Assignments

  1. Write three theme statements about My Antonia.
  2. Write three journal entries citing textual evidence your theme statements.
  3. Poetry connection
  4. Nonfiction connection
  5. Socratic Seminars (3)

Theme Statement Instructions

How to Write a Theme Statement

Although many people read for enjoyment and entertainment, most good fiction does more than entertain.  A well-written story usually causes us think about life, increasing our understanding of the world, and giving us insight into how people think, feel and behave.

The central insight into life or human nature in a story is called the theme.

The theme is the main idea in the story. The theme may be directly stated by the author of the story. When it is, we say the theme is explicit. Usually, however the reader must discover the theme through a careful reading of the story. When the theme must be inferred from the story we say the theme is implicit.

Be careful not to confuse plot with theme. Plot is what happens in the story. Theme is an idea revealed by the events of the plot. “James Bond defuses a nuclear bomb and saves the world from destruction” is a plot summary, not a theme statement. Instead of describing what characters do, describe what their actions represent. (Theme: Human beings have the will and the means to defeat evil forces).

How to Determine the Theme 
1. To discover the theme of a text, the reader must try to discover the author’s central purpose. Ask yourself, “Why did the author write this text” and, “What comment is the author making about life or human nature.”

2. In order to understand the theme you must have a good grasp of the plot and characters, especially the central conflict.

3. Titles can also provide clues as to the author’s focus and intent.

Characteristics of a Good Theme Statement 
1. Theme must be expressed in a complete sentence. “Love and rejection” is not a theme statement. It is just an indication of the topic of the text. What in particular is the author saying about love and rejection?

2. Theme should describe the general meaning of a text, not specific events, actions or characters. Do not use the names of characters in the text when stating the theme. You should make specific references to the text, however, when providing relevant details and examples to support your theme statement.

3. The theme must hold true for the text as a whole, not just part of it. Pay particular attention to the text’s conclusion to make sure that the outcome matches what you think the theme is.

4. Avoid using familiar statements, or clichés, such as, ‘honesty is the best policy” to express the theme. The theme should be a generalization about life stated in your own words.

Standards for this Unit

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]
  • Journal entries (3) supporting theme statements
  • In-class essay test [ASSESSMENT]
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]
  • Journal entries (3) supporting theme statements
  • In-class essay test [ASSESSMENT]
12. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI.11-12.3] 
  • Journal entries (3) supporting theme statements
  • In-class essay test [ASSESSMENT]
22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.  [W.11-12.4] 
  • Journal entries (3) supporting theme statements
  • In-class essay test [ASSESSMENT]
23. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-11.) [W.11-12.5]
  • In-class essay test [ASSESSMENT]
27. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]
  • Journal entries (3) supporting theme statements
  • In-class essay test [ASSESSMENT]
28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]
  • Journal entries (3) supporting theme statements
29. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. [SL.11-12.1]
  • Socratic Seminars (3)
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]
  • Socratic Seminars (3)
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b]
  • Socratic Seminars (3)
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.11-12.1c]
  • Socratic Seminars (3)
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL.11-12.1d]
  • Socratic Seminars (3)
37.f Ensure subject-verb and pronoun-antecedent agreement.*[L.3.1f]
  • Journal entries (3) supporting theme statements
  • In-class essay test [ASSESSMENT] 
37.f Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.* [L.6.1.e] 
  • Journal entries (3) supporting theme statements
  • Socratic Seminars (3)
36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2] 
  • Journal entries (3) supporting theme statements
  • In-class essay test [ASSESSMENT]