Analyze and compare universal themes and their development throughout a literary text.
: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.
| Course Number1111 |
Course Title222 |
| 1001350: | English Honors 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001810: | Florida's Preinternational Baccalaureate English 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1002310: | English 2 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1005310: | American Literature (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1005350: | Literature and the Arts 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1020810: | American Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1020850: | World Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1009310: | Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1009320: | Creative Writing 1 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1009330: | Creative Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1001340: | English 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001345: | English 2 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1002381: | Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 7910125: | Access English 2 (Specifically in versions: 2013 - 2015, 2015 - 2017, 2017 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1005320: | British Literature (Specifically in versions: 2018 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1000414: | Intensive Reading 2 (Specifically in versions: 2021 - 2024, 2024 and beyond (current)) |
| 1005347: | Humane Letters 2 Literature (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1005348: | Humane Letters 2 Literature Honors (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| Name |
Description |
| Fahrenheit 451: Key Elements and Impact on Style | This lesson is intended to supplement the study of Fahrenheit 451 by Ray Bradbury. Students will read the first three chapters of Fahrenheit 451 by Ray Bradbury and analyze emerging themes, symbolism, and references to civic engagement.
There are four lessons that can be used to complement a study of Fahrenheit 451 and allow for a new perspective by merging ELA skills with civics knowledge.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Fahrenheit 451: Argumentative Writing | In this lesson, students will read portions of Fahrenheit 451 by Ray Bradbury and analyze the theme of civic engagement and its impact on institutions by analyzing examples from the text and will reflect on the significance of these themes in both literature and society.
There are four lessons that can be used to complement a study of Fahrenheit 451 to help students take a new perspective by merging ELA skills with civics knowledge.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Fahrenheit 451: Citizen Influence and Real-World Contexts | In this lesson, students will re-read portions of Fahrenheit 451 by Ray Bradbury and analyze the relationship between citizens and the government depicted in the novel, and they will explore how these dynamics mirror real-world scenarios. Students will develop a deeper comprehension of the ways citizens can influence government decisions and policies.
There are four lessons that can be used to complement a study of Fahrenheit 451 and allow for a new perspective by merging ELA skills with civics knowledge.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Unit: Poems About Death Lesson 1 of 3-- "To an Athlete Dying Young" by A.E. Housman | Students will read and analyze the poem, "To an Athlete Dying Young" for the figurative language of metaphor and imagery and how each works together to create both a somber mood and support the universal theme of death. |
| Unit: Poems about Death Lesson 2 of 3 "Do Not Go Gentle into That Good Night" by Dylan Thomas | Students will review the format of a villanelle and analyze how it contributes to the defiant tone of the poem. At the conclusion of the lesson, students will write a short response to answer the question: “How does Dylan Thomas’s use of metaphor and imagery create a defiant tone and support the universal theme of death?” |
| Love Across the Genres: Poetry | Students will analyze and interpret two pastoral poems, "The Passionate Shepherd to His Love" by Christopher Marlowe and "Nymph's Reply to the Shepherd" by Sir Walter Raleigh, with an emphasis on the universal theme of love and its expression. The analysis will culminate with the students creating modern interpretations of the two poems. Hand-outs of the poems, questions to aid analysis, and a model modern interpretation are provided. |
| Universal Themes in Of Mice and Men by John Steinbeck | Students will review the first three chapters/sections of John Steinbeck's Of Mice and Men to analyze character traits as they support the universal themes of anxiety and fear in this lesson. They will then compare the two themes using their analysis. |
| Death: The Good, the Bad, and the Ugly (Lesson Three of Three, Poems about Death) | In this lesson, students will compare and contrast the tone and theme of two poems about death. Students will annotate text, complete a directed note taking organizer, and will write a compare/contrast essay. |
| Name |
Description |
| Analyzing Poems of Spring -- Part Two: Universal Themes | Continue to analyze William Wordsworth's poem "Lines Written in Early Spring" to determine a universal theme and explain how it was developed throughout the poem.
This interactive tutorial is part 2 of a three-part series. Make sure to complete all three parts.
- Click HERE to view "Analyzing Poems of Spring -- Part One: Identifying Topics in a Wordsworth Poem."
- Click HERE to view "Analyzing Poems of Spring -- Part Three: Comparing Universal Themes."
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| Analyzing Poems of Spring – Part Three: Comparing Universal Themes | Analyze and compare the universal themes in two of Wordsworth's poems—"Lines Written in Early Spring" and "I Wandered Lonely as a Cloud"—in this interactive tutorial.
This is the final part of a three-part series. Make sure to complete parts one and two first!
- Click HERE to open "Analyzing Poems of Spring -- Part One: Identifying Topics in a Wordsworth Poem."
- Click HERE to open "Analyzing Poems of Spring -- Part Two: Universal Themes."
|
| Analyzing Poems of Spring -- Part One: Identifying Topics in a Wordsworth Poem | Study William Wordsworth's poem "Lines Written in Early Spring" and identify multiple topics in the poem in this interactive tutorial. In subsequent tutorials, you'll determine a universal theme of this poem and then compare universal themes in two Wordsworth poems.
This is part 1 of a 3-part series. Make sure to complete all three parts!
- Click HERE to view "Analyzing Poems of Spring -- Part Two: Universal Themes."
- Click HERE to view "Analyzing Poems of Spring -- Part Three: Comparing Universal Themes."
|
| Name |
Description |
| Analyzing Poems of Spring -- Part Two: Universal Themes: | Continue to analyze William Wordsworth's poem "Lines Written in Early Spring" to determine a universal theme and explain how it was developed throughout the poem.
This interactive tutorial is part 2 of a three-part series. Make sure to complete all three parts.
- Click HERE to view "Analyzing Poems of Spring -- Part One: Identifying Topics in a Wordsworth Poem."
- Click HERE to view "Analyzing Poems of Spring -- Part Three: Comparing Universal Themes."
|
| Analyzing Poems of Spring – Part Three: Comparing Universal Themes: | Analyze and compare the universal themes in two of Wordsworth's poems—"Lines Written in Early Spring" and "I Wandered Lonely as a Cloud"—in this interactive tutorial.
This is the final part of a three-part series. Make sure to complete parts one and two first!
- Click HERE to open "Analyzing Poems of Spring -- Part One: Identifying Topics in a Wordsworth Poem."
- Click HERE to open "Analyzing Poems of Spring -- Part Two: Universal Themes."
|
| Analyzing Poems of Spring -- Part One: Identifying Topics in a Wordsworth Poem: | Study William Wordsworth's poem "Lines Written in Early Spring" and identify multiple topics in the poem in this interactive tutorial. In subsequent tutorials, you'll determine a universal theme of this poem and then compare universal themes in two Wordsworth poems.
This is part 1 of a 3-part series. Make sure to complete all three parts!
- Click HERE to view "Analyzing Poems of Spring -- Part Two: Universal Themes."
- Click HERE to view "Analyzing Poems of Spring -- Part Three: Comparing Universal Themes."
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