Understanding Theme & Purpose by Design

Erin Franks Katie Garner Katherine Hathcock Rashida Mathis

FRIT 7430 Stage 3, Understanding by Design Summer 2011

Title of Unit

Comprehending and Interpreting Literary and Informational Texts

Grade Level Sixth Grade

Standards: ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: d. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated ELA6RC2 The student participates in discussions related to curricular learning in all subject areas. The student a. Identifies messages and themes from books in all subject areas. ELA6RC4 The student establishes a context for information acquired by reading across subject areas. The student a. Explores life experiences related to subject area content.

Understandings:

Students will understand that: o The lesson about life that an author seeks to or intends to share with a reader is theme. o Theme can differ depending on the reader due to personal experiences and interpretations. o Knowing an author s purpose or identifying the theme of a work can help a reader to understand the work and apply it to life as well as uncover and avoid fallacy and bias within a text. o Many themes and purposes are universal and transcend time and place. o Writers take advantage of the human condition to connect with and reach their readers. Related Misconceptions: The theme of a literary work is not its topic. Not all facts can be trusted. An author s purpose is not always honest.

Essential Questions: Overarching Questions: 1. What does theme teach us about life? 2. How and when could we use the theme from a story to overcome a challenge? 3. What aspects of our life influence how we perceive a theme for literature? How could these aspects affect the way other readers interpret theme? 4. What aspects of the author's life influence their writing? Explain. 5. How does the author's purpose affect the meaning of a text? 6. In your own words, what is the meaning of context? 7. How are the "big content areas" interconnected? 8. In what ways does reading in all the content areas help us to identify messages and themes while reading? Topical Questions:

1. If theme teaches us a message about life,

what does this literary work teach us?

2. How do your life experiences help you to

relate to this text?

3. Drawing from your own personal

experiences, what are other possible reactions the main character could have displayed?

4. Why is this work of literature important?

In other words, why did this author write this work?

5. What other aspects must we consider

when determining the meaning of this particular work?

6. How might this literary work look from a

World Studies perspective?

7. How does this particular work relate to

other works you ve read before?

Stage 3: Plan Learning Experiences Week 1

Unit Introduction to theme: Poetry Activity Using Robert Frost s poem Nothing Gold Can Stay, the concept of theme is introduced and supported through the week-long activity for students. The following activities are organized by days and are meant to be flexible. Activities may take more than a day or less than a day s time, and the idea that these activities are meant to be completed approximately within a week should at all times be considered. As discussed earlier among our group members, this unit will be implemented during the first or second month of school (whenever the teacher feels the unit best falls into place) therefore will include proper learner analysis and an attempt to create class rapport. It is also to be understood that

the teacher has researched students records and discussed student achievement in former classes before the school year begins. Students will understand: 1. The lesson about life that an author seeks to or intends to share with a reader is theme. 2. Theme can differ depending on the reader due to personal experiences and interpretations. 3. Knowing an author s purpose or identifying the theme of a work can help a reader to understand the work and apply it to life as well as uncover and avoid fallacy and bias within a text.

Day one:

1. Students are given a pretest to measure their understanding and comfort levels with theme.
ELA6R1. (W)

2. Students will then visit the media center as a class and complete the questionnaire located at
http://www.engr.ncsu.edu/learningstyles/ilsweb.html as mentioned in the Learner Analysis. The teacher will act as a coach and facilitator during this time and float around the computer lab in order to aid those experiencing difficulty (ESOL, Special Ed. Etc.) Once the student has completed the questionnaire, they will print off their results and keep them to analyze when the students return to the classroom. When students return to the classroom, the teacher will bring up the website on the Smartboard and discuss what the students results mean and how it relates to how the students learn. If the classroom does not have this technology, the teacher can complete this task in the media center. The activity will end with a discussion as to whether or not the results are accurate according to the student and a Plus/Delta chart (as mentioned in Learner Analysis and Stage Two) will record the responses. (Rethink, Reflect, Revise) [Use of Technology, Differentiation, Multiple Intelligences](W)(R) Day Two:

1. Day begins by analyzing the results from yesterday s Plus/Delta chart [rethink, reflect,
and revise] (R). 2. Students are introduced to the following standards: ELA6R1, ELA6RC2, and ELA6RC4 and the teacher explains them in student-friendly language by incorporating the essential questions. Both of these (the standards and the essential questions will be displayed on the board as a constant reminder of the target). Not much detail is discussed since the questions will be attached to each activity in a more specific way and will be discussed in more detail at that time. The teacher then explains that in order to achieve understanding of these standards and essential questions, the PDSA chart will be used as a strategy. The Plan and Do sections are completed as a class. EQs: OQ1, OQ3. (W) [Differentiation, Multiple Intelligences](W)(T) 3. Since the teacher has previously consulted the records of her class and analyzed the pretest, students are then organized into collaborative groups in order to ensure that each group has varying levels for proper peer-collaboration. [Differentiation](T) 4. Each group is given the poem Nothing Gold Can Stay by Robert Frost. However, each line from the poem, including the title is written on a separate sentence strip and randomly put in incorrect order. The teacher informs the groups that each member is to

5. 6.

7.

8.

participate in putting the strips in the correct order based on sentence topic and transitions. This allows the students a chance for closer reading and semantic connection. First interpretations and impressions are developed during this stage as well. [Multiple Intelligences](H)(E)(T) The teacher again performs the role as facilitator/coach and floats around the room to provide support and guidance in addition to ensuring that each student is participating.(E) When the activity is over, the teacher distributes a copy of the poem to each student and reads aloud the poem and the students write down on their copy their first impressions of the poem by answering the questions, What is it about? They are then prompted to answer the question What makes you think that way? by circling particular words/phrases in the poem that led them to their interpretation. These interpretations are collected with the teacher writing down interpretations on the board for discussion tomorrow. [Rethink, Reflect, Revise](E) A handout of Robert Frost s bio (reprinted and summarized for students with reading problems/ESOL) is distributed to the students (source is found at http://www.biography.com/articles/Robert--Frost-9303322&part=0#2505) and is a required read for homework in order to be prepared for a discussion the next day. [Differentiation](E) A Plus/Delta discussion about the activity is completed and recorded at the end of the class time [rethink, reflect, revise] (R)

Day Three:

1. Discussion of the plus/delta chart begins the class.[rethink, reflect, revise](R) 2. Quick review of yesterday and reminder of standards. (W) 3. Power Point Presentation (http://jc-schools.net/ce/literary_terms-theme.ppt)
What is Theme? is presented to the students and a discussion of theme leads to a class definition of the term (must relate somehow to teaching a lesson about life). Clarification of the difference between the topic and the theme of the poem is made. ELA6R1. EQ: OQ1 [use of technology](H)(E) 4. The teacher then shares some interpretations provided by the students the day before and asks the class, Which one is correct? By using guiding questions, the teacher will lead the students to the understanding that all of the interpretations should be considered as long as they provide support. Using the interpretations (what the poem means), the class decides on theme(s) (the actual message about life) of the poem. By considering the different interpretations and themes, students are introduced to the idea of empathy. EQs: OQ3, TQ2 (E) 5. The class then proceeds to a discussion about why certain students may interpret the poem in a certain way and why there are so many different interpretations. Better yet, what aspects influence one s interpretations? Since this may be a new concept for the students to grasp, the teacher must use probing and though-provoking questions such as the aforementioned essential and topical questions, What aspects of our life influence how we perceive a theme for literature? How could these aspects affect the way other readers interpret theme? and How do your life experiences help you to relate to this text? Student responses are recorded on the board. ELA6RC2. EQs: OQ3, TQ2 (H)(E) 6. In order to incorporate the homework assignment from the night before, the teacher introduces a new essential question, If our life experiences and aspects influence our

interpretations of the poem, What aspects of the author's life influence their writing? Explain. What life experiences and aspects do you believe influenced Frost to write the poem the way he did? EQ: OQ4 (E) 7. Taking their thoughts with them, the students are again asked to gather into their groups (same as before) and make notes throughout their copy of the Frost bio that they believe influence the message of the poem. The teacher provides for each group a piece of poster paper and a marker. On one side of the poster, they list the aspects from Frost s bio that influenced his writing. On the other side, they record the words/phrases that correspond with the chosen aspects. Below the chart they are to write a short paragraph stating what the theme of the poem is and using what they wrote in the chart as support. [Rethink, Reflect, Revise](Differentiation)[Multiple Intelligences](E)(T) 8. Again, the teacher serves as facilitator/coach in order to ensure proper participation and understanding occurs. (E) 9. Plus/Delta activity is completed by students writing down reflective notes and dropping them in a predetermined box before exiting. [rethink, reflect, revise](R) Day Four:

1. Plus/Delta notes are discussed along with a quick review from Day Three. 2. 3. 4.
[rethink, reflect, revise] (R) Quick review of Day Three and reminder of standards. (R) Students are provided an opportunity to discuss their interpretations with each group member contributing thoughts. ELA6R1, ELA6RC2.(E)(E-2) The class then moves to the media center where students are assigned to groups based on ability (they are not told this). Students are then given a tiered assignment and a rubric. Low level students are given: Students are directed to another Frost poem on the internet with a similar theme and are instructed to create a Venn Diagram noting the similarities and differences of the way Frost expresses that particular theme. They do this in order to prepare for a class presentation. Additionally, they are to cite their sources in a bibliography (students will use Citation Machine located at http://citationmachine.net/) and teacher-made handout. Mid-level students are given: Students will be directed to poems from which they select a poem that represents a similar theme and one that represents an entirely different theme (for example, if they state that Nothing Gold Can Stay has a rather pessimistic theme, then they will choose a poem that has a more positive, optimistic theme). They too will record how Frost expresses these themes, but on a three-columned chart in order to prepare for a class presentation. Additionally, they are to cite their sources in a bibliography (students will use Citation Machine located at http://citationmachine.net/) and a teacher-made handout. High level students are given: Students will be given lists of websites to research other Frost poems that are similar and different to that of Nothing Gold Can Stay . They are to record their findings on a chart similar to that of mid-level students and are then required to write a short paragraph explaining their findings. Additionally, they are to cite their sources in a bibliography (students will use Citation Machine located at http://citationmachine.net/) and a teacher-made handout. ELA6R1, ELA6RC2. EQs: TQ7, OQ6. Use of technology, Differentiation(W)(E)(T)(E2) Again, the teacher serves as facilitator/coach in order to ensure proper

5.

participation and understanding occurs. (E) 6. Plus/Delta notes are collected via box before students exit. [rethink, reflect, revise]. (R)

Day Five:

1. Plus/Delta notes are discussed along with a quick review of Day Four.
[rethink, reflect, revise] (R)

2. Quick review of Day Four and reminder of standards. (W) 3. Students are reminded to stay focused on task at hand by emphasizing
essential questions. ELA6R1, ELA6RC2. EQs: OQ6, TQ7 (E)

4. Students complete the tiered project, self-assess themselves using the rubric
provided, and present as a group to the rest of the class. [Use of Technology, Differentiation] (E)(E-2) 5. Students then write in a journal entry a response to the essential question, Why is this work of literature important? In other words, why did this author write this work? EQ: TQ4 [Rethink, Reflect, Revise](E) 6. Students Plus/Delta the activity for the week. (Rethink, Reflect, Revise) (R)

Week 2

Students will understand: 1. The lesson about life the author seeks to or intends to share with a reader is theme. 2. Writers take advantage of the human condition to connect with and reach their readers. 3. Theme can differ depending on the reader due to personal experiences and interpretations. Day 1 1. Begin with a review of theme from last week by viewing the What is Theme PowerPoint presentation. ELA6R1. ELA6RC2. (H) EQs: OQ1, TQ1, TQ2. 2. The teacher will share the expectations of the lesson by introducing the Georgia Performance Standards and the Essential Question while explaining what will be required. A discussion will follow to make sure all students have a clear understanding of what is expected from them in this unit. ELA6R1. ELA6RC2. (W) EQs: OQ1, TQ1, TQ2. 3. Pass out and have students read a Russian folklore short story called The Turnip with partners. (E) 4. After reading, teacher will guide students to create a TREE map (thinking map) labeling the Character, Setting, Problem, Plot, Solution, and Theme. Teacher will create on the smart board while students write it down from their desks. (W, E, O) 5. At the conclusion of the class time, students will complete a ticket out the door answering these two questions: What do you think theme teaches us about life? What is one thing you do not understand or want more information about from today s lesson? (E-2, R) [Rethink, Reflect, Revise]

Day 2 1. The teacher will review the expectations of the lesson by rereading the Georgia Performance Standards and the Essential Questions while explaining what will be required. ELA6R1. ELA6RC2.(W) EQs: TQ4, TQ5, OQ4, OQ5 2. As a Hook to the lesson, students will watch a short video clip about the short story being analyzed today. http://www.youtube.com/watch?v=eHyhYa9CQcQ (H) Use of Technology 3. Teacher will ask students to discuss what they think will happen next to the boy in the video. What is the purpose of this video? What lesson do you think is being portrayed in this video? (E, R) [Rethink, Reflect, Revise] 4. The teacher will read the short story Thank you M am by Langston Hughes. (E) [Differentiation, Multiple Intelligences] 5. Students will discuss the story in groups. Each group will complete a TREE map that includes the Character, Setting, Problem, Plot, Solution, and Theme about the story. The group will then get a blank sheet of paper and draw a scene or idea that they think depicts the theme in this short story. Teacher will assist students as they work in groups. (E) [Differentiation, Multiple Intelligences] 6. Groups will share their TREE maps and theme picture with the class. A discussion may follow about how their view of the theme changed from watching the video to reading the entire story. There may also be discussion about the themes each group picked to determine how and why they are similar and/or different than the other groups. (E-2) [Multiple Intelligences] 7. To conclude, students will talk with their groups to decide whether they will keep the theme that they originally chose for this particular story or if they would like to change it after hearing the rest of the class share their themes. They must write down what they chose with an explanation of why they made that decision and turn in to the teacher with all group members names. (R, E-2) [Rethink, Reflect, Revise] Day 3 1. Watch/Listen to the Five elements of a short story song, which includes theme to get students interested in today s lesson. http://www.flocabulary.com/fivethings.html ELA6R1. ELA6RC4. (H) EQS: OQ1, OQ3, TQ2, TQ3. [Use of Technology, Differentiation, Multiple Intelligences] 2.The teacher will review the expectations of the lesson by introducing the Georgia Performance Standards and the Essential Question while asking students to explain what will be required. ELA6R1. ELA6RC4. (W, R) [Rethink, Reflect, Revise] 3. Review vocabulary that will be in the short story The Night the Bed Fell by James Thurber. (R), [Rethink, Reflect, Revise] 4. Pair students up to read The Night the Bed Fell by James Thurber and fill out the TREE map including the Character, Setting, Problem, Plot, Solution and Theme about the story. The teacher will guide several Special Needs students who are still struggling in completing the task. (R, E) [Rethink, Reflect, Revise; Differentiation] 5. When completed, class will discuss the differences of the characters ideas in the story and the possible themes for the story. (R, E) [Rethink, Reflect, Revise] 6. Students will write about a time in their life that was memorable, funny, or that may have had many viewpoints like the story read today The Night the Bed Fell . The students must be sure to include the theme somewhere in the story. (W, R, E-2, T) [Rethink, Reflect, Revise] As a closing activity, ask students to write their answer to the following question: What lesson about life does either the story you read today or the story you wrote teach you? Be specific. (R, E-2) EQs: OQ1, OQ3, TQ2, TQ3. [Rethink, Reflect, Revise] Day 4

1. At the beginning of the class, students will be asked to share their stories written from yesterday. Students will be able to guess or speculate what they think the theme is for the stories shared. ELA6RC2. ELA6RC4. (E, H, R, E-2, T) EQs: TQ7, TQ5, OQ2. [Rethink, Reflect, Revise] 2. Students will read the expectations of the lesson by introducing the Georgia Performance Standards and the Essential Question and explain what will be required. (W, R) [Rethink, Reflect, Revise] 3. Explain to students that the story we are reading today is similar to the stories that they created yesterday about a memory they experienced. Andrea Peters, the author of the short story The Stone writes about a memory that she will never forget. (W, R) ELA6RC2. ELA6RC4. [Rethink, Reflect, Revise] 4. Split class into groups to read short story The Stone by Andrea Peters Groups are determined by achievement level. The teacher will work directly with the lower achieving groups to ensure comprehension of story. (W) [Differentiation] 5. After reading, ask students to discuss in their groups what they believe the theme is of the story. Ask them to jot it down on a sheet of paper. Some Special Needs students will be given a choice of themes and will select the correct theme from their choices. (T, E-2, W, E, R) [Rethink, Reflect, Revise; Differentiation] 6. Discuss as a group, what the group findings were about the theme of this story. Ask students why they think the author wrote this story. T, E, W, R, E-2) [Rethink, Reflect, Revise] 7. As a closing/assessment, students will then be asked to complete a matching assignment that relates to what we have been covering over the length of this unit about theme. (E) In the Matching Assignment, students will be given six short passages to read. A different letter will represent each passage. Students will also have eight listed themes. After reading each passage, the students will have to match the letter of the passage with the right theme (Interpret) (E) [Rethink, Reflect, Revise; Differentiation, Multiple Intelligences] Day 5 1. The teacher will share the expectations of the lesson by introducing the Georgia Performance Standards and the Essential Question while explaining what will be required. ELA6R1. ELA6RC4.(W) EQs: OQ7, OQ8, OQ6. 2. Students will complete a quiz and writing prompt that reflects what they have learned about theme so far in this unit. The writing prompt is also to prepare them for next week and their final assessment/ performance task, The Multimedia Project. (E, R, E-2) [Rethink, Reflect, Revise] 3. Students will complete a quiz. Students will be given a multiple choice and fill in the blank quiz on theme. There will be a word bank included for the fill in the blank questions. Students will have to choose the best answer. (E, R, E-2) [Rethink, Reflect, Revise; Differentiation] 4. Upon completion of the quiz, students will complete a Writing Prompt. Students will be given the theme of six stories they have read in 6th grade thus far, across the curriculum. Each student will select one of the six stories and rewrite the theme of the story from another perspective. They might choose to use the voice of another age group, ethnic group, or gender. (Empathy) In addition to the new theme, each student must include a description of each character and an explanation for their theme. (Perspective, Empathy, Self-Knowledge, & Application) ELA6RC4. EQS: OQ6, OQ7, OQ8 (R, E-2, E, T) [Rethink, Reflect, Revise]

Week 3 WEEK 3 ACTIVITIES WILL LIKELY EXTEND BEYOND THE WEEK AS A NOVEL STUDY IS INVOLVED Students will understand: 1. The lesson about life that an author seeks to or intends to share with a reader is theme. 2. Knowing an author s purpose or identifying the theme of a work can help a reader to understand the work and apply it to life as well as uncover and avoid fallacy and bias within a text. 3. Many themes and purposes are universal and transcend time and place.

Day 1

1. Students will move from a study of theme using poetry in week one and short stories in 2. 3. 4. 5. 6.
week two to a study of theme using the novel The Outsiders. ELA6R1. ELA6RC2. (W, E) EQs: TQ3, OQ1, OQ3, TQ1 [Rethink, Reflect, Revise] The teacher will enter the classroom as a greaser character from the novel. (H) [Multiple Intelligences, Differentiation] The students will again be reminded of the essential questions regarding theme and be instructed to examine the novel for possible themes as they read. (W) [Rethink, Reflect, Revise] Additionally, the teacher will introduce the multimedia performance assessment at this time, explaining that The Outsiders is a classic American novel they may choose to include in their time capsule proposal. (W, T) The teacher will provide an example of an acceptable time capsule proposal. (E, O) [Multiple Intelligences] Students will read the first 3 chapters of the novel for the remainder of the class period. Any students finishing early should begin work on their performance assessment in small groups. (E, O) The teacher will read Chapters 1-3 with those students already identified with needing extra assistance. An audiobook might also be utilized. [Differentiation, Multiple Intelligences]

Day 2

1. The teacher will discuss with the students the first 3 chapters from day 1, clearing up
misunderstandings, summarizing the main events, and making predictions for the rest of the

novel. ELA6RC2. EQs: OQ1, OQ3, TQ1, TQ3. (W, R) [Rethink, Reflect, Revise] 2. After reading chapters 4 6 of the novel, students will again work in groups on their performance assessments. (E, O) The teacher will read Chapters 4-6 with those students already identified with needing extra assistance. An audiobook might also be utilized. [Differentiation, Multiple Intelligences] 3. At the end of the class, each group will report their progress on the performance assessment. (R, E-2) [Rethink, Reflect, Revise] Day 3

1. The teacher will discuss chapters 4 6 from day 2, providing opportunities for questions and
preparing for the next 3 chapters. ELA6RC2. EQs: OQ1, OQ3, TQ1, TQ3 (W, R) [Rethink, Reflect, Revise] 2. After reading chapters 7 9, the teacher will formally measure student understanding of the novel with the following activity (E, E, T, O): The teacher will read Chapters 7-9 with those students already identified with needing extra assistance. An audiobook might also be utilized. [Differentiation, Multiple Intelligences] Writing Prompt/Work SamplesComprehending and Interpreting Literary and Informational Texts: 4 Square assignment Students are asked to choose one of the following topics: o Write a newspaper article informing the world about this book and why they should read it. Be sure to include why the author wrote this book as well as plenty of details! (Interpretation & Application) (R, E, E-2) o Write and illustrate about a scenario in this book that relates to you, something that has happened to you, someone you know, or someone you have read about. Don t forget to add lots of details and descriptions! (Self-Knowledge & Application) (R, E, E-2) o Create a comic strip using scenes out of the book that summarize the main events in the Ex 2- book as well as depicts the overall theme of the book. For each scene, be sure to include a few words or sentences describing it, and most of all, be creative!(Interpretation & Application) (R, E, E-2) o What if you were the main character in this book? How and what would you do differently? Be very specific! (Perspective & Application) (R, E) Addresses standards: ELA6R1 by displaying comprehension, ability to explain, and understanding that theme is a message about life, ELA6RC2 by appealing to different curricular areas when informing people to read this book , and ELA6RC4 when relating life experiences to subject area content.

3. After completing the writing prompt, students will trade work samples with fellow students
and receive feedback concerning their work before submitting the work to the teacher for grading. (R, E) [Rethink, Reflect, Revise] 4. If time is left after the completion of the prompt, students may return to groups to work on their performance assessments. Each group will report their progress as a ticket out the door. (R, E) [Rethink, Reflect, Revise] Day 4

1. The teacher will begin day 4 by discussing chapters 7 9 from the previous day and
discussing the writing prompt responses, correcting misunderstandings and misinterpretations. ELA6RC2. (R, E) EQs: OQ1, OQ3, TQ1, TQ3 [Rethink, Reflect, Revise] 2. Students will then read chapters 10 12 and divide into their performance assessment

groups to complete performance assessment proposals after reading. (E, O) 3. If students are finished reading the novel and working on performance assessments, the class will complete the following skills check: (E, R, E-2) [Rethink, Reflect, Revise] BINGO Students will be read questions, which require them to recall and reflect on stories and articles read during our theme unit. The answers to the questions will be on their bingo cards. For example, Which short story featured the theme things aren t always as they seem ? The bingo square answer would be The Night the Bed Fell. The students must apply their knowledge of theme in order to win. (Application & Self-Knowledge) Standard: ELA6R1.

4. If the students have not finished the novel or the performance assessment projects, they will
be allowed to continue working, and the bingo game will be saved for a later date. The bingo game can also be played with students who are finished while other students are allowed to continue working. (T, O) Day 5

1. Day 5 can be reserved for discussion of the novel s theme. The teacher and students can
discuss the significance of the use of Frost s poem Nothing Gold Can Stay in the novel as it applies to the novel s theme. ELA6R1. ELA6RC2. (W, R, O) EQs: OQ1, TQ1, TQ2, TQ4, TQ7 [Rethink, Reflect, Revise] 2. Day 5 will also be reserved for the presentation of student performance assessment proposals. (W, T) 3. If there is time, students may be asked to complete another writing prompt from the day 3 prompt. (E, R, E-2) [Rethink, Reflect, Revise] 4. Complete Study and Act sections of the PDSA chart and Plus/Delta the activity for the week. [Rethink, Reflect, Revise] (R) Notes to the Instructor Use this area, if needed, to explain to the instructor how your planned activities above satisfy specific elements of the scoring rubric. Throughout our UbD Stage 3 Assignment, our standards, understandings, essential questions, learning strategies, and WHERETO elements are embedded within our weekly lesson plans. They are written in bold. Please note the following: EQ- Essential Question OQ- Overarching Question TQ- Topical Question

References (2011). What is Theme? [PowerPoint slides]. Retrieved from http://jc-schools.net/ce/literary_terms-theme.ppt

Gerber, P. (2010). Robert Frost biography. Retrieved from http://www.biography.com/articles/Robert--Frost-9303322&part=0#2505.

Hinton, S.E. (1997). The Outsiders. New York: Puffin Books.

Hughes, L. (n.d.)Thank you ma am. Retrieved from http://www.americanliterature.com/Hughes/SS/ThankYouMam.html

Lindy, E. (2005). The turnip. Retrieved from http://www.storiestogrowby.com/stories/turnip_russia.html.

Peters, A. (2004) The stone. Retrieved from http://www.authorsden.com/visit/viewshortstory.asp?id=11976.

Phoenixfilmandvideo.(Producer). (2008). Thank you maam. Retrieved from http://www.youtube.com/watch?v=eHyhYa9CQcQ

Schoman, N.E. (n.d.) Five things: The elements of a short story. Flocabulary: Hip hop in the classroom. Retrieved from: http://www.flocabulary.com/fivethings.html.

Solomon, B. and Felder, R. (n.d.) Index of learning styles questionnaire. Retrieved from http://www.engr.ncsu.edu/learningstyles/ilsweb.html.

Thurber, J. (n.d.) The night the bed fell. Retrieved from http://english.glendale.cc.ca.us/bedfell.html

Warlick, D. (2010). Son of citation machine. Retrieved from www.citationmachine.net.