Identifying Theme in a Fictional Narrative
Final Instructional Design Project
Kristin Ewing
Edtech 503-4174
For Dr. Susanne Flannelly
Boise State University
Spring, 2011
Identifying Theme in a Fictional Narrative
2
Table of Contents
Synthesis/Reflection Paper ................................................................................................ 3
Topic .................................................................................................................................. 4
Stated learning goal
Description of the audience
Rationale
Analysis Report .................................................................................................................. 5
Description of the Need
Needs Analysis Survey
Description of the Learning Context ................................................................................ 7
Learning context
Transfer context
Description of the Learners
Planning ........................................................................................................................... 10
Learning Objectives
Matrix of Objectives, Bloom's Taxonomy, and Types of Learning
ARCS Table
Instructor Guide ............................................................................................................... 14
Learner Content ............................................................................................................... 22
Learning materials
Formative and/or Summative Assessment materials
Technology Tool Justification
Formative Evaluation Plan ............................................................................................... 22
Expert Review
One-to-One Evaluation
Small Group Evaluation
Field trial
Formative Evaluation Report ........................................................................................... 24
Report the results of the expert review.
Comments on Change
AECT Standards Grid ...................................................................................................... 26
Appendix .......................................................................................................................... 29
References ............................................................................................................................
Identifying Theme in a Fictional Narrative
3
When I first began this course, I thought I understood instructional design and the
design process. After all, I’ve been teaching for several years, have read and followed
many different teacher guides, and have successfully taught many students. However,
after reviewing the ID process, I realized that what I often did was the rapid-prototyping
model. If I had an idea in mind, I simply created the instructions and “threw” it out there.
Sometimes it had the desired results and sometimes not. Now I realize the why behind
both. My process might be missing the analysis piece which would help determine
learner requirements and prior knowledge, or the evaluation piece to help me determine
how my lesson could be more effective. Or, I might include these pieces, but as Smith
and Ragan (2005, p.13) note, “…activities might be conducted mentally with little
documentation of the decisions made.” As they also stated, by learning more about
systematic instructional design, I can “engage in these activities more consistently,
thoroughly and reflectively…” (Smith and Ragan, 2005, p.13).
In this way, instructional design is like a spider’s web. A spider could build their
web haphazardly, with little thought to the placement, design or timing. However, if you
watch a spider at work, they appear to have a very carefully crafted process. First they
establish the framework, firmly anchoring their radial lines and determining the strength
of their anchor points. An instructional designer must do this with their analysis, noting
their target audience, creating a framework, and noting the strengths of their audience.
Once a spider has tested those radial lines and points, she must then begin creating
circular lines to strengthen the web (Wikipedia, 2011). These are like a designer’s
learning goals, and breaking them down into their analysis. Determining the hierarchy of
tasks to help learners complete the goals, are the strands that make the lesson strong.
Once these strong bonds are in place, the instructional designer, like the spider, creates
the “sticky points.” For the spider, these are what help her catch her prey. For the
designer, these are what they hope will catch the learners. They include motivational and
instructional strategies. The final step is the assessment piece. For the spider it’s the
lines she creates that allow her to travel her web safely, and monitor it for prey. If she
has set herself up in a good location, spun a proper web, and has patience, she will be
successful. For a designer, if they have followed the development process, and done an
appropriate analysis, they will create an instructional piece that leads to learning on the
part of the student.
When I first began work on Part 1 I was concerned about the amount of work to
be done to create this project. However, by working on it a piece at a time it became
much easier to narrow my focus. Initially, my needs analysis had focused on both the
students and the learning coaches. However, in designing my lesson, I narrowed this to
just the student piece. In this way, I could make the lessons manageable and design this
as a piece of a larger unit. What I found most helpful was the peer review of each step of
this project, especially from Part I. In this way, I could focus on just one portion of the
design, using the research and readings, and then questions from my peers to refine my
process. It was also helpful to have the final project guide, as this helped me put the
pieces into order. For Part II, the most difficult part was making sure I had all of the
pieces needed to address the instructional process and learning goals. Although this was
Identifying Theme in a Fictional Narrative
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the part I identify with my rapid-prototyping method, I still found it difficult to pull it all
together. This is where the expert review helped. By having her confirm that my
instructional guide, goals and timing were on track, I believe I created a piece that is both
usable, and feasible.
This has been an extremely valuable learning process, and I can see where it will
apply to the kinds of teaching I do in an online environment. Although we have excellent
curriculum available, there are many things we do to modify or adapt it for individual
students. We also take the curriculum and adapt to address groups of students. By using
the instructional design process, we can make sure that our time is spent productively,
and that we create materials and lessons that are meaningful and purposeful.
Topic
Learning Goal
The goal of these lessons is to have students identify the author’s theme after reading a
fictional narrative.
Learners
These lessons are designed for fourth to sixth grade students. The lessons can be adapted
for younger or older learners by varying the frequency and amount of discussion time, the
narrative being studied, and the abilities of the learners.
Rationale
The concrete elements of identifying characters and plot are often easier for students to
understand than identifying the author’s theme. These lessons are designed to lead the
student from the concrete to the abstract. By identifying characters, identifying the plot
through climax points and resolution, and analyzing the plot, students will look for
patterns and compare them to common literature themes to help identify the theme(s)
from their narrative. Using these strategies, students will become proficient at analyzing
literature and determining the author’s message.
The lessons are designed with a combination of supplantive and generative strategies,
with the intent that future narrative studies would rely on generative strategies within the
same group of learners.
The major instructional strategy used in these lessons is concept learning. Students are
learning about theme, which is an abstract concept. To identify theme, students must
analyze patterns found in the elements of the narrative, and then make generalizations
based on what they know about common themes.
Identifying Theme in a Fictional Narrative
Analysis Report
Needs Analysis Survey
Questions in the survey include:
1.
Briefly define the elements of narrative fiction:
Plot
Characters
Conflict
Resolution
Setting
Theme
2.
How do you identify the theme of a piece of narrative fiction?
3.
Read this passage and answer the questions below:
(Office of the Superintendent of Public Instruction, 2009).
Just Plain Buster
by Carolyn Mott Ford
When Buster was brought into the animal shelter, he was wet,
matted, and smelly. But Jimmy, who worked at the animal shelter, had
seen a lot of ugly, smelly dogs, and he knew what soap and water and a
good brushing could do.
“I can clean you up,” he said. “You’ll look like a million. And you’ll
smell better—I hope!”
After his bath, Buster didn’t look like a million. He looked like an
ordinary, brown, medium-sized mutt. But he did smell better. A lot better.
Jimmy put Buster in a cage and gave him some food and fresh water.
“Now maybe someone will come along and give you a home,” he said.
Buster wanted a home. He wanted a family. He wanted a yard. Most
of all, he wanted someone to love him.
A couple walked by his cage. Buster jumped up and down and
scratched the door. The couple backed away. “He’s too jumpy,” they said.
A man came over to the cage. Buster curled up on his blanket and
closed his eyes. “He’s no fun,” said the man. “He’s too quiet.”
A family came along—mother, father, and three kids. What fun to
live with a family like that! Buster barked and barked so they would
notice him. “What a pest,” said the mother. “He’s too noisy.” They all
walked away.
Another family walked by the cage. Buster whined very softly. “Oh
no,” said the father. “A whiner. We don’t want a whiner.”
Other people passed by Buster.
“Too furry.”
5
Identifying Theme in a Fictional Narrative
“Too bony.”
“Don’t give up,” Jimmy said to Buster. “Someone will want you.”
The next family that came asked Jimmy to take Buster out of the
cage so they could get a better look at him. Buster didn’t jump. He didn’t
lie down and curl up. He didn’t bark. He didn’t whine. He hoped he didn’t
look furry or bony. He stood up tall.
“He’s too big,” said the mother. She picked up her little girl. “He might
scare the baby.”
When the next family came along, Buster slumped and tried to look
small. “He’s too small,” said the father. “He wouldn’t be a good watchdog.”
“Sorry, Buster,” said Jimmy.
At the end of the day another family came to the shelter—a mother,
father, and a boy. Jimmy took Buster out of the cage for them. The boy
came right over to Buster. Buster didn’t try to look big or small. He
didn’t worry about looking furry or bony. He was just plain Buster, an
ordinary, brown, medium-sized dog.
The boy looked into Buster’s brown eyes. Buster looked into the boy’s
blue eyes. The boy patted Buster on the head. “Look, Mom,” he said. “This
dog is just the right size for me.”
Buster went home to a family and a yard. Best of all, he went home
with someone who loved him just the way he was. Just plain Buster, an
ordinary, brown, medium-sized dog. (State of Washington OSPI, 2009).
A.
Who is the main character of this story?
B.
Who is the supporting character of this story?
C.
Put the events in order:
Buster went home to a family and a yard.
Buster jumped up and down and scratched the door.
Jimmy gave Buster a bath.
Buster was brought into the animal shelter.
Buster was just the right size for the boy.
D.
What is the message of this story?
a.
It is easy to clean a dog.
b.
Animals need food and water.
c.
You should just be what you are.
Needs Assessment Data
Unable to be gathered.
6
Identifying Theme in a Fictional Narrative
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Description of the Learning Context
Learning Context
This lesson is designed to take approximately three hours and is integrated into a unit
about the elements of a fictional narrative.

Teachers should be able to:
o Identify the fictional elements of a narrative. A review can be found at
VirtualLit: Elements of Fiction.
o Determine the theme of the chosen fictional narrative prior to sharing
these lessons with students.

Environment:
Lessons can be delivered in either a face to face or through a synchronous
online environment.
o Face to face needs: access to a commonly shared writing surface such as a
whiteboard, smartboard, document projector or overhead projector, with
some way to share the plot map, list of character traits, list of common
themes, and record student responses.
o Synchronous Online environment needs: interactive whiteboard to share
the plot map, list of character traits, list of common themes, and record
student responses, live chat for student to student and student to teacher
interaction, and two-way audio for delivering instruction and sharing
student responses.

Curricula:
o Teaching about theme should be part of the integrated unit learning about
fictional narrative elements: plot including climax and resolution,
character, setting, point of view, style, and symbolism.
o Students should be able to identify fictional narrative elements of plot
including climax and resolution, characters, and setting before starting
these lessons.

Materials:
o Fictional narrative writing, which can be either a short story or novel
o Fictional Narrative Elements Pre-test
o Conflict table
o Copy of the plot map
o List of character traits
o List of common themes
o Identifying Theme Essay Rubric
Identifying Theme in a Fictional Narrative
Transfer Context
Students will be able to use the narrative elements of plot and character to determine the
theme for any short story or novel. This will allow for critical analysis of the narrative,
and for students to identify the author’s message. As a further step, students will
compare the author’s message to their own experiences and either integrate or reject the
learning.
Learners
These lessons are designed for fourth to sixth grade students of varying capabilities.

Students should be able to:
o Read and write fluently.
o Identify the narrative elements of plot, character and setting.
o Respond and interact with teacher and other students.

Adaptations:
o Vary the frequency and amount of discussion time.
o Choose a narrative based on the ability of the learners based on length,
reading fluency.
o Have students work in groups.
o Work one-on-one or use pair and share techniques with reluctant or lessfluent learners.
8
Identifying Theme in a Fictional Narrative
Identifying
Theme in a
Fictional
Narrative
Task
Analysis
9
Identifying Theme in a Fictional Narrative
10
Planning
Learning objectives
The Student will:
1. Read a fiction narrative.
2. Analyze the title of the narrative to determine key words that may identify the
author's message (theme) and record those words.
3. Review the narrative and list the main characters and using a list of character traits,
identify at least three traits for each of the main character(s).
3.1. Review pre-generated list of character traits.
3.2. Create list of main characters from the narrative
3.3. Compare and contrast character list with main characters to identify their
traits.
4. Review and discuss a pre-generated list of types of conflicts that appear in literature
with a classmate and the whole class.
5. Using the list, and class discussion, analyze and record the conflicts that affect the
main character(s).
6. Analyze the rising action, identify the climax points and the resolutions of the
narrative and record using a plot map.
7. Compare the plot points, identify the ones that affect the main characters and circle
on a plot map.
8. Analyze title, main characters, conflicts and plot to look for patterns and record those
patterns.
9. Compare pattern analysis to pre-generated list of common themes and circle at least
three themes that most closely match the patterns.
10. Write a 3-5 paragraph essay explaining how they concluded these themes are the
author's message from the story, based on their analysis.
Objective Matrix
Learning
Objectives
Bloom’s
Taxonomy
Classification
Supplantive
Or
Generative
Format of
Assessment
Description of test
form
1
Psychomotor:
Precision
Generative
Observation of
OTJ
Performance
Observation of
student reading book.
2
Cognitive:
Comprehension &
Analysis
Supplantive
Constructed
Answer Items
Short answer.
3
Cognitive:
Comprehension &
Knowledge
Supplantive
Constructed
Answer Items
Short answer.
4
Cognitive:
Generative
Recognition
Oral answer
Sample items
Directions: Read
Dragonwings by Laurence
Yep
Directions: Look at the title
of the narrative. What are the
key word(s) of this title?
Directions: Who is/are the
main characters? List at least
three traits for each of these
characters, using the
character trait list. Record
these in the table provided.
Example:
Moon Shadow - hesitant,
young, excited
Directions: Provided a list of
Identifying Theme in a Fictional Narrative
11
Knowledge
5
Cognitive:
Analysis &
Comprehension
Generative
Constructed
Answer Items
Short answer
6
Cognitive:
Analysis &
Comprehension
Supplantive
& Generative
Constructed
Answer Items
Student-generated
drawing
7
Cognitive:
Analysis &
Comprehension
Generative
Recall
Student-generated
drawing
8
Cognitive:
Analysis &
Application
Generative
Constructed
Answer, Recall
& Recognition
List of words
identifying patterns
from title, main
character traits, and
plot map recorded on
table.
9
Cognitive:
Analysis
Generative
Recognition
Whole class
discussion. List of
common themes.
Essay
Essay based on
pattern analysis of
title, main character
traits and plot map to
justify their choices
for the author's
message/theme.
10
Cognitive:
Analysis,
Comprehension &
Evaluation
Generative
conflicts, review the list and
discuss the types of conflicts
in a small group and whole
class discussion.
Character vs. Self
Character vs. Character
Character vs. Society
Character vs. Nature
Character vs.
Machine/Technology
Character vs. Destiny
Directions: Using the table
provided, record the conflicts
each character has
experienced and determine
the type of conflict.
Example:
Moon Shadow - Scared to
approach "demon girl" Character vs. self
Directions: Using a blank
sheet of paper, and the
conflict table, draw a plot
map showing the rising
action, climax, and resolution
points.
Directions: Using your plot
map, circle the key climax
points that affected the main
characters.
Directions: Review your
table and plot map. Look for
patterns you see using the
title keywords, the main
characters' traits, and the plot
map. Work with a classmate
to record a list of words that
describe the patterns you see.
Directions: Share your
pattern list with the class.
Review the list of themes
provided and circle the ones
you determine that most
closely match the patterns.
Directions: Write a 3-5
paragraph essay to explain
what you think the author's
message/theme is from this
story based on your analysis
of the evidence. Use your
table, plot map and list of
themes to provide evidence
for your essay. Read these
essays aloud to a partner or
small group to reflect on your
Identifying Theme in a Fictional Narrative
12
learning.
ARCS Motivational Strategies Plan
Project Goal Statement: The goal of these lessons is to have students identify the
author’s theme after reading a fictional narrative.
ATTENTION
A.1 Perceptual Arousal
Hold up book and ask, “What do you think the author’s message is?”
A2. Inquiry Arousal
Ask, “How do you think you can find out what the author’s message is? Why would you
want to know?”
A3. Variability
To keep their attention, have students work in pairs to report back to class. Students are
“theme detectives.”
RELEVANCE
R1. Goal orientation
To meet learner’s needs, provide the pre-generated list of character traits, plot points and
common themes.
R2. Motive matching
Provide learners with the responsibility to compare and contrast what they find in the
narrative to their pre-generated lists, and to draw their own plot map showing events in
the narrative.
R3. Familiarity
Students should be familiar with the concepts of main character, supporting characters,
and what a character trait is. Students should also be familiar with the idea of conflict
and resolution, and plot.
CONFIDENCE
C1. Learning requirements
Students work together to identify traits and plot points.
C2. Success opportunities
Students working together will compare and contrast their ideas to a pre-generated list.
Students will talk together and then share with the class.
C3. Personal control
Students can check their ideas against their partners and with the class.
SATISFACTION
S1. Natural consequences
Students will use the knowledge to apply it to another fictional narrative.
Identifying Theme in a Fictional Narrative
13
S2. Positive consequences
By looking for patterns and comparing their knowledge to pre-generated lists, students
will be able to identify the theme in another fictional narrative.
S3. Equity
Students will be recognized for identifying the author’s theme and will share their essays
with a partner and small group.
Keller, J. M., 1987.
Identifying Theme in a Fictional Narrative
14
Fictional Narrative Elements
Finding the Theme
Instructor Guide
Finding the Theme of a Fictional Narrative – “Theme Detectives”
Introduction: Students will become “theme detectives” to look for clues left by an
author to determine the theme of a fictional narrative. They will use the main characters’
traits, the climax and resolution points, and title keywords to help them search for the
clues. To share their findings, they will write a detective’s analysis report – an essay
which summarizes their analysis and shares the theme of the story.
This lesson can and should be broken down into mini-lessons spread over several days.
The entire lesson should take approximately 3 hours, including the essay rough draft.
Additional time can be spent on revising and editing the essay to produce a final copy.
Learning objectives
For finding the theme of a fictional narrative the Student will:
1. Read a fictional narrative.
2. Analyze the title of the narrative to determine key words that may identify the
author's message (theme) and record those words.
3. Review the narrative and list the main characters and using a list of character traits,
identify at least three traits for each of the main character(s).
a. Review pre-generated list of character traits.
b. Create list of main characters from the narrative
c. Compare and contrast character list with main characters to identify their
traits.
4. Review and discuss a pre-generated list of types of conflicts that appear in literature
with a classmate and the whole class.
5. Using the list, and class discussion, analyze and record the conflicts that affect the
main character(s).
6. Analyze the rising action, identify the climax points and the resolutions of the
narrative and record using a plot map.
7. Compare the plot points, identify the ones that affect the main characters and circle
on a plot map.
8. Analyze title, main characters, conflicts and plot to look for patterns and record those
patterns.
9. Compare pattern analysis to pre-generated list of common themes and circle at least
three themes that most closely match the patterns.
10. Write a 3-5 paragraph essay explaining how they concluded these themes are the
author's message from the story, based on their analysis.
Identifying Theme in a Fictional Narrative
15
Teacher: For this lesson students should have already completed the Fictional Narrative
Elements Pre-test to determine students’ prior knowledge about each of the elements.
For the lesson on Identifying Theme in a Fictional Narrative, use the students’
definition from question 1, and if they correctly identified Question 4, letter C. as the
correct answer, to determine prior knowledge.
1.
Gain/Activate Attention: Explain that today they are going to be “Theme
Detectives.” Show book and ask students to have it in front of them.
2.
Inform Learner of Purpose: Explain that as a Theme Detective they will look
for clues the author has left in the story to help them find the theme. Explain the
author’s theme of a fictional narrative is the message they want readers to take
away from the story. It usually shares something about the author’s beliefs, or
their own life stories, or a message they think is important for life. Themes are
the big ideas of the story. Once they understand the theme, they understand the
author’s purpose for writing the story.
3.
Stimulate Learner’s Attention: Read short Aesop Fable to students: Tortoise
and the Hare; or Ant & the Grasshopper and ask what the big idea of the story
might be. As a detective, what clues are they using.
4.
Provide Overview: Explain that the purpose of the lesson is to use the clues left
by the author to identify the main character’s traits and the plot’s climax points
and resolution to identify the author’s big idea, message or theme of the story.
They will do this with their current literature novel, and in the end write a
“detective’s analysis report” to summarize their findings and share the author’s
theme.
Body of the lesson:
1. Stimulate recall of relevant prior knowledge: Review fictional narrative elements
learned previously. Ask students to share what they know about an author’s theme.
Record these ideas for the class.
2. Process information: Show students a copy of the Finding Theme Clues worksheet.
Let students know they will complete parts of this worksheet as a class, in pairs, and
individually. The clues from this worksheet will be used to write their analysis.
3.
4.
Focus attention: Hand out the Finding Theme Clues worksheet.
Employ learning strategies
The major instructional strategy used in these lessons is concept learning. Students
are learning about theme, which is an abstract concept. To identify theme, students
must analyze patterns found in the elements of the narrative, and then make
Identifying Theme in a Fictional Narrative
16
generalizations based on what they know about common themes. The learning
strategy being used is primarily an analogy and the use of imagery as the students are
“theme detectives” finding the clues left by the author.
5.
Provide for and Guide Practice:

Review Title Keywords
Teacher script: “Look at the title of the narrative. What are the key word(s) of
this title?” Record keywords on Finding Theme Clues worksheet.

Review Character Traits
Teacher script: “Who is/are the main characters?” Record main characters on
Finding Theme Clues worksheet.
Teacher script: “An author uses a character to help deliver the message or theme
of the story. One clue they might use is the kind of character. They may not
come right out and tell us, but they leave clues by helping us see what a character
is like, how they act, their personality – called character traits. What are some
possible character traits for this character?” Listen and encourage responses.
“Here is a list of common character traits. Do any of these match our character?”
Listen and encourage responses.
“Let’s record the character traits that fit our characters in this narrative.” Ask for
and record responses on Finding Theme Clues worksheet.

Review Types of Conflict
Teacher script: “Let’s review each of these type of conflict and what they mean.”
Show Types of Conflict sheet on overhead/whiteboard. Ask students to define
each of these types of conflict, providing prompts as needed.
Character vs. Self
Character vs. Character
Character vs. Society
Character vs. Nature
Character vs. Machine/Technology
Character vs. Destiny

Identify Main character’s conflicts and resolutions
Ask students to work in pairs to identify examples from their book that the main
character may have faced and record.
When this task is complete, ask students to share their findings with the class and
record on whole class overhead or posters with heads for each type of conflict.
Have students share reasons for choosing the type of conflict.
Identifying Theme in a Fictional Narrative
17
As a class, determine the main conflict and resolution points and mark these
(circle, highlight, etc.). Students should record these on their Finding Clues
Worksheet.

Create a Plot Diagram
Discuss how conflict drives the plot, and the author uses the plots events and
conflicts to provide additional clues about the theme.
Share the Plot Diagram on the overhead and ask the class to order the conflicts as
they took place in the rising action, climax and towards the resolution, based on
the common conflicts chosen by the class.
Distribute Plot Diagram and ask students to complete their own as a reference
sheet.

Review and analyze patterns
Ask students to review their Finding Clues worksheet and their Plot Diagrams and
work as a small group to look for patterns or generalizations in the words they
see.
Ask how the character’s traits helped them resolve their conflict.
Students should circle or highlight words and develop an initial hypothesis about
what they think the author’s message might be.
As a whole group, have student share their pattern words and initial hypothesis.

Review Types of Common Themes
Share a list of common themes authors use in fictional narratives. Ask if any
match what they see from their pattern analysis. At this point, you may choose to
either distribute the list, have students discuss this in class, or begin work on their
own.

Choose a theme and begin analysis
Students should use their plot diagram, Finding Clues worksheet, and common
themes to find a theme that most closely matches. Using their evidence, they can
record their reasons on the Finding Clues Worksheet.

Begin Theme Detective Analysis Essay
Students should use their completed Finding Clues worksheet and Plot Diagram
to begin a rough draft of their essay. The essay should include the theme the
student has identified based on clues provided by the author, information about
the main character, their traits, and the climax and resolution points.
Distribute the Theme Detective Analysis Rubric and answer questions.
Identifying Theme in a Fictional Narrative
18
6. Provide feedback
During each step of the process students should be guided to complete their Finding
Clues worksheet, complete their Plot Diagram and work in pairs to talk about their
findings, thoughts and ideas. Teachers should monitor conversations, and make sure
students are on the right track.
By the end of the lessons, before beginning the essay, students should have a
completed Finding Clues worksheet noting main characters, their traits, their conflict
and resolution points, their initial idea about a theme, their final idea about a theme
and a brief explanation. Their plot diagram should show climax and resolution points
in the story, in event order.
The final essay should meet the rubric criteria shown below and in the Appendix.
Peer feedback is required as part of the essay process.
Conclusion
Students should complete a Theme Detective Analysis report on their fictional narrative
as a summary of the story and as a way to identify the author’s message in the story. This
literary analysis provides higher level thinking about the story and should help students in
their process of identifying the theme of other fictional narratives.

Summarize and review
Ask students to turn to their neighbor and share confirmation of what the steps in
the final task are.
Students should work together to read rough drafts of their essay aloud for peer
feedback.

Transfer learning
Students should be able to use the Finding Clues worksheet, Plot Diagram, and
list of common themes to identify the theme of a fictional narrative for a different
short story or novel.

Provide remediation and closure
Title keywords: Have student read the title and make sure they understand the
meanings and concepts of the title words.
Main characters: Have students identify the main characters. If unable to
identify, have students identify all of the characters, and then circle the characters
that are talked about in every chapter.
Character traits: Have student identify the main characters’ traits. If unable, have
student make text to self connections about their own traits. Ask how they are
Identifying Theme in a Fictional Narrative
19
like and not like the main characters. Help them use the trait list to identify these
traits.
Conflict: Have students define types of conflict. If unable to define, provide realworld examples, and then text to self examples. Then, help student define text to
world examples and record.
Plot Diagram: Have student record conflict events in order. If unable, help
student identify events in the story, then guide through the sequence.
Identifying patterns: If student is unable to identify patterns, help them make a
connection to how the character’s traits help them solve their conflict. Review list
of common themes and help them make text to self connections.
Identifying the theme: If student is unable to identify the theme of the narrative,
make sure the story is at their reading level, and that there’s a background and
framework of understanding about the basic concepts. Continue discussion with
the student about characters, events, conflicts and resolution. Give student short
story examples with easily identified theme.
Writing the essay: This can be adapted to meet the needs of the classroom and
student.

Assess learning
The student will be able to identify character, character traits, conflict and
resolution points and be able to analyze these clues to find the narrative’s theme
based on a list of common themes. The student will use this evidence to write
their analysis in the form of a Theme Detective Analysis essay.
Theme Detective Analysis Essay Rubric
Evidence of
analysis in
essay
Essay shows
4
Describes title
keywords,
main
character(s)’
traits, climax
and resolution
points and
explains how
these work
together to
identify theme.
Description
3
Includes at
least three of
the following:
title keywords,
main
character(s)’
traits, climax
and resolution
points and
explains how
these work
together to
identify theme.
Description
2
Includes at least
two of the
following: title
keywords, main
character(s)’
traits, climax
and resolution
points and
explains how
these work
together to
identify theme.
1
Includes at least
three of the
following: title
keywords, main
character(s)’
traits, climax
and resolution
points but does
not explains
how these work
together to
identify theme.
Description
Description
0
Does not
describe title
keywords,
main
character(s)’
traits, climax
and resolution
points, and/or
explain how
these work
together to
identify
theme.
Description
Identifying Theme in a Fictional Narrative
20
that analysis matches plot
was based on map and table.
plot map
and table.
contains most
information
from plot map
and table.
contains some
information
from plot map
and table.
Theme of
Theme is
narrative is
clearly stated.
clearly
stated.
Organization Content is
clearly
organized with
introductory
paragraph,
transition
sentences and
words, clear
topic
paragraphs and
closing
paragraph.
Theme is
stated, but not
clearly.
Theme is stated, Mentions there
but doesn’t
is a theme, but
match narrative. does not say
what it is.
Content has
Content is
introductory
missing two or
paragraph, topic more of these:
paragraphs
introductory
which may not
paragraph,
be clear and
transition
closing
sentences and
paragraph.
words, clear
topic
paragraphs and
closing
paragraph.
Presentation
Conventions
The essay has
been read
aloud to a
partner.
There are <2
conventional
errors:
spelling,
punctuation,
grammar,
paragraph
usage.
Content shows
organization
with
introductory
paragraph,
clear topic
paragraphs and
closing
paragraph.
There may not
be transitions
between
paragraphs.
There are 2-4
conventional
errors.
There are 5-7
conventional
errors.
Score
Total Peer Score
/24
Total Teacher Score
/24
Total Score
/48

Provide feedback and Remediation
contains some
information
from either plot
map or table.
There are 8-9
conventional
errors.
does not
contain
information
from either
plot map or
table.
There is no
mention of
theme.
There is no
introductory
or closing
paragraph, no
transition
words or
sentences
used and
topics are
scattered
throughout.
This essay has
not been read
aloud to a
partner.
There are 10+
conventional
errors.
Identifying Theme in a Fictional Narrative
21
Feedback on the Theme Detective Analysis essay will be provided using the
rubric. This rubric should be completed by a peer and by the teacher.
Remediation should follow the steps above.
Materials
1.
Fictional Narrative Elements Pre-test
a. Students will take this pre-test at the beginning of the Fictional Narrative
Elements unit. Results from this pre-test will help the teacher determine
students’ prior knowledge about each of the elements.
b. For the lesson on Identifying Theme in a Fictional Narrative, use the
students’ definition from question 1, and if they correctly identified Question
4, letter C. as the correct answer, to determine prior knowledge.
2.
Aesop Fable: a fable such as Ant and Grasshopper or Tortoise and Hare should
be provided by the teacher to share on overhead projector, smartboard, or in
Powerpoint.
3.
Finding Theme Clues worksheet
Students record main characters, traits, conflict and resolution points, initial and
final idea about theme using this worksheet. This provides the bulk of evidence
for creating their analysis.
4.
Plot Map
This plot map was created by Scholastic, Inc. and provides a way for students to
sequence the conflict and resolution during the story. This helps provide evidence
for identifying theme and creating their analysis.
5.
Lists:
a. Character Traits: compiled by ReadWriteThink, this is a list of common
character traits.
b. Types of Conflict
c. Common Themes
6.
Theme Detectives Analysis Essay Rubric
This rubric helps provide concrete guidelines for helping the student identify the
component pieces of this analysis.
Identifying Theme in a Fictional Narrative
22
Learner Content
Learning materials (see Appendix for master)
 Finding Theme Clues Worksheet: This is the master sheet to record character
traits, plot points, resolution, and record the initial and final ideas about the
theme of the narrative.
 Plot Map: This helps the learner sequence the plot points.
 Lists of Character traits: This list provides several different adjectives that
can be used to describe a character, and is designed to be used as a reference.
 Conflicts in Literature definition sheet: This provides definitions and
explanations for the various types of conflicts found in fictional narratives,
and is designed to be used as a reference.
 Types of Conflict worksheet: This is used to record the types of conflict the
character is experiencing through the plot and resolution.
 101 Common Themes: This provides a list of 101 commonly found themes in
fictional narratives and is designed to be used as a reference.
Formative and/or Summative Assessment materials (see Appendix for
master)
 Fictional Narrative Elements Pre-test
 Theme Detective Analysis Essay Rubric
Technology Tool Justification
 Overhead projecter or document projector to share worksheets and
record/share student responses.
 Smartboard (if available) to record and share student responses
 Online: Classroom with interactive whiteboard, instant chat, and live
microphone capabilities (like Elluminate).
Formative Evaluation Plan
Expert Review
The subject matter expert for this lesson was Ms. April Sorensen, a Reading and
Literacy specialist working for the Washington Virtual Academies. She has
taught for several years in both a face-to-face and online environment.
Questions for Ms. Sorensen included:




Are the learning goals and objectives clear, observable and usable?
Is the content appropriate for this age group?
Is the length of the lesson appropriate for this age group?
Are the materials and directions clear and easy to understand from both a
student perspective and a teacher perspective?
Identifying Theme in a Fictional Narrative




23
Are the instructional strategies used appropriate for the content and
learners?
Will this lesson be interesting for students?
Are there any elements missing? Instruction, directions, content,
materials?
Any additional suggestions?
One-to-One Evaluation
During this one-to-one evaluation, the designer will be asking the learner about
the clarity of the directions, the understanding of narrative elements, and using the
information to determine if the activities help a student identify the theme of a
short story or novel. Following the creation of the plot map, and the analysis of
the story, the student can verbalize their understanding of theme, rather than write
the final product. Questions to be asked will include:






Does the student understand the directions for each portion of the lesson?
Can the student identify character and plot prior to the lesson?
Does the student know how to use a plot map and recognize the climax and
resolution?
Do the materials make sense?
Is the student able to identify the theme of a narrative WITHOUT this
process?
Is the student able to identify the theme of a narrative WITH this process?
Small Group Evaluation
During the small group evaluation, the designer will be watching the group of
learners as they move through the parts of the lesson. She will be looking to see if
learners have the entry-level skills needed to complete each portion, and how they
use those skills to finish the lesson. In addition, she will be asking about the
students' attitude toward the lesson. Once this is complete, she will use this data
to refine the lesson and make revisions as needed. Questions to be asked will
include:










Are the directions and vocabulary clear?
Can the students define character, character traits, and plot prior to the lesson?
Did the students identify the main characters, their traits, and the climax and
resolution points?
Did they analyze the title keywords, main characters and traits, and climax &
resolution points?
Did they succeed in identifying the theme of the narrative?
Can they explain their analysis?
How long did this process take?
How do the students feel about this lesson and the instruction?
What parts are missing?
What revisions are needed to refine this lesson?
Identifying Theme in a Fictional Narrative
24
Field trial
For the field trial, a questionnaire would be devised for teachers using this
material to complete as they work their way through the lesson and at its
completion. This lesson would be taught to 4th-6th graders, and would need to be
done in both a face to face and a synchronous online environment. Questions to
be asked would include:














Are the learning goals and objectives clear and easy to understand?
Are the materials clear and easy to understand?
Do the materials provide the instruction needed?
Was the length of time given appropriate?
Did the students have the appropriate entry-level skills?
Were the students able to complete the instructional tasks?
Were the students able to use the instruction to analyze the theme of a
narrative?
Were the students engaged in the lesson?
Was the teacher engaged in teaching the lesson and find it interesting to
teach?
Was the teacher prepared with the appropriate skills to teach the lesson?
Did the materials require any adaptation?
Would the teacher recommend this lesson to other teachers?
Are there any unexpected outcomes?
Are there any other suggestions or revisions for this lesson?
Formative Evaluation Report
Results of Expert Review by April Sorensen:
Are the learning goals and objectives clear, observable and usable?
All of the objectives in this lesson are precise and can be observed by the teacher. They
guide the lesson from the pre-test to the rubric and can be easily measured to ensure
student comprehension.
Is the content appropriate for this age group?
Each step in this lesson is suitable for the ages targeted (4th-6th) and will successfully set
them up for the end goal which is their “Theme Detective Essay”.
Is the length of the lesson appropriate for this age group?
I believe that students in this age range are capable of completing these lessons in the
time specified (three 1-hour lessons). Due to the fact that much of what they will be
doing in this lesson is hands-on and includes discussion with peers and the teacher, I
think they will remain engaged throughout.
Identifying Theme in a Fictional Narrative
25
Are the materials and directions clear and easy to understand from both a student
perspective and a teacher perspective?
The materials and directions are well laid out and easy to follow from a teacher’s
perspective. I appreciate how the directions are broken up into the preview, the body of
the lesson, the guided practice and the conclusion. The guided practice and modeling
with the help of the teacher will make the expectations and the learning purpose clear for
the students as well.
Are the instructional strategies used appropriate for the content and learners?
The instructional strategies used are all appropriate for the grades targeted in this lesson. I
like how much of the body of the lesson is done with the teacher or in pairs/groups. This
will set the students up with the concepts needed to individually compose their own
unique “Theme Detective Essay”.
Will this lesson be interesting for students?
The number of different strategies used along with the materials will make this lesson
interesting for students by providing them with more of a kinesthetic experience. They
can use the group discussions and worksheets to help make meaning of this abstract
concept.
Are there any elements missing? Instruction, directions, content, materials?
All of the elements in this lesson have been well thought out and presented in their
entirety.
Any additional suggestions?
No.
Identifying Theme in a Fictional Narrative
26
AECT STANDARDS (Applicable to EDTECH 503)
1.0 Design 1.1 Instructional Systems Design
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.b Identify a variety of instructional systems design models and apply at least one model.
1.1.1 Analyzing
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.1.b Analyze instructional tasks, content, and context.
1.1.2 Designing
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an
interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners,
including appropriate accommodations for learners with special needs.
1.1.2.d Incorporate contemporary instructional technology processes in the development of
interactive lessons that promote student learning.
1.1.3 Developing
1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers,
video, projection).
1.1.3.b Demonstrate personal skill development with at least one: computer authoring application,
video tool, or electronic communication application.
1.1.4 Implementing
1.1.4.a Use instructional plans and materials which they have produced in contextualized
instructional settings (e.g., practica, field experiences, training) that address the needs of all
learners, including appropriate accommodations for learners with special needs.
1.1.5 Evaluating
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and
instruction.
1.1.5.b Demonstrate the use of formative and summative evaluation within practice and
contextualized field experiences.
1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment
measures.
1.3 Instructional Strategies
1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning
situations.
1.3.b Identify at least one instructional model and demonstrate appropriate contextualized
application within practice and field experiences.
1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning
situation, nature of the specific content, and type of learner objective.
1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.
1.4 Learner Characteristics
Identifying Theme in a Fictional Narrative
27
1.4.a Identify a broad range of observed and hypothetical learner characteristics for their
particular area(s) of preparation.
1.4.b Describe and/or document specific learner characteristics which influence the selection of
instructional strategies.
1.4.c Describe and/or document specific learner characteristics which influence the
implementation of instructional strategies.
2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology
resources.
2.0.2 Use appropriate analog and digital productivity tools to develop instructional and
professional products.
2.0.3 Apply instructional design principles to select appropriate technological tools for the
development of instructional and professional products.
2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate
technological tools and to the development of instructional and professional products.
2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of
instructional and professional products.
2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and
professional products.
2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions
for inclusion in the portfolio.
2.1 Print Technologies
2.1.3 Use presentation application software to produce presentations and supplementary materials
for instructional and professional purposes.
2.1.4 Produce instructional and professional products using various aspects of integrated
application programs.
2.3 Computer-Based Technologies
2.3.2 Design, produce, and use digital information with computer-based technologies.
3.0 Utilization
3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations
specified in the instructional design process.
3.1.2 Use educational communications and instructional technology (SMETS)
resources in a variety of learning contexts.
3.3 Implementation and Institutionalization
3.3.1 Use appropriate instructional materials and strategies in various learning contexts.
3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning
contexts.
3.3.3 Identify strategies to maintain use after initial adoption.
Identifying Theme in a Fictional Narrative
28
4.0 Management
(none specifically addressed in 503)
5.0 Evaluation
5.1 Problem Analysis
5.1.1 Identify and apply problem analysis skills in appropriate school media and
educational technology (SMET) contexts (e.g., conduct needs assessments,
identify and define problems, identify constraints, identify resources, define
learner characteristics, define goals and objectives in instructional systems design,
media development and utilization, program management, and evaluation).
5.2 Criterion-referenced Measurement
5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.
5.3 Formative and Summative Evaluation
5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET
contexts.
SMET = School Media & Educational Technologies
Identifying Theme in a Fictional Narrative
29
Appendix








Fictional Narrative Elements Pre-test ............................................................. 30
Plot Map by Scholastic, Inc. ............................................................................ 33
Character traits by ReadWriteThink ................................................................ 34
Finding Theme Clues Worksheet .................................................................... 35
Conflict in Literature ...................................................................................... 36
Types of Conflict Worksheet ......................................................................... 37
101 Common Themes by About.com/Homework Tips .................................. 38
Theme Detective Analysis Essay Rubric ........................................................ 40
Identifying Theme in a Fictional Narrative
Fictional Narrative Elements
Pre-test
Name
Date
1.
Briefly define the elements of narrative fiction:
Plot -
Characters -
Conflict -
Resolution -
Setting -
Theme -
2.
Briefly describe how to identify the theme of a piece of narrative fiction?
30
Identifying Theme in a Fictional Narrative
3.
Read this passage and answer the questions below:
(Office of the Superintendent of Public Instruction, 2009).
Just Plain Buster
by Carolyn Mott Ford
When Buster was brought into the animal shelter, he was wet,
matted, and smelly. But Jimmy, who worked at the animal shelter, had
seen a lot of ugly, smelly dogs, and he knew what soap and water and a
good brushing could do.
“I can clean you up,” he said. “You’ll look like a million. And you’ll
smell better—I hope!”
After his bath, Buster didn’t look like a million. He looked like an
ordinary, brown, medium-sized mutt. But he did smell better. A lot better.
Jimmy put Buster in a cage and gave him some food and fresh water.
“Now maybe someone will come along and give you a home,” he said.
Buster wanted a home. He wanted a family. He wanted a yard. Most
of all, he wanted someone to love him.
A couple walked by his cage. Buster jumped up and down and
scratched the door. The couple backed away. “He’s too jumpy,” they said.
A man came over to the cage. Buster curled up on his blanket and
closed his eyes. “He’s no fun,” said the man. “He’s too quiet.”
A family came along—mother, father, and three kids. What fun to
live with a family like that! Buster barked and barked so they would
notice him. “What a pest,” said the mother. “He’s too noisy.” They all
walked away.
Another family walked by the cage. Buster whined very softly. “Oh
no,” said the father. “A whiner. We don’t want a whiner.”
Other people passed by Buster.
“Too furry.”
“Too bony.”
“Don’t give up,” Jimmy said to Buster. “Someone will want you.”
The next family that came asked Jimmy to take Buster out of the
cage so they could get a better look at him. Buster didn’t jump. He didn’t
lie down and curl up. He didn’t bark. He didn’t whine. He hoped he didn’t
look furry or bony. He stood up tall.
“He’s too big,” said the mother. She picked up her little girl. “He might
scare the baby.”
When the next family came along, Buster slumped and tried to look
small. “He’s too small,” said the father. “He wouldn’t be a good watchdog.”
“Sorry, Buster,” said Jimmy.
At the end of the day another family came to the shelter—a mother,
father, and a boy. Jimmy took Buster out of the cage for them. The boy
came right over to Buster. Buster didn’t try to look big or small. He
31
Identifying Theme in a Fictional Narrative
didn’t worry about looking furry or bony. He was just plain Buster, an
ordinary, brown, medium-sized dog.
The boy looked into Buster’s brown eyes. Buster looked into the boy’s
blue eyes. The boy patted Buster on the head. “Look, Mom,” he said. “This
dog is just the right size for me.”
Buster went home to a family and a yard. Best of all, he went home
with someone who loved him just the way he was. Just plain Buster, an
ordinary, brown, medium-sized dog. (State of Washington OSPI, 2009).
A.
Who is the main character of this story?
B.
Who is the supporting character of this story?
C.
Put the events in order:
Buster went home to a family and a yard.
Buster jumped up and down and scratched the door.
Jimmy gave Buster a bath.
Buster was brought into the animal shelter.
Buster was just the right size for the boy.
D.
What is the message of this story?
a.
It is easy to clean a dog.
b.
Animals need food and water.
c.
You should just be what you are.
32
Identifying Theme in a Fictional Narrative
33
Identifying Theme in a Fictional Narrative
34
Identifying Theme in a Fictional Narrative
35
Fictional Narrative Elements
Finding Theme Clues
Directions: Use this sheet to gather evidence from the story. Include details to help you
determine the theme.
Main characters
Conflict
Initial Idea about Theme:
Final Idea about Theme(s):
Character Traits
Type of Conflict
Resolution
Identifying Theme in a Fictional Narrative
36
Fictional Elements
Conflict in Literature
•
Character vs. Self
•
Character vs. Character
•
Character vs. Society
•
Character vs. Nature
•
Character vs. Machine/Technology
•
Character vs. Destiny
Character vs. Self is when the main character in the story has a problem with him or herself.
Journey to the River Sea is an example of this kind of conflict because the protagonist has
problems with himself.
Character vs. Character is when, in a narrative, there is a conflict between two like beings. An
example is the typical hero's conflicts with the central villain of a work, which may play a large
role in the plot and contribute to the development of both characters. There are usually several
interactions before the climax is reached. The conflict is external. An example is a child being
ridiculed by a bully
Character vs. Society is a theme in fiction in which a main character's (or group of main
characters') main source of conflict is social traditions or concepts. In this sense, the two parties
are: a) the protagonist(s) and b) the society in which the protagonist(s) is included. Society itself
is often looked at as single character, just as an opposing party would be looked at in a Character
vs. Character conflict. Character vs. Society conflict gives the storyteller an opportunity to
comment on positive/negative aspects of a whole.
Character vs. Nature is the theme in literature that places a character against forces of nature.
Many disaster films focus on this theme, which is predominant within many survival stories. It is
also strong in stories about struggling for survival in remote locales, such as the novel Hatchet or
Jack London's short story "To Build a Fire".
Character vs. Machine/Technology places a character against man-made entities which may
possess intelligence. The films Metropolis, Blade Runner and Terminator are good examples of
this conflict.
Character vs. Destiny (or Fate) is a theme in which one attempts to break free of a
predetermined path before him chosen without his knowledge. It can also be referred to as a
conflict between fate and freewill. A common example is Shakespeare's Macbeth.
*Source: http://en.wikipedia.org/wiki/Conflict_%28narrative%29
Identifying Theme in a Fictional Narrative
37
Fictional Narrative Elements
Identifying Theme
Types of Conflict Worksheet
Use this worksheet to record the types of conflict the main character(s) are experiencing. Refer
back to your Conflicts in Literature for definitions of each type. Give examples from the story.
Example: Winn had to decide for herself whether to stay with the Tuckers or go home:
Character vs. Self.
Character vs. Self Character vs. Character Character vs. Society Character vs. Nature Character vs. Destiny Identifying Theme in a Fictional Narrative
38
101 Common Themes
The theme of a book is a universal idea or message that stretches through an entire story. A
theme may show up in a pattern (such as reoccurring examples of beauty in simplicity) or a
theme may come through as the result of a buildup (tragedy of war). It is often a lesson that we
learn about life or people.
The following list contains examples of themes that appear in popular literature. If you have
trouble understanding themes or discerning the theme of a book you are reading, you may find it
useful to consider the following ideas. Simply ask yourself if the following themes reflect a
universal idea in your book.
Source: 101 Common Book Themes http://homeworktips.about.com/od/writingabookreport/a/themelist.htm
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Adolescence –
discovery, pain,
loneliness
Alienation –
destruction of soul
Ambition –
persistence or
corruption
Appearances –
deception and reality
Beauty of diversity
Beauty of simplicity
Capitalism – effect
on the individual
Change of power necessity
Change versus
tradition
Chaos and order
Character –
destruction, building
up
Circle of life
Coming of age
Communication –
verbal and nonverbal
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
Companionship as
salvation
Convention and
rebellion
Dangers of ignorance
Darkness and light
Death – inevitable or
tragedy
Desire to escape
Destruction of beauty
Disillusionment and
dreams
Displacement
Empowerment
Emptiness of
attaining false dream
Everlasting love
Evils of racism
Facing darkness
Facing reality
Fading beauty
Faith versus doubt
Family – blessing or
curse
Fate and free will
Fear of failure
Female roles
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
Fulfillment
Good versus bad
Greed as downfall
Growing up – pain or
pleasure
Hazards of passing
judgment
Heartbreak of
betrayal
Heroism – real and
perceived
Hierarchy in nature
Identity crisis
Illusion of power
Immortality
Individual versus
society
Inner versus outer
strength
Injustice
Isolation
Isolationism hazards
Knowledge versus
ignorance
Loneliness as
destructive force
Identifying Theme in a Fictional Narrative
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
Losing hope
Loss of innocence
Lost honor
Lost love
Love and sacrifice
Man against nature
Manipulation
Materialism as
downfall
Motherhood
Names – power and
significance
Nationalism –
complications
Nature as beauty
Necessity of work
Oppression of
women
Optimism – power or
folly
Overcoming – fear,
weakness, vice
Patriotism – positive
side or complications
Power and corruption
Power of silence
Power of tradition
Power of wealth
Power of words
Pride and downfall
Progress – real or
illusion
Quest for discovery
Quest for power
Rebirth
Reunion
Role of men
Role of Religion –
virtue or hypocrisy
Role of women
Self – inner and outer
Self-awareness
Self-preservation
Self-reliance
Social mobility
90.
Technology in
society – good or bad
39
91.
Temporary nature of
physical beauty
92. Temptation and
destruction
93. Totalitarianism
94. Vanity as downfall
95. Vulnerability of the
meek
96. Vulnerability of the
strong
97. War – glory,
necessity, pain,
tragedy
98. Will to survive
99. Wisdom of
experience
100. Working class
struggles
101. Youth and beauty
Identifying Theme in a Fictional Narrative
40
Fictional Narrative Elements
Theme Detective Analysis: Identifying Theme
Essay Rubric
Name
Date
4
Describes title
keywords, main
character(s)’
traits, climax
and resolution
points and
explains how
these work
together to
identify theme.
3
Includes at
least three of
the following:
title keywords,
main
character(s)’
traits, climax
and resolution
points and
explains how
these work
together to
identify theme.
2
Includes at
least two of
the following:
title
keywords,
main
character(s)’
traits, climax
and resolution
points and
explains how
these work
together to
identify
theme.
Essay shows
that analysis
was based on
plot map and
table.
Description
matches plot
map and table.
Description
contains most
information
from plot map
and table.
Description
contains some
information
from plot map
and table.
Theme of
narrative is
clearly
stated.
Theme is
clearly stated.
Theme is
stated, but not
clearly.
Theme is
stated, but
doesn’t match
narrative.
Organization
Content is
clearly
organized with
introductory
Content shows
organization
with
introductory
Content has
introductory
paragraph,
topic
Evidence of
analysis in
essay
1
Includes at
least three of
the following:
title
keywords,
main
character(s)’
traits, climax
and resolution
points but
does not
explains how
these work
together to
identify
theme.
Description
contains some
information
from either
plot map or
table.
Mentions
there is a
theme, but
does not say
what it is.
Content is
missing two
or more of
these:
0
Does not
describe title
keywords,
main
character(s)’
traits, climax
and resolution
points, and/or
explain how
these work
together to
identify theme.
Description
does not
contain
information
from either
plot map or
table.
There is no
mention of
theme.
There is no
introductory or
closing
paragraph, no
Identifying Theme in a Fictional Narrative
paragraph,
transition
sentences and
words, clear
topic
paragraphs and
closing
paragraph.
Presentation
The essay has
been read aloud
to a partner.
Conventions
There are <2
conventional
errors: spelling,
punctuation,
grammar,
paragraph
usage.
Score
Total Score
Comments:
/24
paragraph,
clear topic
paragraphs and
closing
paragraph.
There may not
be transitions
between
paragraphs.
There are 2-4
conventional
errors.
41
paragraphs
which may
not be clear
and closing
paragraph.
There are 5-7
conventional
errors.
introductory
paragraph,
transition
sentences and
words, clear
topic
paragraphs
and closing
paragraph.
There are 8-9
conventional
errors.
transition
words or
sentences used
and topics are
scattered
throughout.
This essay has
not been read
aloud to a
partner.
There are 10+
conventional
errors.
Identifying Theme in a Fictional Narrative
42
References
About.com. 101 Common Themes. Retrieved from:
http://homeworktips.about.com/od/writingabookreport/a/themelist.htm
Keller, J. M. (1987). The systematic process of motivational design. Performance &
Instruction, 26 (9/10), 1-8.
Office of the Superintedent of Public Instruction (2009). MSP, Grade 4, Sample
Reading Materials, Student Edition. State of Washington
Parks, G. (contributing). Elements of Fiction. VirtualLit: Interactive Fiction Tutorial.
Retrieved from http://bcs.bedfordstmartins.com/virtualit/fiction/elements.asp
ReadWriteThink. Become A Character: Adjectives, Traits and Perspectives, Sample
Character Traits. Retrieved from http://www.readwritethink.org/classroomresources/lesson-plans/become-character-adjectives-character168.html?tab=3#tabs
Scholastic.com. Graphic Organizer: Plot Diagram. Retrieved from:
http://www2.scholastic.com/browse/article.jsp?id=2987&FullBreadCrumb=%3
Ca+href%3D%22http%3A%2F%2Fwww2.scholastic.com%2Fbrowse%2Fsearc
h%2F%3FNtx%3Dmode%2Bmatchallpartial%26_N%3Dfff%26Ntk%3DSCHL
30_SI%26query%3Dplot%2Bdiagram%26N%3D0%26Ntt%3Dplot%2Bdiagra
m%22+class%3D%22endecaAll%22%3EAll+Results%3C%2Fa%3E
Smith, P. & Ragan, T. (2005). Instructional Design. Hoboken, N.J.: John Wiley &
Sons, Inc.
Wikipedia, (2011). Spider Web. Retrieved from: http://en.wikipedia.org/wiki/Spider_web