Thematic Units - Grade 5/6

Presented by Joyce Howard

This seminar was a comprehensive look at how to implement a thematic unit revolving around the subject of war.  Ms. Howard felt that approaching a sensitive subject by allowing the children to study factual data across varied curricula might help them to react in an analytical and knowledgeable manner, instead of in an emotional or apprehensive one.

Ms. Howard led us through the thought process behind choosing a subject of interest to the children, while conforming to the NYS Standards.  This aspect of the seminar was beneficial to new teachers, as most need to see implementation from the very beginning.  It is laying the initial foundation that seems daunting.  Once you know where the road begins, it is easier to forge a path.

Ms. Howard began by informing us that, quite naturally, we tend to teach thematically.  Teachers look to make learning meaningful for students, realizing an engaged student is focused and intent on learning.  She stressed information needs to become imprinted on the brain - the more often a student comes into contact with the same information, the easier it will become to retain and recall that information.  Hands-on thematic units are an answer to all these needs.

After choosing the topic for the unit, Mrs. Howard suggested creating a KWL, permitting the students to begin to guide the investigation.  It is critical to find out what the children know, what they would like to know, and in which directions interest is focused to plan engaging lessons.

Once the unit and direction have been established, it is advantageous to form the students into small groups to brainstorm themes they wish to explore.  Within each group, the students may wish to work with detailed literature to define their goals and establish guidelines.  It is best to leave one's personal views outside of the classroom, and allow the children to explore their own views as well as listen respectfully to their peers.

As soon as the goals have been established, Ms. Howard finds it helpful to send a note home to parents informing them of what the class will be doing throughout the lessons.  Open communication in all aspects of teaching can only help teachers, parents and, of course, the students.

When all preliminary discussions have been completed, it is time to bring out the "chart paper" and have a class discussion on concerns related to the topic.  Mrs. Howard modeled this aspect with our group.  It was very interesting, as those who contributed felt validated - their ideas were important.  It is easy to see how the children feel when their words, verbatim, are entered onto teaching materials!

Through our class dialogue, we came up with the following ideas as related to war:

• Classroom/school safety
• Knowledge - What is war?
• Why are we going to war?
• Safety of troops
• Direct effect on my life (the student's personal safety)
• Global view (look at the culture of the "other side" in an appreciative manner)

After brainstorming topics, Ms. Howard suggested the following approaches to answering any of the above issues:

• Define "war"  Have student input, utilizing the dictionary.
• Find books and other resources. Investigate websites and bookstores.  Select recently published books the children have not seen from older siblings.
• Pick a theme in question formation.  What music arose from different wars?  What medical or scientific discoveries were made?  Were racial barriers broken?  New friendships forged?  Integration?
• Let the groups work together on directed reading that relates to their specific interest.
• Always link to the NYS Standards.  Highlight the standards - a thematic unit covers many standards.
• Relate a student's experience to a global situation. Ex. Persuasive essay on bullying in the schoolyard vs. countries fighting a war.
• Use 3-dimensional, non-written culminating projects. Ex.  A diorama showing selected elements from the unit.

 The children should be graded on a rubric established by the class.  Allowing the students to determine necessary responsibilities allows them full ownership on the project.  Discuss what must be completed to attain each grade.  Ms. Howard suggested teaching to a "B". 

Additionally, during the rubric discussion, the teacher might work with the students to decide on a reasonable time frame for the work to be completed.  This is another example of student ownership in all aspects of planning. 

Ms. Howard is a true constructivist, believing the children learn from repeated contact with information, and through self-discovery.  Allowing the children to feel ownership gives them pride and a sense of responsibility.  Realizing the teacher must be available and approachable at all times is crucial to the success of a hands-on thematic unit.