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https://www.test.storyboardthat.com/lesson-plans/on-being-brought-from-africa-to-america-by-phillis-wheatley/theme-symbol-motif
Lesson Plan Overview
Template and Class Instructions
Student Rubric
Lesson Plan Overview
Lesson Plan Overview
Themes, symbols, and motifs come alive when you use a storyboard. In this activity, students will identify themes and symbols from the poem, and support their choices with details from the text. With a storyboard, students can quickly and easily track the evocative Wheatley uses throughout the poem.
Religion/Salvation
Each line of the poem contains religious words to subtly convey the speaker’s tone, attitudes, or beliefs. The repetition clearly fixes religion as a central theme of the poem's major themes. Wheatley explicitly informs the reader how she was saved and what she sees as the implications.
Italics
A recurring structure in the poem is Wheatley’s use of capitalized italics to emphasize words. She uses them for “Pagan”, “Savior”, “Christians”, “Negros”, and “Cain”. These words contribute to the poem’s strong contrasting imagery between light and darkness.
Template and Class Instructions
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 "On Being Brought From Africa to America". Illustrate instances of each theme and write a short description below each cell.
- Click "Start Assignment".
- Identify the theme(s) from "On Being Brought From Africa to America" you wish to include and replace the "Theme 1" text.
- Create an image for the example(s) that represents this theme.
- Write a description of each of the examples.
Lesson Plan Reference
Student Rubric
Student Rubric
(You can also create your own on Quick Rubric.)
Themes, Symbols, and Motifs (Grades 9-12)
Create a storyboard that identifies recurring themes, symbols, and/or motifs in the story. Illustrate instances of each and write a short description that explains the example's significance.
| 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. |
Lesson Plan Overview
Themes, symbols, and motifs come alive when you use a storyboard. In this activity, students will identify themes and symbols from the poem, and support their choices with details from the text. With a storyboard, students can quickly and easily track the evocative Wheatley uses throughout the poem.
Religion/Salvation
Each line of the poem contains religious words to subtly convey the speaker’s tone, attitudes, or beliefs. The repetition clearly fixes religion as a central theme of the poem's major themes. Wheatley explicitly informs the reader how she was saved and what she sees as the implications.
Italics
A recurring structure in the poem is Wheatley’s use of capitalized italics to emphasize words. She uses them for “Pagan”, “Savior”, “Christians”, “Negros”, and “Cain”. These words contribute to the poem’s strong contrasting imagery between light and darkness.
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 "On Being Brought From Africa to America". Illustrate instances of each theme and write a short description below each cell.
- Click "Start Assignment".
- Identify the theme(s) from "On Being Brought From Africa to America" you wish to include and replace the "Theme 1" text.
- Create an image for the example(s) that represents this theme.
- Write a description of each of the examples.
Lesson Plan Reference
Student Rubric
(You can also create your own on Quick Rubric.)
Themes, Symbols, and Motifs (Grades 9-12)
Create a storyboard that identifies recurring themes, symbols, and/or motifs in the story. Illustrate instances of each and write a short description that explains the example's significance.
| 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 On Being Brought from Africa to America: Themes & Symbols
1
Use primary sources to deepen theme discussions
Gather copies of Phillis Wheatley’s poem and related historical texts. Providing students with original sources helps them build critical reading and analysis skills.
2
Guide students in close reading for textual evidence
Encourage students to highlight or annotate words and phrases that relate to key themes. This fosters engagement and helps students support their interpretations with direct evidence.
3
Facilitate small group theme analysis discussions
Organize students into groups and assign each a theme or symbol from the poem. Group exploration promotes collaboration and deeper understanding of the poem’s meaning.
4
Incorporate art and symbolism activities
Have students create drawings or digital images representing symbols from the poem. This visual approach reinforces comprehension and makes abstract ideas tangible.
5
Connect themes to students’ experiences
Ask students to relate a selected theme or symbol to their own lives or current events. Personal connections make learning more relevant and memorable.
Frequently Asked Questions about On Being Brought from Africa to America: Themes & Symbols
What are the main themes in 'On Being Brought from Africa to America'?
The main themes in 'On Being Brought from Africa to America' include religion and salvation, the contrast between light and darkness, and the transformative power of faith. Phillis Wheatley explores how religious belief shapes identity and perception of race.
How can I teach the symbols in 'On Being Brought from Africa to America' to my class?
Use a storyboard activity where students identify and illustrate key symbols like capitalized italics ('Pagan', 'Savior', 'Christians', etc.) and discuss how these words highlight the poem's contrasts. Encourage students to provide examples and write brief descriptions for each symbol.
What is the significance of religion in Wheatley’s poem?
Religion is central to Wheatley’s poem. She uses religious language in every line to convey her belief in salvation and to reflect on her journey from Africa to America. The poem suggests faith as both a personal and collective form of redemption.
What do the capitalized italicized words represent in the poem?
The capitalized italicized words like 'Pagan', 'Savior', 'Christians', and 'Negros' emphasize important concepts and contrasts in the poem, such as the difference between spiritual darkness and enlightenment. They also highlight societal attitudes and Wheatley’s nuanced commentary on race and religion.
What is an easy lesson plan idea for teaching themes and symbols in this poem?
Have students create a digital or paper storyboard to identify and illustrate the poem’s themes and symbols. Ask them to write short descriptions for each cell explaining their choices. This visual activity makes abstract concepts more accessible for grades 6–12.
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On Being Brought from Africa to America
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StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
