University of Arkansas Fort Smith

School of Education
Lesson 1
Name: Mrs. Clement
Subject Area: English

Grade Level: 8

Textbook: Dumbo
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

DOK Depth of Knowledge:

Level 1 Recall
Level 2 Skill/Concept
Level 3 Strategic Thinking
Level 4 Extended Thinking

Types of Activities:
Co-op learning
Independent Work
Small Group
Teacher-assisted
Hands-on

Pre-assessment:
Three days before we started this unit and discussing theme students completed a worksheet that
provided small passages. The students had to identify the theme of the story and what happens in
the story that leads them to believe that is the theme. As students were working on the
assignment, it was easy to see they did not get the concept of what a theme actually was. This is
why these lessons were created.
Standard(s):
CCSS.L.8.2 - Determine of clarify the meaning of unknown and multiple-meaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of strategies .
CCSS.RL.8.2 Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an
objective summary of the text.

Objectives:
L1.1 Students will be able to understand and make use of theme at the end of the lesson.
Anticipatory Set, Hook, or Engaging the Learner:
The students will complete bell work (this is a daily procedure) asking the question What is
theme? What is a thematic topic? What is a thematic statement?
Instruction:
First upon coming into the classroom, students will complete bell work. This is a daily procedure
that was initiated the first few weeks of class.
I will then have students share what they think a thematic topic is and what a thematic statement
is. After students discuss for a few minutes, we will discuss the questions as a class. I will then
go into some instruction on theme, thematic topic, and thematic statement. I will write the word
theme on the board and asks students to give me a definition. We discuss what a thematic topic
is and list examples such as trust, courage, forgiveness, etc.
After we have established what a theme, thematic topic, and thematic statement is, we will read
the childrens book Dumbo. Starting with a simple text will help students understand the idea of
theme rather than jumping straight into a complex text. This will also help refresh their memory
on theme from previous grades.
Students will take five or ten minutes toward the end of the class to be divided into groups and
come up with a list of three or more thematic topics from Dumbo.
Guided and Independent Practice:
The bell work will initially be independent, but then students will share with their peers. Guided
practice will be the class deciding what theme, a thematic topic, and a thematic statement is.
Closure:
At the end of this lesson, I will have students tell me a few of the thematic topics they have
picked out from the text.
I will call on one group each to tell me what a theme is, what a thematic topic is, and what a
thematic statement is.

Alternate Plan B:
There is no technology being used for this lesson.
Should students not understand theme, thematic topic, and thematic statement we will take
another day to discuss again. I will then provide my own example from Dumbo.
Post-Assessment:
Each group will turn in their list of theme topics so I know they understand what a theme topic
should be.
Accommodations:
Extended Time
Preferential Seating

Segmented Assignments
Assignment Length

Communication Methods
Peer Tutors
Instructional Assistance
Accommodations will be made according to IEP and 504 plans. The accommodations included,
but are not limited to, extended time for individual/group work, preferential seating for medical
requirements or classroom management, shortened assignment length, peer tutors (group work),
and instruction assistance (one-on-one) with me.
Remediation:
If students need remediation we will negotiate on a time to come in before or after class to work
together one-on-one for any additional instruction or help needed. ELL students will be paired
with strong readers and other ELL students who are at the top of the ELL spectrum (this can be
considered as peer tutors). Please see accommodations.
Enrichment:
As the unit progresses students will be working with more complex texts. If students need
enrichment as we begin looking at the other texts, sources will be provided as well as other
supplemental texts.

Resources/Materials/Equipment:
Text: Dumbo