Subject: Keri's Unit
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
· Students will record all observations.
· Students will vocalize important observations immediately following each
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.
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
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
1. Students will receive the handout covering the project requirements.
1. Students will read and discuss the handout, posing any questions that
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.
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.
"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.
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.
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.
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
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
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
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.
1. The students will practice oral presentation skills.
2. The students will perform their rewritten fairy tale, now written in
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.
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.
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
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.
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.
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.
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!
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.
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
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
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.