Activity 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.
As a classroom activity, students can track the rich thematic and symbolic writing Alice Walker uses in her poetry. In the example storyboard above, the creator has focused on the following themes in the poem.
The Strength of Women and their Sacrifices
The poem focuses on the women of the narrator’s mother’s generation who made sacrifices and broke down barriers, much like warriors, in order to make sure that their children had a chance to receive an education. The imagery Walker uses is very militant, including comparing women to “headragged generals” leading armies across “mined fields”.
A Mother’s Hope for her Children
The ultimate goal of these women warriors is to ensure that the children would receive an education. Education leads to more opportunities. In looking at Walker’s own biographical information, her mother was a maid and her father was a sharecropper. Both of her parents didn’t make much money, which didn’t allow them many opportunities; however, their parents refused to make their children work in the fields and drop out of school to help work. To them, they hoped for a better life for their children, spurred on by their chance at a good education.
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 “Women”. Illustrate instances of each theme and write a short description below each cell.
- Click "Start Assignment".
- Identify the theme(s) from “Women” 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 poem, and support their choices with details from the text.
As a classroom activity, students can track the rich thematic and symbolic writing Alice Walker uses in her poetry. In the example storyboard above, the creator has focused on the following themes in the poem.
The Strength of Women and their Sacrifices
The poem focuses on the women of the narrator’s mother’s generation who made sacrifices and broke down barriers, much like warriors, in order to make sure that their children had a chance to receive an education. The imagery Walker uses is very militant, including comparing women to “headragged generals” leading armies across “mined fields”.
A Mother’s Hope for her Children
The ultimate goal of these women warriors is to ensure that the children would receive an education. Education leads to more opportunities. In looking at Walker’s own biographical information, her mother was a maid and her father was a sharecropper. Both of her parents didn’t make much money, which didn’t allow them many opportunities; however, their parents refused to make their children work in the fields and drop out of school to help work. To them, they hoped for a better life for their children, spurred on by their chance at a good education.
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 “Women”. Illustrate instances of each theme and write a short description below each cell.
- Click "Start Assignment".
- Identify the theme(s) from “Women” 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 in \"Women\" by Alice Walker
Incorporate student voice in theme analysis activities
Invite students to share their personal connections or reactions to the poem's themes. This encourages deeper engagement and helps students see the relevance of literature in their own lives.
Facilitate small group discussions about symbolism
Organize students into small groups and assign each group a symbol from the poem to analyze. Group discussions foster collaboration and allow students to build on each other's ideas.
Model close reading techniques for poetry
Demonstrate how to annotate the poem by underlining powerful imagery and noting figurative language. Modeling helps students learn how to unpack challenging texts independently.
Integrate visual arts to deepen understanding of themes
Encourage students to create their own drawings or collages representing a central theme from the poem. Visual expression can make abstract themes more concrete and memorable.
Use exit tickets to assess understanding of key motifs
Ask students to jot down one recurring motif and its significance before leaving class. Quick exit tickets help you gauge comprehension and reinforce learning.
Frequently Asked Questions about Themes in \"Women\" by Alice Walker
What are the main themes in the poem "Women" by Alice Walker?
The main themes in "Women" by Alice Walker include the strength and sacrifices of women, particularly from the narrator’s mother’s generation, and a mother’s hope for her children’s education. The poem uses powerful military imagery to highlight women's resilience and determination to create better opportunities for their children.
How does Alice Walker use symbolism in the poem "Women"?
Alice Walker uses symbolism like "headragged generals" and "mined fields" to portray women as warriors. These symbols emphasize the battles women faced and their leadership in securing education and breaking barriers for the next generation.
Why is education important in Alice Walker’s poem "Women"?
Education is depicted as the ultimate goal for the women in the poem. They endure hardships and make sacrifices so their children can have better opportunities, highlighting the transformative power of education in breaking cycles of poverty and limitation.
What are some engaging activities for teaching the themes in "Women" by Alice Walker?
Teachers can use storyboards where students identify and illustrate themes, symbols, and motifs from the poem. This helps students visualize key concepts and support their ideas with textual evidence, making lessons interactive and memorable.
Who are the women described in Alice Walker's poem "Women", and why are they compared to generals?
The women are from the narrator’s mother’s generation, often mothers who fought for their children's education. They are compared to generals to highlight their leadership, courage, and sacrifice in overcoming obstacles for the sake of future generations.
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