Week of September 14-18

ELA Objectives:

#1 Students will determine a theme or central idea of a text (fictional) and analyze its development over the course of the text, including its relationship to the characters, setting, and plot, provide an objective summary of the text.

#2 Students will cite textual evidence that most strongly supports an analysis of  what the text says explicitly as well as inferences drawn from text.

#3 Students will analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character, or provoke a decision.

#4 Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Resources:
In-class novel The Boy in the Striped Pajamas
ELA Literature textbook
Handouts - 8 clues to understanding theme

Homework:
Yes! I will discuss on Thursday and Friday

1. Students, please complete the on the road to understanding theme process for "Gil's Furniture Gift Bought and Sold."  Begin the Literature textbook reading on page 448 and continue to  page 451. (10 pts)
2. Write the appropriate Theme statement/message. ( 5 pts)
3. Type a 7-10 sentence explanation of  the clues used to discover the story's theme message. (10 pts) 
4. Be sure to use textual evidence. (5 of the 10 pts)
5. Be sure to discuss at least 4 of the 8 clues in your paper. (5 of the 10 pts)

Assignment is due: Next week - Monday and Tuesday

Announcements:

Language Arts students bring your Literature textbook to class each day during this week.

Dates to Know:
None 

8 Elements to Understanding Theme

1. 
   
   1.      Key Character Analysis –  Analyze (notice closely) what they say/do/think/feel (question why)
   
   
   2.      Setting - The setting affects the theme in a major way. It gives a time and location the story is taking place - Main characters are impacted by the surroundings and time period they are nestled in.
   
   
   3.      Symbol - Symbolic images help readers understand abstract concepts that cannot always be translated into words. Hence they become key messages to understanding the character, setting, tone, and/or development and resolution of the conflict
   
   
   4.      Conflicts – the heart of the story. The conflict gives readers direct insight of the struggles the key characters face. As a result of the conflict, readers learn the depth of characters – who they are, what they want, and why they want it. Part of the Theme message will include this struggle.
   
   
   How the conflict is resolved –The author controls the story.  The way the author chooses to solve the conflict is the author’s method of communicating his/her moral beliefs, etc.
   
   
   5.      Do key characters change? –Again, the author allows readers to journey alongside of key character as they deal with conflict.  If the solving of the conflict does not go a character’s way, what is the character’s response/action?  Is the response or reaction consistent with their character as we know by analysis? If there is a change, what is it? Acceptance. Denial. Bitterness. Appreciation. Anger. Kindness, etc. The point is this:  The author’s choice to allow a character to remain static or dynamic (evolving) is a major communication as to what the theme message is.
   
   
   6.      Important Statements/figurative Language – Key lines in a story may explicitly state or hint at the theme message.
   
   
   7.      How the story ends – notice how loose ends or tied.  In addition, important statements may be mentioned.
   
   
   8.      Title – Titles hint at theme, as titles may name the main character, conflict, setting, and/ symbols.