Exploring Theme & Character

Overview

This 360-minute plan is designed for a 7th and 8th grade English Language Arts class with 25 students. The focus is on developing comprehension, analysis, and writing skills related to theme and character development in literary texts. The activities align closely with the Common Core State Standards (CCSS) for English Language Arts and Literacy.

The package is intended for a substitute teacher on Friday, December 12, 2025, with detailed instructions, clear "I can" statements, success criteria, differentiation strategies, extension activities, and dyslexia-friendly options—ensuring all students have access to meaningful learning experiences.

Standards Addressed

Reading Literature (RL):

RL.7.2 / RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.3 / RL.8.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.7.4 / RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

Writing (W):

W.7.2 / W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Learning Objectives ("I can" statements)

I can determine the theme or central message of a story and explain how it develops.
I can analyze characters and explain how their traits and motivations affect the plot.
I can summarize texts objectively without adding personal opinions.
I can use evidence from the text to support my analysis.
I can write a clear explanatory paragraph about a literary theme or character.

Success Criteria

Identify and restate a theme in student-friendly language.
Cite at least two pieces of textual evidence supporting the identified theme or character trait.
Provide a clear summary that stays focused on the main ideas.
Write a paragraph with introduction, supporting details, and a concluding sentence.
Use grade-appropriate vocabulary with minimal errors.

Materials Needed

Dyslexia-friendly printed short story (high-contrast colors, sans-serif font like OpenDyslexic, spaced lines).
Whiteboard or chart paper and markers.
Individual graphic organizers (Character & Theme charts).
Writing paper or notebooks.
Highlighters or colored pencils.
Rubric for paragraph writing.
Audio version of the text (optional for dyslexic students).

Schedule & Activities

1. Introduction & Overview (20 minutes)

Greet students and introduce the day's learning goals using "I can" statements.
Activate prior knowledge: Quick discussion — What is a theme? What makes a character believable?
Display success criteria and explain expectations clearly.

2. Read-Aloud & First Impressions (60 minutes)

Distribute the dyslexia-friendly printed short story ("The Treasure Within" - original but age-appropriate for 7-8th graders).
Play an audio recording as students follow along silently or read aloud by the substitute.
Pause strategically to model think-alouds with focus on identifying theme clues and character traits.
Ask targeted questions: "What do you think the main message is? How do the character’s choices affect the story?"
Give time for students to jot down initial thoughts on graphic organizers.

3. Small Group Discussion & Textual Evidence (50 minutes)

Divide students into 5 groups of 5 for collaborative work.
Each group identifies 1 theme and 2 or more pieces of evidence supporting it, then 1 character trait with evidence.
Circulate to support groups by prompting with scaffolded questions (e.g., “What words or actions show this trait?”).
Groups prepare a brief 2-minute summary to share aloud.

4. Group Presentations & Class Discussion (40 minutes)

Each group presents their theme, character analysis, and supporting evidence.
Class discusses similarities and differences in interpretations.
Substitute records key ideas on the whiteboard or chart paper.
Reinforce how to distinguish fact (text evidence) from opinion.

5. Writing Activity: Explanatory Paragraph (70 minutes)

Individually, students write a 5-7 sentence paragraph explaining one theme or character trait using evidence from the text. Use paragraph scaffold handout (topic sentence, evidence sentences, explanation, concluding sentence).
Remind students to use linking words (because, therefore, for example).
Use a rubric to guide them.

6. Peer Review & Revision (40 minutes)

Students pair up to exchange paragraphs and read silently.
Using a simple checklist based on success criteria, students give constructive feedback focusing on clarity, accuracy, and text support.
Students revise their paragraphs accordingly.

7. Wrap-up & Reflection (20 minutes)

Whole-class reflection: What did we learn about themes and characters today? Did your understanding change after group work and writing?
Ask volunteers to share one new insight or “I can” statement aloud.
Collect writing samples for assessment.

Differentiation Strategies

Struggling readers/Dyslexic learners:
- Use dyslexia-friendly font and layout on all print materials.
- Provide audio versions of the story and instructions.
- Pair with a strong reader or allow oral responses for discussion.
- Graphic organizers to structure thoughts visually.
English Language Learners (ELLs):
- Pre-teach key vocabulary with visuals.
- Use sentence frames to support discussion and writing.
- Allow extra time and clarify instructions.
Advanced learners:
- Encourage exploring multiple themes or character motivations.
- Offer to write an additional paragraph comparing this story to another text or real-life examples.
- Use higher-level vocabulary challenges and encourage use of figurative language.

Extension Activities

Literary Theme Poster: Create a colorful poster illustrating the theme with quotes and images.
Character Diary Entry: Write a diary entry from the perspective of the main character reflecting on events.
Theme Debate: Prepare arguments for whether the theme is hopeful or cautionary and debate in small groups.

Dyslexia-Friendly Options

High-contrast printouts with OpenDyslexic or Arial font, 16-18 point size, wide margins.
Use bullet points and avoid dense paragraphs in instructions.
Audio book or teacher read-aloud for complex parts.
Allow use of a ruler or reading strip to follow lines.
Instructions broken down into short, clear steps with visuals where possible.

Substitute Teacher Notes

Keep a positive tone and encourage student participation but maintain class structure.
Use frequent checks for understanding during group activities.
Monitor the time closely per section to ensure completion.
Students have permission to ask for clarifications.
All materials and rubrics are provided in the binder with this plan.
Contact the school ELA coordinator if assistance is needed.

This plan provides a powerful, multi-modal approach to mastering theme and character analysis aligned with Common Core standards, supporting a wide range of learners while equipping the substitute for a successful and engaging day.