Subject: Keri's Unit


Days One-Five

Holocaust Presentations



1. The student will acquire presentation and speaking skills by presenting

their Holocaust research papers as a speech in front of their class.

1. The students will organize information into a presentation (speech)

within a specified time frame.

1. The students will actively listen to speeches while taking notes on

their thoughts about the presentations.



1. Students will individually perform speeches for the class. Each student

will be assigned a number so that s/he knows when s/he is expected to

present. However, volunteers are allowed.

· Students will display visual aid.

· Students will perform speech within 4-6 minutes.

· Students will use note cards as prompters.

· Students will utilize adequate eye contact to involve audience.

· Students will refer to visual aid.

· Students will use good organization practices in developing an

introduction, body, and conclusion.

1. Students will constructively criticize their classmates following each

individual's speech.

· Students will record all observations.

· Students will vocalize important observations immediately following each

individual's speech.


Materials: Overhead projector, TV, VCR, magnets, tape, tacks, chalk,

pens/pencils, paper, and overhead transparencies.


Assessment: Students will be scored out of ten points on the following:

visual aid and its use, amount of eye contact, and organization and use of

note cards. Students will be scored a total of 15 points for overall

speech organization. Two extra-credit points are awarded to individuals

performing on day one; one extra-credit point is awarded for day two. Ten

percent is subtracted for unprepared students. Also, one point is deducted

for each minute the speech runs over/under the allotted time. Speech notes

on performances will be collected and scored out of ten total points based

on the number of presenters noted and the quality of the comments.


Keri Nedimyer


Record: My class actually went quite smoothly. The speeches were great,

which surprised me from some of the students. The students did not argue

about their grades; they knew what they would be scored on from the

beginning. The class took notes and offered suggestions, but toward the

end they began to become bored. At this point, the Holocaust unit has been

played-out with these students.


Evaluation: If I were to do speeches in my class, I would change a few

things. I would assign a number to the students, and that is when the

students would perform; no volunteers. It seemed to upset other students

who were scheduled to go. Also, I would make sure that students had

different topics. Hearing the same speech ten times is boring. I would

have introduced the speech assignment with a lesson on how to perform

speeches. The students were very monotone, and many of them read their

note cards. They need to learn about vocal inflection and involving the



Day Six

Introduction: Fairy Tale Unit



1. The students will become familiar with me as their teacher and my

expectations of them.

1. The students will become familiar with the goals of the Fairy Tale Unit.

1. The students will brainstorm to identify characteristics of fairy tales.

1. The students will understand the guidelines of the major unit project.

1. The students will choose groups for the project.



1. Students will receive graded notes and speech grades.

1. Students will listen to teacher introduce herself (again) and explain

why she is teaching the class and what they will be doing.

1. Students will ask questions, if they have any.

1. Students will brainstorm to identify characteristics of fairy tales

based on a picture shown on an overhead transparency. They will be asked

what they can identify that relates to other fairy tales. This will act as

an introduction to the unit and project. This introduction should begin

the class' thinking about fairy tales.

1. A volunteer from the class will write the class' brainstorming ideas on

the board.

1. Students will receive the handout covering the project requirements.

1. Students will read and discuss the handout, posing any questions that

may arise.


Materials: Chalk, overhead transparencies and projector, handout, paper,

pens/pencils, and chalkboard.


Handout: Two-page mini-syllabus explaining what the unit and major project

entail. The project is to perform a fairy tale in play format for

elementary school students.


Assessment: Students will write a one-page reflection on their speeches to

be turned in the following day. Teacher will also monitor understanding of

the project through student questions and clear explanations.

Keri Nedimyer


Record: Not enough planned! I thought all of this would take up the

entire class period, if not longer. But it left me with 15 extra minutes.

I decided to choose groups for the projects, and I spoke individually with

each group about ideas they might have working.


Evaluation: Overall, I thought the class went well. The students seemed

excited about the unit, and I am much more comfortable in front of the

class. The kids are responding well to me, and I am getting a lot of

respect from them. I am really excited to begin working with them.

Day Seven

"Little Red Riding Hood"



1. Students will begin forming thoughts about their own presentations.

1. Students will submit assignments on time.

1. Students will critique a video performance from last year's eighth grade


1. Students will identify items to be changed in a text based on the

audience to whom it is presented.

1. Students will listen to a reading of "Little Red Riding Hood."



1. Students will submit assignments on speech reflections.

1. Students will help Teacher determine the best signal she might use to

re-group the class and ask for quiet.

1. Students will view a video clip from last year's presentation.

1. Students will offer constructive comments on what was positive and

negative in the video.

1. A volunteer will summarize the story of "Little Red Riding Hood."

1. Teacher will pass out and read "Little Red Riding Hood" aloud to the class.

1. Teacher will outline what students should look for to change in "Little

Red Riding Hood" for clarity.

1. Students will work to change the text individually.


Materials: TV, VCR, tape of performance, chalk, chalkboard, "Little Red

Riding Hood" handouts, and pens/pencils.


Handout: "Little Red Riding Hood" (2 page fairy tale)


Assessment: Student will complete making changes for homework. Teacher

will begin assessing understanding while circulating throughout the class

as the students work.


Keri Nedimyer


Record: Class went fairly well today. However, I have found that I should

work on being clearer in my explanations of what I want the students to

work on, and what I hope that they will learn from the particular lessons.

I realize that I need to specify exactly how much I want the students to do

(e.g. When I ask the students to comprise a list, I should give them a

number of things to be looking for). So, I will make a conscious effort to

work on clarity in the future.


Evaluation: Enough activities today! I felt a little unorganized at the

beginning as I was speaking to the class. I felt as though I could have

gotten more in depth with each topic I brought up. The video clip went

really well! Good comments! But, the class began to chat when the

individual work was assigned. I could have structured their assignment by

being more specific about what and how much to find and change.

Day Eight

Rewriting "Little Red Riding Hood"



1. The students will be responsible for identifying items to be changed in

a text based on the audience to whom it is to be presented.

2. The students will display a competency for group work by comprising a

master list of changes within their individual groups.

3. Students will recognize the elements crucial to rewriting a text in play




1. Teacher will collect late work from students in the class.

2. Students will watch and critique an additional film clip from last

year's eighth grade performance.

3. Teacher will read aloud "The True Story of the Three Little Pigs" to the

class to illustrate how the story is told from another character's


4. Students will individually review their change lists, making any last

minute additions they find necessary.

5. Students will form groups, compiling one master list pulling from each

other's individual lists, understanding that everyone must come to a

consensus concerning those changes to be made.

6. Students will draw the set, as they perceive it to be on the back of the

master list of changes.

7. Students will include page and paragraph numbers for each change.

Students will then have the completed list approved by the teacher, who

will offer suggestions for the rewrite.

8. Students will begin rewriting the text in play form. Students should

refer to The Diary of Anne Frank for help.

9. Students will assign roles to "Little Red Riding Hood" characters.

10. Students will practice dramatic readings of "Little Red Riding Hood."


Materials: Chalk/chalkboard, TV/VCR, tape of performance, The True Story

of the Three little Pigs, "Little Red Riding Hood" handouts, paper, and



Assessment: Students will be assessed by the effort and quality of the

changes the groups comprise for the master list. Students will continue

working on their rewrites for homework.

Keri Nedimyer


Record: The class worked well today; I was very pleased. They seem to be

very excited about their ideas for their performances, but I hope they are

not getting ahead of themselves. I noticed that some of the changes the

students are coming up with are not appropriate for an elementary school

audience, and I need to discuss that tomorrow. One group of boys has Red

Riding Hood killed by an ax. The younger students will be in tears!


Evaluation: The group-work situation is causing me a little bit of stress.

Most of the groups are working well together, but one group that I had to

join from two separate groups is not very enthused about sharing ideas and

working together. I had to explain that they are only expected to

cooperate for forty minutes of the day, not the rest of their lives! I

still do not think that they are very happy about working together, so I

suggested that they separate the tasks and work individually within the

group. They can consult each other whenever necessary. I hope they begin

to get over the initial discomfort of not working with all of their best


Day Nine

Fairy Tale Rewrite in Play Format



1. The students will continue rewriting a text, so that elementary school

students may understand it.

2. The students will continue to show competency in working well together,

while finishing their rewrites into play format.



1. Teacher will return the groups master lists.

2. Teacher will instruct students to bring their vocabulary books to class

on Monday.

3. Teacher will speak to the class about realistic sets and available space

on a stage.

4. Teacher will explain rewrite assignment:

· Must understand that they will be performing this script in front of the

class. The students must determine the differences between reading and


· Every group member must have a script.

· Must include enough parts for every student.

· Must write a paragraph defining "Little Red Riding Hood's" moral and how

their play demonstrates that moral. Why did they choose to make the

changes they did? What types of changes were they?


Materials: Copies of "Little Red Riding Hood," master list of changes,

paper, and pens/pencils.


Assessment: Students will be assessed on the clarity of their paragraphs.

Did the students describe all of their changes and their reasons for making

those changes?

Keri Nedimyer


Record: Class did not go as well as possible. My activities need to be

more structured, and I need to follow through with disciplining students.

I will be sure to do so in the future to avoid another day like today.


Evaluation: Every group worked well today except one group of boys. I

spoke to them several times, asking them to remain on-task. I should have

separated them and made the boys work alone at that point. However, I did

not believe that the boys would do their work separately either, and I

hoped that they would pull together and do their work. At the end of class

I caught them spitting spitballs. I did not want to write the boys up, but

Mr. Anderson decided to do so, and he over-rode my decision to simply speak

privately to the boys. I was somewhat offended by that, because I feel as

though the class realized today that my decisions are not the ultimate

decisions to be made. That may hurt my effectiveness in disciplining the

class in the future. On my part, I feel that more structure and stern

discipline were in order today.

Day Ten

Rewrite Performances



1. The students will practice oral presentation skills.

2. The students will perform their rewritten fairy tale, now written in

play format.

3. The students will enlist acting skills in their performances.



1. Teacher will review last Thursday's class and talk about a need to show

respect for each other.

2. Teacher will assign vocabulary homework and follow-up quiz for Friday.

3. Teacher will explain presentation requirements and grading:

· Introduce characters

· Explain imaginary set

· Highlight the moral or ask for the audience's interpretation

· Grading-30 total points

a. Characterization-10 points

b. Quality of rewritten text-15 points

c. Is the moral evident?-5 points

4. Groups get together and briefly organize.

5. Class will be instructed to take notes on the performances.

6. Groups perform their rewritten, play version of "Little Red Riding Hood."

7. Class votes on best performance for a prize, plus two extra bonus

points, on Wednesday.


Materials: Copies of rewritten "Little Red Riding Hood," paper, and



Assessment: Students will be graded on their performances based on

characterization, quality of rewritten text, and the evidence of a moral.

Keri Nedimyer


Record: Today went well. The performances were excellent! I was

surprised with how much effort the students put into performing their

scripts. We were somewhat pressed for time, though (as usual). At the

beginning of class, I spoke to the students about Thursday's class and

cleared the air.


Evaluation: I felt much better after class today. I was very worried that

the boys would hold a grudge against me, but they seemed to have forgotten

all about Thursday's class. Chalk that up to middle-school experience! It

turned out that the spitball group won the performance competition, too! I

was very pleased with all of the performances.

Day Eleven

Library: Mini-Field Trip



1. The students will employ research skills in locating the fairy tale of

their choice in the library.

2. The students will identify a Facilitator and Recorder in their

respective groups.



1. Teacher will speak to the class concerning individual's behavior on the

way to and from the elementary school.

2. Teacher will ask students to have their chosen fairy tale approved.

3. Teacher will require each group to write 4-6 sentences explaining why

their group chose their particular fairy tale.

4. Class will travel to the elementary school.

5. Students will locate their chosen fairy tales.

6. Students will have fairy tales approved.

7. Students will write and submit sentences.

8. Class will travel back to middle school in time for the next period.


Materials: Library books, paper, and pens/pencils.


Assessment: Students will be assessed on their ability to stay on-task

while finding their fairy tale book. Students will also be assessed on

their group's response to why they chose their particular fairytale.

Keri Nedimyer


Record: I would have been more comfortable with travelling to and from the

elementary school if the class had stayed together. Students were running

ahead and all over the place, it seemed. Also, some groups did not bring

their story back with them. One good thing was the class' behavior in the

library. One group of boys (the spitball crew) even sat around one of its

members and listened to him read their fairy tale.


Evaluation: I thought the class went well today. The only thing that

frustrates me is the lack of responsibility in the kids. One group did not

bring their book back to class, and not everyone could copy their story

because they forgot to bring change. In that case, Mr. Anderson decided

that we should not take the time to go and make copies at all.

Day 12

Group Workshops



1. The students will practice critical thinking skills by writing a

detailed paragraph stating their intentions for their rewrite project.

2. The students will identify changes that are necessary within a text.



1. Teacher will commend students on their "Little Red Riding Hood"

presentations and present the winning group with their prize.

2. Teacher will hand back group work.

3. Teacher will explain paragraph assignment.

·Write a paragraph that explains, in detail, what your intentions are for

your fairytale. You will need to discuss different ideas among your group

members in order to reach a consensus.

4. Teacher will collect these paragraphs and comment on them.

Materials: Copies of each group's fairy tales, paper, and pens/pencils.


Assessment: Students will be assessed by the quality of their paragraphs.

The paragraphs clearly support their ideas.

Keri Nedimyer


Record: The students were not prepared today with their stories in class,

which caused more homework than usual. We should have taken the students

to make copies of their stories instead of asking them to do it on their

own. I am learning that they just will not do it at all.


Evaluation: I am losing patience with students who do not come to class

with their materials. However, I am not quite sure what to do about it.

You can only dock students so many points before that means of discipline

loses its impact. I gave prizes, chips and candy, to the winning group

from Monday, and the boys wanted to eat them so badly! So, after

attempting to tell them no, I gave in. They earned it!

Day 13

Group Workshops



1. The students will continue working within their groups, further

discussing the necessary changes and the props needed.



1. Students will review the responsibilities of the Recorder and

Facilitator. Volunteers will be used to ensure clarity.

2. Teacher will hand back assignments.

3. Students will then work together to comprise a list of at least 15

alterations to the text. Not only should changes within the language be

included, but also any change being made for any purpose (modernizing,

changing the setting, etc.). These changes must be listed on a separate

sheet of paper, including page and paragraph numbers, as well as in the text.

4. Students should submit master list.

5. Students will begin to rewrite the fairy tale, including changes, into

play format. Each group member will make changes to his/her individual

lines, while the prop builders begin working on costuming and set design.


Handout: Facilitator and Recorder handouts.


Materials: Recorder and Facilitator handouts, copies of each groups fairy

tales, chalk/chalkboard, master lists of changes, paper, and pens/pencils.


Assessment: Students will be assessed on the progress each group has made

during the period. Students will also be assessed on the basis of the

completed Facilitator and Recorder sheets.

Keri Nedimyer


Record: One group was still unprepared, but the other groups all had their

homework finished and stories with them today. The group missing their

story did their best to compensate, but I ended up assigning them something

a little different from what the rest of the class was doing. They wrote

their list of changes from memory, so I asked them to try to compose a

script including their changes without their book. They worked well; I

think that was a good idea, because it forced them to be even more on-task

in order to come up with a good text.


Evaluation: I felt better about everyone's work in class today. My

biggest concern now is the changes the students are making to their fairy

tales and how meaningful they are to the moral of the story and to what

they are aiming to accomplish. So, I have asked the students to be able to

justify each change they have made and relate it to their goals and the

moral. I hope they keep that in mind as they work on developing their


Day Fourteen

Vocabulary Test



1. Students will demonstrate their understanding of unit four vocabulary


2. Students will spell each vocabulary word.

3. Students will identify each word's definition.

4. Students will place each word in context.



1. The teacher will collect the Unit four vocabulary assignment.

2. The students will separate their desks and look over their words in

preparation for their quiz.

3. The teacher will give directions for the quiz.

4. The teacher will pass out the quiz.

5. The students will complete the quiz.

6. The students will correct the quiz immediately after they have finished.

7. The teacher will speak to the class about her experience in the

students' class and thank the students and Mr. Anderson for a great field



Handout: Unit four vocabulary quiz.


Materials: Homework worksheets, unit four vocabulary quizzes, and


Assessment: The teacher will be actively observing the students as they

complete their exams to ensure that they are not cheating. After the exams

are completed, the students will correct them immediately. Therefore, the

teacher will be able to determine the students' success or lack thereof on

the exam.

Keri Nedimyer


Record: I anticipated some problems in giving the quiz today, but

everything went smoothly. There was no cheating or any other problem in

class. The students did fairly well on their exams. Some did extremely

well; some students failed. I think correcting the exams immediately after

the students completed them was a good idea. That way the scores are more

meaningful, and the students do not forget what the grade was on in the

first place! It took a little extra time, though, and I had hoped to spend

more time at the end chatting with the class.


Evaluation: I had a great day today! In the middle of the class the

students and Kyle had flowers and a balloon delivered for Kim and I, and

the class made us a card. It was very sweet! They also asked if we could

stay to finish the year, which made me feel pretty appreciated! I had a

wonderful time in Mr. Anderson's class, and I hope the students learned as

much as I did.