TOPIC: PLOT AND THEME

Discipline

Language Arts, History

Grade Level

6-12

Type of Activity

Small Group, Entire Class, Pre-Reading, Writing, Performing Arts

Objectives

 Students will understand the difference between plot and theme, two literary
elements that are easily confused.
 Students will demonstrate the difference between plot and theme through short,
written skits.

Overview

Plot and theme are often easily confused. This activity should clear up any confusion.

Materials Needed/Preparation

 Before reading Of Mice and Men, teachers should read to the class (at any age—it
is fun!) the Aesop fable, “The Tortoise and the Hare”
(http://www.kidsnewsroom.org/elmer/infocentral/stories/grimm/hare.and.tortoise.
txt)
 Copies of Of Mice and Men
 Students’ notebooks.

Estimated Time

1 class period for preparation, and one for presentations by students.

Procedures:

 Discuss the difference between plot and theme. Quite simply, plot is what
happens in a story—essentially the action. Theme is what the story is about—its
message or moral. In “The Tortoise and the Hare”:
o The plot is about how the hare (rabbit) makes fun of the slow turtle. The turtle
challenges the faster hare to a race. The hare gets off to a fast start. Thinking
he can easily win, the hare stops running and decides to take a nap before
 finishing the race. The hare sleeps so long, and the slow turtle eventually
wins the race.
o The theme is what the story is about. In this case, the message could be “slow
and steady wins the race,” “determination,” and “underestimating your
opponent.”
 What are some of the themes in Of Mice and Men? Some suggestions:
o Friendship
o Loyalty
o Weak vs. Strong
o Disabilities
o Jealousy
o Ignorance
o Wisdom
o Sacrifice
o Disappointment
o Racism
o Frustration
 After discussion, students can create and act out a brief skit, illustrating plot and
theme (from their own original work). Students then can ask the audience to
identify each element shown in the skit.

Standards Met

 Reading Standards for Literature 6-12

o Key Ideas and Details: 1,2,3
o Craft and Structure: 4,5,6
o Integration of Knowledge and Ideas: 9
o Range of Reading and Level of Text Complexity: 10
 Writing Standards 6-12
o Text Types and Purposes: 3
o Production and Distribution of Writing: 4,5
o Research to Build and Present Knowledge: 9
 Speaking and Listening Standards 6-12
o Comprehension and Collaboration: 1
 Language Standards 6-12
o Conventions of Standard English: 1,2
o Knowledge of Language: 3
o Vocabulary Acquisition and Use: 4,5,6
 Reading Standards for Literacy in History/Social Studies 6-12
o Key Ideas and Details: 2
o Craft and Structure: 4,5
 Writing Standards for Literacy in History/Social Studies, Science, and Technical
Subjects 6-12
o Production and Distribution of Writing: 4,5
Post Activity/Takeaways/Follow-up

 Takeaways
o Students should be able to identify plot and theme, not only through other
students’ writing, but through a skit.
o Students can write their reactions to the students’ performances (following
objectives) and give feedback to each group.
 Follow-up
o Teachers can have students write an evaluation of the project and what they
have learned.
Assessment

 During the reading of the novel, teachers can provide regular quizzes on
plot/theme, as well as have students perform skits in small groups.