Thematic and Organizational Patterns in McLaurin's "The Rite Time of Night"
Students will learn to identify and color-code thematic and organizational patterns found in the narrative and then use two-column notetaking to highlight how these patterns helped McLaurin give his story focus and organization. As a suggested follow-up activity, students are given ideas for writing their own narratives, using similar techniques as McLaurin.
A lesson plan for grades 9–11 English Language Arts
Learning outcomes
Students will:
- identify patterns in the narrative.
- understand how McLaurin used specific patterns to achieve focus and organization.
Teacher planning
Time required for lesson
1 hour
Materials/resources
- A copy of “The Rite Time of Night” found in Close to Home: Revelations and Reminiscenes by North Carolina Authors, edited by Lee Harrison Child, (Winston-Salem, NC: John F. Blair, 1996), 109-112.
- Colored pencils
Technology resources
None
Pre-activities
Students should read the piece once before starting the activity below.
As a class, decide what McLaurin’s purpose(s) was for writing the narrative. Write it (them) on board. “During today’s activity, we are going to identify thematic and organizational patterns in McLaurin’s writing to see how he organized his narrative and kept his writing focused.”
Activities
Modeling/ Minilesson:
- Tell students that they will be learning how to identify two kinds of patterns in a piece of writing: thematic patterns and organizational patterns. At the bottom of the transparency of the narrative, create a legend. For example, the author makes numerous references to nature. You could make a box, color it in with a green pencil, and label it “nature.” Then, every time you saw this pattern in the text, you would mark it green. (Other patterns include, for example, nature vs. city; ritual; past/present/future; figurative language; rooms in house).
- After the list is completed, ask students to star or circle those patterns that influenced the way the narrative was organized or helped the writer maintain his focus.
- As a class, choose one of the patterns that influenced organization and purpose. Then complete the outline below.
|
Examples of Pattern in Text |
Purpose/Effect of Pattern |
|---|---|
|
The title, “The Rite Time of Night” “I go through this ritual (closing up the house) every night.” |
Allowed writer to tie his life to that of his parents; he says they are similar but also different. This idea relates to the last line of the narrative where the author states his purpose: “A father should not be faulted for wanting to visit upon his children the morning coo of doves, if at the same time he provides them the tools to build the foundations of their own lives.” |
|
“My parents followed a similar ritual.” “I check the children next.” |
Led toward the organization of his thoughts. As he walks into a room he discusses that place, the people in it, and the memories it triggers. |
Guided Practice:
- As students read the narrative a second time, they should color-code other patterns found in the narrative. A pattern can be defined as any item that appears more than twice. (Other patterns include, for example, nature vs. city; ritual; past/present/future; figurative language; rooms in house).
- When the students are finished, the teacher should list all the thematic patterns the students found on a piece of paper or overhead. Let students know that it is ok to name the same pattern differently. The teacher should also note that some answers/patterns will be very simplistic while other responses may be complex. Do not censor what is shared but ask students to give examples of where their identified pattern appears in the text.
- Have students complete a two-column chart on one of the identified patterns and share their charts with a small group of students who completed a chart on the same pattern.
Use similar organizational structures as McLaurin’s to help students write their own narratives:
- Organize a story as if you were moving from place to place, room to room, person to person, or item to item. As you reach each place, person, or item what does it tell you about the traveler? Each room, for example, could symbolize a different aspect of the traveler’s personality.
- Pick a common ritual or perhaps one personal to your family. As the details of the ritual are explained, intersperse the writer’s thoughts about what is happening?like objective reality vs. internal monologue.
- Have the details of a place or person trigger a childhood memory. Describe the place in the present as the introduction and then flashback to the past.
Assessment
- Was the student able to find at least three patterns in the narrative?
- Was the student able to contribute/understand the analysis of a selected pattern?
Supplemental information
None
Related websites
N/A
Comments
Development of this lesson plan was made possible by a grant from the North Caroliniana Society for the 2002 North Carolina Literary Festival.
North Carolina Curriculum Alignment
English Language Arts (2004)
Grade 9 — English I
- Goal 5: The learner will demonstrate understanding of various literary genres, concepts, elements, and terms.
- Objective 5.01: Read and analyze various literary works by:
- using effective reading strategies for preparation, engagement, reflection.
- recognizing and analyzing the characteristics of literary genres, including fiction (e.g., myths, legends, short stories, novels), non-fiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy).
- interpreting literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, diction, and imagery.
- understanding the importance of tone, mood, diction, and style.
- explaining and interpreting archetypal characters, themes, settings.
- explaining how point of view is developed and its effect on literary texts.
- determining a character's traits from his/her actions, speech, appearance, or what others say about him or her.
- explaining how the writer creates character, setting, motif, theme, and other elements.
- making thematic connections among literary texts and media and contemporary issues.
- understanding the importance of cultural and historical impact on literary texts.
- producing creative responses that follow the conventions of a specific genre and using appropriate literary devices for that genre.
- Objective 5.01: Read and analyze various literary works by:
Grade 10 — English II
- Goal 4: The learner will critically interpret and evaluate experiences, literature, language, and ideas.
- Objective 4.03: Analyze the ideas of others by identifying the ways in which writers:
- introduce and develop a main idea.
- choose and incorporate significant, supporting, relevant details.
- relate the structure/organization to the ideas.
- use effective word choice as a basis for coherence.
- achieve a sense of completeness and closure.
- Objective 4.03: Analyze the ideas of others by identifying the ways in which writers:
- Goal 5: The learner will demonstrate understanding of selected world literature through interpretation and analysis.
- Objective 5.01: Read and analyze selected works of world literature by:
- using effective strategies for preparation, engagement, and reflection.
- building on prior knowledge of the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and exploring how those characteristics apply to literature of world cultures.
- analyzing literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery and explaining their effect on the work of world literature.
- analyzing the importance of tone and mood.
- analyzing archetypal characters, themes, and settings in world literature.
- making comparisons and connections between historical and contemporary issues.
- understanding the importance of cultural and historical impact on literary texts.
- Objective 5.01: Read and analyze selected works of world literature by:
Grade 11 — English III
- Goal 4: The learner will critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.
- Objective 4.03: Assess the power, validity, and truthfulness in the logic of arguments given in public and political documents by:
- identifying the intent and message of the author or artist.
- recognizing how the author addresses opposing viewpoints.
- articulating a personal response to the message and method of the author or artist.
-evaluating the historical significance of the work.
- Objective 4.03: Assess the power, validity, and truthfulness in the logic of arguments given in public and political documents by:
- Goal 5: The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States.
- Objective 5.01: Interpret the significance of literary movements as they have evolved through the literature of the United States by:
- analyzing the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and how the selection of genre shapes meaning.
- relating ideas, styles, and themes within literary movements of the United States.
- understanding influences that progress through the literary movements of the United States.
-evaluating the literary merit and/or historical significance of a work from Colonial Literature, the Romantic Era, Realism, the Modern Era, and Contemporary Literature. - Objective 5.02: Analyze the relationships among United States authors and their works by:
- making and supporting valid responses about the text through references to other works and authors.
-comparing texts to show similarities or differences in themes, characters, or ideas.
- Objective 5.01: Interpret the significance of literary movements as they have evolved through the literature of the United States by:



