used to support
students thinking about theme ir the
life lesson they learn from a story. This
lesson will provide students with the
opportunity to think critically about the
underlying meaning of a story. In the
guided practice, students will
participate in a classroom discussion
and they will collaborate on the
different themes the play may have.
Students will be expected to put what
they think into writing and will
independently think about two specific
details that supports their chosen
theme.
Related skills:
Students will need to be able to write about the
lesson of a story and support their answer with
evidence.
21st century skills:
Collaboration- students will be expected to
participate in the guided practice through a
discussion about the play read as a whole class.
They will collaborate on the different themes in
the play.
Critical thinking- students will be expected to
think about the theme in the play critically and
will be forced to think about the life lesson they
are learning from the story
Syntax
Students can use the following sentence
starters to express their thinking during the
discussion and in writing:
The life lesson I learned from reading this text is
_____________________________________.
I think the author was trying to teach me that
______________________________________.
The underlying message that I got from reading
the test is
______________________________.
I know this because the characters did/ acted
like
_____________________________________.

Supports, accommodations, and modifications (IEPs, 504s, other learning needs)

Student Supports, accommodations, and modifications during instruction Supports, accommodations, and modifications during
assessment
English Language During instruction, ELLs will be given guided notes to help For the assessment, ELLs’ assessment will be
Learners him/her follow along during teacher input and take effective modified to write 3-5 sentences instead of 5-7
notes. sentences. Students will also be allowed to use a
dictionary.
Struggling During instruction, struggling readers or writers will be able to Student will be able to write assessment through
Readers/Writers type notes on the computer during teacher input. typing on the computer.
Readers Reading Students who are reading above expectations will be asked Students will be asked to think about another theme
above expectations critical questions during discussion to give them that push of that the story offers.
critical thinking.
Prior knowledge: Students should understand what a main idea is and how to find it in a story.
Materials: The Princess Mouse, The Woman with the River in Her Hair, pre-picked roles for reader’s theater of the play and anchor
chart
Implementing:
Whole-Group Instruction (focused mini-lesson) Time:
Teaching point: 1 min.
Today we are going to learn how to find theme of a story, specifically today we are going to read a folk narrative.
Explanation: 1 min.
One thing that good readers do is try to understand the big message the author is trying to send to his/her audience. This
is called theme. Theme is the life lesson that we learn from a story. It is so important to find the theme of a story because
it gives us a reason to read and give us the insight on our author’s feelings about life. Like I said, today we are going to
read a folk narrative. Folk narratives are myths, legends, or tales. These are stories that are passed down through
generations, mainly by oral re-tell. Let’s get started!
Modeling: 20
Let me show you how I find theme in a story. I am going to read you a folktale from Finland! It is called The Princess mins.
Mouse. It is about a time when a young man seeks a wife by way of family tradition, he finds himself engaged to a mouse!
Let’s read this story.

The teacher will read the folktale aloud to the class while projecting it on the screen so all students can follow along!

Wasn’t that a great story? I really like this story because it has such a strong message. Let me show you how I find the
underlying message that the story holds!

Teacher will redirect students to the pre-made anchor chart about how to find theme. Students will take notes.

Again, theme of a story is the message, lesson, or moral the author wants you to learn. When I am trying to find the theme
of the story I think to myself “what does the author really want me to know?” or “what is the life lesson?” or “how did the
characters grow?”. These questions really help me focus on the lesson or message of the story!

In this story, I think that there is more meaning to the story than just Mikko finding his wife or sweetheart, right? I think that
the author really wants me to be like Mikko. Mikko did not care about the mousse appearances or the fact that it was just
mouse! He really liked the mouse for her personality. So, the life lesson that I got out of this story is that you really
shouldn’t judge a book by its cover. I mean that it is very important to get to know people before we judge them based off
of their appearances. I think that it is a very important life lesson. It also important to remember that stories can have
several themes. Another theme in this lesson or another life lesson that I got out of this folktale is that it is important to
remain to be kind to others. Even though Mikko was weirded out that a mouse was talking to theme, he was still polite and
kind and responded. You also learn that his brothers are very mean and I think the author is trying to show an example of
what not to be like!

Now before I can just that is the theme; I know that I really need to find some evidence to back it up. We are going to call
these clues. Some clues in a text are super interesting. For an example, I thought that it was super interesting that this is
the way that Mikko’s family find their wives. There are also clues in the text that are very important. These are the clues
that can support my thinking. When I go through the passage to find clues to support my thinking I need to find the
important clues! Makes sense, right?

Let’s me go back to my passage and find some clues that support my theme of “Don’t judge a book by its cover”.

HERE! I think that this supports the theme. Teacher points to the part of the text where Mikko decides to love the mouse
for who she is instead of just focusing on the idea that she is a mouse! Make sure to always go back to the text to support
your answer. Teacher points to the part of the text where Mikko says how he truly loved the mouse. This also supports the
theme because the author is saying that if you do not judge a book by its cover, you can really get to know people and fall
in love with their personalities.

Sometimes theme and main idea are often confused. It is also very important to understand that theme and main idea are
two different story elements. Theme is the message or the life lesson we learn from a story and the main idea is a
sentence summary of what the story is mostly about. Let’s look at some examples.
Connor was always getting in trouble and making excuses- actions speak louder than words
Laura and Dan are very different, but still close friends- It’s okay to be different!

You can use the main idea to find theme by taking out the most important message from the main idea and putting it into
a few words!

Let’s try finding theme together!

Guided practice/active engagement: 20

We are going to read a play called The Woman with the River in Her Hair. This is based on the Mexican legend of Lucia mins.
Zenteno. I have already assigned roles.

Teacher will present the roles that will be pre-picked before class. Link to roles.

The play will be read as a whole class.

After the reading, there will be a discussion about how to find theme. The anchor chart will be used to guide students
thinking. The discussion will be guided through the following questions:

How would you describe Lucia?

When the river and all the creatures leave, the people no longer have enough to eat or drink. In what ways does this affect
them?

Why might a legend have a wise river in it? How does the play show a respect for nature?

What is the important lesson of the play?

What important clues support the life lesson that you learned from the play?
Independent practice (when appropriate): 15
Now I want you to try this independently! I know that most of you are reading some really awesome and powerful guided mins.
reading books. Using your guided reading books, I want you to do the following things:

State the theme. 1 sentence

What important clues supports the life lesson that you learned? State two specific details from the text. 3-5 sentences

Write about an experience you have had in life that relates to the play. 3-5 sentences
Link/closing: You guys did a great job finding the theme in The Woman with the River in Her Hair. I really liked how you 1 mins.
guys found specific details to support your theme. It is very important to find theme in everything you read to really figure
out the message and life lesson that the author is trying to teach you!

Small-Group Instruction (differentiated by data) Centers (Data-Driven)

Group 1: Group 2: Group 3:
Time: 20 minutes Time: 10 minutes Time: 10 minutes Time: 10 minutes
Grouping characteristic: Grouping characteristic: Grouping characteristic: Students will be working
Struggling Readers Students reading on grade Readers reading above independently on their write up
level expectations on theme. If they finish early,
they will be working on their
guided reading book
assignments or vocabulary
work already assigned by the
teacher.
Needs based on data:
MAP Testing; classroom
observations
Assigned students:
N/A
Instruction: Students and
teacher will discuss their
guided reading book. In the
beginning of the lesson, the
teacher will go over
vocabulary words with the
students and they will discuss
how they can use context
clues to identify meaning of
different words. Teacher will
then ask basic comprehension
questions: what happened in
this week’s reading? Why is
that important? What do you
think is going to happen next?
Needs based on data:
Map Testing; classroom
observations
Assigned students:
N/A
Instruction: Students and
teacher will discuss their
guided reading group. In the
beginning of the lesson, the
teacher will check for
comprehension and ask the
students if they struggled with
any words. The teacher will
ask: what happened in this
week’s reading? Why is that
important? What do you think
is going to happen next? This
week the teacher will talk
about how they can make text-
to-self connections. They will
discuss how they relate to the
characters in the story and
how they differ.
Needs based on data:
Map Testing; classroom
observations
Assigned students:
N/A
Instruction: Students and
teacher will discuss their
guided reading group. The
teacher will open up the
conversation and ask what
they think is the most
important thing they should
talk about this week? The
students will lead the
discussion on the events in
this week’s reading. The
teacher with prompt the
students with critical thinking
questions. For an example,
why do you think the author
put that in the book? What is
the life lesson you are learning
through this book so far?
Assessing:
Assessment:
How does it measure the essential literacy strategy? How does it measure the related skills?
This measures the essential literacy strategy because the This measures the related skills because the students will be
students will state the theme they have learned and will provide assessed on how they find the life lesson of the story. This is
at least 2 specific details from the text. the small stepping stone for them to understand a theme of a
story. Students were also measured on rather or not if they
connect the life lesson to their own lives.
Reflecting on students’ performance (to be completed after implementing lesson)
Students’ strengths in relation to essential literacy strategy Students’ strengths in relation to related skills
After assessing student data, it was evident that the students After assessing student data, it was evident that the students
understood the difference between interesting details and understood what a life lesson is. In my lesson, I discussed that
supporting details. In the lesson, I went over how details in a text a life lesson is something that we can learn from a story and
can be very interesting and how some can support our theme. learn from it by applying the concept to our own lives. The
Based on student data, almost all students were able to provide students demonstrated a strong understanding of this concept
appropriate supporting details. In the lesson, I also focused on by providing strong life lessons that they learned/learning from
how theme is one sentence. Most students performed well on this their guided reading books. I also think that it was helpful for
task and was able to present meaningful themes that connect students to get into the mindset of what a life lesson is by
with their guided reading books. For an example, one student encouraging the students to then connect the life lesson they
wrote “the theme of this story is that we should not judge a book learned from their book to their own lives. The students wrote
by its cover”. The student then was able to support the theme by strong connections to their books and were able to directly
directly taking evidence from their guided reading books. connect to the book through the life lessons they wrote down as
the theme of their book.
Students’ weaknesses in relation to essential literacy strategy Students’ weaknesses in relation to related skills
After assessing student data, I noticed that several students After assessing student data, I noticed that I had some students
struggled with creating themes that were appropriate for their struggle with understanding theme and how it relates to a life
book. I think that some students struggled with the difference lesson. I believe that these students did not get a clear
between main idea and the theme of a story. In my lesson, I representation of what a life lesson is. In my lesson, I do not
discussed the difference of the key elements of a story. I think that I provided students with a clear example of what a life
discussed how a main idea is a sentence summary of what lesson is because I assumed that the students already
happened in the story and the theme was the message or life understood what a life lesson was based off of my definition and
lesson they learned from the story. Reflecting now, I think that their prior knowledge. I have realized that for some students it
may have confused some students and some may have was very difficult for them to connect to their guided reading
confused the main idea with the theme of their guided reading books which could have prohibited them from understanding a
books. The students who struggled with writing an appropriate life lesson that they could have learned from the story. If I had
theme of a story also struggled with finding supporting details to more time, I would work with the students who struggled with
support their theme. Some of the students wrote down interesting writing the theme or the life lesson of the story and focus and
details that did not relate to the theme of the story. I noticed that re-engage them in a small group lesson. I review what theme is
the same students who struggled with theme struggled with and give a direct example of what a life lesson is and why it is
finding key details. If I were able to, I would re-engage these important to connect to books in this manner.
students in a small group setting to combat confusion
Reflecting on lesson implementation (with justifications from student performance and lesson delivery)
Strengths Areas for growth
Based on my student data, 15 out of 20 students did Based on my student data, 5 out of 20 students did not
exceptionally well with their assessment. These students were understand the concepts I was teaching. In the future, I know
able to state the theme, state two key details from the text, and that I need to work on pacing. I think this was a heavy lesson
then relate the life lesson they learned to their own lives. I think that should have been slowed down. I know that this includes
that through my lesson, the students were able to receive a clear my speaking pace. There were several moments while
message on what theme was. In my teacher input, I provided the implementing the lesson that I realized that I was speaking too
students with an interesting folktale which helped the students fast. My lesson also included a reader’s theater which got
stay engaged. In both of the reading sections in the teacher input messy at times. I know that in the future, I need to find better
and the guided practice I would stop the readers and ask ways to help students be successful when it comes to taking
questions to check for comprehension. This allowed all students turns to read a passage. I can do this by having each person
to be on the same page. I also think I did a good job at providing introduce themselves to their partners so that they can
visuals. Before the lesson, I created a theme anchor chart which remember their character in the theater. If I were to do this, I
provided drawings and definitions surrounding theme. I think that know that the flow of the play would have gone more smoothly.
this allowed students to get a clear representation of what theme I also need to find ways to keep all students engaged while their
is. peers are reading. I think I can do this by giving the students a
task to do while their peers are reading, such as keeping their
finger/ mouse (if it is on the computer) over the words being
read.
Given the students' in/ability to achieve the learning standard, describe your next steps to improve your practice
Next steps for teaching essential literacy strategy Next steps for teaching related skills
Since the majority of the students did well, I would keep the In the future, I can improve my practice on teaching related
modeling of my lesson the same. However, I would find ways to skills by not assuming what the students already know. I know
keep the whole class engaged and to find ways to scaffold the that in the lesson I wish I was more clear on what a life lesson
material more for my struggling learners. I know that in the future, was so that all my students can understand what exactly a life
I will seek ways to scaffold instruction in a productive way so that lesson is and why it is important. Based on this experience, I
all students are receiving the basic foundations that they need to have realized how important it is to build off of students prior
progress on to more complex essential literacy strategies. I would knowledge. In this lesson, I had several opportunities to deepen
still provide models, such as anchor charts, as it was a good way my students thinking because they had such prior knowledge.
for me to manage my time and to hit all of the key concepts I For an example, I was able to ask them why do they think the
knew that I wanted to touch on in my teaching. With experience, I author surrounded their writing around this theme. In my future,
may have an interactive anchor chart and build the anchor chart I need to consider what my students already know and build off
with my students to keep them engaged and it can be a great of that, but I also cannot assume that they already are familiar
way to elicit thinking and discussion. with certain concepts.