Planning teaching metheods

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Instructions for Integrated Thematic Unit Design

Integrated Thematic Unit Design. Using the Understanding by Design (UbD) curriculum

framework, teacher candidates will develop an Integrated Thematic Unit at the elementary or

intermediate or secondary grade level that includes:

a. Stage 1— Identify Desired Results

b. Stage 2—Determine Acceptable Assessment Evidence

c. Stage 3— Plan Learning Experiences and Instruction.

d. Each Integrated Thematic Unit design must address differentiation, that is,

tailoring the Integrated Thematic Unit to the diverse learners’ needs and

providing special adaptations for special education students.

e. Each Integrated Thematic Unit must incorporate related ELA literacy standards

and demonstrate knowledge of the integration of literacy skills across different

subject areas. (CO 1-4, 5, 8-10)

If you are employed the grade level for the Integrated Thematic Unit will correspond to your

own classroom grade level that you currently teach in. If you are not employed, the grade level

for the Integrated Thematic Unit will correspond to the classroom grade level you have been

placed for completing your field experience for this course.

Your Integrated Thematic Unit should incorporate two different content areas (e.g., English

language arts, mathematics, science, social studies, and fine arts) and it should be designed

around a unified central theme across the content areas. One of these content areas must be

English Language Arts. That is, incorporate clearly connections to related ELA literacy

standards and demonstrate knowledge of the integration of literacy skills across different

subject areas. For example, for a unit on Uncovering, The Holocaust: Learning from the Past

through “We Are Witnesses,” in the previous semester, the teacher candidate in her six-grade

classroom incorporated the following two content areas: ELA and Social Studies, as indicated in

this brief unit description:

Students connect emotionally with the experiences and resilience of individuals who

endured the Holocaust. The narratives serve as educational tools, promoting empathy and

understanding. Through research and informative essay writing, students analyze

historical facts, events, and contexts related to the Holocaust. This analytical approach

helps in understanding the societal and political factors that led to the Holocaust,

fostering critical thinking and knowledge acquisition.

ELAGSE6W2: Write informative/explanatory texts.

ELAGSE6W9: Draw evidence from informational texts.

SS6H2: Explain the impact of WW11, including the Holocaust.” (Teacher candidate,

SPEC 6080 fall 2023)

Within your unit you want your students to be engaged in an integrated, multidisciplinary, and

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cross-curricular learning opportunities that all tie into learning about the central theme. This kind

of teaching thematically will help your students make connections between the content areas and

will also allow them to deepen their understanding about the studied central theme.

The time frame for your Integrated Thematic Unit may vary depending on your classroom, but

in general your unit should be planned for about 2-3 weeks of instruction.

You are required to use the provided Understanding by Design (UbD) framework as

discussed in the course and the provided Integrated Thematic Unit Template for designing

your integrated thematic unit and recording your responses (See attached).

A Stage 1— Identify Desired Results

Identify content standards and related curriculum outcomes (that is, unpack the

standards to identify key concepts and processes and the related performance goals) that

will be addressed in your Integrated Thematic Unit. (Students with an authorized IEP

need to pursue the goals specified in their unique plan.)

List big ideas students should come to understand by the end of the unit and the long-

term transfer goals.

Frame essential questions around these targeted understandings and transfer goals.

Specify the knowledge and skill objectives.

Align your goals and objectives with the standards.

Remember: you need two different content areas. One of these content areas must

be English Language Arts. That is, incorporate clearly connections to related ELA

literacy standards and demonstrate knowledge of the integration of literacy skills

across different subject areas.

B Stage 2—Determine Acceptable Assessment Evidence

Identify the evaluative criteria that will confirm students have learned and can apply the

learning outcomes targeted in stage 1.

Create performance tasks to elicit this evidence and set them in meaningful and authentic

concepts. More specifically, your integrated thematic unit needs to include one or

more (real-world) authentic, meaningful, and comprehensive culminating

performance assessment(s) that will help your students demonstrate deeper meaning

and transfer of knowledge and skills at the end of your instructional unit. You are

required to use the G.R.A.S.P.S. tool as discussed in this class to frame your

culminating performance assessment(s) and include it in the Appendix section of the

unit and/or attach it with your unit. Use the provided GRASP template available at

https://jaymctighe.com/downloads/GRASPS-Design-sheets.pdf to generate

your own performance assessment(s).

Indicate which of the Six Facets of Understanding will be incorporated in your

assessments of understanding. Use the provided The Six Facets of Understanding

Template to do so (see attached).

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Identify supplementary evidence of knowledge acquisition and skill proficiency, then

create additional assessments (e.g., a unit test on facts, skill checks) that will elicit it.

Specify the knowledge and skill objectives. Include copies of all your additional

assessments within your unit in the Appendix section of the unit and/or submit them

as separate attachments.

C Stage 3— Plan Learning Experiences and Instruction

Select and sequence the most appropriate learning events (that is, include and

sequence basic but sufficient learning activities for the whole unit so that another teacher

who is familiar with the unit’s content could understand and follow your basic learning

plan. Later on, in the semester you will develop corresponding detailed lessons plans

based on these sequenced basic but sufficient learning activities) to help students acquire

the targeted knowledge and skills, come to understand important ideas, and be prepared

to apply this learning in meaningful ways.

Decide how you will assess students’ learning status before and during the unit, and

where and how to provide feedback to keep their progress toward mastery on track.

You are required to incorporate the W.H.E.R.E.T.O. elements as discussed in the

class to ensure that your unit is both engaging and meaningful for all learners Review

handout, Putting It All Together: The WHERETO Framework that explains and provides

examples for creating effective learning experiences for Stage 3 of the Understanding by

Design (UbD instructional units available at

D Understanding by Design and Differentiation

Each Integrated Thematic Unit design must address differentiation, that is, tailoring the

Integrated Thematic Unit to the diverse learners’ needs and providing special

adaptations for special education students. Incorporate strategies for differentiating

for student readiness, differentiating for student interest, and differentiating for

student profile. To help you with this task. Please refer to Differentiation Handbook:

Strategies and Examples: Grades 3–5

https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_

3-5.pdf and

Differentiation Handbook: Strategies and Examples: Grades 6–12

https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_

6-12.pdf

Adapted from McTighe, J. (2020, pp. 2-4)

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You will submit the Integrated Thematic Unit Design assignment in two separate

submissions (Part 1 and Part 2 submissions respectively) so that you can obtain feedback

from Part 1 and incorporate it as you will be working on Part 2 of this assignment in order to be

successful on this assignment.

Part 1- submission should include: Integrated Thematic Unit Design Stage 1: Identifying

Desired Results and Stage 2: Identifying Acceptable Evidence (Include with this submission

corresponding to these stages attachments as needed)

and

Part 2 submission should include: Integrated Thematic Unit Design Stage 3: Planning

Appropriate Learning Experiences and Instruction, including D Understanding by Design and

Differentiation (Include with this submission corresponding to this stage attachments as

needed)

You should not move to working on Part 2 submission until you have received and

incorporated provided feedback based on Part 1 submission.

This whole Integrated Thematic Unit Design assignment carries a lot of points (Total of 100

points) and you want to make sure that you do well on it. See below for the point value assigned

for each part of this assignment:

Part 1–Integrated Thematic Unit Design Stage 1: Identifying Desired Results and

Stage 2: Identifying Acceptable Evidence (Maximum of 54 pts)

and

Part 2–Integrated Thematic Unit Design Stage 3: Planning Appropriate Learning

Experiences and Instruction, including D Understanding by Design and

Differentiation (Maximum of 46 pts)

Make sure that you follow closely all instructions and the rubric (see attached) to be successful

on this assignment.

NOTE:

Please refer to our weekly class Modules 1-7 as discussed in this class, which shared many

resources and materials there to help you further in the design of your individual Integrated

Thematic Unit.

Also make sure to refer to your mentor teacher in your field placement if you are

unemployed as a resource to assist you with completing this assignment. If you are employed,

refer to your curricular coach/team as a resource as well.

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McTighe, J. (2020). The fundamentals of Understanding by Design: Quick reference guide.

Alexandria, VA: ASCD.

Integrated Thematic Unit Template_SPEC 6080_fall 2024.docx

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UbD- Integrated Thematic Unit Template