In an effort to further student understanding of "theme" and in response to the lack of understanding of 'theme' last week, we made the decision to remove as many variables as possible in order to isolate the concept of THEME. It's important to note the fact that we aren't even sure what we mean by theme. Maybe it's a concept, or a message, or an idea with broad global connections. Maybe it doesn't fit in the box of "poverty" or "culture" or "identity" or "religion". Maybe it's something BIGGER.
The best way to find out? We're hoping the best way to coin the term is right along with the students. We seek understanding. Here's what we did for this week:
The best way to find out? We're hoping the best way to coin the term is right along with the students. We seek understanding. Here's what we did for this week:
- Students drew self-portraits (quietly and in nature).
- Each parent wrote a letter to their child. Students read the letters quietly and in nature (huge hit with the kids fyi).
- Each student wrote their own "Tree of Life" (see Big History Project Origin Stories)
- Each student wrote their own "verse" based on the concept of Carpe Diem and borrowing a line from the Herrick poem "To a Virgin" CLICK HERE.
- Students chose 3 of the 4 "Documents" to analyze and find theme-type concepts.
- We again utilized the Think-Pads, (old-fashioned actual paper and post-it notes) with students creating word-doodles, recording their thinking around their 9 theme-ish concepts.
- Students again narrowed down their thinking to one overarching concept (aka theme). Then they made a Claim, used the 3 documents for text evidence, and wrote an analytical essay.
- I will include pictures in the next post--Because I can't seem to navigate the font and bullets in this post!!