• The goal of this lesson is to reinforce and expand students’ understanding of theme and the relationship between characters and the theme of a story. Use the following checklist to assess students’ progress:
  • Student can identify the theme of a story.
  • Student can identify character traits of the main character.
  • Student can describe the relationship between character traits and theme.

Focus Question: How are characters related to the theme of a story?

Retell a familiar story, such as “Cinderella.” Ask, “What is this story really about? What is the message the author wants us to get from the story?” (Possible answers: Good things come to good people. Believe in your dreams. Treat people as you would like to be treated.)

Part 1

Say, “The message or life lesson the author wants us to get from a story is the theme. The messages you identified from the Cinderella story are themes of the story. What are some other themes of stories you know?” (Examples: Be loyal to your friends. Be true to yourself. Honesty is the best policy.)

Review how to determine the theme of a story. Write the following tips on the board/interactive whiteboard:

• After reading the story, sum it up in one word.
• Take that word and stretch it into a message or lesson.

Give students the opportunity to practice this skill by revisiting stories you have already read in your reading series. Have them utilize the two steps above to develop a theme. Compare themes between and among stories.

Say, “Character traits support the theme of a story. What are the character traits of Cinderella?” (Examples: kind, caring, hard-working) “How do these traits support the theme of the story?” (Good things come to Cinderella because she is hard-working. Cinderella believes in her dreams and they come true. Cinderella is kind, so she is rewarded.)

Ask, “How would the story change if Cinderella treated her stepmother and stepsisters the same way they treated her? How would the story change if the stepmother and stepsisters were kind and caring?” Have students discuss their answers in small groups and then share with the class.

Part 2

Give some small groups copies of They Call Her Molly Pitcher and give other small groups copies of Talkin’ About Bessie. (You may substitute other pairs of books with similar themes.) Tell students to read the assigned book and look for the theme. When students have finished, ask, “What is the theme of the book you read?” (Example: Bravery can change the course of history.) Encourage each group to discuss the theme and the story they read.

Have students identify and make a list of the character traits of the main character in the book they read (Molly in They Call Her Molly Pitcher and Bessie in Talkin’ About Bessie). Then have each student partner with a classmate who read the other book. Have the partners fill in a Venn diagram together (L-3-3-3_Venn Diagram.doc). If students are unfamiliar with Venn diagrams, demonstrate how differences are listed in the outer circles and similarities are listed in the overlapping part of the circles. Then have students switch books and read the other book. Have students revisit their Venn diagrams and make any additions or changes.

Discuss the similarities and differences between the two characters. Ask, “How do the similarities of the main characters in each story connect the main character to the theme of the story?” (Each character demonstrates bravery. The character’s actions influence history.)

Extension:

• Students who are ready to move beyond the standard may read a pair of stories with a similar theme (see suggestions under Related Resources) and independently complete the Analyzing Characters and Theme worksheet (L-3-3-3_Analyzing Characters and Theme.doc).
• Students who need additional practice may work under your direction to identify the theme and character traits in one of Aesop’s fables. Have students act out the story and demonstrate how character traits affect the theme. A source for fables is listed under Related Resources.