How to Teach Theme in Middle School

Let the unteaching begin

There are a number of concepts that students learn one way in elementary school and a different way in middle school. We essentially have to unteach what they learned in elementary to address misconceptions. Linear plot is one that comes to mind, as in elementary, students are taught plot using a triangle, where the climax of the story occurs perfectly in the middle. Google "plot chart," and you will find a gazillion of these plot triangles. Say it ain't so. As an ELA teacher, this is highly frustrating, because in no story ever does the climax occur in the middle. So we unteach that -- over and over, in 6th grade, 7th grade, and still in 8th.

Theme is another concept we have to reteach in a more accurate way, because students come to middle school thinking that theme is one word -- like courage, or hope, or love. It appears that this is the way theme is taught in elementary. This creates a huge misconception for students, especially as they read more challenging texts.

What is theme?

Theme is not one word. That one word -- courage, hope, or love -- is a topic. If a student says a story or poem is about courage, she must ask herself, "What is the author trying to say about courage?" Then you have the theme. Hence the misconception: Students in 6th grade and beyond have trouble distinguishing between theme and topic. So we must extend students' thinking beyond that one word.

Theme is a message embedded in the text. A lesson. A moral. A universal idea. All parts of the story (or poem) contribute to or influence the theme. How the characters feel and act, how they respond to the conflict, how the conflict is resolved -- these things develop the theme. The setting plays a role in development of the theme as well. So how do we get kids to comprehend this complex idea?

Concentric circles

Last year I learned about a method to teach the theme of a poem, and I found that it works well with all literary genres. It uses a concentric circle graphic organizer:

How it works: 
1.) After reading the text, students write the topic of the text in the inner-most circle. That should be just one word, such as "Friendship."
2.) In the next circle, students write the text evidence that proves the text is about that topic. For example, how do you know it's about friendship? Text evidence may include the title, or perhaps the two main characters are best friends and in the story these friends go through the trials and tribulations of friendship, or perhaps there is a sentence within the text that says something specific about friendship.
3.) In the third circle, students answer the question, "What do you as a reader learn about the topic?" So for our example -- the topic of friendship -- students would explain what that text teaches them about friendship. Answers will vary, but the key is providing text evidence. Perhaps the friends in the story struggle through a conflict but in the end they stick together. So the reader learns that true friendship is lasting.
4.) In the final circle, students answer the question, "What do you think the author believes about the topic?" This will be based on text evidence and what happens in the text. This answer may be very close to what students wrote in the previous circle. Students would write, "The author believes that..." and for our example, perhaps it is something like, "The author believes that friends should stick together no matter what."
5.) The last step is to cross out "The author believes that," and what remains is your theme statement -- a complete sentence that expresses  a universal theme and is based on text evidence!

Get it for free

You can download my Finding Theme with Concentric Circles activity for free at my TPT store: