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A theme will not be stated directly; instead, a reader must infer the theme through literary elements in the novel. A theme is not the same as a topic, which can usually be expressed in a word or two such as “love,” “childhood,” or “death. ” The theme is an opinion the writer wishes to express about that topic. It can be expressed in at least one complete sentence that contains both the topic and the opinion about that topic. For example, the topic of a novel might be love, but the theme might be stated as “Love is more powerful than family loyalty. In order to identify a theme in a novel, the reader has to think about all the elements of the work and use them to make an inference – or educated guess – based on details from the novel, concerning what the author is suggesting through the text about the topic. Commitment Compassion Courage/cowardice Cruelty/violence Disillusionment Dreams Theme Topics Friendship Guilt Heart vs.. Reason Hope Integrity Loneliness Loyalty Prejudice Respect Responsibility Identifying a Theme: Select a significant topic that is addressed in the novel. See previous page for ideas) Provide 3 quotations that address your topic and explain what each quotation suggests about your topic. 5 Topic: Quotations that address topic Commentary to explain what your quote reveals about the topic Page Number: 6 3. Thesis Statement: In a complete sentence, explain what the author is saying about the theme topic you selected for his section. Remember that the thesis must contain tooth the topic and the author’s opinion about that topic. Example: In his novel 1984, Orwell suggests that personal freedom is incompatible with a totalitarian government.
In the above example of a thesis statement, the subject is underlined and the opinion is bolder for the purpose of illustration. SECTION 6 Challenges. Identify two characters that face emotional or physical challenges. Describe the challenge and how the character is affected by it. 7 Challenge Explanation (How the character is affected) Student Rubric for Summer Reading Student gives correct answers for sections 1-6. All explanations are detailed, clear ND complete and use support from the text and quotations.
Students put ideas in their own words and their responses are free from plagiarism There is evidence of clear understanding of the concept. Student gives correct answers for sections 1-6. Explanations are correct, but possibly unclear or lacking support from the text. There is less evidence of clear understanding. Student meets the requirements of the assignment but with less detail and clarity than is required for full understanding. Student answers sections 1-6 , part of the question are completely correct but lacking in details and quotations. There is some evidence of understanding.
Student gives only parts of correct answers. There is little evidence of understanding. Response is totally incorrect or irrelevant (does not add any new information to the question). No response 8 Of Mice and Men Summer Reading Project CSS Addressed Craft and Structure CSS. ELLA-Literacy. RL. 11-12. 5 Analyze how an author’s choices concerning how to structure specific parts of a text (e. G. , the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Key Ideas and Details CSS. ELLA-Literacy. RL. 11-12. 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CSS. ELLA-Literacy. RL. 11-12. 3 Analyze the impact of the author’s choices regarding owe to develop and relate elements of a story or drama (e. G. , where a story is set, how the action is ordered, how the characters are introduced and developed). Writing CSS. ELLA-Literacy. W. 11-12. 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient CSS. ELLA-Literacy. W. 11-12. A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. CSS. ELLA-Literacy. W. 11-12. 1 b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
CSS. ELLA-Literacy. W. 11-12. C Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CSS. ELLA-Literacy.