1. Finding the Theme
Grade 8

2. What is the Theme?
Theme = what the writer wants the reader to remember most.
The theme is the underlying idea or message of the work.
Themes are always universal, timeless and cross cultures.
Often, one piece of writing will have multiple themes!
Read to the students the definition of theme.
You may want to relate the definition to an example or further explanation.

3. Why is Finding the Theme Important?
Themes help the reader remember important ideas in the reading.
Themes help the reader understand the message of the story.
Identifying the main idea is the essence of comprehension.
This slide gives a description of the need for readers to understand and identify the theme of a passage. Share with students.

4. Identifying the Theme Use this three step process to identify the
Find the “big ideas” or central topics in the reading.
Find out what the characters do and say that relates to the central topics.
State what the author says about life that relates to the central topics.
In order to help students identify theme we have broken it down to three explicit steps as stated on the slide. Having three explicit steps (and a graphic organizer that walks the students through the three steps) should help students with this difficult and abstract reading target.

5. Step 1 Find the “big ideas” or general topics in the work.
The author’s themes always relate to the big idea.
Try to learn about the “big ideas” as you preview the reading.
Try finding a clue in the title, the first paragraph or in illustrations.
Consider common big ideas for middle school.
As you read, remember to think about the underlying idea or message of the work.
First step in finding theme.
Make sure you have copied the “Big Ideas grade 8” word document found in the folder. One copy for each student. Make sure to hole punch the copies because students need to put this document in their folders and reference this sheet throughout the year and throughout this multi day lesson.
You probably also want to print out the Word document “Big Ideas 6th grade” and the “Big Ideas 7th grade” because they list common themes that are easier and less complex. Make one copy of each of these documents for each student and hole punch. When students are trying to select a word that they feel best describes the big idea of the story they may want to also pull from these lists. Having the 6th and 7th grade lists also lets them know that as 8th graders they are expected to come up with more complex themes. Although there are similarities among the lists, the 8th grade list has the most abstract big ideas.
Read the slide for step one and handout the “Big Ideas grade 8” word document. Go over the theme words on the document. Make sure students understand that these aren’t all the big idea theme words that exist. This document is a sampling. Make sure to have students copy additional big idea theme words onto this document as they discover them throughout the year.

6. Big Ideas Believe in Yourself Pacifism Beauty is only skin deep.
Relationships
Challenge and Success
Religion and Faith
Choices and Possibilities
Revenge
Community and Responsibility
The American Dream
Face your fears.
The Big Trick
Knowledge is Power
The Meaning of Freedom
Liberty and Authority
The Noble Sacrifice
Look before you leap.
The Power of One
This is a copy of the “Big Ideas grade 8” handout you just gave to your students. This slide matches what the students have in front of them. Review the words stressing that each one of these big ideas is understood throughout the world and crosses culture. For example, if you live in China or India you understand happiness or the concept of trust just as well as people in the United States. Common themes are understood the world over. Remember to leave space to add new common themes that are discovered throughout the school year.

7. Step 2
As you read, watch for evidence that relates to the general big ideas you’ve identified. They are the clues to understanding the themes.
Clues might be found in:
Repeated words or ideas
Symbols
Important events or dialogue
Changes in characters
Second step in finding the theme.
Read slide and stress this is the step that makes the student support their theme with evidence from the text. It is important students understand that when writing or speaking about a theme they need to support the theme with evidence from the text. If they do this people see that their theme is valid.

8. Theme words, verb, description
Step 3
Create a statement of the author’s point or message about the topic. Use the following graphic organizer and this sentence frame to help you:
Theme words, verb, description
Here are some examples:
The power of one has led to significant change.
The meaning of history depends on your perspective.
Revenge can leave a wide path of destruction.
Third step in identifying theme. This step is imperative in helping to make theme more concrete and doable for students. Step three is built on the use of a sentence starter (a sentence starter is a skeleton sentence that students will fill in with words). The theme sentence starter is theme word/big idea word (students choose a word/phrase from the “Big Ideas” handout), verb (insert a verb that fits) and then an ending statement that better/more deeply describes the theme/big idea word. Two examples are below-
_____ is _____
____ can_____
War is necessary to overcome evil.
Prejudice can cause hurt and pain.
You can share the above examples and the ones on the slide with students. You can practice additional examples if your students are not catching onto or need additional practice with the pattern for how to construct a theme statement.
Many students will struggle with the concept of inserting a verb. If your students cannot come up with their own verb start out by always having students use the verb “is” or “can”. If you decide to do this you can put on the board the sentence skeleton of - __________is __________. Or ___________can __________. This will avoid students fixating on coming up with a verb and will help struggling students because they will feel like they just have to fill in the blanks in order to come up with a theme statement.
Again, if your students are struggling with using the more complex themes found on slide 6 you can use the big ideas found on the “Big Ideas Grade 6 or Grade 7” handouts.

9. Evidence to support the big idea
Theme Graphic Organizer
Big Idea
Evidence to support the big idea
This is the graphic organizer for identifying theme. Point out the parts of the graphic organizer. Additionally, you may want to print out the word document “Theme Graphic Organizer” and hand out a paper copy to each student. Again you may want to hole punch so students can keep this copy in their notebooks for future reference.
Notice the big idea word/phrase from the “Big Ideas” worksheet goes in the top oval. The evidence from the text that supports the big idea word goes in the rectangles below. The theme statement (big idea, verb, description) goes in the bottom rectangular box.
What Is Important to Learn /Author’s Message
Theme word / Verb / Description

10. The Fox and the Goat
A fox fell into a deep well and could find no means of escape. A Goat,
overcome with thirst, came to the same well, and seeing the Fox, asked if
the water was good. Concealing his sad plight under a merry guise, the
Fox indulged in a lavish praise of the water, saying it was excellent
beyond measure, and encouraged him to descend. The Goat, mindful of
his thirst, jumped down, but just as he drank, the Fox informed him of
the difficulty they were in and suggested a plan for their escape. "If," said
he, "you will place your forefeet upon the wall and bend your head, I
will run up your back and escape, and will help you out afterwards.”
The Goat readily agreed and the Fox leaped upon his back. Steadying
himself with the Goat's horns, he safely reached the mouth of the well
and made off as fast as he could. When the Goat scolded him for
breaking his promise, he turned around and cried out, "You foolish old
fellow! If you had as many brains in your head as you have hairs in your
beard, you would never have gone down before you had inspected the
way up, nor have exposed yourself to dangers from which you had no
means of escape."
I DO
This is the “I Do” section of the lesson. This part of the lesson will give students the opportunity to observe the teacher implementing the “Theme Graphic Organizer” and the three steps to determining a text’s theme(s).
Read the selection “The Fox and the Goat” to the students.

11. The Fox and the Goat Step 1 Consider big ideas
As you read, remember to think about the underlying idea or message of the work.
Consider multiple themes that may be present.
One message in this fable is about challenges and successes, a common theme.
The “Big Trick”, another common theme, is also found within the fable.
An additional message, “look before you leap” is found within the fable.
I DO
Apply step one of determining theme to the selection “The Fox and the Goat”.
Say- “Step one of determining theme says I need to consider big ideas. That means I need to look at the handout ‘Big Ideas’ and think which one of these words/phrase fits best with the selection “The Fox and the Goat”. When I look at this handout the phrase that I think fits best with this story is look before you leap or challenges and successes. I think these are the best phrases because the goat descended into the well without thinking as to how he would get out, he didn’t look before the leaped. Also, I think the story was about challenges and successes because the fox was faced with a challenge and he found a successful way to help himself although it was at the expense of the goat.”

12. The Fox and the Goat In this fable, the Fox found a way to escape
Step 2
Watch for details that relate to the general topics you’ve identified.
Consider important events and changes in characters.
In this fable, the Fox found a way to escape
from the well by tricking the Goat into helping
him. The gullible Goat remained trapped in
the well.
Say-
“Step two for determining theme states that I need to find evidence in the text to support the big idea/ theme word I have chosen. If I picked ‘The Big Trick’ I need to think what evidence in the text helped to show me the goat was tricked by the fox. When the fox convinced the goat to go down into the well so that he could use him to escape I think that is evidence which shows the fox successfully tricked the goat so that he could save himself. That is the evidence I found supporting my big idea words.”

13. The Fox and the Goat Theme words, verb, description Step 3
Create a statement of the author’s point or message about the topic. Use the following graphic organizer and this sentence frame to help you:
Theme words, verb, description
I DO
Say- “The third step in determining theme states I need to create a theme statement that clearly states the theme of “The Fox and the Goat”. Step three says I need to follow a certain structure. This structure is a theme word, verb, description. So my theme phrase I will pick is ‘The Big Trick’ . I can’t insert my verb until I think about what the author of “The Fox and the Goat” was trying to say about the big trick. I think the author was trying to say that one needs be careful of being tricked by others. So my theme statement is- The big trick is something one must always be careful to avoid. My theme statement has a theme phrase (the big trick) a verb (is) and a description (something one must always be careful to avoid ). So I am done with step three.”

14. The Big Trick Evidence to support the big idea
Theme Graphic Organizer
Big Idea
The Big Trick
Evidence to support the big idea
A thirsty goat came across the well and the fox enticed him to descend into it.
The fox convinced the goat that his plan to escape would help both of them leave the well.
A fox fell into a well and could not get out.
Having tricked the goat, the fox escaped from the well, leaving the goat behind.
I DO
This is the graphic organizer filled in with all three steps for determining theme. The only difference on this graphic organizer is there is more than one piece of evidence (see middle rectangular boxes). You want to point this out to students so they can see that it is best to find more than one piece of evidence to support a theme. The WASL stem for theme will ask students to determine two pieces of evidence to support the theme. This graphic organizer allows for up to three pieces of evidence.
Since this is the “I do” section of the lesson just review the graphic organizer with students. They do not at this point need to fill it into their own copy of the graphic organizer.
What Is Important to Learn /Author’s Message
Theme word / Verb / Description
The big trick is something one must always be careful to avoid.

15. Look before you leap. Evidence to support the big idea
Theme Graphic Organizer
Big Idea
Look before you leap.
Evidence to support the big idea
A thirsty goat came across the well and the fox enticed him to descend into it.
The fox convinced the goat that his plan to escape would help both of them leave the well.
A fox fell into a well and could not get out.
Having tricked the goat, the fox escaped from the well, leaving the goat behind.
This is a theme graphic organizer filled in with another possible big idea, evidence to support that big idea, and a theme statement. Having more than one big idea and graphic organizer filled in shows students that often stories have multiple themes.
What Is Important to Learn /Author’s Message
Theme word / Verb / Description
Looking before you leap helps keep one out of danger.

16. Challenges and Successes
Theme Graphic Organizer
Big Idea
Challenges and Successes
Evidence to support the big idea
A thirsty goat came across the well and the fox enticed him to descend into it.
The fox convinced the goat that his plan to escape would help both of them leave the well.
A fox fell into a well and could not get out.
Having tricked the goat, the fox escaped from the well, leaving the goat behind.
This is a theme graphic organizer filled in with another possible big idea, evidence to support that big idea, and a theme statement. Having more than one big idea and graphic organizer filled in shows students that often stories have multiple themes.
What Is Important to Learn /Author’s Message
Theme word / Verb / Description
Challenges can lead to success if you carefully weigh each consequence.

17. Providing Evidence
Sometimes you will be able to provide evidence that you have chosen an appropriate theme.
Usually, you will need to provide two pieces of evidence from the story or poem that support a theme.
This slide just reiterates the importance of supporting the theme with evidence. Review with students.

18. Providing Evidence One theme for “The Fox and the Goat” is:
Looking before you leap helps keep one
out of danger.
Where is the evidence to support this theme?
In your GRAPHIC ORGANIZER!
Again this slide links the determining of theme to supporting it with evidence. Review slide.

19. Look for your evidence in what the character do and say.
Theme Graphic Organizer
Look for your evidence in what the character do and say.
Big Idea
Look before you leap.
Evidence:
The fox tricked the goat into helping him escape from the well.
Once the fox escaped, he left the goat behind. Had the goat assessed the situation, he would have realized the danger and not agreed to the fox’s plan.
Evidence to support the big idea
A thirsty goat came across the well and the fox enticed him to descend into it.
The fox convinced the goat that his plan to escape would help both of them leave the well.
A fox fell into a well and could not get out.
Having tricked the goat, the fox escaped from the well, leaving the goat behind.
This slide pulls the evidence from the rectangular boxes and restates it in yellow on the side of the slide. It is important to show how you take the evidence from the graphic organizer to support the theme. This is important to show because the WASL short answer theme question will always ask students to support their theme with evidence.
What Is Important to Learn /Author’s Message
Theme word / Verb / Description
Looking before you leap helps keep one out of danger.

20. WE DO
Now the lesson is transitioning into the “We Do” section of the lesson.
Read Planting the Trees of Kenya aloud, showing pictures (see following slides) and reading the text (purchase Planting the Trees of Kenya or see your Instructional Facilitator for a copy of this story)
Once done reading, have students discuss clues regarding the big idea of the book. To do this you may want to use the ‘Think, Pair, Share’ strategy.
‘Think, Pair, Share’ Strategy directions- Once done reading, have students get out their “Common Themes” handout. First, have students on their own look over the list and determine which word(s) they think show the theme of Planting the Trees of Kenya. Next, have students pair up and talk about which word(s) they picked from the list. Tell students to back up their choices with evidence from the story. Walk around and monitor conversations. Lastly, have students share out their big idea/theme word choices. Write student choices on chart paper or so they can be viewed under the document camera.
Before moving on in the lesson, print out the “Theme Graphic Organizer” handout found in the folder. Copy enough so each student receives two copies of the blank “Theme Graphic Organizer”. Students will need a writing utensil and be prepared to copy what you will be writing in the graphic organizers on the following slides.

35. Planting the Trees of Kenya – Step 1
Consider the big ideas
As you read, remember to think about the underlying idea or message of the work.
This story has multiple messages, including:
Overcoming challenges
The power of one person to make a difference
Determination
Care for the environment
WE DO
Step one for determining theme.
On the first click- The slide will display the first two dashes which review step one for determining theme. Review them and also point out the big idea/theme words the student pairings came up with that you wrote on chart paper or displayed under the document camera. Once you have done click the mouse again and..
On the second click- The slide will display the message you think the author was trying to get across in Planting the Trees of Kenya. Review that you think the message/big idea in the story is about overcoming challenges and being determined.
Because your students will likely have different big ideas that they came up with for Planting the Trees of Kenya this would be a good time to stress to students that as long as an appropriate theme can be supported with evidence from the story, credit can be given for identifying a theme. But since this is a ‘We Do’ they are going to copy your big idea, overcoming challenges, into the top oval on the graphic organizer.

36. Planting the Trees of Kenya – Step 2
Watch for details that relate to the general topics you’ve identified.
Repeated words or ideas
Symbols
Important events or dialogue
Changes in characters
In this story, Wangari identifies an environmental problem
that is affecting an entire country, creates a plan to overcome
this problem, and works diligently and against many
obstacles, to put her plan into action.
WE DO
Step 2
Review with students how they need to look at what the characters say or do, etc… because this will help them to determine the big idea/theme word
This is the step in determining theme where students need to find evidence in the text (by looking at what the characters say or do, etc…) to support the theme word/big idea they have chosen.

37. Planting the Trees of Kenya – Step 3
Create a statement of the author’s point or message about the topic. Use the following graphic organizer and this sentence frame to help you:
Theme word, verb, description
WE DO
Again review how in order to clearly state the theme of a selection students need to create theme statements.
Let students try to do this with a partner. Remind students of the structure for creating a theme statement- Theme word/phrase (choose one from the “Big Ideas” handout), verb (an action word), and a description. Have partnerships create a theme statement. When partnerships are done have them share with another partnership. Have them notice if the two theme statements are similar or different. After groups of four share, have partnerships share out theme statements. Record a few up on chart paper or under the document camera.
Again stress that many times stories have more then one theme or many variations on the same basic theme.
FYI-
Three completed graphic organizers follow, showing themes for this book. This is a good time to note that most books have multiple themes. As long as an appropriate theme can be supported with evidence from the story, credit can be given for identifying a theme.

38. Remember to look for your evidence in what the characters do and say!
Theme Graphic Organizer
Remember to look for your evidence in what the characters do and say!
Big Idea
“Overcoming challenges”
Evidence to support the big idea
Wamgari returned to her native Kenya only to find that deforestation had threatened the health of her village and the environment.
Thirty years after she implemented her plan, 30 million trees have been planted and cared for. Both villagers and the environment are healthier.
She began to plant trees and to show the women of the village how to plant and care for the trees, in spite of the difficult work.
She taught school children, prisoners and soldiers how to plant and care for trees.
WE DO
This is the graphic organizer filled out for the big idea of ‘ Overcoming challenges’. Since this is a ‘We Do’ have the students copy this completed graphic organizer into their blank graphic organizer.
Of course, if you think another student generated “Common Themes” word is better and you want to fill out the chart in real time using the student idea you can do that. Just display a blank graphic organizer under the document camera and fill it in. Have the kids follow along with you.
What Is Important to Learn /Author’s Message
Theme word / Verb / Description
Overcoming challenges can allow you to reach your goals in life.

39. Remember to look for your evidence in what the characters do and say!
Theme Graphic Organizer
Remember to look for your evidence in what the characters do and say!
Big Idea
“The power of one”
Evidence to support the big idea
Wamgari returned to her native Kenya only to find that deforestation had threatened the health of her village and the environment.
Thirty years after she implemented her plan, 30 million trees have been planted and cared for. Both villagers and the environment are healthier.
She began to plant trees and to show the women of the village how to plant and care for the trees, in spite of the difficult work.
She taught school children, prisoners and soldiers how to plant and care for trees.
WE DO
This is second completed graphic organizer filled in with another big idea, supporting evidence, and a theme statement. Again have students copy the completed graphic organizer into their second blank organizer. You will want to explain each part of the completed graphic organizer as they are copying.
What Is Important to Learn /Author’s Message
Theme word / Verb / Description
The power of one person to make a positive difference in the world cannot be underestimated.

40. Remember to look for your evidence in what the characters do and say!
Theme Graphic Organizer
Remember to look for your evidence in what the characters do and say!
Big Idea
“Care for the environment”
Evidence to support the big idea
Wamgari returned to her native Kenya only to find that deforestation had threatened the health of her village and the environment.
Thirty years after she implemented her plan, 30 million trees have been planted and cared for. Both villagers and the environment are healthier.
She began to plant trees and to show the women of the village how to plant and care for the trees, in spite of the difficult work.
She taught school children, prisoners and soldiers how to plant and care for trees.
WE DO
This is third completed graphic organizer filled in with another big idea, supporting evidence, and a theme statement. Again have students copy the completed graphic organizer into their second blank organizer. You will want to explain each part of the completed graphic organizer as they are copying.
Another option- You could just give your students the big idea “Care for the environment” and then have pairings fill in the rest of the graphic organizer together. Then call on a few pairings to come up and show under the document camera how they filled out the graphic organizer for that big idea. Once groups have shared you can show them this slide and have them compare it to their own graphic organizer. The student pairings who did not fill out the graphic organizer or did it incorrectly can copy this one into their blank graphic organizer.
What Is Important to Learn /Author’s Message
Theme word / Verb / Description
Care for the environment is essential for human health.

41. Theme in Poetry
The theme of a poem can be found in the statement the poem (or poet) makes about its subject.
You can use the same three steps to find the theme in a poem.
I DO

42. “Those Winter Sundays” Robert Hayden
Sundays too my father got up early
and put his clothes on in the blueblack cold,
then with cracked hands that ached
from labor in the weekday weather made
banked fire blaze. No one ever thanked him.
I’d wake and hear the cold splintering, breaking.
When the rooms were warm, he’d call,
and slowly I would rise and dress,
fearing the chronic a angers of that house,
Speaking indifferently to him,
who had driven out the cold
and polished my good shoes as well.
What did I know, what did I know
of love’s austere and lonely offices?
Guilt is the central theme of the poem, Those Winter Sundays. Upon reading this emotionally steering poem, it leaves the reader reminiscing of one's own childhood. What did I know, what did I know of love's austere and lonely offices? The poem's ending echo's a haunting feeling of guilt within the reader's mind. The question would be guilt of what? Those Winter Sundays, is a poem of a father that worked very hard to support his family and could not spend very much quality time with them. This was conveyed from the following line, Sundays too my father got up early… However, the poem exposes the love of this father. The house was cold not only in temperature but in family. ….chronic angers of that house. What was the reason for these angers? Why did no one ever thank dad for restarting those banked fires warming the blueblack cold house? Also, dad polished shoes, yet those in the house spoke indifferently to him. As a young boy, like most kids, the author did not see the whole picture. What may appear to have been a stolid home environment was one of love. This love was not one of a father frolicking with his child which most sons and daughters yearn for but of paternal devotion and dedication. It makes one wonder if this poem was written shortly after the father's death. The author seems to regret not thanking his dad for what he had done. The author also seems to be blaming himself for being a naïve youngster and not appreciating the love his father could best express. In an odd retrospect, the poem seems to be a vessel the author uses to forgive not only his father but himself. What did I know, what did I know. The author was probably a father himself by the time he has written this poem. He too has taken the father role and cannot spend much time with his family. The author now realizes that such a noble position goes unrecognized
blueblack cold, cracked hands that ached banked fires blaze

43. Step 1 This poem’s message is about family
Preview the title – an important clue may be found there!
Consider big ideas
As you read, remember to think about the underlying idea or message of the work.
This poem’s message is about family
relationships. The title, “Those Winter
Sundays,” gave an important clue.

44. Step 2
Watch for details that relate to the general big ideas you’ve identified.
Clues might be found in:
Repeated words or ideas
Symbols / Imagery
Important events or dialogue
Changes in characters
In this poem, the vivid images, powerful language and reflection of the poet are clues to the poem’s message and theme.

45. Theme word(s), verb, description
Step 3
Create a statement of the author’s point or message about the big idea. Use the following graphic organizer and this sentence frame to help you:
Theme word(s), verb, description

46. “A father’s love” Action: Action: Images:
Big Idea
“A father’s love”
Evidence to support the big idea
Action:
This father rose early each day to work. On Sunday mornings he rose before his family and made sure the house was warm.
Action:
He worked so hard that his hands were cracked. When the rooms were warm, he’d call
Images:
Blueblack cold
Hands that ached
Hear the cold splintering
Title:
“Those Winter Sundays”
What Is Important to Learn /
Author’s Message
Theme word / Verb / Description
A father’s love can be found in what he does for his family.

47. “Guilt and regret” Final question:
Big Idea
“Guilt and regret”
Evidence to support the big idea
Final question:
What did I know: what did I know of love’s austere and lonely offices?
Images:
Blueblack cold
Hands that ached
Hear the cold splintering
Actions:
Getting up early to warm the house and polish shoes
Speaking indifferently to him
Title:
“Those Winter Sundays”
What Is Important to Learn /
Author’s Message
Theme word / Verb / Description
Guilt and regret can be caused by not recognizing what others do for us.

48. “The Basket” I’ve been sitting on the bench almost the whole season.
Finally, the coach sent me in.
Some big guy practically mopped the court with me
so the referee called a foul.
He threw the ball to me so I could shoot.
My big moment.  My big chance.
I was a sweaty mess.
I bounced the ball until someone yelled
“So shoot it already!”
I gripped the ball tightly
and pumped it up through the air.
The ball landed gently on the rim of the basket,
and slid through the net. YES!
I felt great!!
I know, I know it was the last ten seconds of
the final quarter,
and we were leading 110 to 66 anyway.
But it was the most important shot of the game
to me.
WE DO

49. Step 1 Messages found within this poem include:
Preview the title – an important clue may be found there!
Consider big ideas
As you read, remember to think about the underlying idea or message of the work.
Messages found within this poem include:
Facing your fears
Belief in yourself
Challenges and successes
The title, “The Basket,” gives an important clue.

50. Facing your fears can lead to success.
Big Idea
“The Basket”
Evidence to support the big idea
Changes in the character:
He felt great – it was the most important shot he had ever made, even though it didn’t affect the outcome of the game.
Images:
mopped the court with me
I was a sweaty mess
I gripped the ball tightly
Title:
“The Basket”
Background knowledge – basketball is a highly competitive game filled with challenges.
Important event:
The poet makes the shot.
What Is Important to Learn /
Author’s Message
Theme word / Verb / Description
Facing your fears can lead to success.

51. Challenges and successes can change the way you feel about yourself.
Big Idea
“The Basket”
Evidence to support the big idea
Changes in the character:
He felt great – it was the most important shot he had ever made, even though it didn’t affect the outcome of the game.
Images:
mopped the court with me
I was a sweaty mess
I gripped the ball tightly
Title:
“The Basket”
Background knowledge – basketball is a highly competitive game filled with challenges.
Important event:
The poet makes the shot.
What Is Important to Learn /
Author’s Message
Theme word / Verb / Description
Challenges and successes can change the way you feel about yourself.

52. Theme Questions Any of these titles could be another title for
the story/selection/poem. Choose the title
you think best fits the selection.
(title)
Provide two details from the story/selection/poem
to support your choice.

53. More Theme Questions What is the theme of the story/selection/ poem?
The story/selection/poem shows (theme). Provide two details from the story/selection/ poem that support this idea.
What is the theme of the story/ selection/ poem? Support your answer with one example from the story/selection/poem.