INTEGRATED THEMATIC UNIT PLAN/REFLECTION 1

Integrated Thematic Unit Plan/Reflection

Carsyn Guitrau

Louisiana State University

INTEGRATED THEMATIC UNIT PLAN/REFLECTION 2

Name: Carsyn Guitrau

Unit Title: Famous Americans of the Past and Present

Grade Level: 2nd Grade

1. Concept Map:

2. Learning Activities Overview:

INTEGRATED THEMATIC UNIT PLAN/REFLECTION 3

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10
Social Studies. Social
Activity: Learn Studies Social Studies: Social Studies:
about Susan B. Activity: Learn about Social Studies: Learn about Bill Social
Social Studies: Social Studies: Learn Social Studies: (Continued): Activity: Learn Social
Anthony and Barack Obama. Gates. Goal: Studies Studies
Activity: Learn about Thomas Activity: Learn Activity: about Neil
Ruby Bridges. Goal: Students will Students will (Continued): (Continued):
about George Edison and Amelia about Martin Construction Armstrong. Goal:
Goal: Students understand how the understand how Activity: Activity:
Washington and Earhart. Goal: Luther King Jr. . Goal: Students will
will understand achievements of the achievements Oral. Goal: Oral. Goal:
Abraham Lincoln. Students will Goal: Students will Students will understand how
how the these famous of these famous Students will The students
Goal: Students will understand how the understand how construct a the achievements
achievements of Americans have Americans have get in small will present
understand how achievements of the achievements representati of these famous
these famous changed society. changed society. groups an to the whole
the achievements these famous of these famous on of a Americans have practice
of these famous Americans have national Students will also Students will also class.
Americans have Americans have changed society. their oral
Americans have changed society. symbol, know what national know what
changed society. changed society. Students will also presentation
changed society. Students will also landmark, or symbols, landmarks, national symbols,
Students will also Students will also know what . Their
Students will also know what essential and essential landmarks, and
know what national know what national national symbols, classmates
know what national document documnets are essential
symbols, landmarks, symbols, landmarks, and that are
national symbols, symbols, that is associeted with documnets are
and essential landmarks, and essential watching
landmarks, and landmarks, and associated these people. associeted with
documnets are essential documnets are will give
essential essential with the these people.
associeted with documnets are associeted with feedback on
documnets are documnets are provided
these people. associeted with these people. their
associeted with associeted with famous
these people. these people. presentation
these people. Americans. .

Social
Studies: Social
Activity: Social Studies:
Construction Studies: Activity:
Science: Activity:
. Goal: Oral. Goal:
Activity: We Watch video
Language Arts: Language Arts: Students will Students will
will learn about of Neil
Activity: We will read Activity: Students construct a choose a
Thomas Armstrong
and break down the will analyze representati famous
Edison's First Moon
Gettysburg Address. Martin Luther on of a American to
inventions and Landing. present.
Goal: Students will test materials King Jr.'s "I Have national
a Dream" Speech. symbol, Goal: Students will
analyze the in order to
Goal: Students landmark, or Students will research this
Gettysburg Address create our own
will identify the essential understand person.
and identify the main light bulb. Goal:
purpose, as well as main purpose of document the
Students will importance of
connecting it to experiment al text and write that is
historical events. and informative associated this and how
with different it changed
Students will also materials to text on Martin with the
describe how this Luther King Jr.'s provided society for
discover which space
changed society. material is best life, his speech, famous
and how he Americans. exploration.
suited for the
intended changed society.
purpose.

Science:
Activity:
Virtual Tour
of Mount
Rushmore.
Goal:
Students will
make
observations
.

3. Phase 1-5

Phase 1 – Deciding on The Objectives of The Topic to Be Studied

a. The social studies topic I chose suitable to the curriculum on my grade is how the

achievements of famous Americans, of the past and present, changed society.

b. The grade level is 2nd grade.

c. The time span of the unit is 2 weeks.

d. Mains ideas

1. Famous Americans of the Past

2. Famous Americans of the Present

e. Key concepts
INTEGRATED THEMATIC UNIT PLAN/REFLECTION 4

1. Famous Americans of the Past

i. What are the achievements of the famous Americans of the past?

ii. How have these achievements changed society?

iii. What national symbols, landmarks, and essential documents are associated

with these famous Americans?

2. Famous Americans of the Present

i. What are the achievements of the famous Americans of the present?

ii. How have these achievements changed society?

iii. What national symbols, landmarks, and essential documents are associated

with these famous Americans?

f. A related skill that can be developed is ELA. The students can look at famous quotes

from essential documents, and they can analyze them. Also, they can compare and

contrast the famous Americans. They can also learn about cause and effect.

g. Democratic citizenship skills or values that can be developed is democratic decision-

making. This lesson will help the to think about the actions of others and use that in

making their own democratic decisions.

Phase 2 – Determining Assessments

a. For my unit’s pre assessment, I will give the students a list of the famous Americans of

the past and present that we will be covering over the unit. These famous Americans of

the past are George Washington, Abraham Lincoln, Thomas Edison, Susan B. Anthony,

Martin Luther King Jr., Ruby Bridges, and Amelia Earhart. The famous Americans of the

present are Bill Gates, Barack Obama, Neil Armstrong. I will ask them to write down

what they know or think they know about each famous American. For the summative
INTEGRATED THEMATIC UNIT PLAN/REFLECTION 5

assessment, the students will pick one famous American that was covered and give a

presentation about that person. They will describe their achievements and how they

changed society. They will be able to dress up as their famous American if they wish.

b. The assessment will tell me if the students learned the main ideas, key concepts, and

historical thinking skills by first telling me what is important for me to cover throughout

the unit. The summative assessment will tell me the information that they gained

throughout the lesson by getting them to tell the information back to the class.

c. The first week the students will learn about the famous Americans from the past. The

famous Americans from the past that I will teach about are George Washington, Abraham

Lincoln, Thomas Edison, Susan B. Anthony, Martin Luther King Jr., Ruby Bridges,

Amelia Earhart. The second week the students will learn about the famous American

from the present. The famous Americans from the present are Bill Gates, Barack Obama,

Neil Armstrong. The formal formative assessment that I will utilize is getting them to

complete a worksheet at the end of each day. The worksheet will cover the Americans

that were discussed on that day. There will be a section for that person’s

accomplishments and section for how they changed society. This will just be a brief

check to see what they learned that day. Another formal formative assessment is that at

the end of the first week, they will turn in a construction of a national symbol, landmark,

or essential document associated with one of the famous Americans. The informal

assessment that I will utilize is giving them a partner to do check ins with to discuss their

projects.

Phase 3 – Selecting Instructional Resources

a. Textbook
INTEGRATED THEMATIC UNIT PLAN/REFLECTION 6

i. Famous Americans: Social Studies Fast Facts by Mary Ellen Switzer

1. This textbook teaches basic facts about many Americans in history.

The textbook also includes activities to do with your students. It

includes multiple Americans that I will be teaching about.

b. Trade Books

i. Who Was Susan B. Anthony? By Meg Belviso and Pam Pollack

1. This is a book about the life and accomplishments of Susan B.

Anthony. This book is lengthy, so I would pull excerpts from it.

ii. Who Was Thomas Alva Edison? By Margaret Frith

1. This book is very similar to the book about Susan B. Anthony. It

gives insight into the life of Thomas Edison and what he

accomplished.

c. Additional Resources

i. The Story of Ruby Bridges

1. https://youtu.be/U8D4ldGY41s

ii. Neil Armstrong First Moon Landing

1. https://youtu.be/cwZb2mqId0A

iii. Martin Luther King Jr.’s “I Had a Dream” Speech

1. We will discuss how this speech changed society for African

Americans.

iv. The Gettysburg Address by Abraham Lincoln

1. We will do the same thing for this document. We will analyze it

and discuss it importance in history and how it changed society.

INTEGRATED THEMATIC UNIT PLAN/REFLECTION 7

d. Field Trip

i. Virtual Tour of Mount Rushmore

ii. https://www.cyark.org/projects/mount-rushmore-national-

memorial/overview

e. Classroom Guest

i. One of the famous Americans of the present, Bill Gates, Barack Obama,

or Neil Armstrong.

Phase 4 – Choosing Appropriate Learning Activities

a. Group A – Oral Activity

a. Subject/Lesson Topic: Famous Americans of the past and present

b. Objectives: Students will conduct an oral presentation on a famous American of

their choosing.

c. Standards/GLEs:

i. 2.1.5. Describe how the achievements of famous Americans, of the past

and present, changed society.

d. Contextual Factors: The school is Tanglewood Primary School in Central Parish.

This school is a public school with approximately 670 students. The school only

has 1st and 2nd grade classes. There are 53% male students and 47% female

students. Students that are in low-income families make up 18% of the students.

My mentor teacher is Shannon Kaple. The classroom I am located in is a 2nd grade

class with 21 students. There are 10 boys and 11 girls.

INTEGRATED THEMATIC UNIT PLAN/REFLECTION 8

e. Teacher Materials/Resources: Rubric of the information they should present,

worksheet to guide them in their research, PowerPoint reviewing the famous

Americans.

f. Student Materials/Resources: Laptop to do research, paper and pencil to take

notes, visual aid of their choosing for presentation (costume, small item).

g. Technology Integration: Students will use their laptops to research in dept

information about the famous American they chose to do their oral presentation

on.

h. Family/Community Connection or Extension:

i. Dear Parents/Guardians, in class the students are learning about famous

Americans from the past and present. The famous Americans that were

taught were George Washington, Abraham Lincoln, Thomas Edison,

Susan B. Anthony, Martin Luther King Jr., Ruby Bridges, Amelia Earhart,

Bill Gates, Barack Obama, Neil Armstrong. The students had the

opportunity to pick one of these. They will be researching this person as

well as giving an oral presentation of what they learned. I encourage you

to help your child practice giving their oral presentation at home. This will

help prepare them for presenting to the class.

i. Pre-Assessment: When the students pick their famous American, I will give them

a worksheet to fill out to see what they know before they research.

j. Lesson Procedure and Activities:

INTEGRATED THEMATIC UNIT PLAN/REFLECTION 9

i. Introduction: I will present a brief PowerPoint reviewing the famous

Americans we discussed. I will hand out a rubric and outline for the

students to use when researching.

ii. Activities:

1. Students will use national symbols, landmarks, essential

documents, articles, books, and videos to fill out their outline on

their famous American. The students will need to find the famous

American’s background, their accomplishments, what society was

like before that famous American, how society was different

because of that famous American, who was affected by the

accomplishments

2. Students will switch between working alone and working with a

partner. After a portion of working alone, the students will discuss

with their partner what they have found already, what they still

need to find, and ask any questions they have.

3. Students will get in small groups a practice their oral presentation.

Their classmates that are watching will give feedback on their

presentation.

4. The students will present to the whole class. This is their formative

assessment.

iii. Closure: After presenting, the students will score themselves based on

how they think they did.

INTEGRATED THEMATIC UNIT PLAN/REFLECTION 10

k. Differentiation: One student is in the gifted program. She often gets bored when

doing assignments. She does not get bored when she reads books. I will provide

her with extra books for her famous American so she can stay engaged. One

student has ADHD. He has trouble being quiet for spans of time. I will get this

student to collaborate with his partner more often in order to keep him on track.

l. Formative Assessment/Evaluation: I will score them based on the information

they give during the oral presentation. They will also turn in their outline they

filled out for their presentation, which is the same worksheet from the pre-

assessment.

b. Group B – Construction Activity

a. Subject/Lesson Topic: Famous Americans of the past and present.

b. Objectives: Students will construct a representation of a national symbol,

landmark, or essential document that is associated with the provided famous

Americans.

c. Standards/GLEs:

i. 2.1.3. Describe people and events associated with national symbols,

landmarks, and essential documents.

ii. 2.1.5. Describe how the achievements of famous Americans, of the past

and present, changed society.

d. Contextual Factors: The school is Tanglewood Primary School in Central Parish.

This school is a public school with approximately 670 students. The school only

has 1st and 2nd grade classes. There are 53% male students and 47% female

students. Students that are in low-income families make up 18% of the students.
INTEGRATED THEMATIC UNIT PLAN/REFLECTION 11

My mentor teacher is Shannon Kaple. The classroom I am located in is a 2nd grade

class with 21 students. There are 10 boys and 11 girls.

e. Teacher Materials/Resources: After the students decide what they are creating, I

will gather materials that they will need.

f. Student Materials/Resources: This depends on their project. I will supply the

materials, but they might need glue, scissors, markers, crayons, etc. Students will

also need their laptop.

g. Technology Integration: Students will use their laptop to look at pictures of what

they have to construct in order to model it.

h. Family/Community Connection or Extension:

i. Dear Parents/Guardians, in class we are working on constructing a model

of a national symbol, landmark, or essential document that are associated

with the famous Americans we have discussed. They will be working on

this assignment in groups, but I encourage you to help your child research

creative ideas to bring to the construction. We will display these projects

in the classroom when they are all finished. I will send pictures of the

constructions, but you are more than welcome to stop by and take a look at

what they created.

i. Pre-Assessment: Students will write what the national symbol, landmark, or

essential document they chose is important, why it is important, and how it relates

to the corresponding famous American.

j. Lesson Procedure and Activities:

INTEGRATED THEMATIC UNIT PLAN/REFLECTION 12

i. Introduction: We will have a brief discussion on national symbols,

landmarks, and essential documents. I will provide examples for all 3. I

will break the students up into 7 groups of 3.

ii. Activities:

1. In their groups, the students are going to decide what national

symbol, landmark, or essential document they want to construct

that are associated to the famous Americans we discussed.

2. Then, each student on their own will complete the pre-assessment.

3. They will rejoin their groups and begin to research what they chose

to construct. They will construct it as a group. They are trying to

figure out how to construct it, as well as answering the pre-

assessment questions.

4. I will supply the materials, and then the students will begin to

construct in class. When it is completed, we will display it in the

classroom.

iii. Closure: When everyone is complete, the students will be able to walk

around and observe the model each group constructed. They will be

encouraged t ask questions regarding the constructions.

k. Differentiation: Two students in the class are in the gifted program. I will put

these students into groups with lower-level students so they can help each other.

One student has ADHD. I will pair that student with students who often stay on

task so that they can help him get the work done.
INTEGRATED THEMATIC UNIT PLAN/REFLECTION 13

l. Formative Assessment/Evaluation: The students will answer the pre-assessment

questions again.

c. Differentiated Instruction

a. One child has ADHD. He has difficulty paying attention or staying quiet for a

long period of time. Modifications that I will give to this student is partnering him

with someone who if efficient in getting their work done so they will keep him on

track

b. One child is in the gifted program. She often gets bored doing her work and gets

distracted by other things. Modifications that I will give to this student is

providing her with extra work in case she finishes early or get bored with the task

at hand. I will also have extra books related to what we are learning for her to

read.

Phase 5 – Integrating the Curriculum

a. Science Lesson

a. Subject/Lesson Topic: Thomas Edison

b. Objectives: Students will experiment with different materials to discover which

material is best suited for the intended purpose.

c. Standards/GLSs:

i. 2-PS1-2: Analyze data obtained from testing different materials to

determine which materials have the properties that are best suited for an

intended purpose.
INTEGRATED THEMATIC UNIT PLAN/REFLECTION 14

ii. 2.1.5. Describe how the achievements of famous Americans, of the past

and present, changed society.

c. Contextual Factors: The school is Tanglewood Primary School in Central Parish.

This school is a public school with approximately 670 students. The school only

has 1st and 2nd grade classes. There are 53% male students and 47% female

students. Students that are in low-income families make up 18% of the students.

My mentor teacher is Shannon Kaple. The classroom I am located in is a 2nd grade

class with 21 students. There are 10 boys and 11 girls.

d. Teacher Materials/Resources: Different types of materials to create a light bulb

and a computer.

e. Student Materials/Resources: Different types of materials to create a light bulb.

f. Technology Integration: Brain Pop video on Thomas Edison, PowerPoint on

incandescent light bulb.

i. https://www.brainpop.com/science/energy/thomasedison/

g. Family/Community Connection or Extension:

i. Dear Parents/Guardians, today in class, we learned about the famous

inventor Thomas Edison. We talked about one of his famous inventions,

the incandescent light bulb, as well as discovered what materials it is made

up of and how it works. After that, we experimented using different

materials in order to find what materials are best suited to create our own

light bulb. The objective we were working on was experimenting with

different materials to discover which material is best suited for the

intended purpose. You can work on this at home by giving different kinds
INTEGRATED THEMATIC UNIT PLAN/REFLECTION 15

of materials to complete a task and get them to discover which materials

are best suited for the task.

h. Pre-Assessment: I found this worksheet that they will fill out. However, where it

says “tool number” the students will write a tool that they think is best suited to

use for that purpose.

i. Lesson Procedure and Activities:

INTEGRATED THEMATIC UNIT PLAN/REFLECTION 16

i. Introduction: I will play a Brain Pop video on Thomas Edison. In this

video, they are in Thomas Edison’s lab. They talk about his background

and his inventions.

ii. Activities:

1. I will present a PowerPoint on the incandescent light bulb, one of

Thomas Edison’s inventions. I will inform the students on the

materials in the light bulb and how it works.

2. Then, each student will try to create their own light bulb with

materials that I will supply.

3. They students will experiment with different materials to

determine what materials are best suited to make a light bulb work.

4. Students will get into groups and discuss what they came up with

and decide what materials they think works the best for the

intended purpose.

5. Each group will present their ideas to the class. As a class, we will

discuss which group used the best materials for the intended

purpose and why.

iii. Closure: As a class, we will discuss how Thomas Edison’s inventions

changed society.

j. Differentiation: For the student that experiences ADHD, I will give him less

materials at a time so he can focus on the materials he has with him. For the

students in gifted, I will give them more complex materials.

k. Formative Assessment/Evaluation: The students will fill out the same worksheet.
INTEGRATED THEMATIC UNIT PLAN/REFLECTION 17

b. Language Arts Lesson #1

a. Subject/Lesson Topic: Abraham Lincoln

b. Objectives: Students will analyze The Gettysburg Address by Abraham Lincoln

and identify the main purpose, as well as connecting it to historical events.

Students will also describe how this changed society.

c. Standards/GLEs

i. Grade 2 - Reading Standards for Informational Text – 3 - Describe the

connection between a series of historical events, scientific ideas or

concepts, or steps in technical procedures in a text.

ii. Grade 2 - Reading Standards for Informational Text – 6 - Identify the

main purpose of a text, including what they author wants to answer,

explain or describe.

iii. 2.1.5. Describe how the achievements of famous Americans, of the past

and present, changed society.

d. Contextual Factors: The school is Tanglewood Primary School in Central Parish.

This school is a public school with approximately 670 students. The school only

has 1st and 2nd grade classes. There are 53% male students and 47% female

students. Students that are in low-income families make up 18% of the students.

My mentor teacher is Shannon Kaple. The classroom I am located in is a 2nd grade

class with 21 students. There are 10 boys and 11 girls.

d. Teacher Materials/Resources: Copies of the Gettysburg Address, PowerPoint,

sticky notes.
INTEGRATED THEMATIC UNIT PLAN/REFLECTION 18

e. Student Materials/Resources: Copies of the Gettysburg Address, paper, pencils,

highlighters, sticky notes.

f. Technology Integration: PowerPoint on historical events of the time of the

Gettysburg Address.

g. Family/Community Connection or Extension:

i. Dear Parents/Guardians, today in class we learned about Abraham

Lincoln’s Gettysburg Address. Our objectives were to analyze the

Gettysburg Address by Abraham Lincoln and identify the main purpose,

as well as connecting it to historical events. Students also worked on

describing how this changed society. We did this by breaking down and

analyzing the text. The students broke into partners to find the answers to

our objectives. At home, you can work on this by getting your child to

identify the main purpose of any text they are reading, as well as how it

connects to history at that time.

h. Pre-Assessment: Students will write a paragraph answering these questions:

i. What was Abraham Lincoln’s main purpose for writing the Gettysburg

Address?

ii. What historical events were connected to the deliverance of the

Gettysburg Address?

iii. How did this change society?

i. Lesson Procedure and Activities:

i. Introduction: I will present a PowerPoint describing the historical events

of the time that Abraham Lincoln delivered the Gettysburg Address

INTEGRATED THEMATIC UNIT PLAN/REFLECTION 19

ii. Activities:

1. As a class, we will read and analyze the Gettysburg Address. The

students will highlight key details throughout the text. We will

break down the text to get an understanding of what it means.

2. The students will get in partners. With their partner, they will

reread the Gettysburg Address. They will determine what they

think the main purpose of it is, including what they author wants to

answer, explain or describe. They will write this on a sticky note

and put it on the board. Then, as a whole class, we will go through

them and discuss and figure out which is the most accurate.

3. The students will get back with their partner. They will do this

same thing to discover the connection with the historical events of

the time and how this changed society. They will write it on a

sticky note again and put it on the board. As a class, we will

discuss them, and figure out which is the most accurate.

iii. Closure: As a class, we will discuss the answers to the pre-assessment

questions.

j. Differentiation: For the student that experiences ADHD, I will partner him with

someone I know can keep him on task and I will stand close to them. For the

students that are in the gifted program, I will give them a book on Abraham

Lincoln to read if they finish early.

k. Formative Assessment/Evaluation: Students will write a paragraph answering

these questions:
INTEGRATED THEMATIC UNIT PLAN/REFLECTION 20

i. What was Abraham Lincoln’s main purpose for writing the Gettysburg

Address?

ii. What historical events were connected to the deliverance of the

Gettysburg Address?

iii. How did this change society?

a. Language Arts Lesson Plan #2

a. Subject/Lesson Topic: Martin Luther King Jr.

b. Objectives: Students will analyze Martin Luther King Jr.’s “I Have a Dream”

Speech. Students will write an informative text on Martin Luther King Jr.’s life,

his speech, and how he changed society.

c. Standards/GLEs:

i. Grade 2 – Reading Standards for Informational Texts – 6 – Identify the

main purpose of a text, including what the author wants to answer,

explain, or describe.

ii. Grade 2 – Writing Standards – 2 – Write informative/explanatory texts in

which they introduce a topic, use facts and definitions to develop points,

and provide a concluding statement or section.

iii. 2.1.5. Describe how the achievements of famous Americans, of the past

and present, changed society.

e. Contextual Factors: The school is Tanglewood Primary School in Central Parish.

This school is a public school with approximately 670 students. The school only

has 1st and 2nd grade classes. There are 53% male students and 47% female

students. Students that are in low-income families make up 18% of the students.
INTEGRATED THEMATIC UNIT PLAN/REFLECTION 21

My mentor teacher is Shannon Kaple. The classroom I am located in is a 2nd grade

class with 21 students. There are 10 boys and 11 girls.

d. Teacher Materials/Resources: Copies of the “I Have a Dream” Speech, resources

for informational writing.

e. Student Materials/Resources: Copies of the “I Have a Dream” Speech, paper,

pencil, laptop.

f. Technology Integration: I will use my computer to display resources on

informational writing. Students may use their laptop for research.

g. Family/Community Connection or Extension:

i. Dear Parents/Guardians, today in class we learned about Martin Luther

King Jr. Our objectives for this lesson were to analyze Martin Luther King

Jr.’s “I Have a Dream” Speech. Students also wrote an information text on

Martin Luther King Jr.’s life, his speech, and how he changed society. At

home, you can work on this with your child by getting them to write

informational texts about anything in order to introduce a topic, use facts

and definitions to develop points, and provide a concluding statement or

section.

h. Pre-Assessment: Students will write a quick informational text on anything they

choose. They will introduce a topic, use facts and definitions to develop points,

and provide a concluding statement or section.

i. Lesson Procedure and Activities:

i. Introduction: As a class, we will read and analyze Martin Luther King Jr’s

“I Have a Dream” Speech.

INTEGRATED THEMATIC UNIT PLAN/REFLECTION 22

ii. Activities:

1. The students will reread the speech.

2. Students will write an informational text answering the following

questions or statements:

a. Introduce a topic, use facts and definitions to develop

points, and provide a concluding statement or section.

b. Give brief background on Martin Luther King Jr.

c. What is the main purpose of a text? What does Martin

Luther King Jr. want to answer, explain, or describe?

d. How has Martin Luther King Jr. changed society?

iii. Closure: The students will get with a partner a share what they wrote.

j. Differentiation: For the student that experiences ADHD, I will allow him to have

something for him to fidget with while he is working independently so he can

focus. For the students that are in the gifted program, I will give them books on

Martin Luther King Jr. to read if they finish early.

k. Formative Assessment/Evaluation: Students will write a quick informational text

on anything they choose. They will introduce a topic, use facts and definitions to

develop points, and provide a concluding statement or section.

4. Reflection

This integrated thematic unit plan has been challenging and I have learned a lot. At the start of

this assignment, I wrote phase 1 and phase 2 on our community and its culture. As I was trying

to complete phase 3 on this topic, I was struggling finding materials. Then, I saw the standard on

famous Americans and instantly had a bunch of ideas. I asked if I could change my topic, and I
INTEGRATED THEMATIC UNIT PLAN/REFLECTION 23

did. What I learned from this is that lessons will not always work out the way that you plan them

to. I started that topic thinking it would work, and I soon after got in a rut. Switching my topic

opened me up to ideas that I wasn’t getting with the other topic. When I completed the rest of the

phases with my new topic, I was much more engaged and found myself coming up with a bunch

of ideas. Also, I think when I switched my topic, I started to understand the unit plan more. At

first, I felt overwhelmed, but when I switched my topic it made the unit plan easier for me to

complete. One thing I really enjoyed about this thematic unit plan was how we developed it over

the course of the semester. Doing this assignment in multiple phases made the coursework seem

less overwhelming. I was able to take my time with each phase and really focus on the task at

hand. Sometimes, big assignments can get overwhelming, but this assignment did not do that to

be because of how it was broken down. Also, completing an assignment over a long period of

time like this one is different than most assignments that we do, so it caused me to become more

invested in making this assignment the best that it could be. This assignment not only taught me

a lot about how to create a unit plan, but it also taught me about time management.