Thematic Lesson Plan in English

There are several ways to organize units of study in classes–a timeline, or by text or skill, but my favorite is a thematic lesson plan in English–and not for the reasons you might think.

What is a thematic unit plan?

A thematic unit plan is a collection of lessons that are connected by a theme, such as a topic, idea, concept, or essential question. Since analyzing and generating themes are a significant part of the Common Core (and many) ELA curricula, this is a natural opportunity to teach students how to attend to theme.

This definition may seem fairly obvious, but it can still easily fall short. A good thematic unit

1. Can be problematized or complexified

If the answer is simple or obvious, it will not engage students intellectually. Curating texts and activities that promote diverse thought leaves the agency with the students. They will need to read, write, and discuss to understand and establish their own ideas–a core part of my literacy lesson plan for soaring growth.

2. Acknowledges students’ personal funds of knowledge and academizes them

By starting the unit with all that students already know, we prepare them to extend their learning. We validate their experiences as important sources of information and understanding. If we stop there, however, the student learns nothing new. All areas of academia are rooted in our daily lived experiences. Often times, students think that school has nothing to do with “reality.” Making these connections not only deepens students’ understandings, it shows them that their interests and lives are valuable to the intellectual community. This connection can be made through domain-related words.

Why You Need Domain-Related Words

Domain-related words are groups of terms that are used in a specific discipline. We know tons of these–we may know terms that mean something completely different in our favorite sport, terms for using technology, and slang within our contextual groups. These words become connected to each other in our minds through their meanings, and they allow us to unlock a whole knew set of background knowledge. When children are young, we teach them words that go with families, houses, vehicles, and so forth to build their schema. In adolescence, we still need to teach students the words for new areas to expand their background knowledge. By teaching them to read, write, speak, and think like historians, journalists, researchers, scientists, mathematicians, and so forth, we are improving their ability to comprehend anything they encounter in the world.

Sample Thematic Unit Lesson Plans

Here is a list of some of the different units I’ve done.

• Climate change. We explored the domain of climatology.
• Gangs. We explored the domain of sociology, which is the academic field that studies gang organization and activity.
• Race. This included a variety of terms from different disciplines. For ideas, check out me and white supremacy by Layla F. Saad.
• Immigration. We focused on some legal and historical terms associated with this domain.
• Democracy. We explored the domain of political ideologies since many students would not be familiar with terms surrounding conservative and liberal ideas.
• Intelligence. We drew on terms from cognitive psychology and neuroscience.

Coming Up With Thematic Unit Plan Ideas

This year, I want to build my class around uplifting topics. The first thematic unit is around inspiration. Here are the steps I take to plan this unit.

1. Brainstorm

I start with some generative brainstorming before narrowing down because I want to account for my own bias. By not focusing on just my first thoughts, I increase the likelihood that I will anticipate more students’ ideas about the theme. What are the personal experiences students might have with the theme? What academic fields study this theme?

2. Segment the Unit

Instead of one too-short unit or one meandering unit, I divide the unit into segments so that we solidify learning objectives along the way. The three segments are

• Establish common ground. This is because not all students will have the same (or much) experience with some themes. This segment helps all students find an entry point to the theme.
• Expand on personal experiences. In this segment, students deepen their personal understanding of the theme. This is to validate their experiences–they have something worth saying on any theme. Taking this time to help them find their viewpoint will enrich further discussions.
• Problematize or complexify the theme. In this segment, we explore a complex text with competing viewpoints that may or may not reinforce the “simpler” views presented earlier in the unit.

3. Develop the segments.

Each segment should have

• A final assessment with identified standards
• Invitational texts or activities
• Key vocabulary that supports the domain

4. Backwards-plan each segment.

I then map out each day using my literacy lesson plan for soaring growth. Sometimes I use the full template I just linked, but I also I like overview of each day on one page.

Use This Thematic Unit Plan Template Sample

I’m gifting you a copy of my thematic unit plan template, so give it a try, and let me know how it goes!

Back to School Activities for High School

As I planned back-to-school activities for high school students this year, I thought long and hard about what experiences and values I wanted to center, using that to drive what we did. The results are so great.

First, I wanted everyone to connect with me in some way. Of lesser importance was them connecting to one another, mostly because I cannot guarantee who in the room is safe for whom on day one. Still, I built opportunities for naturally connecting with others.

Then, I wanted to bring a sense of co-creation to the class, with the understanding that the experience in our room will be what we make of it. That we co-own our results. This fosters ownership, responsibility, and collaboration.

Finally, I wanted observational space for me, but them too. I am a hypervigilant person, and so starting with observations helps me (and can help students) feel safe. I know from the beginning there is a lot of information I don’t have about students, and I wanted a way to gather it that didn’t involve surveys that I will never look at again. I want students to develop an observational stance too, as it is key for readers, writers, listeners, and thinkers (not to mention scientists, citizens, etc.).

With these three goals in mind, I set out to plan activities that would fulfill one or more of them.

1. Write letters to each other.

I like this activity because it is authentic, offers the opportunity for selective vulnerability, and is a private way to ease into the school year. Here’s my letter that I plan on sharing with students.

2. Make a needs guide.

I like to signal to students that their needs can be met here and also that they can meet them independently. The guide is great for new students who join throughout the year, as well as for reminding students of the positive choices they can make. I can also teach how to distinguish their wants from their needs. My definition: your wants are needs that can wait 50 minutes.

3. Build a class playlist.

I use Spotify for this, but you can use whatever way you like to organize music. 

You can ask students for their favorite songs, of course, but you can also ask them for songs that help them study, hype-up songs, etc. to teach about how to support your own success with the music you choose. You can also ask for songs that fit a certain theme. We are starting the year studying inspiration, so asking for inspiring songs is the perfect way for me to do this. If we have extra time on any given day, I can put on someone’s song and ask them to explain it as a community builder. Here is an example from Maniacs in the Middle that I like.

4. Decorate notebooks (or binders or their desks or the room).

I love turning on the class playlist and letting students personalize their notebooks while I observe them. I can see how they work, who talks with whom, or just mingle and ask questions. I will know pretty quickly how the class will respond to unstructured or creative activities and be able to plan for the future.

5. Advertise for classroom jobs.

It really takes a village to run a classroom, and I like to hire students to foster that spirit. I “pay” students with letters of recommendation, time to listen to their own music (offers a proactive way for students to get what they want), and fun activities with me (e.g. I’ll teach you a dance combo or you can teach me about your favorite topic). This is such an awesome opportunity to teach students leadership skills.

6. Set personal goals.

We’ll be using a more or less chart, an idea I’m revising from Dr. Sarah Zerwin’s book Point-less. In my version, students review certain readings and graphs that inspire them to think about what behaviors they want to do more and less during the year. I can ask them to revisit these lists all year long to check on their own progress and guide necessary conversations. Here are the texts I am using:

• My school’s PBIS signage and handbook policies
• Amy Berry’s continuum of engagement (from Reimagining Student Engagement: From Disruption to Driving)
• Zaretta Hammond’s components of an academic mindset (from Culturally Responsive Teaching and the Brain)

7. Teach the rules…but in a fun way.

I teach sophomores, who are experts in all things. Allowing them to make fun of the rules while reinforcing them is great. It provides me with a backstock of rule reminders that can be hung in our classroom for easy reference (and that I can have hung all over the school).

8. Be ready with a back-up activity.

My timing is always off as I get back into the swing of things. That’s why I like to have a fire pit activity ready to go. This idea, from Liz Prather’s Project-Based Writing, has students sit in a circle. You can even have a little fake fire on the floor. You introduce a topic, and students take turns telling stories from their lives about the topic. They can be inspired by the topic or by what the person before them shared, kind of like how when you sit around a fire pit the storytelling just flows from one to the next. If the students run out of ideas, you can pull another topic. You can also have them record their story ideas in their notebooks afterwards so they have something to write about (when they inevitably say they have nothing to write about).

What if back-to-school was the most relaxing time of the year?

If you’d like a done-for-you version of these activities, here it is! It includes

• An editable three-day lesson plan for my exact sequence 
• An editable teacher-letter template
• An editable needs guide 
• Song request cards
• Observation sheets
• Affirmations for decorating
• An editable classroom jobs ad, application, and training materials
• Directions and materials for the goal-setting activity 
• Directions and materials for the meme activity
• Fire pit topic ideas

This post may contain affiliate links, meaning when you click the links and make a purchase, I receive a commission.

Teacher Clarity in the Classroom

Why is teacher clarity in the classroom important? Teacher clarity is important for teachers because it brings purpose and fulfillment to a career that is otherwise demanding. Without a why to return to, it’s easy to spiral into dissatisfaction. It’s important to students so that they can buy into the purpose and relevance of their learning.

What’s helped you gain clarity? I’ve gained clarity through working with other people, iterating my practices, and consulting outside sources, but my first line of clarity always comes from the values I hold and my vision of what those could look like.

Creating clarity in the classroom is a lot like planning a vacation. I love planning trips, and I’ve heard that anticipating a trip can be just as if not more enjoyable than going on the actual vacation. So today you’ll not only learn how to create clarity in your profession, but how to plan a really great vacation. You’re welcome! If you’d like to see the Facebook live version of this post, you can check it out here.

It’s Like Planning a Vacation

So, here are 7 ways to create teacher clarity in the classroom that you can use today, and 7 ways to bring your dream vacation to life.

1. Dream about how you want the vacation to look and feel. What are my non-negotiables? Before I even choose a destination, I set iron-clad intentions. Am I looking for a relaxing vacation? Do I want to feel adventurous? What must I absolutely experience? In teaching, this question considers the full context of the classroom. How do you want to feel? What do you imagine yourself doing? What does the classroom look and feel like? The students? What kinds of growth are deeply important to you? These are your non-negotiables.
2. Ensure your non-negotiables are included. This is where I choose my destination. If beach time is non-negotiable, I am going to choose a location and time of year where that can happen, and not just happen, but be really great. In the classroom, this is dreaming up the summative assessments that will snapshot your non-negotiables. Just like the “pics or it didn’t happen” phrase, if it’s not assessed, it didn’t happen to the extent that it was that important. Of course, to take the actual snapshot, you’ll have to get specific about what standards you want to assess. Equally important, you’ll want to choose a form that preserves the look and feel you want to create.
3. What are some special opportunities? Once I’ve decided on a specific location and time, it’s important to explore the area. I didn’t go to every beach or just any beach, I went to one in particular. What local flavor can I add to anchor me to a time and place? In teaching, this looks like creating inspiring and authentic transfer assessments. After summative assessments, I like to design these extension activities that bring the learning into real life a little more. I can also use it as an opportunity to reteach for students who didn’t show mastery on the summative. Rather than send them to a remedial wasteland, I prefer adding more context and authenticity. Sometimes they actually do better because there’s more variety in the form.
4. Anticipate the journey. Once I know where I’m going, what I’m doing, and when, it’s time to plan. How will I get there? What could go wrong? What do I need to pack? When I anticipate the road toward my final assessments, I can anticipate and prepare so that students have everything they need for the journey—any preskills, knowledge, and ample practice that will help them shine. I’ve traveled with people who are quick to announce their frustration when there’s a setback. “This isn’t what I expected,” they’ll say. I rarely feel this way, because I expect there to be challenge and spontaneity, and I delight in it. Things still “go wrong,” but it doesn’t ruin my vacation. Same for the classroom. Despite my best preparations, there will be other unexpected occurrences. It doesn’t mean my whole unit is a failure. I just get the opportunity to model for students how my own learning is unfolding alongside theirs.
5. Infuse the journey with scenic overlooks. A trip that is all about preparing for the worst is no fun at all. Each day should feel like vacation (yes, even a travel day!). You can make the best of it by finding scenic overlooks. On a road trip, these are the places where you can stop and stretch your legs, taking in a beautiful sight, and always take a picture. It’s the journey, not the destination, right? In the daily grind to get to the assessments, we can lose sight of the scenic overlooks. Again, go back to that overall vision of how your classroom should look and feel. That should happen every day. And be sure to take a snapshot (a.k.a. a formative assessment) to track the journey’s progress.
6. Follow a routine. So often, we lose sight of routines on vacation because we are outside of our everyday routines. Some of us may even look forward to that break from monotony. But our routines are what help keep us healthy and happy at home—that still applies on the road. I do my morning and evening routines while I travel, abridged as necessary, but still touchstones that serve my health. I eat very similarly as well. I don’t forget all about my good eating habits (the ones that make me feel good) just because I’m not at home. If anything, I try to make better choices to support my body when so much else is different. My classroom routine is using my literacy lesson plan. It doesn’t matter what’s happening each day in class, I can always use the lesson plan to design our work and keep us “healthy,” focused on the essentials of reading, discussing, and writing as a classroom community. Students know what to expect, so even when I throw new challenges their way, they can trust in the routine to care for them.
7. Trust a guide. Have you ever come home needing a vacation from your vacation? That’s a sign that you could use some help. Hire a travel agent or read a travel blog. Let them build the itineraries for you. Then all you have to do is show up and take care of yourself while you do it. I would love to be that guide for you. My forthcoming course is like those itineraries. Trust in a solid design, then show up and take care of yourself.

Teacher Clarity Resources

How are you feeling about creating clarity? You may be feeling like this all feels like too much, like you know you need a vacation but you have no time to plan it. Start with my lesson plan.