Thematic instruction is based on the idea that people acquire knowledge best when learning in the context of a coherent “whole,” and when they can connect what they’re learning to the real world. Thematic instruction seeks to put the teaching of cognitive skills such as reading, mathematics, science, and writing in the context of a real-world subject that is both specific enough to be practical, and broad enough to allow creative exploration. Effective thematic instruction involves using a theme as "conceptual glue" for learners, strengthening bonds to knowledge. This approach relies on teachers who have a strong sense of curriculum as a learning process and can see ways to connect learning with key concepts. The goal is to choose themes that relate to students' lives to ensure interest and engagement in the content. Concepts that work best depend on students' age and developmental level. Key components of a thematic unit start with the theme which is chosen based on (CCS) and student interest. Choosing the appropriate grade level. Identifying specific objectives you want students to master. Developing activities to be used during unit and choosing appropriate materials. Having a variety of discussion questions ready related to the theme. The literature selections should also correlate with the activities and theme of the unit. Ending with some form of assessment. This strategy is especially useful for time management since it incorporates multiple subjects. It will help to build background of any special education student that might also be an ELL and is a great way to grab student's interest.
Example 1: Taking a field trip to a theme park with rollercoasters can serve as an introduction to physics. Students can learn about concepts such as momentum, acceleration, and gravity. In a thematic unit this could be integrated with literacy by having students record observations of the rides they go on and filling out concept maps of academic vocabulary related to the unit.
Example 2
With technology students also have the opportunity to go on a VFT (Virtual Field Trip) students can “travel” to the great cities of the world, citing similarities and differences among cultures. Using cooperative groups will develop collaboration among students that leads to sociocognitive growth and mutual respect.
Example 3 During the different seasons you can have different units that cover the seasons. Since winter is approaching During the month of December, the children can learn in science: What is ice? Why do we wear coats? Where is the Polar Region? You could even create a winter wonderland theme in the class by decorating the walls with snowflakes and letting the children use their creativity to create pieces of art.