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Discovering Theme Through Character Observation


Nicholas C. Willette
EDU 623- Designing Learning Environments
Linda Kaiser
Post University

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Introduction

Finding the theme, or message in a text is an important skill for any level reader
to master. The theme is the over all message that the author wants the reader to
understand upon completing their text. However, a theme is often not stated in the actual
text; it is left for a reader to infer on their own.
This training session will guide teachers of upper elementary grades to better
understand how to present this topic in conversation. Through the way the characters in
the texts act and react to situations, a theme of the text will become clear.
Once a theme is discovered, the next and final step will be to relate the theme to a
real life situation. Teachers will also be expected implement strategies for students to
compare themes across texts to better understand the meaning of theme and its
importance to accurate meaningful reading.
Voki is an online avatar program in which users type in responses to questions.
The avatar in turn speaks what has been typed. Later, the presentation can be posted to a
variety of social medias and presentation platforms for viewing. According to Aikina and
Zubkova (2015) Voki is a program that is fit for a multitude of learners and is very
versatile. It can be used for something as simple as introducing oneself to an audience, or
complete more in depth tasks such as carrying on conversations about characters and
storytelling (Aikina and Zubkova, 2015). In an effort to make this training session and
later lessons supported with 21st century technology skills, the theme will be posted to
Voki for a class viewing. With technology becoming more and more prevalent each day,
it is important for educators to be wise in their implementations of new and exciting web
assisted elements to their daily lessons.

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As Larson, 2014 states, The learner is your customer (p.41). The needs of a
learner are discovered and planned for in the analysis phase. In the following paragraphs,
this training session will be broken down into essential analysis sections each covering a
different focal point revolving around the learner. Once a learner is identified and
planned for, a project can begin to be designed that is appropriate and meaningful.
The actual training session will be delivered during half of a one-day professional
development session. As professional development should be relevant to each teacher,
this will not be a mandatory session for all. Instead, it will be offered amongst a menu of
choices of relevant learning. The session will be open to the first 20 interested educators.
As a large portion of the session will be taken up by collaboration and discussion, no
more than 20 participants will be allowed. As educators walk in, they will be given the
necessary materials needed for the training session. These materials include, an overview
of the Readers Workshop (only what applies to the training) and a copy of the
presentation for notes. Prior to the training session, attendees will be asked to bring with
them their copies of Readers Workshop and any other materials they would like and see
pertinent to the training.
Needs Analysis
According to the Common Core State Standards, students in 5th grade are
expected to be able to: determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text (CCSS, 2010). The current
expectation from students in the upper elementary grades has been significantly raised
since the Common Core State Standards (CCSS) were adopted in Connecticut in 2010.

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Students are required to be able to dissect a book and retrieve the texts meaning, be able
to speak knowledgeably about it, write about it, and finally apply it to their own personal
situation.
Students enter their classrooms with large range of life experience. Some have
traveled to multiple countries with their families, while others have never ventured far
from their home. Unfortunately, along with life experiences, students abilities to read
often fluctuate as well. This training will provide teachers who have students at varying
levels of reading ability to best equip them to understand the concept of theme. Once
understood, students will then be able to use a texts theme to better understand the text
and complete are more close read to create meaning. This training session will provide
teachers with skills necessary to model a more meaningful reader, which in turn will
close the learning gap by producing more knowledgeable educators capable of using 21st
century learning techniques to enhance their students overall reading ability.
Learner Analysis
The intended audience for this training session is teachers of fifth grade students
aged 10-11 years old who sign up for the session. These teachers come from a variety of
teaching backgrounds. However, a common district understanding is that everything is
done for the benefit of students. With this thinking in mind, teachers will work together
to build upon prior knowledge of an existing program to further benefit their students
reading abilities.
Environmental Analysis
The school in which these this training will reside in is one of five elementary
schools in this town. This school is the largest of the five. The key stakeholders of this

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training program are building level reading consultants (3), building level administrators
(2) as well as higher-level district administrators who work in the superintendents office.
More specifically, the director of instruction and the reading, language arts district
facilitator. This educational environment is outfitted with top of the line technology
including Smart projectors in each of its twenty-two classrooms. There is also one
computer lab, which is fitted with 30 desktop computers. In addition, there are over 100
Chrome Book computers, accessible on four mobile carts. There are also, five Ipad
devices in each of the four kindergarten classrooms. Most classrooms also have at least
one student desktop with a document camera. The most recent addition is access to
district wide high-speed reliable Wi-Fi connectivity. This allows for multiple grade levels
to use bandwidth without interruption as well as students/staff and faculty to bring in
their own devises to use during academic hours as well. The other four elementary
schools have similar technologies available (vernonpublicschools, 2015). This will prove
important, as teachers will want to implement their new knowledge into their own
classrooms. Everything that will be completed during the training session can easily be
transferred to their own educational environments.
Task Analysis
1. Teachers will need to learn how to model the dissection of a text in an effort to
uncover its theme, or message that the author intended.
2. Teaches will need highlight the importance of a characters actions, reactions, and
life situations in the text to better understand the characters.
3.

Teachers will need to pull out evidence from the text to prove the theme that is
most obvious. A theme needs to be not only proven in the book through the

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characters actions, but be generalized enough to be applied to a life situation


unrelated to the text.
4. Model their chosen theme on Voki, and post to the group workspace for further
viewing.
5. Teachers will end the session by setting up a classroom workspace within the
Voki site filled with their own students names.
The training will have proven successful if the teacher walks away with new
strategies for identifying theme in texts. Each teachers Voki will be viewed prior to
the session ending to check for understanding. Comments and, or suggestions will be
made by peers in an effort to model how the training could be implemented into a
working classroom of students.
Situational Analysis
As this training session will be offered during a full day professional development
session, substitute teachers will not be required. As the years of teacher experience varies
a great deal across the district, a wide range of expertise will be most likely accounted for
at the training session. To combat this, teachers will be placed in smaller groups made up
of a variety of teaching experience. By working in groups made of educators from
different schools in the same district, teachers will have the opportunity to work in a
professional learning community (PLC) Travis Colton suggests that the PLC empowers
teachers to focus on what he/she does best. This format can help solve one anothers
problems faster and more efficiently (Adams, 2009). Experience shows that when
teachers feel their expertise is valued and is being used for a meaningful purpose, they are

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more apt to accept change. Thus, being more open to sharing and collaborating with coworkers (Adams, 2009).
Media/ Technology Analysis
Working in groups collaborating with peers will be at the heart of this training.
Therefore, while this building has a computer lab, a 5th grade classroom will be the space
being utilized. The classroom is more of an inviting workspace in which educators will
feel more comfortable working in. The set up of the room is also more conducive to
conversation, as there are tables instead of desks. The classrooms Smart projector will be
utilized as well as a Chrome Book cart. Teachers will either have the option to use their
own district provided personal laptop (if applicable), or Chrome Book. Either way, each
teacher will have his or her own device to use during the training. The district now
utilizes Google Docs, so anything that is created during the training session can easily be
stored and brought up later to revisit. The districts new high speed Wi-Fi will be utilized
in this situation to provide everyone with what is needed to share and actively use his or
her devices throughout the training session.
Summary
In summary, this training session will provide teachers with the necessary
materials to deliver an up to date lesson on theme to their students. The training will be
infused with appropriate technology usage so teachers in turn can hold their students
attention levels better as well as transform their classrooms into a more 21st century
learning environment.

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Design

Development Schedule
The development of The Finding Theme Through Character Observation training
session will be created during the timeframe of EDU 623-3/7/16-5/1/16. The training
session will be ready for implementation to the districts teachers during a single
professional development day in the 2016-2017 school year before the reading unit in
which the information included in the session pertains to. Each phase of creation has
followed the five steps of the ADDIE model for instructional design. The analysis phase
began on 3/14 and lasted one full week to end on 3/20. Next, the design phase lasted
approximately one weeks starting on 3/21 and lasting to 3/27. The third phase of
development lasted for about two weeks, beginning on 3/28 and lasting until 4/11. The
fourth phase of implementation lasted one week, starting on 4/18, ending 4/24 and finally
the last phase of evaluation began on 4/ 25 and lasted one week until 4/30.
Course Learning Objectives
After completing the Identifying Theme Through Character Actions training session,
teachers will be able to:
1. Create three examples from a given text to support a chosen theme.
2. Produce examples from life experiences related to their chosen theme.
3. Create a mini theme presentation using technology.
4. Analyze and evaluate mini theme presentations for accuracy and relevancy.
5. Use features and functions of a technology tool to create a collaborative activity.
Lesson Structure

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The topics that will be covered in this training session all revolve around
identifying a theme in a given text. The training session will follow a logical order
starting with an introduction and progressing through the steps necessary to create and
present on the topic of theme to a class. The structure of session will include:
1. Introduction of session material
2. Retrieve knowledge
3. Collaboration -small group work
4. Share and provide feedback
5. Introduction to 21st century learning strategy
6. Collaboration- small group work
7.

Share and provide feedback

8. Assessment
9. Post session use assessment- Survey
In between each step, learners will be engaged in content with the assistance from the
session leader, peers and other session handouts and training tools.
Activities
It has been stated that effective teachers need systematic upgrades. With changes
happening so rapidly in education, students need teachers that are committed and alert to
trends and diversities (Eurglu, 2015). That being said, before the training session day,
participants will be email and encouraged to bring with them a favorite picture book that
they feel represents a theme well.
To begin the training session, teachers will be reintroduced to the topic of theme,
using the text titled The Butterfly written by Patricia Polocco. This will be done in and

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effort to elicit a personal memory of friendship and courage. The story will be read using
a recording and viewed on the Smart projector. After the reading, teachers will be asked
to write down what they thought one possible theme they felt was represented in the
book. In addition to the theme, teachers will be asked to write down three examples of
their theme being represented throughout the story. Once this portion is completed, a
sharing session will begin. Teachers will break into smaller groups and utilize the power
of collaboration and use each others ideas to choose one of the themes presented to
represent their groups thinking.
Next, teachers will work independently rereading the book they brought from
their own classrooms. A specific theme will be chosen through the characters actions in
the book. Collaboration groups will follow to discuss the different themes represents in
each book.
Once the group is confident, the communication platform called Voki will be
introduced. It will be explained that Voki is a way for teachers and students to interact
with each other digitally. An introductory video will be shown that explains Voki and its
many uses. Examples of different assignments begin completed through the use of Voki
will be shown to increase the learners awareness of the applications of the program.
Teachers will again work together while creating their own Voki to describe the theme
of their story.
Once a Voki is created, teacher will have an opportunity to present their Voki on
the big screen in front of the group. Each attendee will have an opportunity to share their
Voki with the group. Once the group has had a chance to present, each learner will be
responsible for providing at least one positive comment, or suggestion.

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Comments/suggestions will be posted right to the classroom page under each Voki where
authors can read and learn from them.
Finally, to end the session, learners will be given the time to create learning
spaces for their own students. Once a learning space is created and student names are in
place Vokis will be able to be created by students. Teachers will have a chance to create
their own Voki and prepare to introduce themselves to their students and class.
Assessment
Assessing the learning objectives of the training session will be completed
through a variety of both formative and summative assessments. To begin with, learners
will be expected to participate in the activities throughout the session. Activities will
include completing worksheets that require the learner to pull apart their story. In doing
so, a theme will become clear and the information written about the text will later be used
in the session when the technology component is introduced. In addition, the observation
of learner participation will be used as a means for assessment. The final summative
assessment will be if the learner can produce a Voki on his or her own classrooms
workspace. In other words, were the learners able to implement and model learned
information in a way that will benefit students in the future? Lastly, a post session survey
will be conducted to further collect data on effectiveness via the Survey Monkey
application. Questions in the survey will include, but not limited to:
1. Were you introduced to a new approach to identifying theme?
2. Did you find this training session applicable to your classroom needs?
3. What web 2.0 tools are you currently using in your classroom?
4. Will you continue to apply web 2.0 technologies into your classroom?

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5. What part of todays training session did you find most useful?
Data will be forwarded to administration and evidence of new learning will be looked for
in classroom visits and educator conversations. The learners will be successful in this
training if they can walk away with an example of a crucial reading strategy implemented
into a classroom with 21st century learning techniques infused to better hold student
interest and motivation.
Implementation
In an effort to be sure the presentation and material are ready for actual delivery, I
pilot testing session will be carried out well before hand to leave time for any suggesting
changes. As this professional development day will include a menu of items for learners
to choose from, the pilot learners will be made up of the presenters 5th grade co-workers,
and the district director of learning. These educators will be used and then encouraged to
choose another PD session on the day of the training.
The pilot training will take place afterschool at the buildings in house PD session
that happens once per month. This way no student coverage will be needed and the pilot
learners will be accessible, as these after school sessions are mandatory. The training will
take place in the exact classroom that the actual training session will be presented from.
The presenter will be the teacher that uses that classroom each day to educate his own 5th
graders.
As the presenter is a 5th grade teacher and sits on the reading/writing curriculum
team, the trainer in this case will not need to be trained as he is well versed in the 5th
grade standards, curriculum and expectations.

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As far as any special materials, the presenter will have access to a Smart
Projector, sound system and document camera in the classroom. Each one of these
technologies will be in working order as this training takes place in a working classroom.
Being that the presenter also uses this classroom daily with his students, the technologies
will be familiar to him and checked in detail before the presentation date.
Evaluation
Level one of the evaluation process is fairly straightforward. A presenter must
evaluate the perceived success of the training session based on the learners reaction to
the material. At the end of the session, a questionnaire will be given that asks specific
questions about each part of the presentation. Learners will answer each question using
specific words that describe their feelings. Words will be specific to each question and
easy to understand and apply. Words may include, but are not limited to yes/no, good,
very good, agree and disagree. Finally, learners will be given the opportunity to write an
open-ended response at the end as suggested by Larson (2014). Learners will also be
encouraged to share their thoughts on the material as the session unfolds. Learner
discourse will aid in the success of the session.
Level two is listed as learning. The measurement of learning will take place
during several different parts of the training session. Learners will be required to show
knowledge of new and old skills in the form of formal assessment assessments that will
measure the learners ability to demonstrate their knowledge of the concepts being talked
abut in the session. The assessments would cover each type presented by Larson, which
are performance, product and knowledge. Learners will be to use their learned knowledge
to build and present their skills through the use of technology.

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During level three evaluations learners be able to implement new knowledge into
specific learning environments after the training session. If learners are able to do this
then the session has been a success as it resonated with the learner enough to used in the
future. Level three success will be measured by getting back in touch with each leaner
after a designated period of time to check in to see if they have implemented new any
material from the session in their classroom. A simple survey will be sent to obtain
positive, or negative feedback. The survey could even have a space for a learner to attach
student work. If feasible, an informal observation could even be conducted to see new
material being taught and accessed by students.
In terms of measuring success of level four the evaluation will focus on what the
learner has gotten out of the training. This project will produce two types of measurable
ROI. The learners in this case are teachers. If a teacher can master a new strategy for
teaching curricular concepts the effects can be immense. Teachers influence many
students throughout a year and many more in a career. In terms of the students involved,
if a student learns a new way to express knowledge and grows academically could prove
pivotal in their educational careers as that skill can most likely be transferred to different
subjects and grade levels.
In closing, the Discovering Theme Through Character Observation training
session was created to give educators another level of depth and interest level to a
preexisting reading concept. Through the use of technology, the theme of texts will be
dissected and closely examined. Teachers and students will have the opportunity to use a
communication platform to converse with the whole class and spring board their

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knowledge into the 21st century with skill that can be built upon and used for years to
come.

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References
Aikina, T. Y., & Zubkova, O. M. (2015). Integrating Online Services into English
Language Teaching and Learning: The Case of Voki. International Journal of
Emerging Technologies in Learning (iJET) Int. J. Emerg. Technol. Learn., 10(3),
66. Retrieved March 20, 2016.
Adams, C. (2009). The power of collaboration. Instructor, 119(1), 28-31.

Connecticut State Department of Education, (2015) Common Core State Standards.


Retrieved from: www.sde.ct.gov
Larson, M.B. (2014). Streamlined ID: A Practical Guide to Instructional Design. New
York: Routledge.
Turan Eroglu, D. (2015). Innovations in teaching. Proceedings of the Multidisciplinary
Academic Conference, 1-5. Retrieved April 3, 2016.
Vernon Public Schools, (2015) Retrieved from Vernonpublicschools.org

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