Courses are usually divided into learning units based on curriculum. A teaching unit contains sequenced and related learning activities organized around a theme. It is a chunk of content and associated skills perceived as fitting together logically. There are two types of instructional units: standard and integrated thematic. An integrated thematic unit (ITU) consists of lessons centered on a topic with each building on the previous by contributing additional learning areas. It is centered on a central theme that integrates disciplines.

2. Courses of instruction are usually divided into
learning units as reflected in textbooks, manuals,
modules, and other instructional materials that are
based on a given curriculum.
A teaching unit contains a series of sequenced and
related learning activities that are organized around
a theme, issue, or problem along with goals,
objectives, resources for learning , and procedures
for evaluation (Marterolla, 1984)
It is a chunk of content and associated skills that are
perceived as fitting together in a logical way
(Arends,2004)

4. 2 classifications of Instructional
unit
Integrated
(interdisciplinary)
thematic unit
(ITU)

5. It consists of a series of lessons
centered on a topic with each
lesson building on a previous
lesson by contributing additional
learning areas or subjects.

6. Integrated (interdisciplinary) thematic unit
(ITU)
It is centered on a central
theme. I f by design the
thematic unit integrates
disciplines, then it is called
integrated or interdisciplinary
thematic unit
(ITU)

10. Steps for developing an interdisciplinary thematic
unit(ITU)
Following steps that can guide a team of
teachers in developing an
interdisciplinary thematic unit(ITU)
1. Agree on the nature of source of the
unit. Team members should view the
interdisciplinary approach as a
collaborative effort in which all members
can participate if appropriate.

11. 2. Discuss specific subject benchmark standards,
goals and objectives, curriculum guidelines,
textbooks and supplemental materials and units
already in place for the school year.
Choose a theme/topic and develop a timeline. The
basis for the theme selection should satisfy the
criteria. The theme should
1. fit within the expected scope and
sequence of mandated content, and
2. be of interest to the students.

12. 4. Establish two timelines. The first is for the team to ensure
that the deadlines form specific work required in
developing the unit will be met by each member. The
second timeline is for both students and teachers to show
the intended length of the unit, when it will start, and in
which classes will it be taught.
5. Discuss the scope and sequence for content and
instruction.
6. Share goals and objectives. Each team member should
have a copy of the goals and target objectives of every
other team member.
7. Give the unit a name
8. Share subject-specific units, lesson plans, and printed and
non-printed materials
9. Field-test the unit. Team members may trade classes from
time to time.
10. Reflect, assess, and adjust and revise the unit as
necessary.

13. Developing daily plans
Accompanying an instructional unit (whether standard or
thematic)are daily plans drawn from the unit of study. A
daily plan is usually taught in a single class period for a
particular learning area (subjects) or in some activities in
two or three successive periods. It outlines the content to
be taught, motivational techniques to be used, materials
and equipment needed, the specific steps and activities,
and the evaluation procedures. A daily plan which flows
naturally out of an instructional unit defines the objectives
and class activities for a single day. Built in the daily plans
are the lessons which take place before instruction,
during instruction, and after instruction. A daily plan
provides activities for the learners to enable the class to
accomplish the objectives in an interesting and
meaningful way.

14. Burden & Byrd present the significance
of daily plans in attaining the goals and
objectives of a given unit of study
The daily plans:
1. Help to classify the instructional objectives of a
particular lesson;
2. Precisely identify the content and determine the
instructional activities and specific means about how
the activities will be conducted;
3. Arrange the appropriate evaluation of the student
learning;
4. Give s sense of direction and feeling of confidence and
security about what the teachers are doing; and
5. Help teachers organize, sequence, and become familiar
with lesson’s content

16. Guidelines in creating a unit of
instruction
(Peter H. Marterolla,1994)
1. Develop an idea for special topic of study & translate it into
brief, clear statement of your theme or problem focus(unit title).
2. Break the idea or theme for the unit into a set of more specific
ideas and smaller subtopics or list of key questions you wish to
address (list of topics).
3. Indicate for which group of students or grade levels the unit is
intended and include them in the planning if possible (target
student population).
4. Make an appropriate determination of how much time can be
spent on the unit (time required).

17. 5. Construct a brief overview of what the unit is all about and
why it is important and useful for the intended class to learn
it (rationale).
6. Identify a goal or a set of basic goals that unit will be
designed to accomplish (goals).
7. Outline the specific objectives to be accomplished with the
unit and arrange them in sequential order (objectives).
8. Identify and develop related specific teaching strategies and
activities (teaching strategies and activities).
9. Develop a plan to evaluate the effectiveness of the unit
(evaluation procedures).

18. 1. Select a suitable theme, topic, issue, or problem.
2. Select the goals of the unit and prepare the overview.
3. Select suitable instructional objectives, in doing this (a) include
understandings, skills, attitudes, appreciations, and ideals: (b) be
specific, avoid vagueness and generalizations; (c) write
objectives in performance terms; and “(d) be as certain as
possible that the objectives will contribute to the major learning
described in the overview.
4. Detail the instructional procedures
a. refer to curriculum documents, resource units, and colleagues
as resources. Gather learning activities to make sure that they
will actually contribute to the learning designated in the
objectives.
b. check learning activities to make sure that they will actually
contribute to the learning designated in the objectives.

19. c. Make sure that the learning activities are feasible.
d. Check resources available to be certain that they support
the content and learning activities.
e. Describe how to introduce the unit . Provide introductory,
developmental, and culminating activities.
5. Plan for preassessment and assessment of student learning.
Preasssess what students already know or think they know.
Assessment of student progress in achievement of the
learning objectives (formative assessment) should permeate
the entire unit.
6. Provide for the materials and tools of instruction.

20. Guidelines in the development of effective lessons
(Mary Alice Gunter, Thomas H. Estes & Jan Schwab,
2003)
1. Limit the concepts and content to be covered in a lesson to
allow time for the students to review, practice, and get
feedback on what they have learned.
2. Be sure that new material is connected to what has been
learned previously and that the connections are clear.
3. Check frequently to ensure that the students are acquiring
the intended knowledge, attitudes , and skills. Be prepared
to alter plans or to reteach of learning is not taking place or if
the students seem to be disengaged.
4. Never accept student’s failure to learn as inevitable or
unavoidable.