EDN 353
Thematic Unit Lab (1 hr.)
Instructors:
Dr. MaryAnn Davies
Phone: 962-4200
E-Mail: daviesm@uncw.edu
Dr. Rich Huber
Phone: 962-3561
E-Mail: huberr@uncw.edu
Dr. Shelby Morge
Phone: 962-7501
E-Mail: morges@uncw.edu
Dr. Rajni Shankar-Brown
Phone: 962-2672
E-Mail: brownrs@uncw.edu
Course Description:
This course examines research supporting integrated, interdisciplinary thematic
instruction in the middle grades and strategies for designing developmentally responsive
thematic units. Middle grades educational researchers have addressed the positive effects
of providing interdisciplinary team teachers with common planning time (CPT).
Therefore, in teams, middle grades teacher candidates representing different academic
concentrations collaboratively design a unit. Modeling teaming as a component of
effective middle schools, the course instructors co-teach the content on developing
thematic units and the keys to successful teaming.
EDN 323, 335, 338, or 355 is a co-requisite.
Conceptual Framework:
The Watson School of Education develops highly competent professionals to serve in
educational leadership roles. (http://www.uncw.edu/ed/pdfs/cf.pdf )
Through classroom instruction, online resources, and common planning time for teams,
the course prepares teacher education candidates to work effectively in multi-disciplinary
teams and to understand the role of integrated, interdisciplinary thematic instruction in
preparing young adolescents for the 21st century. It prepares them to team successfully
with diverse colleagues and to advocate for integrated instruction. Team members share
leadership roles and apply their knowledge of age appropriate strategies addressing
diverse learner needs in the design of a thematic unit. The outcome of our work together
leads to educational practice that positively impacts learning.
Course Objectives:
As a result of readings, class discussions, and teaming to design a thematic unit, each
student will demonstrate proficiency in the North Carolina Standards for Middle School
teachers accordingly:
1. Understand the major concepts, theories, and research related to young adolescent
development and provide opportunities that support student development and
learning. (NC Standard 1)
2. Collaboratively participate on a team and identify the components of effective
teaming. (NC Standard 2)
3. Design a thematic unit that integrates concepts, skills, and standards from
multiple disciplines and provide research based support for thematic instruction.
(NC Standards 3 & 5)
4. Integrate literacy skills into all unit content areas. (NC Standard 6)
5. Use a variety of informal and formal assessment strategies to evaluate learning
and teaching and to ensure the continuous intellectual, social, and physical
development of young adolescents. (NC Standard 8)
6. Incorporate a variety of strategies in a thematic unit to meet the varying abilities
and learning styles of all young adolescents. (NC Standards 5 & 7)
7. Locate, evaluate, select, and utilize, through the use of computer based
technology, appropriate teaching and learning resources for developing a thematic
unit. (NC Standards 2 &7 )
8. Engage in reflective practices and behaviors that develop your competence as a
professional. (NC Standard 9 )
9. Demonstrate professional behavior as defined by the Watson School of
Education’s Standards of Professional Conduct.
(http://www.uncw.edu/ed/advising/documents/StandardsofPC.pdf)
Course Expectations and Policies:
1. As a UNCW student you agree to adhere strictly to the UNCW Honor Code (See
Student Handbook, Code of Student Life)
http://www.uncw.edu/stuaff/doso/documents/Code.Of.Student.Life.pdf
2. Attendance, participation, and punctuality are expected. You may miss one class
without penalty. Each additional absence will result in a point reduction. Every
two instances of arriving late or leaving early will count as one absence.
3. Complete all work to the best of your ability. Remember, it is important to model
life-long learning for our students.
4. Complete assigned readings prior to the designated class period.
5. The thematic unit will be developed in TaskStream using the Unit Builder feature.
Writing errors, such as spelling, punctuation, grammatical errors, etc., will be
taken into consideration and may lower the grade.
6. Submit assignment on the due date to receive full credit. Late work will result in
a lower grade. Students requiring substantial revisions will be directed to the
University Learning Services http://www.uncw.edu/stuaff/uls/ for assistance with
their academic goals.
Required and Recommended Materials:
Online readings
Pre-approved young adolescent novel (selected within teams and approved by course
instructor)
Suggested resources:
Allen, D. D. & Piersma, M. L. (1995). Developing thematic units: Process & product.
Albany, NY: Delmar Publishers.
Etim, J. S. (ed.) (2005). Curriculum integration K-12: Theory and practice. NY:
University Press of America, Inc.
Kain, D. L. (1998). Camel-makers: Building effective teacher teams together.
Westerville, OH: National Middle School Association.
Rottier, J. (2001). Implementing and improving teaming: A handbook for middle level
leaders. Westerville, OH: National Middle School Association.
Kovalik, S. (1993). Iti the model: Integrated thematic instruction. Oak Creek, AZ: Susan
Kovalik & Associates.
Stevenson, C. &Carr, J. (1993). Integrated Studies in the middle grades. NY: Teachers
College Press.
Current TaskStream Account
The Watson School of Education requires that all education majors enrolled in methods
courses maintain an active account on TaskStream, a web-based curriculum builder and
portfolio toolset. You are asked to maintain that account for the duration of your
program with the Watson School of Education (www.taskstream.com). Students in these
courses will use TaskStream to maintain a Professional Development Portfolio. This
portfolio includes evidence of your work to demonstrate progress toward meeting exit
requirements and professional standards. The thematic unit designed in this course is a
required component of your Professional Development Portfolio.
Course Topics:
Integrated Thematic Instruction
 Rationale and research
 Thematic unit design components and models
 Theme identification, selection, and development
 Creating unit cohesion
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Integrating 21st century skills
Role of literacy and technology
Designing culminating experiences
Formal and informal assessment
Teaming
 Research on teaming in middle schools and common team planning
 Components of effective teaming
 Creating and sustaining successful teams
Thematic Unit Assignment:
Introduction
Interdisciplinary thematic units are a powerful tool for guiding young adolescents in
“seeing” the connections between the disciplines they study. Aiding students in
recognizing the patterns that weave facts, ideas, generalizations together across time and
space helps them better understand themselves and the larger world. The universality of
these patterns (themes) makes them relevant to young adolescents thus making it easier to
link instruction to their lives. Thematic instruction immerses the learner thereby creating
a multi-sensory, rich context for optimizing the brain’s natural inclination to seek
patterns.
A thematic unit incorporates a macro or broad theme. Thematic units can be across grade
level and/or interdisciplinary. Examples of themes include freedom, adaptation, change
and continuity, diversity, human rights, communication, interdependence, service, and
culture. A universal theme serves as a lens for understanding self and diverse groups of
people in the world. Thematic units integrate two or more content areas and language
arts skills/concepts such as authentic viewing, reading, writing, speaking, and media.
Assignment Components
Stage I:
1. Organize into teams of 3-4 colleagues, preferably with individuals representing a
variety of content areas. Select a theme and grade level that the unit will address.
Identify a young adolescent novel related to the theme (you can select either the
novel or the theme first).
2. Write an introduction and rationale for the theme you plan to develop in the unit.
Describe the rationale for your unit in 1-2 paragraphs. How is it relevant to young
adolescents? How will it prepare young people to be more effective global
citizens? Why is the content worthy of study? In addition, explain how the theme
relates to the NC Standard Course of Study for the grade level you identified.
3. List your unit’s essential/focus questions. These essential/focus questions guide
students throughout the unit. They create a unit focus that is woven into each
lesson. Limit your unit to 2-4 essential/focus questions. The unit's
meaningfulness is increased if one question assists students in directly linking
content to their lives.
Stage II:
1. Create your introductory lesson plan. This describes how you will introduce the
novel and unit to your students. It should activate and/or build upon background
knowledge to grab student’s interest, relate the theme to students’ lives, and
predict or anticipate what is to come.
2. Assume that you will be teaching this unit for two weeks with 62 minute periods
that meet daily (for a total of 10 class periods). Design lesson plans for nine days
(includes introductory lesson). The final lesson will consist of a culminating
activity that will be created in Stage III. Lessons should integrate the following
components.
a. Differentiated Instruction – Lessons address learning styles, individual
learning needs, cultural differences, and developmental levels.
b. 21st Century Learning – Lessons incorporate global awareness, technology
integration, media literacy, critical thinking, problem solving, and
collaboration.
c. Content Integration – Lessons identify the goals/indicators from the NC
Standard Course of Study that are addressed. Unit reflects at least two
different core content areas (language arts, social studies, science,
mathematics) and one encore subject (art, music, physical education,
foreign language, etc.).
d. Supporting Resources – Unit includes at least two resources representing
different medium, i.e. films, poems, virtual field trips, music, etc. Cite all
sources using APA style.
e. Assessment – Each lesson incorporates informal and/or formal assessment
strategies.
3. Team members designate roles, responsibilities and timeline for completion of
unit development tasks. The team leader submits the unit development plan to a
methods instructor.
Stage III:
1. Design a culminating activity for the unit that requires students to synthesize
and share their understandings. Include opportunities for students to apply
their learning strengths in the activity. The culminating activity celebrates and
applies students’ knowledge gained from the unit. Create a rubric that
specifies the evaluation criteria for the final product.
2. Submit the completed unit using the Unit Builder feature in TaskStream.
Upon submission of the unit, team members self-assess on the required unit
components indicating how they addressed each component.
Evaluation Methods:
Assessment is based upon a point scale. Your point total determines your course grade.
The chart below summarizes the course assessments and indicates the correspondence
between points and letter grades.
Assessments:
Assessment
Thematic Unit
Self-Assessment
Total Possible Points
Points
100
25
125
Grading Scale
A
AB+
B
B-
94100%
9093%
8789%
8486%
118125
113117
109112
105108
8083%
100104
C+
C
CD
F
7779%
7476%
7073%
6069%
59%
or
below
96-99
92-95
87-91
75-86
85
or
below
Disability Statement:
If you are a person with a disability and anticipate needing accommodations of any type
in order to participate in this class, you must notify Disability Services (Westside Hall,
962-7555), provide the necessary documentation of the disability and arrange for the
appropriate authorized accommodations. Once these accommodations are approved,
please identify yourself to me in order that we can implement these accommodations.