LOOKING FOR THEMES IN THE TROUBLE OF A

LOOKING FOR THEMES IN THE TROUBLE OF A TEXT Literary Essay: Session 8

I CAN… …consider the main character’s motivations and the problems that get in the way in order to determine possible themes.

Connection v. Earlier, you wrote character essays and learned a whole lot about writing essays that you will continue to use now. v. Essayists can write essays on any element of a story. v. For the next portion of this unit, you are going to think about what the story is teaching readers about life a. k. a. theme.

Teaching Point ◦Today I want to teach you that often the life lessons that a character learns are the life lessons that the author hopes that readers will learn. ◦To figure out what those life lessons might be, it helps to look more closely at the troubles a character faces, and how they get in the way of what a character wants, asking, “What lessons does the character learn from all of this? ”

Teaching v. Characters learn through the problems they face in the story. However, it is important for readers to learn right along with the characters. v. Let’s think about “Raymond’s Run, ” and let’s consider the main character’s motivations and/or the problems that get in the way of her

Story: “Raymond’s Run” Motivations What does the character really want? Character: Squeaky Problems Lessons/Themes What problems get What lessons do you learn in the way? from the character trying to resolve his/her problems? (Somebody wanted…) (so…) (but…)

Teaching v. First, we need to think about the motivations or what the character really wants. v. Turn & Talk: What does Squeaky really want? With Squeaky, it takes a while to learn what she really wants. What do you think she really wants by the end of the story? v. Squeaky wants to have a friend, to feel connected to people.

Teaching v. First, we need to think about her problems. v. Turn & Talk: What are her problems get in her way? v. Remember to not name a problem that is too specific to the story. Squeaky has to take care of her brother who has special needs would not work. It helps to say, “Squeaky, like lots of v. Squeaky has a job—a relationship—that sets her apart from people other kids. in the world, has… v. Squeaky has a temper, a defensiveness, that keeps her apart from other kids.

Motivations What does the character really want? Problems What problems get in the way? (Somebody wanted…) Lessons/Themes What lessons do you learn from the character trying to resolve his/her problems? (so…) (but…) v. Squeaky wants to v. Squeaky has a job—a have a friend, to feel relationship—that sets connected to people. her apart from other kids. v. Squeaky has a temper, a defensiveness, that keeps her apart from

Motivations What does the character really want? Problems What problems get in the way? (Somebody wanted…) Lessons/Themes What lessons do you learn from the character trying to resolve his/her problems? (so…) (but…) v. Squeaky wants to v. Squeaky has a job—a v. You have certain have a friend, to feel relationship—that sets responsibilities for your connected to people. her apart from other kids. family that come first. v. Squeaky has a temper, a defensiveness, that keeps her apart from other kids (protectiveness). v. When you are defensive, you keep the good things out with the bad. “You catch more flies with honey than with vinegar. ”

Motivations Problems What does the character What problems get in really want? the way? (Somebody wanted…) v. Jim wants to have something of his own to love. v. Later, he wants to decide what kind of man he’ll be. He wants to choose his own way of living in the world. (but…) v. A problem he faces is that the kitten something he cares-–is taken away from him, and even worse, it’s taken away by someone in his family. This not only makes him sad over losing something he loves, it Lessons/Themes What lessons do you learn from the character trying to resolve his/her problems? (so…) v. You don’t always have to agree with your family, and you don’t always like what they say or do, but that’s okay. v. It’s okay to be different and stand up for yourself. v. The pressure to fit in

Active Engagement v. Now, go ahead and try this work in your own stories. You can work with someone who has the same story as you do. v. Remember to talk about your characters’ motivations and problems in universal terms. Then, use them to help you develop themes or

Link v. Now, go ahead and make a chart with the information you just discussed with your group. v. Remember to make a chart and include your characters’ motivations and problems in universal terms. Then, use them to help you develop themes or lessons.

LOOKING FOR THEMES IN THE TROUBLE OF A TEXT Literary Essay: Session 8 Part Two

Learning Target I CAN… …craft a claim for my theme essay and organize my thoughts using a boxes and bullets structure.

Connection v. Yesterday, we began to look at our character’s motivations and the problems that get in the way. Then, we used that to create some themes or lessons being taught in our stories.

Teaching v. Today, we are going to choose the best theme that captures the lesson being taught in your story—it must be shown in the beginning, middle, and end. v. Work with your partner from yesterday and choose the best theme. Which theme is taught throughout the whole story? What have you and the character learned?

Teaching v. Next, you need to create a box and bullets to help you organize your ideas. v. There are two ways to structure your essay…

“Raymond’s Run” One significant lesson Squeaky learns that being too protective can hurt you and those you love, and that only by being vulnerable can you really live life. v. In the beginning of the story, we see just how protective Squeaky is-–she is tough. v. As the story continues, her protectiveness causes her problems. v. At the end of the story, Squeaky realizes that she needs to change.

Motivations Problems Lessons/Themes (What does the (What problems get in (What lessons do you character really want? ) the way? ) learn from the “Tied to Zelda” character trying to resolve his/her problems? ) v. Alfonso: v. Alfonso wants to do only what he feels like doing. v. Alfonso wants to help a friend. v. Zelda: v. Zelda wants to protect his family. v. His dad tells him that v. Doing what you want he can’t go. to do is not the best v. He can’t see. thing. v. His dad drinks. v. Don’t judge the