Thematic Unit Planning Matrix- One daily/weekly lesson, 45 minutes, for 1 month

Content
Area(Theme):

Focus Area

Thematic
Questions/
Objectives

Centers

Arts Integration

The focus
area of this
thematic
unit will be
to show
students
different
styles of art
by picking a
different
artist to
focus on
each week.

The
objective is
that the
students
will get get
an idea of
the different
styles of
art, learn a
bit about
the
background
of each
artist, and
see what
art
represented
throughout
different
periods of
history.

Each
week,
as we
focus on
a
different
artist, I
will
hang
printouts
of
different
pieces
of that
artist
around
the
classroo
m so the
students
can look
at them
and
study
them
through

Technology
Integration
(References,
Software and/or
Resources)
I will put together
a word document
with all the artists
paintings I will
hang up in the
classroom
throughout the
week, naming
each one, and
giving the history
behind it. Also, at
the top of the word
document, I will
give a brief
background of the
artist and will
share it with all my
students.

Assessment
and/or Rubric
Scale

Student
Products or
Portfolio

Common Core or PA
Standards

I will assess
my students by
giving them a
choice of one
of each of the
artists painting
and ask them
to research a
little bit more
about them in
a paragraph or
two.

The students
portfolio will
consist of
their
paragraphs
explaining
each of the
different
paintings by
the four
different
artists.

9.1.3.D: Use
knowledge of varied
styles within each art
form through a
performance or
exhibition of unique
work.
9.1.3.E: Demonstrate
the ability to define
objects, express
emotions, illustrate an
action or relate an
experience through
creation of works in
the arts.

Language Arts

Mathematics

The focus
area of this
thematic
unit will be
to teach
students
new
vocabulary
words
through a
mad libs
style
activities
once a
week.

The focus
are of this
thematic
unit will be
to teach my
students
their times
tables
through 10.

The
objective is
that the
students
will learn
new
vocabulary
words and
their
definition in
a fun,
games
styled way,
encouragin
g students
to work
together to
come up
with the
right
answer.
The
objective is
that by the
end of the
thematic
unit, my
students
will be able
to recite
their times

out the
week.
I will
break
the
students
into
groups
of 3 or 4
to work
together
on their
mad libs
activity.

For the
last five
minutes
of class
each
day, I
will
throw a
small
beach

This thematic unit

will not really
require any
technology, as the
vocab words will
be pulled from
their spelling
book.

I will assess
my students by
quizzing them
once every two
weeks on the
new
vocabulary
they learned
for the week.

The students
portfolio will
consist of
both of these
quizzes,
along with a
copy of the
completed
mad libs from
each week.

R3.A.1.1.1: Identify
and/or interpret
meaning of
multiple-meaning
words used in text.

There are plenty

of online programs
where students
can go on an
practice their
times tables. Most
programs have a
choice to go
through by 10, so I
will give them a

I will assess
them by after
the two week
period, I will
quiz them on
their times
tables through
5, and after the
1 month
period, I will

Their portfolio
for this will be
simple, as it
will only
consist of
their two
times tables
quizzes.

M3.A.2.1.1:
Represent
multiplication as
repeated addition.

R3.A.2.1.2: Identify
and/or interpret the
meaning of contentspecific words used
in text.

M3.A.3.1.2: Solve
problems involving
multiplication through
the 9s tables through
9x5.

tables by
memory for
1-10.

ball
around
the
room.
On it, I
will have
number
s
marked
1-10,
and
whateve
r
number
is
closest
to my
students
right
thumbs
is what
we will
use.
Each
round, I
will
throw
the ball
to two
different
students
, and
whateve

list of different
websites they can
use depending on
which suits them
best.

quiz them
through 10.

Science

The focus
area of this
thematic
unit will be
to teach my
students
some of the
systems of
the human
body
(nervous,
respiratory,
circulatory

The
objective is
at the end
of each
assessment
to have my
students be
able to tell
me what
system
each major
organ is a
part of and

r two
number
s they
get, I
will ask
them
what the
product
is. The
intent is
to make
it some
sort of
competit
ion
between
the two
sides of
the
room.
Through
out this
thematic
unit, I
will take
my
students
to the
science
lab one
day a
week
where

My main source
for explaining
each system of
the body would be
to use
brainpop.com
videos. They are
simple, yet
informative and
contain the
necessary amount
of information
needed for a third

In the
beginning, I
will start out by
showing my
students an
overview of all
the systems of
the body. After
that, I would
do my activity
from my
lesson plan
where they will

The students
will create
their cutouts
of themselves
with all the
organs
taped/glued in
the correct
anatomical
spot. Their
portfolio will
consist of this
activity, and

S3.B.1.1.1: Identify
and describe the
functions of basic
structures of animals
and plants (e.g.,
animals [skeleton,
heart, lungs]; plants
[roots, stem, leaves]).
S3.B.1.1.3: Describe
the basic needs of
plants and animals
and their dependence

digestive,
urinary).

what each
organ does.

there
will be
different
models
of
whateve
r system
we are
studying
at the
time so
the
students
can take
them
apart
and get
a closer
look at
them.

grade
understanding of
basic human
anatomy.

tape/glue the
major organs
of the basic
human
anatomy to
cutouts of their
own bodies.
Then, I would
spread the
systems out
evenly over
the course of
the month. The
first day of
each system,
with the first
day excluded, I
will quiz my
students on
the section we
just learned. At
the end of the
month, I will
create a test
based off of
every system
using the
quizzes as a
baseline for
most, if not all,
the questions.
That way,
even if a

their five
quizzes and
test.

on light, food, air,

water, and shelter.

Social Studies

The focus
area of this
thematic
unit will be
the colonial
period in
American
History.

The
objective is
that the
students
will be able
to
understand
the ways of
life back in
the colonial
days.

At the
end of
the
thematic
unit, we
will have
a
colonial
day,
where
students
come in
dressed
as they
would in
colonial
times.
The
whole
day will

I will find videos

explaining how
different items
were used, the
work that colonists
used to have to do
before we had all
this modern
technology, and
what they did for
fun back then to
show to the
students.

student does
not do too well
on a quiz or
two, they will
know exactly
what to study
for the test
since they will
have
corrections to
go off of for the
questions they
got wrong.
I will quiz my
students at the
end of the
week on
whatever we
focused on for
that week.

The students
portfolios will
consist of
their four
quizzes and
whatever it is
they make
during
colonial day
that they can
take home.

8.3.3.A: Identify and

describe the social,
political, cultural,
and economic
contributions of
individuals and
groups in United
States history.
8.3.3.B: Identify and
describe historical
documents,
artifacts, and
places critical to
United States
history.
8.3.3.C: Identify and

consist
of fun
games
and
activities
that they
would
have
done
back
then.

describe how
continuity and
change have
impacted U.S.
history.
Belief
systems and
religions
Commerce
and industry
Technology
Politics and
government
Physical and
human
geography
Social
organizations
8.3.3.D: Identify and
describe how
conflict and
cooperation among
groups and
organizations have
impacted the history
and development of
the US.
Ethnicity and

race
Working
conditions
Immigration
Military
conflict
Economic
stability