Students use their understanding of themes to analyze literary nonfiction texts in this unit. At the end of the lesson, students are able to:
- Improve knowledge of more significant concerns that are present in the text.
- Identify the theme and provide textual evidence to support it.
- Elucidate why comprehension of the theme is necessary.

- How can literary and factual texts become meaningful to strategic readers?
- How does interaction with text provoke thinking and response?
- What is the true purpose of this text?

- Literary Nonfiction: Text that includes literary elements and devices usually associated with fiction to report on actual persons, places, or events. 
- Theme: A topic of discussion or writing; a major idea broad enough to cover the entire scope of a literary work.

- a chart listing theme topics from Lesson 2 
- Linda Oatman High. (2007). The Cemetery Keepers of Gettysburg. Walker & Company. 
- Kathleen Krull. (2003). Harvesting Hope: The Story of Cesar Chavez. Harcourt Children’s Books. 
- Margaret Davidson. (1988). The Story of Jackie Robinson, Bravest Man in Baseball. Dell Books for Young Readers. 
- alternative literature that may be available in your basal series 
- literary nonfiction texts at a variety of reading levels for students to read in pairs or individually 
- Teachers may substitute other literary nonfiction books to provide a range of reading and level of text complexity.

- Concentrate on the necessity of determining topics in literary nonfiction during the lesson to demonstrate comprehension. Talk with the pupils to find out whether they can recognize and grasp the subject.
- Examine pupils' ability to recognize themes in a text informally using your notes and anecdotal observations.
- Have partners read a chosen literary nonfiction work and determine the topic at the end of the class. Utilize the subsequent standards to assess pupils' comprehension:
+ Students show that they can identify the theme of a literary nonfiction work.
+ Students provide textual evidence to bolster the theme.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Instruct students to determine the theme of a literary nonfiction work, citing details from the text to bolster their responses. Go over the reasons why figuring out the theme enhances comprehension. 
H: Read a picture book aloud as a class to introduce the theme. 
E: Assist students in identifying themes and providing evidence to back up their selections by assigning them to study a range of literary nonfiction literature. 
R: Give students comments so they can make changes and reconsider the theme they chose. 
E: Allow pupils to evaluate their own comprehension of the theme. 
T: Provide a range of picture books for students to read, allowing for variable grouping based on their reading levels. Then, through extension activities, let topics be stretched in line with their learning levels. 
O: The purpose of this lesson is to provide students with an overview of theme terminology and its definition, to assist them in selecting a theme and providing evidence for their decision, and to provide them with opportunities to identify themes and provide evidence for their responses. 

Focus question: What is a literary nonfiction theme, and how is it related to a fiction theme?

Read aloud an extract from The Story of Jackie Robinson, Bravest Man in Baseball, or an instance of literary non-fiction from your basic reading series.

Go through and explain literary nonfiction. Make sure your pupils know that a literary nonfiction work contains elements of fiction, such as themes, plots, and characters.

Go over the ideas covered in Lessons 1 and 2. Remind pupils that a text's theme is the significant subject upon which it is based and that it is a lesson the author wishes to impart to us. Ask, "What is the theme of Jackie Robinson's story?" (dignity to accommodate others; bravery to defend your rights) Assist pupils with enumerating the methods the writer employs to aid the reader in comprehending the theme, including symbols and the ideas, expressions, deeds, and emotions of the characters.

Part 1

Outline potential themes in the anchor chart from Lesson 2.

Say, "The same methodology applies to determining the theme of a book, whether it is literary nonfiction or fiction."

Show how to find the theme by examining the author's style and important terms. Read Linda Oatman High's The Cemetery Keepers of Gettysburg aloud, or any suitable literature.

Emphasize the important terms the author uses to convey the boy's emotions as you read the passage. Think aloud during the reading, offering suggestions for the theme (e.g., the youngster appears to be terrified; he is even crying).

After reading the narrative, have the students explain the theme they believe it to be and provide evidence to back up their claims. Potential reactions:

War is a frightening experience.
Children must occasionally show courage.
The author conveys the boy's terror with language and evocative words.

Use Kathleen Krull's literary nonfiction book "Harvesting Hope: The Story of Cesar Chavez" if you need further experience.

Part 2

Give students partners and have them read aloud any literary nonfiction book from the classroom library that they would like.

Inform students that they are to write down what they believe the theme to be and how the text provides evidence to support their answer, without talking about the book.

Encourage students to share their written responses with their companions once they've finished. Invite them to talk about why they chose the same topic or a different one. Stroll around the classroom and take in the discussion among the pupils. Talk to the class about how a book can have multiple themes. Reteach if required.

Extension:

For those who require more learning opportunities, small groups of students can read a literary nonfiction book and determine the subject. Give each student a chance to respond or pass the question to another student using the whip-around or pass approach to enable them to provide evidence for their response. A student may present the same proof to another student with approval. Reinforcement is achieved by repetition.
Give pupils a literary nonfiction book if they are prepared to go above and beyond the requirements. Ask them to read it on their own, identify the main idea, and provide supporting details in a diary entry.