• During the lesson, emphasize the importance of determining theme in literary nonfiction to demonstrate comprehension. Confer with students to determine if they understand what theme is and can identify it.
• Through your anecdotal observation and notes, informally assess if students are able to identify theme in text effectively.
• At the end of the lesson, have partners read a selected piece of literary nonfiction and identify the theme. Use the following criteria to evaluate students’ understanding:
  • Student demonstrates the ability to determine theme in a piece of literary nonfiction.
  • Student support the theme with evidence from the text.

Focus question: What is theme in literary nonfiction, and how is it similar to theme in fiction?

Read aloud an example of literary nonfiction from your basal reading series or an excerpt from The Story of Jackie Robinson, Bravest Man in Baseball.

Review and define literary nonfiction. Be sure students understand that a literary nonfiction book has characteristics of fiction, such as characters, plot, and theme.

Review concepts presented in Lessons 1 and 2. Remind students that theme is a lesson the author wants to teach us and that it is the important topic on which a text is based. Ask, “What is the theme in the story of Jackie Robinson?” (respect for others; courage to stand up for your rights) Help students list the techniques the author uses to help the reader understand the theme, such as symbols and characters’ thoughts, words, actions, and feelings.

Part 1

Display the anchor chart from Lesson 2 that lists possible themes.

Say, “Whether a book is fiction or literary nonfiction, you determine the theme the same way.”

Model how to identify theme by looking for author’s technique and key words. Read aloud The Cemetery Keepers of Gettysburg by Linda Oatman High or another appropriate text.

During the reading, emphasize key words the author uses to express the boy’s feelings. Think aloud during the reading, giving ideas as to what the theme might be (e.g., The boy seems really scared; he is even crying.)

After reading the story, ask students to share what they think the theme is and what evidence supports their idea. Possible responses:

• War is scary.
• Sometimes children need to be courageous.
• The author uses language and descriptive words to express the boy’s fear.

If additional practice is needed, use the literary nonfiction piece Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull.

Part 2

Assign partners and have each pair of students read aloud a literary nonfiction book of their choice from the classroom collection.

Explain that without discussing the book, students are to write down what they think the theme is and what evidence from the text supports their answer.

After students have written their answers, have them share with their partners. Encourage them to discuss why they chose the same or different themes. As students are discussing, walk around the room and observe. Confer with students and explain that a book may have more than one theme. Reteach if necessary.

Extension:

• Students who need additional opportunities for learning may work in small groups to read a literary nonfiction book and identify the theme. Use a whip around or pass technique (give each student an opportunity to answer or to defer to another student) to allow students to cite evidence to support their answer. It is acceptable for a student to repeat the same evidence as another student. The repetition serves as reinforcement.
• For students who are ready to go beyond the standard, assign a literary nonfiction book. Have them read it independently, determine the theme, and cite evidence in a journal entry.