Thematic Unit

You need to develop a thematic unit that you will teach to students with disabilities at the elementary level. This is a second grade inclusion classroom with 18 students, eleven of whom have no disabilities. The other seven students have various disabilities. Two students have mild learning disabilities, two students have mild mental retardation, one child has mild behavior disorders, and two children have Asperger syndrome. All students have IEPs (Individualized Education Plan).

Describe the two students with mild learning disabilities, the two students with mild mental retardation, the one student with mild behavior disorders, and the two students with Asperger syndrome. What characteristic do these students share that would help you plan instruction for them?

Prepare a week-long unit on a topic (or theme) appropriate for all of these students, taking into consideration their educational level and disability. Your unit plan should be void of cultural biases consentient with the CEC Code of Ethics. Your unit plan must include at least five lessons covering five subject areas, all related to the same theme or topic.
Part 1: Student Characteristics

Begin planning for the thematic unit by describing the group of students for whom you are developing this thematic unit (age, grade level, disability and disability level, etc…), and with your reason for selecting this particular theme for this particular group of students. (CEC 1. Learner Development and Individual Learning Differences – 1.1 Understanding influence of language, culture, and family background; 1.2 Understanding of development and individual differences)

Part 2: Theme Selection

Write a rational for selecting this particular topic. Remember that the decision on a topic should be research-based. Focus on the following questions:

a. Why did you select this particular theme or topic for your thematic unit?
b. Why do you think that this theme is appropriate for this group of students?
c. What benefits would they derive from studying this topic? Give research evidence to support your selection. (CEC 5. Instructional Planning and Strategies – 5.1 Considering individual differences in instructional planning)

Part 3: Description of Unit Components

List and describe in three pages the following components of the thematic unit exactly as they are outlined below:

a. Theme for the Unit b. Goal for the Unit
c. Instructional Objectives for the Unit (CEC 3. Curricular and Content Knowledge – 3.2
Understanding and use of general and specialized content knowledge to teach across curricular areas)
d. Identify the five subject areas selected to teach the unit, including your reasons for the selection based on the appropriateness of the theme for cross-disciplinary application (CEC 3. Curricular and Content Knowledge – 3.2 Understanding and use of general and specialized content knowledge to teach across curricular areas)
e. Special materials and activities to teach the Unit (CEC 3. Curricular and Content Knowledge
– 3.2 Understanding and use of general and specialized content knowledge to teach across curricular areas)
f. Ways to assess the Unit (CEC 4. Assessment – 4.1 Selecting and using technically sound formal and informal assessments)
g. Sources used to gather information about the Unit

Part 4: Lesson Plan Development

Develop five lesson plans, one for each subject area (language arts, math, science, social studies, art, music, etc…), all related to the same topic or theme, including the following components:
a. Instructional Objectives (CEC 3. Curricular and Content Knowledge – CEC 3. Curricular and Content Knowledge – 3.1 Understanding of the tools of inquiry in content areas and use of cross-disciplinary skills)
b. Instructional Materials (CEC 5. Instructional Planning and Strategies – 5.1 Considering individual differences in instructional planning)
c. Methods and Procedures (CEC 3. Curricular and Content Knowledge – 3.3 Modifying and making accessible general and specialized curricula; CEC 5. Instructional Planning and Strategies – 5.1 Considering individual differences in instructional planning), (FESE 3.4)
d. Methods of Evaluation (CEC 4. Assessment – 4.1 Selecting and using technically sound formal and informal assessments)
e. Strategies for accommodating children with exceptional learning needs (e.g., learning disabilities, mental retardation, behavior problems, Asperger syndrome, as well as ESOL students) (CEC 3. Curricular and Content Knowledge – 3.3 Modifying and making accessible

general and specialized curricula; CEC 5. Instructional Planning and Strategies – 5.1
Considering individual differences in instructional planning), (FESE 3.9)
f. A description of the classroom environment and the classroom management strategies used in this setting (CEC 2. Learning Environment – 2.1 Creating safe, inclusive, and culturally responsive learning environments; 2.2 Using motivation and instructional interventions in teaching), (FESE 3.7)
g. Technology used for teaching and learning (CEC 5. Instructional Planning and Strategies –
5.2 Using technologies to support instructional assessment, planning, and teaching; 5.3 Using a variety of assistive technologies to support learning), (FESE 3.10).