Activity Overview
Themes, symbols, and motifs come alive when you use a storyboard. In this activity, students will identify themes and symbols from the story, and support their choices with details from the text.
Themes and Imagery to Look For and Discuss
The Importance of Bearing Witness
Mitsuye’s letter to Mariko originally makes her feel uncomfortable and unable to do what is being asked of her. Yet, when Mitsuye mentions that they can “speak for the dead”, this hits home for Mariko. She thinks about all of the people she had to watch die, and wonders if by bearing witness about the dangers of nuclear weapons, maybe she can find a purpose for herself. In fact, “bearing witness” is what the Jewish people have done who survived the Holocaust and concentration camps. It’s an important theme for students to remember, because if no one bears witness about the consequences of things like nuclear weapons and prejudice, these are mistakes the world might be doomed to repeat in the future.
Survivor’s Guilt
The narrator remarks that for Mariko, “She often felt as if she were neither dead nor alive, only an organism living out her allotted timespan because fate had chosen not to take her life that day.” For Mariko, the scars on her face from the glass made her an outcast in her uncle’s town of Tomo Village, where the people thought the infected cuts meant that Mariko was bad luck. Rather than disagree with them, or try to stand up for herself, as soon as the cuts heal, she flees Japan. Mariko does not understand why she lived while so many others died that day, which is a common feeling for people who survive mass-tragedies. This guilt keeps Mariko trapped emotionally, but bearing witness might finally give her the opportunity to move on.
Motifs & Symbols
Mariko’s Scars
Mariko’s scars from the glass embedded in her skin which caused nerve damage have given her a permanently cynical twist to her mouth. She feels as if the scars are punishment for the people she had to leave behind when she was triaging the victims of the bombing. They are a constant reminder not only of the horrors of that day, but also of the awful choices she had to make that she is still haunted by to this day.
The Gardening
The yard work, raking leaves, that Mariko does throughout the majority of the story represents her mulling over Mitsuye’s request. While she initially decides she’ll write back the next day and tell her no, as Mariko continues to think back to her experiences on the day of the bombing, she comes to the decision that bearing witness is something she needs to do. After she decides to do it after all, she begins weeding her flowerbeds, preparing them for spring. Spring, typically representing new life and new opportunities, mirrors Mariko’s resolve to give her life new purpose with this opportunity.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that identifies recurring themes in “Autumn Gardening”. Illustrate instances of each theme and write a short description below each cell.
- Click "Start Assignment".
- Identify the theme(s) from “Autumn Gardening” you wish to include and replace the "Theme 1" text.
- Create an image for examples that represents this theme.
- Write a description of each of the examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | Needs Improvement | |
|---|---|---|---|---|
| Identification of Theme(s), Symbol(s), and/or Motif(s) | All themes are correctly identified as important recurring topics or messages in the story. Symbols are correctly identified as objects that represent something else at a higher level in the story. Motifs are correctly identified as important recurring features or ideas in the story. | Most themes are correctly identified, but others are missing or incomplete. Most symbols are correctly identified, but some objects are missing or incomplete. Some motifs are correctly identified, but others are missing or incomplete. | Most themes are missing, incomplete, or incorrect. Most symbols are missing, incomplete, or incorrect. Most motifs are missing, incomplete, or incorrect. | No themes, symbols, or motifs are correctly identified. |
| Examples and Descriptions | Quotes and examples are accurate to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions accurately explain the theme(s), symbol(s), and/or motif(s) and highlight their significance to the story. | Most quotes and examples are accurate to the theme(s), symbol(s), and/or motifs that are being identified. Descriptions mostly accurately explain the theme(s), symbol(s), and/or motif(s), and highlight their significance to the story. | Most quotes and examples are minimal, incorrect, or unrelated to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions contain inaccuracies in their explanations, or do not highlight their significance to the story. | Examples and descriptions are missing or too minimal to score. |
| Depiction | Depictions chosen for theme(s), symbol(s), and/or motif(s) are accurate to the story and reflect time, effort, thought, and care with regard to placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are mostly accurate to the story. They reflect time and effort put into placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are inaccurate to the story. The depictions may be rushed or show minimal effort, time, and care put into placement and creation of the scenes. | Most depictions are missing too many elements or are too minimal to score. Little time or effort has been put into placement and creation of the scenes. |
| English Conventions | There are no errors in spelling, grammar, or mechanics throughout the storyboard. All writing portions reflect careful proofreading and accuracy to the story. | There are a few errors in spelling, grammar, and mechanics throughout the storyboard. All writing portions show accuracy to the story and some proofreading. | There are several errors in spelling, grammar, and mechanics throughout the storyboard. Most writing portions do not reflect proofreading or accuracy to the story. | Errors in spelling, grammar, and mechanics in writing portions of the storyboard seriously interfere with communication. |
Activity Overview
Themes, symbols, and motifs come alive when you use a storyboard. In this activity, students will identify themes and symbols from the story, and support their choices with details from the text.
Themes and Imagery to Look For and Discuss
The Importance of Bearing Witness
Mitsuye’s letter to Mariko originally makes her feel uncomfortable and unable to do what is being asked of her. Yet, when Mitsuye mentions that they can “speak for the dead”, this hits home for Mariko. She thinks about all of the people she had to watch die, and wonders if by bearing witness about the dangers of nuclear weapons, maybe she can find a purpose for herself. In fact, “bearing witness” is what the Jewish people have done who survived the Holocaust and concentration camps. It’s an important theme for students to remember, because if no one bears witness about the consequences of things like nuclear weapons and prejudice, these are mistakes the world might be doomed to repeat in the future.
Survivor’s Guilt
The narrator remarks that for Mariko, “She often felt as if she were neither dead nor alive, only an organism living out her allotted timespan because fate had chosen not to take her life that day.” For Mariko, the scars on her face from the glass made her an outcast in her uncle’s town of Tomo Village, where the people thought the infected cuts meant that Mariko was bad luck. Rather than disagree with them, or try to stand up for herself, as soon as the cuts heal, she flees Japan. Mariko does not understand why she lived while so many others died that day, which is a common feeling for people who survive mass-tragedies. This guilt keeps Mariko trapped emotionally, but bearing witness might finally give her the opportunity to move on.
Motifs & Symbols
Mariko’s Scars
Mariko’s scars from the glass embedded in her skin which caused nerve damage have given her a permanently cynical twist to her mouth. She feels as if the scars are punishment for the people she had to leave behind when she was triaging the victims of the bombing. They are a constant reminder not only of the horrors of that day, but also of the awful choices she had to make that she is still haunted by to this day.
The Gardening
The yard work, raking leaves, that Mariko does throughout the majority of the story represents her mulling over Mitsuye’s request. While she initially decides she’ll write back the next day and tell her no, as Mariko continues to think back to her experiences on the day of the bombing, she comes to the decision that bearing witness is something she needs to do. After she decides to do it after all, she begins weeding her flowerbeds, preparing them for spring. Spring, typically representing new life and new opportunities, mirrors Mariko’s resolve to give her life new purpose with this opportunity.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that identifies recurring themes in “Autumn Gardening”. Illustrate instances of each theme and write a short description below each cell.
- Click "Start Assignment".
- Identify the theme(s) from “Autumn Gardening” you wish to include and replace the "Theme 1" text.
- Create an image for examples that represents this theme.
- Write a description of each of the examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | Needs Improvement | |
|---|---|---|---|---|
| Identification of Theme(s), Symbol(s), and/or Motif(s) | All themes are correctly identified as important recurring topics or messages in the story. Symbols are correctly identified as objects that represent something else at a higher level in the story. Motifs are correctly identified as important recurring features or ideas in the story. | Most themes are correctly identified, but others are missing or incomplete. Most symbols are correctly identified, but some objects are missing or incomplete. Some motifs are correctly identified, but others are missing or incomplete. | Most themes are missing, incomplete, or incorrect. Most symbols are missing, incomplete, or incorrect. Most motifs are missing, incomplete, or incorrect. | No themes, symbols, or motifs are correctly identified. |
| Examples and Descriptions | Quotes and examples are accurate to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions accurately explain the theme(s), symbol(s), and/or motif(s) and highlight their significance to the story. | Most quotes and examples are accurate to the theme(s), symbol(s), and/or motifs that are being identified. Descriptions mostly accurately explain the theme(s), symbol(s), and/or motif(s), and highlight their significance to the story. | Most quotes and examples are minimal, incorrect, or unrelated to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions contain inaccuracies in their explanations, or do not highlight their significance to the story. | Examples and descriptions are missing or too minimal to score. |
| Depiction | Depictions chosen for theme(s), symbol(s), and/or motif(s) are accurate to the story and reflect time, effort, thought, and care with regard to placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are mostly accurate to the story. They reflect time and effort put into placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are inaccurate to the story. The depictions may be rushed or show minimal effort, time, and care put into placement and creation of the scenes. | Most depictions are missing too many elements or are too minimal to score. Little time or effort has been put into placement and creation of the scenes. |
| English Conventions | There are no errors in spelling, grammar, or mechanics throughout the storyboard. All writing portions reflect careful proofreading and accuracy to the story. | There are a few errors in spelling, grammar, and mechanics throughout the storyboard. All writing portions show accuracy to the story and some proofreading. | There are several errors in spelling, grammar, and mechanics throughout the storyboard. Most writing portions do not reflect proofreading or accuracy to the story. | Errors in spelling, grammar, and mechanics in writing portions of the storyboard seriously interfere with communication. |
How Tos about Themes, Symbols and Motifs in \"Autumn Gardening\"
Introduce symbolism with a story warm-up
Begin your lesson by sharing a short, familiar story or folktale. Ask students to pick out any objects, colors, or actions that seem important. Guide them to notice how these details might represent bigger ideas, just like in “Autumn Gardening.”
Display examples of symbols and motifs from the text
Show students images or passages from the story that feature recurring objects or actions, such as Mariko’s scars or gardening. Encourage discussion about what these might mean beyond their literal sense, supporting their ideas with text evidence.
Guide students to brainstorm their own symbols
Ask students to think of objects or activities in their own lives that could have special meaning. Have them share with a partner or the class, connecting personal experiences to the story’s use of symbolism.
Assign a creative symbolism storyboard activity
Instruct students to create a simple storyboard for a short scene (real or imagined) that uses at least one symbol. Prompt them to illustrate and write a short explanation of how their chosen symbol relates to the theme or message of their scene.
Facilitate a class share and reflection
Invite students to present their storyboards and explain their symbols. Lead a discussion on how using symbols can help authors and readers communicate deeper meanings. Reinforce the connection to “Autumn Gardening” and real-world storytelling.
Frequently Asked Questions about Themes, Symbols and Motifs in \"Autumn Gardening\"
What are the main themes in 'Autumn Gardening'?
The main themes in 'Autumn Gardening' include bearing witness to past tragedies, survivor’s guilt, and the search for purpose after trauma. The story explores how remembering and sharing painful histories can help individuals and communities heal and avoid repeating past mistakes.
How can students identify symbols in 'Autumn Gardening' for a lesson activity?
Students can identify symbols in 'Autumn Gardening' by looking for objects or actions that represent deeper ideas, such as Mariko’s scars symbolizing guilt and trauma, or gardening as a metaphor for healing and new beginnings. Encourage students to connect details from the text to these larger meanings.
What does Mariko's gardening symbolize in the story?
Mariko's gardening symbolizes her inner reflection and growth. As she tends to her yard and prepares for spring, it mirrors her decision to accept the responsibility of bearing witness and finding new purpose after her painful experiences.
How do you teach the theme of survivor’s guilt using 'Autumn Gardening'?
To teach survivor’s guilt in 'Autumn Gardening', discuss Mariko's feelings of isolation and her struggle to understand why she survived when others did not. Use text evidence to explore how these emotions shape her actions and highlight ways people cope with traumatic events.
What is the importance of bearing witness as shown in 'Autumn Gardening'?
Bearing witness in 'Autumn Gardening' is crucial as it helps characters like Mariko find meaning and healing after tragedy. By sharing painful memories, the story shows how individuals can honor lost lives and help prevent history from repeating itself.
More Storyboard That Activities
Autumn Gardening
Testimonials
“By using the product, they were so excited and they learned so much...”–K-5 Librarian and Instructinal Technology Teacher
“I'm doing a Napoleon timeline and I'm having [students] determine whether or not Napoleon was a good guy or a bad guy or somewhere in between.”–History and Special Ed Teacher
“Students get to be creative with Storyboard That and there's so many visuals for them to pick from... It makes it really accessible for all students in the class.”–Third Grade Teacher
© 2025 - Clever Prototypes, LLC - All rights reserved.
StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
