Transcript
| 00:07 | hi readers . It's just such a great day for |
| 00:10 | reading poetry outside , and that's what I've been doing |
| 00:13 | . I've been using this poem to help me figure |
| 00:15 | out theme . I really like finding themes when I'm |
| 00:18 | reading stories or poems . It really helps me understand |
| 00:23 | poems and stories . So what is a theme ? |
| 00:26 | It's not what the story is about , but it's |
| 00:28 | what the story is really about . So I'll give |
| 00:31 | you an example . When I look at stories when |
| 00:34 | I look at poems , the first thing I do |
| 00:36 | is I try to figure out from the details . |
| 00:39 | What is the story or poem ? Mostly about . |
| 00:41 | Then I move on and I try to think , |
| 00:43 | Huh ? What is this story or poem ? Have |
| 00:45 | to do with my life now ? To find the |
| 00:47 | theme , I have to relate the poem not just |
| 00:51 | to my life but thio Everybody's life . How could |
| 00:54 | this poem , er story affect everyone ? What does |
| 00:57 | that have to do with everyone's life ? I'll show |
| 01:00 | you what I mean with a couple of poems of |
| 01:02 | my own . We'll start with this one by Shel |
| 01:04 | Silverstein . Let's read together . Listen to the Masn's |
| 01:09 | by Shel Silverstein . Listen to the muffins . Child |
| 01:13 | , listen to the donuts . Listen to the shouldn't |
| 01:17 | the impossible's the waltz . Listen to the never halves |
| 01:21 | , then listen close to me . Anything can happen |
| 01:25 | , child . Anything can be . So when I'm |
| 01:30 | reading a poem or a book , if I want |
| 01:32 | to find out the theme , I like to look |
| 01:34 | at two things . First , I look for what |
| 01:38 | gets repeated over and over again . Maybe certain things |
| 01:42 | happen over and over again , and the story or |
| 01:44 | a poem or a certain kind of words get repeated |
| 01:46 | over and over again . In this poem , we |
| 01:50 | keep seeing negative terms over and over , like mustn't |
| 01:54 | Don't shouldn't what all these words remind me of times |
| 02:01 | when somebody has told me I couldn't do something or |
| 02:05 | something that I can't do now . I also like |
| 02:11 | to look at the end of a poem or a |
| 02:13 | story . Ah , lot of times the author includes |
| 02:16 | something important at the end of a poem or story |
| 02:21 | . Here , the end of the poem says , |
| 02:24 | anything can happen , child , anything could be . |
| 02:28 | Now that part of the poem makes me think that |
| 02:31 | I'm being uplifted . I'm being told that I can |
| 02:34 | really do anything , huh ? So Let's think about |
| 02:37 | those two parts of the poem people saying that you |
| 02:40 | can't and then somebody saying that you can If I |
| 02:44 | think about those two important parts , I start to |
| 02:47 | think , What is the author really trying to say |
| 02:50 | ? What is his theme ? I think the author's |
| 02:54 | theme and listen to the masn's is that while people |
| 02:58 | might tell you that you can't do something , you |
| 03:01 | should really on Li , listen to the people who |
| 03:04 | tell you you could do anything . Now let's look |
| 03:08 | at another poem together . How to paint a donkey |
| 03:12 | by Naomi she of nine . She said the head |
| 03:16 | was too large . The who's too small . I |
| 03:20 | could clean my paint brush , but I couldn't get |
| 03:22 | rid of that voice . While they watched . I |
| 03:26 | crumpled him . Let us blue body stay in my |
| 03:29 | hand . I cried when he hit the can . |
| 03:32 | She smiled . I could try again . Maybe this |
| 03:36 | is what I unfold in the dark . Deciding for |
| 03:40 | the rest of my life that donkey was just the |
| 03:44 | right size . Let's look at the details of this |
| 03:48 | poem , and then we can figure out what this |
| 03:50 | poem is about . The first line say , she |
| 03:53 | said . the head was too large , the hooves |
| 03:56 | too small . Someone must have told the author that |
| 04:00 | a painting that she made didn't look right . We |
| 04:04 | know that the author feels bad about this because later |
| 04:07 | , she says , I could clean my paint brush |
| 04:10 | , but I couldn't get rid of that voice . |
| 04:11 | She can't stop thinking about someone else's criticism of her |
| 04:15 | work . Now she throws the donkey picture away . |
| 04:22 | It says . I cried when he hit the can |
| 04:25 | . The can must mean a trash can . Now |
| 04:30 | let's pay special attention to the last signs of this |
| 04:32 | poem . Poets know that because those lines come last |
| 04:36 | will remember them the most . So they usually put |
| 04:39 | important things in these lines , this says , deciding |
| 04:44 | for the rest of my life that donkey was just |
| 04:47 | the right size . The pope believes that this picture |
| 04:51 | was perfect the way she made it , even if |
| 04:54 | someone else that it didn't look right . She makes |
| 04:56 | a decision for the rest of her life . This |
| 04:59 | is a life changing decision for her . It's probably |
| 05:02 | something that she'll dio whenever anybody judges her artwork in |
| 05:06 | the future . After reading the details , what do |
| 05:10 | you think this poem is mostly about pay close attention |
| 05:14 | to those last lines . I think this poem is |
| 05:20 | about someone judging your artwork and saying it doesn't look |
| 05:23 | right when in fact it looks just the way that |
| 05:26 | you intended it to . This poem reminds me of |
| 05:29 | my own experience . When I was a kid , |
| 05:31 | I do this picture of myself . I had this |
| 05:33 | big head in this little body . I thought it |
| 05:35 | was a great picture , but my classmates laughed at |
| 05:38 | it . Now thinking back , I still think it |
| 05:40 | was a great picture , and I wish I wasn't |
| 05:42 | worried about what my classmates thought of it . Now |
| 05:45 | let me take what I know about how this poem |
| 05:48 | reminds me of my life and see if I can |
| 05:50 | make it related . Thio everyone's life so I could |
| 05:52 | find the theme . Now if I think hard , |
| 05:55 | I start to think that this poem is really about |
| 05:58 | art and how , whenever you make art Onley person |
| 06:03 | who you should care about , the only opinion that |
| 06:05 | matters is your own . So that's what I think |
| 06:08 | . The theme of this poem is so readers . |
| 06:11 | The next time that you're reading a poem or a |
| 06:13 | story , think to yourself What are the details of |
| 06:16 | this poem ? Tell me , is what the story |
| 06:19 | is about or this column is about . Then think |
| 06:22 | , How does this poem or story relate to me |
| 06:24 | ? News What you know about the poem relating to |
| 06:26 | you and try to get that poem to relate to |
| 06:29 | everyone . Once you find how a poem or story |
| 06:31 | relates to everyone's life , then you've found the theme |
| 00:0-1 | . |
Summarizer
DESCRIPTION:
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
OVERVIEW:
ESpark Learning: Determining Theme Instructional Video (4.RL.2) is a free educational video by esparklearningvideos .It helps students in grades 4 practice the following standards RL.4.2.
This page not only allows students and teachers view ESpark Learning: Determining Theme Instructional Video (4.RL.2) but also find engaging Sample Questions, Apps, Pins, Worksheets, Books related to the following topics.
1. RL.4.2 : Determine a theme of a story, drama, or poem from details in the text; summarize the text..
GRADES:
4
STANDARDS:
RL.4.2
