Standard #: ELA.6.R.1.2


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Analyze the development of stated or implied theme(s) throughout a literary text.


Clarifications


Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message. See Theme in Glossary. 
Clarification 2: Students should be introduced to the concept of universal themes, although mastery isn’t expected until 9th grade. A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence. 


General Information

Subject Area: English Language Arts (B.E.S.T.)
Grade: 6
Strand: Reading
Standard: Reading Prose and Poetry
Date Adopted or Revised: 08/20
Status: State Board Approved

Related Courses

Course Number1111 Course Title222
1000010: M/J Intensive Reading 1 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current))
1000020: M/J Intensive Reading and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current))
1001010: M/J Language Arts 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1001020: M/J Language Arts 1 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1002000: M/J Language Arts 1 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1009000: M/J Creative Writing 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1009030: M/J Writing 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7810011: Access M/J Language Arts 1  (Specifically in versions: 2013 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
1002181: M/J Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1009025: M/J Creative Writing (Specifically in versions: 2015 - 2021, 2021 and beyond (current))


Related Access Points

Access Point Number Access Point Title
ELA.6.R.1.AP.2 Explain how events contribute to the theme(s) throughout a literary text.


Related Resources

Lesson Plans

Name Description
Views on Freedom: Part 1 of 3

This lesson is the first in a series of three focusing on the importance of freedom. In this lesson, students begin with a journal entry about freedom. Students then read the poem - "Sympathy" by Paul Laurence Dunbar - analyzing the poem according to literary and poetic elements. Text questions, a poetry chart, sample answer keys, and a PowerPoint are included.

"Uncoiling" the Theme

In this lesson, students will read the poem "Uncoiling" by Pat Mora, analyze the poem's theme by identifying personification and connotations in the text and then composing a written analysis of the poem.

A Poignant Passage about the Middle Passage

In this lesson, students will explore what makes a passage poignant by analyzing an important chapter from the historical fiction novel, The Slave Dancer, by Paula Fox. In cooperative groups, they will use their prior knowledge of figurative language, conflict, theme, and characterization to identify a passage that has high emotional impact, relating to the journey along the Middle Passage during the slave trade. As culminating assessments, students will present their group's textual analysis to the class.

Views on Freedom: Part 2 of 3

In this second part of a three-part unit, students will read and analyze the folktale "The People Could Fly" for its use of figurative language and literary elements using a chart similar to the poetry chart from Lesson #1 (resource ID 43909). Short answer questions have also been included. In the closure activity students will compare and contrast the folktale with a poem they read in the first lesson in the unit as to how each text approaches the topic of freedom.

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