Valuable aspects of any literary work are its themes, symbols, and motifs. Part of the Common Core ELA standards is to introduce and explain these complex concepts. However, abstract ideas are often difficult for students to grasp without assistance. Using a storyboard, students can visually demonstrate their understanding of these concepts, and master analysis of literary elements. For best practices, see our article with specific lesson plan steps on setting up your classroom and activities to teach themes, symbols, and motifs.
The theme of pride is related through the narrator's dialogue. Some important passages are: “There is within me (and with sadness I have watched it in others) a knot of cruelty borne by the stream of love much as our blood sometimes bears the seed of our destruction…”; “All of us must have something to be proud of”; “Pride is a wonderful, terrible thing, a seed that bears two vines, life, and death.” These phrases shows the reader how pride is double edged. It teaches Doodle to walk for the narrator's selfish reasons, but it is also the indirect cause of Doodle's death.
A symbol stands in for something else. In this story, the scarlet ibis represents Doodle. Like the ibis, Doodle was born and maintained a reddish hue. The color red is a universal symbol that can mean anger, love, danger, or warning. In the story, the color represents a warning of the death that will come.
The death of the bird and the death of Doodle mirror each other: the bird’s legs and neck are positioned like Doodle's body; they are both found underneath a tree or bush that references red in its name; both are lost in a storm.
The ibis also symbolizes rarity; it had traveled a long way, it was out of its element, and it was not meant to survive, much like Doodle. When Doodle fervently buries the bird, the imagery suggested that Doodle has a deep connection with the bird. Its rarity, coupled with the color red, suggests that their fates were connected.
(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that identifies recurring themes in “The Scarlet Ibis”. Illustrate instances of each theme and write a short description below each cell.
Grade Level 6-12
Difficulty Level 4 (Difficult / Complex)
Type of Assignment Individual or Partner
Type of Activity: Themes, Symbols & Motifs
Common Core Standards
(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. |
