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Theme
noun | A theme may be defined as “a salient abstract idea that emerges from a literary
work’s treatment of its subject-matter; or a topic recurring in a number or literary works”
- Oxford Dictionary of Literary Terms. (Baldick 258).
A Theme is the central meaning of a literary work often a unique insight to real life portrayed
through a narrative. A literary work can have more than one theme. The same or similar themes
may be present in various texts. Most themes are not directly stated but rather are implied. A
literary theme is not the same as a topic or main idea.
Standard 3 Progression
3.3.R.
Students will find textual evidence when provided with examples of literary elements and organization: -setting (i.e., time, place) -plot -characters -characterization -theme
A theme begins with identifying an abstract noun (love, honor, friendship…) related to the text. Then readers should determine an opinion related to that noun that can be supported by the text. Therefore, a theme should always be a statement and not just one word.
Teachers present a shared reading with a theme centered around an abstract noun. They model how to identify details from the plot of a narrative that support the given theme. Students are asked how those details support the given theme.
Teachers present students with themes centered around abstract nouns. Students are expected to identify details from the plot of a narrative that support a given theme without teacher guidance.
4.3.R.
Students will describe key literary elements: -setting -plot -characters (i.e., protagonist, antagonist) -characterization -theme
Students can identify theme in the form of a statement. Students may begin the year by selecting appropriate themes from a list, but eventually should be able to write their own statements of theme.
General Guidelines: When writing theme statements, there are some things that students should avoid:
- Including names of characters or references to events in the story: Theme is universal;
5.3.R.
Students will describe and find textual evidence of key literary elements: •setting •plot •characters (i.e. protagonist, antagonist) •characterization •theme
therefore should be applicable outside of the text.
- 2nd Person: Theme is not advice or a suggestion. Avoid writing statements like “You should never judge people.” instead try beginning with the abstract noun and add the author’s viewpoint: “judging others can hurt friendships.”
- Cliche and/or obvious statements: Try to write theme statements that represent the unique insight to life the author portrays through the story.
Teachers can provide students with a common text. Students brainstorm abstract nouns from a common text. Students can select one abstract noun and write a sentence about what the author thinks to create a complete theme statement.
Students can identify theme in the form of a statement from shared texts or their own reading. They will also describe how they identified the theme by citing multiple pieces of evidence from the text.
Students may begin by determining whether or not certain details from the text support a given theme.
Students will write brief paragraphs where they identify their own theme statements and support them with significant details from the text.
6.3.R.
Students will analyze how key literary elements contribute to the meaning of the literary work. •setting •plot •characters (i.e. protagonist,
Students begin to analyze how theme is developed throughout a text. This involves going beyond describing the theme of a work with a theme statement. Students will need to identify a theme, describe it and support it with textual evidence, but they will need to go further by explaining why that
9.3.R.
Students will analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts: -setting -plot -characters (i.e. protagonist, antagonist) -character development -theme -conflict (i.e. internal and external) -archetypes
The students continue to discuss and write about the how various literary elements contribute to theme in increasingly complex texts.
Students will now read multiple texts dealing with similar themes. Students will write analyses that compare and contrast how different texts embody the same or similar themes.
Students synthesize details from multiple texts that support student-created theme statements.
Students also address the subtle differences in how themes are addressed across multiple texts.
During these grades, teachers ask students to analyze the theme across multiple texts using increasingly complex texts with increased independence.
10.3.R.
Students will analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts: -character development -theme -conflict (i.e., internal and external) -archetypes
11.3.R. Students will analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts: -theme archetypes
12.3.R.
Students will analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts.
