thematick

Example of a Thematic Literature Unit
Families –1st grade
By Mrs. Bortnem
Knowledge of Content
Rationale- (why children this age need to have this unit)
     Children in the first grade (ages 6&7) are still in the pre-operational developmental stage according to Piaget. They must experience concrete examples to understand a concept fully. They know what their family is like and are ready to learn and understand how other family units work. Students will also accomplish this goal;(You can select those standards that apply to the unit).
S.D. Standards- FIRST GRADE READING STANDARDS

THE STUDENT WILL:
1. understand the relationship between spoken and written work.
2. use knowledge of basic capitalization and punctuation when reading.
3. blend beginning, middle, and ending sounds to form words while reading.
4. read to confirm initial predictions about text.
5. describe how personal knowledge and experience affects understanding of materials read.
6. compare settings and characters presented by different authors.
7. identify the problem or central idea in stories.
8. explain the sequence of events in familiar stories.
9. identify patterns of rhyming words and repeated phrases in various texts.
10. explain what authors and illustrators do.
11. recognize that different versions of the same story may be told in various cultures.
12. explore a variety of worthy literary and narrative works. (example: Caldecott books, picture books)
13. identify similarities and differences in stories written by the same author.
14. explain the difference between fantasy and reality in print materials.
15. restate the main idea of simple expository information.
16. use appropriate sources to locate specific types of information. (example: calendar, newspaper, encyclopedia, dictionary, atlas)

FIRST GRADE WRITING STANDARDS
THE STUDENT WILL:
1. write complete sentences for a specific purpose.
2. use the writing process to create short stories, paragraphs, and poems.
3. write to organize information and ideas.
4. begin sentences with capital letters and use ending punctuation in final copies.
5. use descriptive words and a variety of sentence types when writing about people, places, things, and events.
6. write brief narratives describing personal experiences.
7. use writing to demonstrate understanding of various topics in science, social studies, and mathematics.
8. write to clarify what is known about different places, customs, and traditions.
9. use books and other media to gather information to write about life situations.
10. identify the differences between reports and stories.
11. use pictures and text to tell a story.
12. generate personal and formal letters, thank you notes, and invitations.
13. determine how words are used to create sounds. (example: buzz of the bee)
14. examine how authors organize thoughts and ideas.
15. review personal work with others to revise and edit.

FIRST GRADE LISTENING AND VIEWING STANDARDS
THE STUDENT WILL:
1. follow two and three step oral directions.
2. recognize and demonstrate the importance of focusing on the speaker when listening.
3. use appropriate volume and tone of voice when interacting with others.
4. summarize what others say with courtesy and respect.
5. respond appropriately to practical non-verbal signals. (example: flashing lights, street crossings)
6. distinguish between true and false information.
7. explore ways to find factual information. (example: encyclopedias, CD-ROM, Discovery Channel)
8. describe pertinent information that can be used on a personal basis. (example: addresses, phone numbers, emergency information)
9. describe what makes various audio or visual presentations appealing. (example: graphics, animation)
10. use visual cues to remember pertinent information. (example: calendars)
11. ask appropriate questions to clarify information.
12. restate information in a sequence similar to how it was presented. (example: simple directions)
13. apply vocal patterns to information for recall. (example: rhymes, songs, rhythm)

FIRST GRADE SPEAKING STANDARDS
THE STUDENT WILL:
1. tell/retell stories in a logical order or sequence.
2. participate in a variety of oral language activities. (example: role playing, pantomime, choral speaking)
3. give simple one and two step directions.
4. adapt or change oral language to fit the situation.
5. use appropriate voice when asking and responding to questions in small-group settings.
6. express ideas in complete and coherent sentences.
7. follow simple rules for conversation. (example: taking turns, staying on topic)
8. use facial expressions as a means of non-verbal communication.
9. use pictures or drawings when telling or retelling stories.
10. recognize the speaker’s role in assisting others to see and hear a presentation.
11. convey a message and check for listener understanding. (example: show and tell)

Objectives (What do you want your students to understand from this unit?)
Children will;
· Experience different families through literature.
· Share about their experiences.
· Understand that all families are unique and yet the same.
· Read (or listen to) books from five genres.
1. Traditional – The Bunyans- Audrey Wood
2. Realistic – I Love You the Purplest - Barbara Joosse
3. Picture – Feast for 10
4. Historical-Uncle Jed’s Barbershop
5. Poetry-Fathers,Mothers,Sisters,Brothers
This literature unit will give examples of family life using different genres of literature. The children will also sing songs, use creative art and drama situations to extend the learning. The classroom will be a place to read, write and talk about their families and to share with others to expand on their own knowledge.

Extensions – (Ideas to use in all parts of the curriculum that relate to your topic)
      Other activities to use with this unit would be to
· act out fairy tales involving families
· use of the dress up and kitchen area to share own family habits
· reading and writing area to look at books and write or draw in journals
· art activities involving family-drawing their home or family
· using blocks to build homes and label them
· singing family songs or action (fingerplays)
· a field trip to someone’s home or apartment.

Assessment – (How will you know that your students reached their objectives?)
     In the early grades, observation is sometimes the most authenic assessment to see if understanding is taking place. By documenting the children’s responses to literature, their drawings and writings, and their ability to interact will be indications that they understand what families comprise. I will have each child develop a portfolio of their experiences with this unit and use a rubric to give the student feedback on the quality of their work.
Knowledge of Content