how to create a thematic unit, you will first need to
provide readers with your definition of a thematic
unit. Educational terms often have different
connotations. You may use your own definition or
provide an established one.
Educational articles may have a short introduction
to provide a review of pertinent literature. This
review gives readers information concerning what has
been written about the subject, and it can serve to
build background.
Setting purpose. As we well know, our
students learn better when we can make the material
relevant and give them a reason to learn what we are
teaching. When given a purpose, students are able to
focus on information in the text and attend to the
information. Burns, Roe, and Ross (1996) stated, ―All
of the reading children do should be purposeful,
because children who read with a purpose tend to
comprehend what they read better than those who
have no purpose‖ (p.214).
In writing, it is just as important to give potential
readers a reason to read what you have written. In
your title and opening paragraph, provide your
readers with a purpose for reading your article. Give
them enough information to entice them further into
your article.
Introducing vocabulary. In our lessons we
teach new words in the context of real literature.
Armbruster and Nagy (1992) state that ―learning new
vocabulary…often involves simply learning a new
label for a concept the student already possess‖
(p.550). Vocabulary instruction should occur
throughout the day within the context of real
experiences, not only during language arts time.
Cunningham et al. (1995) suggested that we ―limit the
words to be taught by holding them to the criterion of
being unfamiliar yet important for understanding the
passage‖ (p.175).
The same can be said for writing. While it is best
to avoid jargon, if you find it is unavoidable, then
define such terms when you use them—in the context
of your writing. As with building background, you
may define terms using your own words or by citing
research literature.
Instructional procedure. Because most
lessons contain new information, the instruction part
of a lesson focuses on teaching this new information.
As with the steps in a lesson plan, instruction carries
over to introducing vocabulary and building
background. Modeling the desired outcome is
important and may be part of the instruction.
Although you cannot be with your readers as they
read your text, you can guide their thinking in the
direction you want it to go. Lead you readers along
your story line. Just as you do in a lesson,
demonstrate with examples of the ideas or concepts
you are trying to explain. We have learned about the
use of ―think-alouds‖ (Davey, 1983) in which we show
our students our thinking processes. You can use the
same strategy in your writing. Let your readers see
the thinking that went into the development of your
teaching ideas. By doing this you will not only be
providing your readers with one or two good ideas,
but you will be showing them how to come up with
their own. Remember the analogy of teaching a man
to fish—if you give him fish he eats for a day; if you
teach him to fish he eats for a lifetime.
Just as the instructional procedure is the heart of
your lesson, it is the core of your article. If you are
writing about an idea you use in your classroom, give
specific details about how you do what you do so that
other teachers can duplicate your lesson. When
explaining a teaching idea, give careful instructions on
all the steps or procedures for putting it all together.
Independent practice. One purpose of this
step in lesson planning is to give students a chance to
internalize the information—to determine whether or
not the material was learned in such a way as to apply
it to other tasks. Blanton, Wood, and Moorman
(1990) reminded us that the ―goal of instruction
should always be conceptualized as helping students
make a transition to independence‖ (p. 487).
When writing your article, offer readers specific
suggestions for ways they can put into practice your
teaching ideas. Sometimes textbooks and self-help
books offer lists of exercises for readers to practice
what is being suggested. The idea is to help the reader
get beyond the article and into the classroom to try
ou B