3.  Thematic units are interdisciplinary units that integrate reading and writing with social studies, science and other curricular areas.  Textbooks are often used as a resource, but only one of many available resources  Teachers organize content-area study into thematic units, and together with students, they identify big ideas to investigate.  Time consuming!!

4. Steps in developing a thematic unit 1. Collect a text set of stories, informational books, magazines and Internet articles, and poems 2. Coordinate content-area textbook readings 3. Locate Internet readings 4. Identify potential words for word wall 5. Plan how students will use learning logs Take notes, write questions, make observations, clarify their thinking, write reactions to what they read 6. Identify literacy skills to teach 7. Design centers to support content area and literacy learning 8. Brainstorm possible projects 9. Plan for unit assessment

5. Let’s look at some examples… ○ Include: Word wall Literacy skills Centers Content-area textbook Maps and diagrams Word study activities Learning log Author study KWL chart Projects

6. New Stuff… What is a teaching unit?  A plan that organizes ideas and knowledge into a meaningful structure for teaching purposes  Basic concepts within a subject field or across subject fields are selected to achieve specific purposes

7. Types of teaching units 1. Single subject: content is usually structured for a single discipline and is considered discipline oriented The CC units are single subject units! (made for us!) 2. Resource Units: often developed at the district level with the purpose of providing a great deal of information on possible ways to teach a specific topic “science kits”

8. Thematic Teaching Units  Differs from the resource unit because it is focused and planned for a particular group of students Formulated to teach a limited number of concepts, skills, and values Usually encompasses: ○ Problem solving ○ Research skill activities ○ Language development ○ Dramatic activities Often initiated by an inquiry question

9. Things to consider… 1. Scope of the unit: Broad coverage In depth understanding 2. Sequence of the unit Linear organization of the content ○ Chronology, simple to complex, etc 3. Continuity of the unit Is this material discussed in earlier or later grades? 4. Integration of disciplines By selecting a theme, teachers can help students see the common thread that runs through different subject fields and disciplines 5. Balance: the degree to which teachers pay attention to equity among the subject fields and the learning processes Students consuming material Students producing material

10. Curriculum Consonance  DFN: teaching objectives, instructional goals, and assessment processes are mutually supportive  Example: Objective: TLW develop proper researching sills Instruction: mixture of book research mini lessons, book research, directed browsing activities, mini lesson on proper Internet searching, etc Assessment: rubric to assess ○ Researching procedures (can be documented or observed) ○ product of research (paper, PPT, bibliography) ○ Etc

11. Ideas for themes  Change  Conflict  Justice  Energy  Evolution  Structure  Interactions  Interdependence  Order  Patterns  Systems  Patterns of change  Stability  Conflict resolution  Systems and interactions  identities

12. 1. Select a component from one of the disciplines which you are familiar and comfortable, yet one which is typically taught at the middle level. 2. Determine the kind of interdisciplinary unit you will create: a. thematic ***RECOMMENDED*** b. single topic c. skill 3. You must describe the students: 4. Identify the major concepts that you want children to learn in the unit. 5. Identify the areas of curriculum (content) you will use. CC INFO, GLES 6. Include a rationale for the scope and sequence 7. Write the general goal(s) for the unit 8. Create three lessons that follow the NSU format. The three lessons should be three consecutive lessons which would occur in the middle of the unit. You will present one lesson in class. You will prepare a homework assignment for "the class" which includes a review of previous lessons and learning and sets the stage for the next two lessons. This is the heart of the unit so begin planning the unit early. 9. Create a unit assessment. This might be a final examination, a final project or presentation along with a rubric or other assessment assessments should be based on what and how you have taught throughout the unit. 10. Include a self assessment and results of peer assessments of the lessons / unit. Every student’s lessons and unit will be evaluated by classmates and the instructor. These peer assessments will be useful in your self-assessment

13. Date TopicDue 3-2 DimDim Conference: Interdisciplinary Units Chapter 6 reading 3-4Field Trip: ScienceChapter 11 reading 3-9In class presentation by TMS 3-11-3-18 Field Experience, Interdisciplinary unit work FE 1-10 due paper based DUE IN MY BOX BY FRIDAY 1-19 NOON 3-23AssessmentChapter 7 reading 3-25 FIELD EXPERIENCES 12-13 AND 14-15. THESE ARE THE 2 MINI UNITS TO BE TAUGHT IN BOTH OF YOUR SITES. FULL LESSON PLANS, REFLECTION, IMPLEMENTATION FORMS DUE ON LIVE TEXT AND PAPER COPIES BY NOON ON 4-1 3-30 4-1 4-2- 4-9Spring Break 4-13-10 DR V RETURNS!!! Science Chapter 11 reading FE 11 due if you are presenting 4-15-10Social Studies Chapter 9 reading FE 11 due if you are presenting 4-20-10Social Stuides Chapter 9 reading FE 11 due if you are presenting 4-22-10Math Chapter 10 reading FE 11 due if you are presenting 4-27-10Math Chapter 10 reading FE 11 due if you are presenting 4-29-10Integrating the ArtsChapter 13 reading 5-4-10Integrating Language ArtsChapter 8 reading