Famous Quotes for Theme

Analysis
by CECILIA GREGG

Theme analysis requires students to examine low-level students, quotes should be

information and isolate patterns—or shorter and/or simpler, and themes may be
themes—to determine meaning. Analyzing limited. Here is a quote from John Muir,
themes from written material helps English a conservationist, writer, and activist, that
language learners practice and demonstrate may be suitable for students at the low or
higher-level critical-thinking skills. I find intermediate level:
that students crave participating in engaging
group activities and want to discuss personally “When we try to pick out anything
meaningful topics, like interpersonal by itself, we find it hitched to
relationships, social and cultural issues, and everything else in the universe.”
current events that affect them.
Students need to understand the concept
One of my goals is to provide memorable, of “universe” and vocabulary like hitched to
relevant activities—like this theme-analysis analyze the quote effectively. As teachers,
task—that motivate students and encourage we want to encourage students to learn new
them to look at the world from new vantage words and stretch their English-language
points. As an English Language Fellow at boundaries. Teachers should select quotes
Hebron University in the West Bank, I have that build on the existing knowledge of
used this activity with students who are students and challenge them with new
generally 18 to 20 years old. Their English concepts. Themes that could emerge from
proficiency level is low to midrange; however, an analysis of this quote include community,
the activity can be used with students at all interconnectedness, and even faith. Again,
levels.
Websites that list quotes vary widely.
SELECTING QUOTES
Typical online searches can yield results
Finding suitable quotes for students to for general and specific quotes. For
analyze in this activity is an easy task for example, search “quotes from children’s
both teachers and students, as there are literature” or “inspirational quotes” for a
hundreds of websites dedicated to the variety of quotes to use for this activity;
collection of quotations. Teachers can select you can also search for quotes from
the quotes based on current or past class movies, quotes by a specific person, or
objectives and topics; choose quotes from quotes about a topic that is relevant and
various authors, personal heroes, religious of interest to your students.
figures, philosophers, or politicians; and
Textbooks, journal articles, videos,
use quotes from English songs or movies.
and other classroom materials are also
Teachers can also involve the students in
sources of quotes. From time to time,
the quote-selection process. Figure 1 suggests
popular magazines and online journals
tips for finding quotes.
provide top quotes. Additionally, social-
media sites are sources of quotes to use
In selecting quotes for the activity, teachers
for theme analysis.
must consider students’ vocabulary,
comprehension level, and interest. For Figure 1. Tips for finding quotes

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 With high-level students, a less-structured
approach is favorable. Because student
comprehension levels are higher, the step-
by-step approach may not be needed. Using
When we try to pick a simple “Who, What, When, Why, Where?”
out anything by itself, approach may be enough. Students can use
this approach to gain insight into the quote
we find it hitched to and the intended meaning of the author by
answering the Wh– questions. High-level
everything else in the students can also articulate sophisticated
universe. concepts by identifying, selecting, and
defending their ideas and perspectives about
the quotes, based on their own experience and
ideas about the relevant themes.

I have used the following quote from Henry

David Thoreau in the theme-analysis activity:
these ideas should not be too far outside the
scope of the students’ language capacity. “I went to the woods because I
wished to live deliberately, to front
THEME-ANALYSIS PROCESS only the essential facts of life, and
see if I could not learn what it had
Although there are many ways to analyze a to teach, and not, when I came to
quote, the “paraphrase, review, and evaluate” die, discover that I had not lived.”
approach is useful. In low-level classrooms,
students first try to understand the quote and I selected the quote because it focuses on
paraphrase it in their own words. Paraphrasing objectives identified in the comparative
allows the student to identify main ideas of literature course with which I was working.
the quote and demonstrate understanding of Because students were puzzled by the meaning
the context. Once a student has completed of front as used in this quote, they used their
the paraphrasing step, the teacher can provide dictionaries to bring meaning to the word
feedback and ask critical-thinking questions, in the context of the quote. Throughout
which can guide the student toward deeper the activity, I provided feedback by asking
understanding. students their ideas and gently guiding them.
After the individual process was complete, I
Next, students can review the quote and answered questions and helped student groups
note the tone, mood, diction, and figurative through an analysis process, where all students
language. By exploring the literary elements shared their ideas. Once the analysis was
of the quote, students begin to understand complete, students determined that the theme
the meaning of the quote from the author’s of the quote was “living life fully.”
perspective. Again, the teacher can provide
input to ensure that the student analysis is on Another quote I have used is the following,
track. from Mark Victor Hansen, a motivational
speaker and author:
Finally, students evaluate the quote and
identify the author’s intended message to the “Don’t wait until everything is
reader. In this stage, students can provide a just right. It will never be perfect.
written summary of the quote, identifying key There will always be challenges,
messages. The teacher again plays a supporting obstacles and less than perfect
role in the process, providing feedback and conditions. So what. Get started
assisting students in the theme analysis. now. With each step you take,

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 you will grow stronger and INSTRUCTIONS
stronger, more and more
skilled, more and more self- 1. Find five or more quotes. Select them
confident and more and more based on the English proficiency level
successful.” of the students, course objectives,
and topics of interest. Quotes should
I found this quote through an Internet search include some vocabulary that students
and selected it based on a teaching goal to are not familiar with.
inspire students to overcome challenges.
Students used the “paraphrase, review, and 2 . Write or type the quotes on slips of
evaluate” approach to analyze the quote, first paper. Make enough copies so each
individually and then collectively. They used student will have his or her own copy of
their dictionaries to review the words obstacles the quote. For instance, if you have
and self-confident. I provided feedback, and 25 students and you are using five
after the group discussion, students decided quotes, make five copies of each quote.
that the overarching theme for this quote
was “[free] will.” 3 . Randomly hand out a quote to each
student, distributing the quotes so that
Other themes that emerged from the roughly an equal number of students are
quote-analysis activity were freedom, assigned to each quote.
love, friendship, and [positive] attitude.
The activity was a fun way for students to 4 . Give students about five minutes
use their conversation skills, in a group to read the quote, work through an
setting, to discuss the thoughts of literary analysis process, and use the dictionary
figures, religious leaders, and political to look up words with which they are
leaders. Students also used reading, writing, unfamiliar. The initial review of the
collaborative, and critical-thinking skills. quote should be an individual activity
During the activity, they worked alone and for students.
in groups. They reported that the activity
provided them with a new outlet for 5 . Provide feedback to students about
reviewing written material and literature, their understanding of the quotes and
and they mentioned that the activity could guide them by asking critical-thinking
be used in various academic and personal questions such as, “What message do
contexts, such as song-lyric analysis. you think the person was trying to
convey?”; “What did this quote make
PREPARATION you think of when you first read it?”;
and “When you read the quote, how do
The activity requires minimal supplies you feel, and why do you feel that way?”
and technology. Supplies include quotes,
handwritten or typed on slips of paper, 6 . Ask students to individually write the
on a range of topics aligned with class definitions of new vocabulary and the
objectives. It is also helpful to have meaning of the quote in their own
dictionaries, pens, paper, and, of course, words.
interested students. The quotes should
include both familiar and unfamiliar 7. Group students according to the quotes.
vocabulary; including a range of vocabulary There should be five (or more) groups,
words encourages students to use their and each student in the group should
dictionaries and learn new vocabulary. have reviewed the same quote.
A goal of the activity should be to increase
student comprehension of the theme-analysis 8 . Give students about ten minutes to
process and content of the quotes. discuss their personal understanding

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 of the quote with group members.
Students should also discuss the
meaning of vocabulary that is new to
them.
There will always be
9 . Ask students to work as a group to challenges, obstacles
write their understanding of the
quote and determine a theme for and less than perfect
the quote.
conditions. So what.
1 0 . Ask each group to present its findings Get started now.
to the class by reading the quote,
identifying one new vocabulary
word, and suggesting a theme for
the quote.

1 1 . While each group is presenting, the

other students should summarize The activity can be repeated with additional
the presentations by writing down quotes from different authors, genres, time
a few brief sentences or ideas. This periods, or themes. It can be reflective, based
helps all students stay focused during on content covered in previous lessons, or
the activity and get the benefit of it can be forward-focused, introducing new
the lesson. topics and objectives.

REFLECTION In addition to improving group skills,

this activity can strengthen conversation,
Quote analysis is a worthwhile and enjoyable dictionary-use, reading, writing, and critical-
stand-alone activity; it can also be a starting thinking skills, and it encourages students to
point for other activities. For example, think and learn in an innovative way.
after the initial quote analysis, the teacher
can ask students to do any or all of the
following: Cecilia Gregg earned her doctorate degree in
Education from University of Phoenix. Cecilia has
• Write a dialogue about a theme identified also studied business, psychology, and TEFL. She
in the initial quotes. enjoys living in the West Bank, and prior to her work
as an English Language Fellow, Cecilia served in the
• Create skits using the themes identified in U.S. Peace Corps in Chongqing, China, and taught at
the initial quotes. Arizona State University and University of Phoenix.

• Recall vocabulary from each presentation.

• Research the context or authors of the

quotes.

• Create a visual representation of a quote.

• Write a new, meaningful quote with a

theme of their choice.

• Analyze the group process, considering the

stages of working in a team setting.

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