Nevada Academic Content Standard:

RL.9.2. Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.

Objective:
1. Students will be able to explain the importance of theme through group discussion with
80% accuracy.
2. The student will be able to develop a theme analytical essay using a Mind Map with
80% accuracy.
Materials:
1. Chromebooks, MacBook, or iPads provided by the school or personal devices.
2. Print out of short story “Thank You, M’am” by Langston Hughes
Procedure: For any questions, please email Ms. Villas prior to class starting.
Orient:
1. Review the definition of theme. Students will be able to learn the role of theme in a
story.
Prerequisites/Review:
1. Review the definition of theme
2. Ensure that students know the different elements of a story
Introduce:
1. For introduction, students will read the objectives written on the board and discuss
with their peers how they would describe “theme” to others.
Teach:
1. Students will read the objectives today.
2. Students will then review the definition of “theme” they shared with their peers.
3. The students will then skim over the short story “Thank You, M’am” by Langston
Hughes, that was given to them at the beginning of the period.
4. Ms. Villas will proceed to present a short slideshow on “theme” assisted with the
video by McGraw Hill “Fun Animation Showing How to Identify a Theme within a
Story.”
5. Once the video is over, the students will thoroughly read “Thank You, M’am.”
6. The students will then be asked to brainstorm any recurring theme found in the text.
7. Ms. Villas will ask students to share their answers and ask the students to provide
textual evidence to support their answers.
8. At the end of the lecture, the students will be asked to save written drafts and notes

Check For Understanding:

1. If you were the author of this story, how would you explain to other people the theme
of it?
2. What in the text clarified the theme for you, and how can you use this for your
analytical essay?
3. Are there specific characters that made the theme clear for you?
Group Practice:
1. Students will begin to write their “theme” analytical essay based on the text given.
2. Students will be asked to share ideas with their peers.
3. After drafting essays, students should exchange papers with each other to do peer
reviews.
Modifications for Students with Special Needs

Gifted:
1. Extension: Provide another text in which the same theme is found. Ask the student
what similarities they see to reveal what the theme of both stories are. Students will
then make a Venn diagram to further discuss similarities and differences.
Learning Disabled
1. Small groups will be provided with audio recordings of the text provided. The
lessons will also be recorded, and students will be able to access the lesson at home
and work at their own pace.
 English Language Learners
1. Small groups will have both Spanish and English speakers. The lesson will be given
in English, and students who are designated translators will translate for Spanish-
speaking students. ELL students may also follow directions as the Learning-Disabled
group and watch the recorded lectures (with closed captions) at home.

Assessment:
1. Speak to each group throughout the class period and ask the students how they can
identify the theme. Also ask the students what textual evidence they have for the theme.
Check the students’ progress on their essays.