| A typical day of school usually consists of math, | | | | These connected lessons also allow students to use |
| science, social studies, and language arts. These | | | | their strengths to improve their weaknesses. Students |
| curriculum areas usually do not intertwine. Therefore, a | | | | can help out themselves or one another. Those with |
| student's mind must bounce from one subject to | | | | strengths in one subject can help out an other who |
| another throughout the course of the day. However, if | | | | may be struggling and can easily help him/her relate |
| these subjects have a common theme or concept, | | | | the work to a subject that the particular student |
| students can stay focused upon that one main idea. | | | | understands. Integrated lessons seek to help students |
| Furthermore, they can observe and learn the | | | | learn and appreciate the relevancy of how school |
| connections that are made throughout the various | | | | subjects are tied together and how each subjects |
| areas of education. This is vital in view of the fact that | | | | builds on the other. With this knowledge, they may be |
| being able to see how things are related is a very | | | | more willing to try at a difficult curriculum area. That |
| important ability to possess since everything in our | | | | particular subject won't seem as intimidating. |
| world is connected. | | | | Specifically, the subject of reading would benefit |
| Besides allowing students to make connections, | | | | greatly from this method of teaching. This is due to the |
| teaching a series of integrated lessons allows the | | | | face that many students find reading to be mundane |
| teacher to delve into all aspects of a certain theme. | | | | or find it to be difficult. However, connected lessons |
| This gives the opportunity to satisfy the different | | | | give students a purpose for reading and thus, make |
| interests that are in the classroom. Every student has | | | | reading more meaningful and interesting. |
| a subject that they tend to favor or find the most | | | | Learning goes deeper when we can make |
| intriguing. With connected lessons, they can find | | | | associations among ideas and are able to see |
| something about the topic that they find stimulating and | | | | connections. There are no boundaries to learning when |
| use that as a basis to understanding the topic in other | | | | the mind can expand upon a central theme. Thus, it is |
| curriculum areas. For instance, a student who enjoys | | | | so important when teaching to show these |
| science and dislikes language arts will be more inclined | | | | connections and give students that opportunity to |
| to do his/her language arts work when it relates to the | | | | broaden their knowledge. |
| science work that he/she is enjoying. | | | | |