Tag Archives: thematic units

Multiple Means of Engagement: Creating Packets

Loose papers. Lost handouts. Missing homework. Unorganized binders.

All of these things happened daily in my Resource Room until I decided to make packets for each instructional unit.

Some people might think handing out packets encourages dependency and doesn’t teach organizational skills. I will argue this point by saying that packets create structure and improve the flow of class. Students are still expected to have their packets each day, complete their assignments on time, and are able to see the relationship between what we did yesterday and today and tomorrow.

I have already explained that I like to teach in themes, that I usually see “the big picture”, and I process things whole-to-part.

For each grammar unit, novel, and major writing assignment, I make packets of all the handouts, worksheets, graphic organizers, etc. that I plan on using with the students.

The packet is full of a variety of activities, including group work and homework. The only things not in the packet are assessments or other great ideas I stumbled upon during the course of the unit. (But they will be added to the packet next year.)

Packet Pros:

  • Helps disorganized students have necessary materials. Students know to have their packets ready at the start of class. There’s none of that “What do we need today??” business.
  • Helps substitute teachers (no locating and passing out of worksheets)
  • Helps me with lesson planning (I look at the packet and the SMARTBoard file and blend the two to develop my plans for the day/week/month.)
  • Establishes a theme.
  • Makes connections.
  • Creates cohesiveness.

Let me describe how I create a packet for a novel, like Stargirl.

  1. To create my packet, I usually start with my SMARTNotebook file for the unit. I do a full-page print of the pages I want students to have individual copies of. I next add other materials that are not from the SMARTBoard.
  2. I put these pages in chronological order, number the pages, create the table of contents, and then make a calendar for the length of the unit with an overall plan of how much we will cover each day. I include this calendar in the student packet as it helps them see the pacing and our goals for each day. (There is obviously room for flexibility….thank to snow days, assemblies, absences, and days when we spend a little longer than planned.)
  3. I usually staple bright-colored copy paper on the front and back. Students create a cover for the packet a few days into the novel. We make a list of characters and settings on the inside front cover. The back cover can be used for random, spur of the moment ideas when a clean sheet of paper is needed.
  4. As we work through a novel, students can easily turn to a page when I ask them to. They can tell me where we left off. Someone usually takes it upon themselves to be the “recorder” of such info and writes both the book page number and the packet page number on the board at the end of class.

Packet Contents:

  • individual and group work
  • a variety of written work to prevent boredom (no chapter is the same)
  • outlines
  • webs
  • summaries
  • cloze paragraphs
  • symbols
  • quotes
  • extended response
  • short answer
  • charts
  • vocabulary
  • other graphic organizers
  • homework

The packet is supplemented with the SMART Notebook file I have been building on each year. The file includes:

  • lots of visuals and images for discussion and writing prompts
  • audio and video clips (see my Novel Playlists post)
  • review games and activities

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Things to Note:

  • My class is not all worksheet based. For a given novel, I may have 25 pages stapled together. I takes me about 7-8 weeks to complete a novel in the resource room.That’s a worksheet almost every other day.
  • We use our dry erase boards almost daily in conjunction with the packet. They may have to summarize a chapter, draw a picture, make a prediction on their dry erase boards. This breaks up the paper-pencil activities.
  • We don’t always do all the pages in the packet. Sometimes I have overestimated or underestimated where my students are. If it doesn’t feel right, we only do part of it or we skip it all together.
  • Because my class is small, (less than a dozen students), I can easily collect the packets if I want to grade an activity. Most grades come from assessments.
  • At the end of the unit, I try to hang onto the students’ packets for work samples and documentation. If they really want to keep their packet (few do), I can easily make copies.

Teaching with a packet requires you:

  • To have a “vision” for the unit
  • To work way ahead.
  • To have previous experience with the topic. I don’t think I could pull off a packet on a novel the first time I read it with the class.

Students need and crave structure, but they also need variety. Packets create natural “chunks” for instruction. Students do well with short 10-12 minute activities. By switching between reading out loud, group discussion, completing packet activities independently, working on the SMARTBoard, and using dry erase boards, the pace of class is fast and engaging. My students know they won’t be doing any one thing longer than 15 minutes.

While I focused on the idea of a novel packet, this can be done with any topic. I have created packets on parts of speech, capitalization rules, vocabulary, test-taking strategies, persuasive writing, business letters, and poetry – to name a few.

Are you a whole-to-part or part-to-whole learner/teacher?
How do you handle worksheets and handouts with your class?
Have you created a packet for an entire unit? What worked for you? What didn’t?

Creating Connections with Themes

In 16 years of teaching, I have found a theme: I prefer to teach in thematic units.

I love the creativity and planning aspect of thematic units.

I love finding ways to tie as many things together as possible to get a “big picture.”

I love helping kids find connections (to both other subjects and to real life.)

In my first unofficial teaching position as a K-5 leader in an all day summer day care, I planned weekly themes as required by the center. Each day we had to have fine motor, gross motor, music, reading, science, and arts and crafts activities based on the theme. As a 22-year-old, with an age range of 5-11 to work with it was a huge task and often a stretch. Talk about being creative! I can’t remember all of the themes but I do remember the following: Colors, Oceans, Transportation, Animals, Sports, Fairy Tales, and Insects. This minimum wage job ($4.25 an hour?!?!) sort of set the tone for a career of teaching in themes.

In my first official teaching position (which is worthy of its own separate post someday), I was a home instructor for five siblings with severe to moderate disabilities. This job was unique in that I had my own “classroom” on their enclosed back porch/sunroom. My lesson plans for this job were also done in themes: one letter of the alphabet every single week. This was probably not the most logical way to plan because of the complete randomness of apples, angels, and acrobats or raisins, rhyming, and railroads, but for this group of children, it worked. Again, I had to plan for activities covering a wide range of skills: math, pre-reading, writing, music, gross motor and fine motor (I worked with both a physical therapist and an occupational therapist), and speech and language (a speech therapist came once a week too.) The randomness of the alphabet pushed me to stretch my imagination and helped me think outside the box.

In my second year of teaching, I finally had my own classroom in a traditional setting. I was the teacher for the K-3 Self-Contained Special Education Class. The only inclusion in the regular classroom was for music and gym. (I got to teach my own art class!) With this position, I had a very specific curriculum and themes I was required to cover. Each month, I would receive a giant Rubbermaid tote from the curriculum office and inside I would find a huge list of suggested activities and supplies to teach the content. I was able to supplement as I wanted. My planning at the day care came in handy. Some themes I had to teach that year: Oceans, Birds, Plants, Transportation, Colors, and Community Helpers. We also did a school wide theme on America in the month of February.

From there, I moved back home to a middle school DH/MH classroom. This was a new position in the building and I had no supplies, materials, curriculum…just 9 students, 3 aides, 9 desks, and a teacher’s desk. Fortunately, my students had a lot of inclusion time so I did not have as much to plan. I spent three years in this position and I remember these themes two themes as highlights of those years: Holiday Traditions Around the World and Leaders of America.

The next three years…back to a K-5 Resource Room setting and more themes (many repeats from other positions). But three unique themes I will never forget:

  • Houses and Construction – We built gingerbread houses as a culminating activity.
  • Pumpkins – We carved 22 pumpkins at the end of that unit. What a mess! More importantly, what was I thinking?? I have to say, my 5th graders were awesome helpers with the younger kids.
  • Albuquerque, New Mexico Hot Air Balloon Festival – I could’t live much further from Albuquerque and it probably sounds like a crazy theme but my dad used to live there and had so much interesting information, I went with it. The culminating activity was making 22 paper mache hot air balloons for our own festival, which the whole school was invited to.

My next three years at the middle school level were inclusion and I was at the mercy of the general educations teachers. (Little to no opportunity to do my own thing/theme.)

At the high school level, I was working with students who failed the Ohio Graduation Test and needed additional tutoring. I spent the most time tutoring in Science and Social Studies and it was based on individual needs, which boiled down to “themes” like Plant and Animal Cells, Laws of Motion, and The Industrial Revolution.

And now I am back at the middle school and my perspective on theme has somewhat changed.

A few posts ago, I told you about the novels I use in my Resource Room: The Outsiders, Stargirl, The Giver, and The Boy in the Striped Pajamas.

Four novels, four nine week, and one common theme? Was it possible that a theme could last an entire year?

At the end of the year I ask students: “How are these four books related? Do they have a common theme?”

Here are some of the responses I have gotten in the past three years:

  • “You can’t treat people bad just because they are different.”
  • “People are discriminated against if they are different.”
  • “Everyone should be allowed to be who they want to be.”
  • “Everyone just wants to belong.”
  • “Friendships are the most important thing.”
  • “Sometimes people have to run away from their problems.”
  • “You should accept everyone.”

The definition of theme that we teach in 8th grade is:

20120613-211223.jpg

Taken from my “Literary Terms” SMARTNotebook file.

 

It the above themes aren’t amazing life lessons, I don’t know what would be.

For years, I taught in themes, but now I’d like to think I teach life lessons.

What are some of your favorite thematic units?

What thematic unit would you love to do if there was room in your curriculum?

Have you ever had a theme for an entire school year?

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