One of the major problems with the English curriculum is that literature, language, and composition, the three major strands of the curriculum, have been separated rather than integrated within the curriculum. This inservice program, which was given for English teachers at Niles High School in Skokie, Illinois, advocates the use of conceptual or thematic units which bring together sequences of literary works with common properties and problems for teaching literature. The program contends that various common problems with traditional instruction can be mitigated by taking a thematic approach to teaching literature. It defines and outlines a thematic approach to instruction and examines some benefits to designing curriculum as thematic or conceptual units. It also lists the features of good thematic units and the components of a thematic unit. In fact, the program delineates fully the use of thematic units, including the use of a sequence of activities and materials needed and the process to be followed in developing thematic units. A model unit on Coming of Age in the Vietnam War Combat Literature is appended, as are sample unit activities. (Contains a 43 references.) (NKA)