Lesson Plan

Tracing a Theme in a Poem

Claims can be supported by explicit and implied information.
Tracey W.
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My Grades Pre-K, K, 1, 2, 3, 4, 5

Students will be able to support claims based on explicit and implied information.  Students will be able to support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Students will be able to draw conclusions based on explicit and implied information .

English Language Arts
Grades 8
All Notes
Teacher Notes
Student Notes

1 Hook / Intro

Activity: Exploring

Before class, students will have been assigned groups and independently discussed the theme of the poem “Oranges” by Gary Soto

  • What is a theme?
Student Instructions

Students will read the poem “Oranges” by Gary Soto

What is the theme of this poem? Turn and talk with a partner.

2 Mini Lesson & Guided

Activity: Investigating
  • Hand out assessment and go over the task: support your claim of theme with evidence directly from the poem
  • Go through assessment  (projected on the board) using my own theme: Hope
  • Cite the following lines for evidence:

I took the nickel from
My pocket, then an orange,
And set them quietly on
The counter. When I looked up,
The lady's eyes met mine,
And held them, knowing
Very well what it was all

Student Instructions

Fill in the interpretation box next to these lines – The boy in the poem is hopeful that the lady at the counter will let him buy the candy even though he doesn’t have enough money. He is so hopeful that he makes a “Hail Mary” play in order to impress her! This is tied to his hope that his date will go well – it won’t if he doesn’t get the candy.

3 Independent

Inspiration Maps VPP
Free to try, Paid

Students are working in groups.  Students are given time before class to think about and discuss the theme with their classmates. The poem is both projected and given to each student. Students are only required to get 2 pieces of textual evidence, but are given the opportunity to get 3.

Student Instructions

Students will have decided on a theme for the poem before class. They will record the theme on their assessments

Students pull textual evidence from the poem and write their interpretations on the assessment sheet.

Students will use Inspiration and paper exit ticket/assessment.

Each group shares a piece of evidence to support their themes. Students can use this technique on other poems. Students can apply this analytical technique to nonfiction articles, books, and fiction prose