Subject: Kim'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.
2. The students will organize information into a presentation (speech)
within a specified time frame.
3. 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.
2. Students will constructively criticize their classmates following
each individual's speech.
∑ 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.
*Period 1: On Day Three there was an assembly
Record: The presentations ran rather smoothly. The speeches were
informative and well organized, but were presented somewhat uniformly. The
only problem that arose was on Day Five when I needed one last volunteer
for the day, but no one was prepared despite the expectation that everyone
should have been prepared to present on any given day. Those students were
docked ten percent the following day, and were quite unhappy with that
Throughout the presentations, students recorded notes and offered
suggestions or comments to their classmates on their performances. My
class was particularly careful about using constructive criticism-everyone
supported everyone else. During the last three days of speeches, the class
was visibly bored.
Evaluation: Since oral presentation skills are important skills to master
at any level, an understanding of these skills must be initially developed.
A mini-lesson on the elements that are necessary for all good speakers
should have been introduced before the presentations began.
Also, the speech topics should have been less structured. Listening to
twenty-four speeches containing the same information becomes torturous.
Perhaps different topics could have been assigned to each student, or they
could have been given a list of numerous topics to choose from. This would
have certainly allayed some of the boredom.
Introduction: Fairy Tale Unit
1. The students will become familiar with me as their teacher and my
expectations of them.
2. The students will become familiar with the goals of the Fairy Tale Unit.
3. The students will brainstorm to identify characteristics of fairy tales.
4. The students will understand the guidelines of the major unit project.
5. The students will choose groups for the project.
1. Students will receive graded notes and speech grades.
2. Students will listen to teacher introduce herself (again) and explain
why she is teaching the class and what they will be doing.
3. Students will be informed of teacher's expectations:
∑ The importance of remaining in assigned seats at the beginning of class.
∑ The level of respect remaining uniform despite whom is teaching the class.
∑ The importance of determining a signal designed to catch their attention.
4. Students will ask questions, if they have any.
5. 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.
6. A volunteer from the class will write the class' brainstorming ideas on
7. Students will receive the handout covering the project requirements.
8. 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
∑ The project is to perform a fairy tale in play format for elementary
∑ The class is required to rewrite the story from another character's
Assessment: Students will write a one-page reflection on their Holocaust
speeches to be turned in the following day. Teacher will also monitor
understanding of the project through student questions and clear explanations.
Record: The classes feelings on their Holocaust speech grades were
divided. Half the class seemed pleased and the other half were angry with
their final grade. Perhaps grading should be on different elements in the
Students were very uninterested with the introduction of the Fairy Tale
Unit. I hope their interest is piqued with the actual work.
Evaluation: Today went really well: what a great day to start off the unit!
There were no discipline problems, but there also was no real excitement
produced by the introduction of the unit. I am concerned, considering how
quickly Keri's class jumped into the project. Students had very few
questions and seemed to understand their goals. I suppose I will have to
wait and see.
"The True Story of the Three Little Pigs"
1. Students will begin forming thoughts about their own presentations.
2. Students will recognize fairy tales' origins and intentions.
3. Students will critique two video performances from last year's eighth
4. Students will identify items to be changed in a text based on the
audience to whom it is presented.
5. Students will listen to a reading of The True Story of the Three Little
1. Students will submit assignments on speech reflections.
2. Students will understand how and why fairy tales develop.
3. Students will view two video clips from last year's presentation.
4. Students will offer constructive comments on what was positive and
negative in the video, while also comparing and contrasting the two clips.
5. A volunteer will summarize the story of The Three Little Pigs.
6. Teacher will pass out and read aloud The True Story of the Three Little
Pigs to the class.
7. Teacher will outline what students should look for to change in The True
Story of the Three Little Pigs for clarity.
8. Students will work to change the text individually.
Materials: TV, VCR, tape of performance, chalk, chalkboard, The True Story
of the Three Little Pigs handouts, and pens/pencils.
Handout: The True Story of the Three Little Pigs (3-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: Students reacted well to the questions posed concerning fairy
tale's origins. Many answered with intelligent, well-thought responses.
Students seemed to enjoy watching the clips from last year's eighth grade
performances. Showing the class the completed project helped them to
understand their goal.
Students also reacted well to The True Story of the Three Little Pigs.
Using this story worked well in getting them to think of how a story can be
written from another character's perspective.
Evaluation: Yes! Today went well. I was really pleased with all of the
feedback I got concerning the fairy tales. The students showed a glimmer
of interest-I think they may be starting to enjoy this unit! The clips
from last year's performances were really beneficial my class. The
students were able to list what could be better and what the groups did
The only part I would change in the future would be reading aloud The True
Story of the Three Little Pigs. Instead, I would read the original version
and ask that they change the story to be told from the perspective of the
wolf. I could still maybe read the story aloud to give them an idea of how
to rewrite it, but I definitely would not give them a copy to work from
because the students made very little changes to the text. Considering that
the student's main goal is to rewrite a fairy tale from a different
character's perspective, using one that is already rewritten defeats the
Rewriting The True Story of the Three Little Pigs
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 respective groups.
3. Students will recognize the elements crucial to rewriting a text in play
1. Review previous days work. Then preview the present day's work.
2. Students will individually review their change lists, making any last
minute additions they find necessary.
3. 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.
4. Students will draw the set, as they perceive it to be, on the back of
the master list of changes.
5. 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.
6. Students will begin rewriting the text in play form. Students should
refer to The Diary of Anne Frank for help.
7. Students will be instructed to bring their spelling books to class on
Materials: Chalk/chalkboard, TV/VCR, The True Story of the Three little
Pigs handouts, paper, and pens/pencils.
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 students responded well to the review of the previous day's
work. Students also had good ideas concerning the changes they would make
individually. When the students formed their groups, many more ideas were
discussed and the groups did a nice job deciding on those changes which
would compliment the story. Students also had little or no problem
rewriting the fairy tales, including the changes, into play format.
Evaluation: I feel that this day's lesson was structured enough to hold
the student's interest. The students were expected to use their individual
lists to comprise one master list, and this seemed to work well. I am
having a problem with one student in the class, though. This student never
contributes to his group, never completes the homework, and constantly
challenges me. I am unsure how to deal with him, but since he seems hungry
for attention, I try to give him that extra attention when I am circulating
around the room. I do not know is this is the best way to deal with him,
but for now I will see what happens.
Fairy Tale Rewrite in Play Format
1. The students will continue rewriting a text, showing they are conscious
of the intended audience.
2. The students will continue to function interpersonally within
collaborative groups, while finishing their rewrites into play format.
1. Teacher will congratulate the class on the previous day's work.
2. Review previous day's work. Preview today's work.
3. Teacher will return the group's master lists.
4. Teacher will speak to the class about realistic sets and available space
on a stage.
5. Teacher will insure the final rewrites fulfill the following requirements:
∑ Students must understand that they will be performing this script in
front of the class. The students must determine the differences between
reading and acting.
∑ Every group member must have a script.
∑ Groups must include enough parts for every student.
∑ Fairy tales must be rewritten in play format, including a narrator and
∑ Each performance must begin by explaining the play's imaginary set.
6. Each group must write a paragraph answering the following questions:
∑ What is the moral?
∑ What changes did your group make to the story?
∑ What was your group's purpose in making those changes?
7. Teacher will assign vocabulary homework and follow-up quiz for Friday.
Materials: Copies of The True Story of the Three Little Pigs, master list
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Date: Mon, 27 Apr 1998 16:58:26 -0400
From: Kim Zewan <email@example.com>
Subject: Kim's Unit
of changes, paper, and pens/pencils.
Assessment: Students will be assessed on the clarity of their paragraphs,
whether or not they described all of their changes, and their reasons for
making those changes.
Record: The students were receptive to suggestions concerning their
changes and to the discussion concerning sets. At the same time, students
seemed uncertain about why they must fulfill the rewrite requirements.
After I re-explained the reasons for each requirement to each group, the
students seemed to have a better handle on what they were doing and why.
Most of the groups did a good job completing their paragraphs. I did have
trouble with one group who seemed to think that the less effort they put
into an assignment, the better off they are. However, this group quickly
learned that they had better complete their assignment correctly the first
time, because I had them redo the paragraph for homework.
Evaluation: There was a lot of off-task activity occurring in the
classroom. I am not sure whether this activity can be attributed to
uncertainty or lack of interest on the student's part, but I tried to
create excitement in each group by encouraging them to think broadly. Some
groups listened and made more elaborate changes to the text and the morals,
while others ignored my suggestions. I think personal learning style has a
lot to do with how the students will respond to my suggestions, so
tailoring my responses to each respective group or individual might make a
world of difference.
Library: Mini-Field Trip
1. The students will prove their knowledge of resources by employing
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 fairy tale.
Record: The students listened carefully to the instructions. When we left
for the elementary school library, the students were unorganized. Once we
arrived at the library, the students listened attentively to the
librarian's instructions, then immediately began looking for their fairy
tales. Once the groups found an appropriate version of their fairy tale,
they began writing their 4-6-sentence paragraph. After the groups handed
the paragraph in, we returned to the middle school.
Evaluation: The students have no organizational skills concerning order.
The fact that the class left the classroom so unorganized was probably my
fault, because I assumed that each teacher established with their class the
proper way to travel through the school as a whole group. I was wrong. In
the future I will be sure to ask that the students form a single file line,
and not talk to one another until we reach our destination. This could
help me to avoid my embarrassment at the way the students conducted
themselves leaving the middle school and entering the elementary school.
Other than this problem that occurred while in transit, I was happy with
the group's ability to stay on-task in the library.
1. The students will become active users of 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 previous day's class and commend the students for
staying on-task and behaving well in the elementary school's library.
2. Teacher will return the student's paragraphs.
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 form and briefly organize.
5. Class will be instructed to take notes on the performances:
∑ Write down each member's name in each group.
∑ List 3 things the group did well.
∑ List 2 things the group can improve.
6. Groups perform their rewritten, play version of The True Story of the
Three Little Pigs.
7. Class votes on best performance for a prize, plus two extra bonus points.
Materials: Copies of each group's rewritten The True Story of the Three
Little Pigs, paper, and pens/pencils.
Assessment: Students will be graded on their performances based on their
use of characterization, the quality of the rewritten text, and the
evidence of a moral.
Record: The students were blasť about their performances. Not only did
they not follow the presentation requirements, but they were also
completely uninterested in putting forth any effort as far as acting was
concerned. I had to remind each group to explain their imaginary set,
introduce themselves, and to highlight their moral. I was disappointed
with their performances partly because I knew these kids could do the work,
but also because these kids are the advanced track and I thought they would
produce original pieces. The group that performed the worst actually won
for best performance by popular demand simply because their rewrite was
ridiculously funny. I was disappointed with the outcome, and I think the
class was aware of this.
Evaluation: I am really unsure of how to pique my student's interest. The
class seems to be looking at this unit as a chore; just another tortuous
assignment designed to destroy their will to live. I would like to explore
a different way to introduce this unit, one where the students would
actually want to be working on rewrites.
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 The True Story of the Three
Little Pig presentations.
2. Teacher will hand back group work.
3. Teacher will explain the duties of the Facilitator and Recorder, pass
out the necessary handouts, and ask volunteers to clarify the roles.
∑ Facilitator: Make a list of the day's tasks. Comment on what was
completed, what was not, how this could be avoided, and what your group can
do better the following day.
∑ Recorder: List everyone's name down in the group, and what they
contributed to the group as a whole.
4. 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. Students must answer the following
∑ Why did you choose the character you did to rewrite the text from a
∑ How does this change of perspective ultimately change the moral?
5. Teacher will collect these paragraphs and comment on them.
Handout: Four copies of the Facilitator and Recorder handouts.
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 must answer each question asked and clearly support their
Record: The students seemed to understand the roles of the Facilitator and
Recorder, and dove right in to their responsibilities. The paragraph
writing was a little more difficult for many of them to grasp. I had to
re-explain what I expected from each group several times, even though I had
already told them once and the questions they were to answer were written
on the board.
Evaluation: I cannot help but think that the students have problems with
their paragraph writing because they are unsure of how to properly set up a
paragraph. Maybe I should have introduced this lesson with a mini-lesson
on how to correctly produce a paragraph, but I thought that by this time,
the students would know how to do this.
The students apparently did understand the roles of the Facilitator and
Recorder, and I felt I got a lot of honest responses. However, one group
seemed to abuse the fact that the Facilitator provided the group members
with points, so I spoke to the class and informed them that since I was
circulating the room, I would know if the students truly were earning the
points that were assigned. Therefore, if I felt that the Facilitator was
abusing his/her role, I would have the final say on the amount of points
assigned to each member. Afterward, the students were much more careful
about assigning points so freely.
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: The spelling test was not much of a success. The students
listened attentively, until they received their tests, then began to
complain about the amount of points the test was worth. The students
quickly forgot the rule that says, "one voice at a time." I was barraged
with complaints, ranging from, "I didn't have time to study!" to "These
tests are never worth more than 10 points!" I quickly reminded students
that they were informed of the test on Monday, and reminded everyday of the
approaching test. I also informed the class that the test was worth more
because this unit focused on "college vocabulary, " and it is important to
know the use and definition of these words for their SATs.
Evaluation: Today definitely could have gone smoother. I was really upset
by their lack of preparation for this test, and their feeble attempts at
getting me to lower the total points. I also could have handled the
correction process a little better since having the kids spell the words
correctly was a disaster! Everyone was yelling and shouting out who missed
what and who was a horrible speller, and I was overwhelmed. In the future,
I will just quickly call out the correct spellings myself, so that the
students do not have a chance for outbursts or conversation.
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.
*Day 15: Mr. Anderson reclaims the class