This lesson teaches students how to analyze literary symbolism and understand the connection between symbols and themes. 
- Analyze how themes and symbols are related to each other.
- Analyze the symbols used in books and their significance in the broader context of the world. 

- In what ways does text interaction encourage thought and action?

- Symbolism: A device in literature where an object represents an idea. 
- Theme: A topic of discussion or writing; a major idea broad enough to cover the entire scope of a literary work.

- Alice Walker. (2003). Everyday Use. Mariner Books, 2003. 
Other examples include “The Chrysanthemums” by John Steinbeck, the poems “Kudzu” by James Dickey and “The Road Not Taken” by Robert Frost, and the novels Bless Me, Ultima by Rudolfo Anaya and The Old Man and the Sea by Ernest Hemingway.
- Shirley Jackson. (2005). The Lottery. Farrar, Straus and Giroux. 
- O. Henry. (2008). The Gift of the Magi. Candlewick. 
- Harold Schechter. (2004). The Masque of Red Death: An Edgar Allen Poe Mystery. Ballantine Books.
- Susan Hahn. (2007). The Scarlet Ibis. Northwestern University Press.
- Charlotte Perkins Gilman. (2009). The Yellow Wallpaper. CreateSpace.
- student copies of the Symbol Chart (L-L-7-2_Symbol Chart)
- computer projection of the Sample Completed Symbol Chart (L-L-7-2_Sample Completed Symbol Chart)
- student copies of the Quilt as Symbol chart (L-L-7-2_Quilt as Symbol Chart)
- computer projection of the Quilt as Symbol chart, teacher/class copy (L-L-7-2_Sample Completed Quilt as Symbol Chart)
- suggested references for quilt images and quilt history:
+ Robert Shaw. (2009). American Quilts: The Democratic Art, 1780 to 2007. Sterling.
+ Elise Schebler Roberts et al. (2010). The Quilt: A History and Celebration of an American Art Form. Voyageur Press.

- Keep the main focus of the lesson on analyzing literary symbols and understanding how they relate to themes. Remind the students that symbolism is a personal interpretation that varies from reader to reader, even though authors may designate specific objects as symbols. 
- Use the following checklist to evaluate students' comprehension:
+ the student provides their interpretation of the meaning of a quilt, which is distinct from their perspective. 
+ They accurately identify the importance of quilts to the three main characters in the story. 
+ The students provide evidence from the narrative to support each character's reaction to quilts.
- Understanding the relationship between symbols and literary elements like conflict and character is crucial for students. They should realize that symbols are integral to themes. By exploring symbols in discussions, students get the opportunity to analyze the connections between different literary elements and grasp that the theme is the result of all these elements coming together.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Explain what a symbol is and how it expresses meaning. Examine the relationships between symbols and other literary components, especially character and conflict, as well as how symbols are essential to the theme. 
H: Describe how different people interpret symbols differently. 
E: Students can explore how literary elements intersect and contribute to a theme through analyzing symbols. 
R: Provide two worksheets for students to comprehend narrative symbols. 
E: Students can self-assess through writing, worksheets, group discussions, and teacher feedback.
T: Encourage readers who may not be as interested in finding symbols in their surroundings to discover the meanings associated with them. For instance, they can explore logos in magazines, look for symbols of basic human traits in superhero comic books, or read a book like "Bless Me" and maintain a symbol notebook. For advanced readers, suggest keeping a record of symbols and their meanings in a notebook after reading the book.
O: This lesson's learning activities include large-group instruction and discussion, small-group inquiry, partner work, and individual application of the material.

Topic: How do symbols enrich textual meaning?

Ask students to take a mental tour of their community and school while searching for symbols. They can imagine and create a list of these symbols, which can be written on the board or interactive whiteboard. After that, instruct the students to choose a symbol from the list and write a free-form essay about it. Some suggestions could be sports, corporate logos, mascots, or flags. Encourage students to note down any ideas they have while considering the symbol.

Say, "There's no right or wrong answer. Because each of us comes from a different background and has experienced different things, two people may have different associations with the same symbol." Invite students to present their work to the class.

Part 1

Describe some literary symbols and explain the definition of a symbol again. Also, elaborate on how writers use symbols to emphasize meaning in literature. Provide an example of a powerful symbol from a story the students might have read before. For instance, in "The Road Not Taken", the road represents the course of life or the results of decisions made. Inform the students that they will be analyzing a short story for symbols. Say, "Not every reference in a story is a symbol. A true symbol stands out since characters or events highlight its significance." Stress the need to interpret symbols within their context and their relationship to other literary devices such as setting, character, plot, point of view, and theme.

Ask students to go back over "Daily Use" and jot down any items that seem to have more meaning. 

Say to the students after they have read the story, "You may discover new themes as we uncover the story's symbols, but you already have one idea about the theme."

Distribute the worksheets (L-L-7-2_Symbol Chart). "Find important objects mentioned in the story that you believe could represent something else," you might say. Fill out the left column with the object's name. Next, determine what the object might represent. "As small groups complete the handout, have them discuss their findings. Say: "Lists will differ amongst people. Two writers may have discussed the same item, but their interpretations of its meaning are quite different."

To guide the discussion, display the Sample Completed Symbol Chart (L-L-7-2_Sample Completed Symbol Chart) on the computer screen. Allow each group to share their observations and interpretations. It's important to remind the students that symbolism is subjective and varies depending on the reader, even if the author has designated specific objects as symbols.

Begin by stating, "Let's delve into the symbolism of the quilt, even if you have found other symbols." Display a photo of a quilt (or present an actual quilt, if available) to ensure that students understand what it is. Utilize one of the recommended resources or do your picture research. Discuss the purposes of quilts and the factors that contribute to their diverse appearances. For example, you could say, "Quilts are practical bed coverings, but they can also express what the owners cherish, regarding the patriotic quilt image. This quilt resembles the American flag with its stars and stripes. The owner likely wanted to demonstrate their pride in America." Present an alternative design for a quilt, such as a log cabin pattern, and explain that "some quilts are made from leftover fabric scraps or pieces of worn clothing. People used whatever materials they could find to make quilts."

The file "L-L-7-2_Quilt as Symbol Chart" should be distributed. Ask the question, "What do quilts generally represent?" and have the participants respond. Then, complete the rest of the chart by analyzing the significance of the quilts to Dee, Maggie, and Mama."

After the students finish their charts, project the Sample Completed Quilt as Symbol Chart (L-L-7-2_Sample Completed Quilt as Symbol Chart) onto the computer screen. You should fill in the chart with the student's answers. Next, ask the students to check their answers on the chart. You can do this by asking them questions such as "Where is the evidence in the story to show that Maggie feels that way?" Also, remind the students that they should cite textual evidence to support their interpretations, even if there are different possible answers."

Part 2

As a teacher, you can ask your students to analyze the quilt's theme and interpret what it means to the main characters. To help them with this task, you can use the Sample Completed Quilt as a Symbol Chart. It's essential to remind your students that a story's theme is its central idea or message. To introduce the theme, you can say to the class, "Dee and Maggie have different meanings from the quilts, but they both seem to value them greatly." Finally, you can ask your students why Mama gives the quilts to Maggie but not Dee.

In Lesson 1, review the created theme statements. It would be helpful if you could type or display the complete list for the students to see. Afterward, ask the students if any of these themes align with the one that was created using the quilts as a symbol. If not, encourage the students to identify more suitable themes. Write these themes on the interactive whiteboard or board for everyone to see.

Talk about how a visual symbol can improve the theme without using words. Say, "The quilts in this story showcase the significance of graphic symbols as they represent people's heritage, relationships with family members, and history. Despite their seemingly insignificant appearance, the quilts hold immense power in conveying meaning."

Extension:

Motivate students to create their cloth quilts. Another project for students to do is to create a paper collage quilt. Encourage your students to use images or special pieces of paper or fabric to add meaning to their quilt.

Ask students to compose a paragraph outlining what would have happened to the quilts if Dee had taken possession of them. "Does the meaning of the quilts change?" Let your students give responses to that question. 

Give students the task of creating a collage quilt using a few symbols from their own lives.

Ask students to select an item from their home and describe how it relates to their family.