The theme is that actions have consequences. In the story, a boy plays a trick by falsely claiming there is a wolf attacking, which causes the sheep herder and farmer to run to help unnecessarily. When there is actually a wolf, no one comes to help the boy. This shows that crying wolf when there is no real danger can have negative consequences when real help is needed. The story connects this lesson about consequences to the "real world."
Use this slideshow to help teach upper elementary students (3rd, 4th, 5th, and 6th grade students) different theme skills. Students will consider how theme is different from main idea, determine the theme that best fits a story, use theme in their own writing, and more.
Use this slideshow to help teach upper elementary students (3rd, 4th, 5th, and 6th grade students) different theme skills. Students will consider how theme is different from main idea, determine the theme that best fits a story, use theme in their own writing, and more.
Help teach 3rd grade, 4th grade, or 5th grade students to practice determining the theme of a story and figure out the difference between main idea and theme. Examples to do together as a class, in small groups, or independently.
This is our LILAC [Long Island Language Arts Council] presentation. It is our model for a modified reading workshop, developed for middle school schedule and population.
I hope this slide will help all of you especially TESL students of IPGM. I presented this slide in my 4th semester of PISMP programme for Language Arts lecture. Hope this will help.
Help teach 3rd grade, 4th grade, or 5th grade students to practice determining the theme of a story and figure out the difference between main idea and theme. Examples to do together as a class, in small groups, or independently.
This is our LILAC [Long Island Language Arts Council] presentation. It is our model for a modified reading workshop, developed for middle school schedule and population.
I hope this slide will help all of you especially TESL students of IPGM. I presented this slide in my 4th semester of PISMP programme for Language Arts lecture. Hope this will help.
ELEMENTS AND THEME OF A LITERARY TEXT
English 5 Q1 w 1-5
•
OBJECTIVE
•
Identify the elements of a literary text.
•
Infer the theme of the literary text.
BE POLITE
When someone gives you something
It’s good to say “Thank you”
Say “Thank you, thank you”
“Thank you very much”
Chorus:
Be polite, be polite
Have good manners and be polite
Be polite, be polite
Have good manners and be polite
When you want something
It’s better to say “Please”
Say “Please, please, please, please”
“Pretty, pretty please”
Repeat Chorus
When you want something
It’s good to wait your turn
Be patient, patient
And wait your turn
Repeat Chorus
When you do something by accident
It’s good to say “Sorry”
Say “Sorry, sorry”
“I’m very, very sorry”
Repeat Chorus
Unlocking of Difficult Words (using picture clues, context clues, and examples.
A.
crook
Say: “The crook is stole the lady’s bag.
“What do crooks steal? Why do they steal things?”
A.
argue
Say:“Don’t argue over who little things.”(show picture of two people arguing)
“Why do people argue?”
A.
deaf
Say:“The two girls are deaf.”(Show pictures of two deaf girls)
“Why do some people cannot hear?”
A.
crook
A.
Argue
A.
Deaf
A Letter Soup
By Pedro Pablo Sacristan
Once upon a time there was a very evil and
unpleasant crook who only ever thought about how to get
money. Seeing anyone happy bothered the crook
enormously. What he hated most was when people were
polite and courteous to each other, saying things like
please and thank you, and don't mention it. It annoyed
him even more if they were smiling when they said these
things.
The crook thought all those kinds of words were a
useless waste, and weren't good for anything. So what
he did was spend a lot of time inventing a machine
which could steal words. With this machine, he
planned to steal 'please', 'thank you', 'don't mention
it', and similar words people used to be polite. He
was convinced that no one would notice if those words
were to suddenly disappear. When he had stolen these
words, he intended to take them apart and sell the
letters to book publishers.
Afterhestarteduphismachine,peoplewouldopentheirmouths,intendingtosaykindandpolitethings,butnothingcameout.Allthosewordsendedupinsidethebigmachine.Justasthecrookhadhoped,inthebeginningnothinghappened.Itlookedlikepeoplereallydidn'tneedtobepoliteafterall.However,afterawhile,peoplestartedtofeelliketheywerealwaysinabadmood,doingeverythingreluctantly,andfeelinglikeeveryoneelsewasbeingforeverdemandingofthem.So,withinafewdays,everyonewasangryandarguingovertheslightestlittlething.
The crook was terribly happy with his success, but he didn't count on a couple of very special little girls. Those girls were deaf, and had to communicate using sign language. Now,becausethe machine couldn't steal gestures, these girls continued being kind and polite. Soon they realised what had been happening to everyone else, and they found out about the crook and his wicked plan.
Thegirlsfollowedhimtohishideoutonthetopofahillnexttothesea.Theretheyfoundthe
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2. What is a Theme?
Theme: Life lesson, meaning, moral, or
message about life or human nature that
is communicated by a literary work.
In other words…
Theme is what the story teaches readers.
3. Themes
A theme is not a word, it is a sentence.
You don’t have to agree with the theme to
identify it.
Examples
Money can’t buy happiness.
Don’t judge people based on the surface.
4. What is the theme?
Jenny Puchovier was so excited. She had a
pack of Starburst in her lunch and she had been
looking forward to eating them all morning. Lunch
finally came and Jenny sat down to eat her
Starbursts when her friend Yudy sat next to her. “Let
me get the pink ones,” asked Yudy. Jenny liked the
pink ones best, but she thought Yudy was funny and
Jenny wanted Yudy to like her, so Jenny gave Yudy
all of her pink Starbursts. Before Jenny was done
giving Yudy the pink ones, Carrie sat on the other
side of Jenny. “Let me get the red and the orange
ones, Jenny. Remember when I gave you that
Snickers?” Jenny didn’t remember that, though she
did remember when Carrie ate a whole Snickers in
front of her, but Jenny thought Carrie was cool, so
she gave her the red and the orange Starbursts.
Now that she only had the yellow ones, Jenny wasn’t
so excited about eating starbursts anymore.
5. Big World of the Theme.
Applies to the “Real” World.
Identifying Themes
Themes are not explicit (clearly stated).
Themes are implied.
Themes are bigger than the story.
Small
World
of the
Story
6. Themes are about the big picture.
Not “Yellow Starbursts taste bad”
Not “Yudy and Carrie are bad friends.”
Think BIGGER.
Find “Real” World advice.
Big World of the Theme.
Applies to the “Real” World.
Small
World
of the
Story
7. Review
1. Theme is what we can learn from a
story.
2. Themes must be inferred.
3. Themes are about the BIG world.
8. Practice
1. We’ll read each story.
2. Write what you think the theme is.
3. Write another sentence explaining what
happens in the story that leads you to
believe this.
How does the small world of the story
connect to the big world theme?
9. Once there was a mean little boy who lived in a
small village. This mean little boy loved to mess
with people, so one day he ran up to a sheep
herder and shouted, “WOLF! WOLF! A wolf is
attacking the town!” The sheep herder grabbed his
staff and ran to defend the town, but realized he
had been fooled when the boy started pointing and
laughing at him. “Ha ha! I made you jump,” said
the boy. Then the boy ran up to a farmer and
shouted, “WOLF! WOLF! A wolf is attacking the
town!” The farmer grabbed his pitchfork and ran to
defend the town, but when the boy started pointing
and laughing at him, he realized he had been
tricked. As the boy went back to his family’s farm
laughing about the funny trick he played, he saw a
real wolf in his father’s chicken coop. As the wolf
ate all of his father’s chickens, the boy screamed
over and over again, “WOLF! WOLF! Please help
us!” But nobody came to help him.
10. Angie loved to draw. She made colorful designs
of people’s names with bright hearts & flowers, but
she lost own markers, so she borrowed her
teacher’s. The school day was ending, but Angie
wanted to keep coloring, so she took the teacher’s
markers home and lost them in her messy room.
She came back to school the next day and wanted to
color again, so she asked the teacher for more
markers. The teacher replied, “Sure, Angie, but this
is my last pack.” Angie said she would be careful,
but by the end of the day the markers were scattered
all over the floor and the custodian swept them up
and disposed of them. When Angie came in the next
day, she asked the teacher for more markers, but
she was disappointed to find that there weren’t any
more. “I don’t know where all of my markers went,”
said the teacher, “but I don’t have them.” Angie had
to draw her pictures with drab pencils.
11. Jenny hated reading class. She didn’t
understand point of view or figurative language, and
not knowing how to do the work frustrated her. She
asked the teacher for help, but he spoke so fast and
used such big words that she still couldn’t
understand. The teacher asked if she understood,
and she nodded her head, but she didn’t. Jenny’s
friend Katie knew that Jenny was having trouble,
and, rather than just giving Jenny all of the answers,
Katie explained to Jenny how to solve the problems.
Katie spoke clearly and at Jenny’s level, and Jenny
was happy that she finally learned how to do the
work. Later in the week, Katie was having trouble in
math class. She didn’t understand coordinates and
was really frustrated. Seeing that Katie was having
problems, Jenny, who understood math very well,
taught Katie coordinates. Both girls made honor roll
that quarter.