Subject: Kim's Unit

 

Days One-Six*

Holocaust Presentations

 

Objectives:

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.

 

Activities:

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

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.

 

 

*Period 1: On Day Three there was an assembly

 

 

Kim Zewan

 

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

decision.

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.

 

Day Seven

Introduction: Fairy Tale Unit

 

Objectives:

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.

 

Activities:

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

the board.

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

8. 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.

∑ The class is required to rewrite the story from another character's

perspective.

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.

Kim Zewan

 

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

future.

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.

Day Eight

"The True Story of the Three Little Pigs"

 

Objectives:

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

grade class.

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

Pigs.

 

Activities:

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.

Kim Zewan

 

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

well.

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

purpose!

Day Nine

Rewriting The True Story of the Three Little Pigs

 

Objective:

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

form.

 

Activities:

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

Monday.

 

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.

Kim Zewan

 

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.

Day Ten

Fairy Tale Rewrite in Play Format

 

Objectives:

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.

 

Activities:

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

stage directions.

∑ 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

X-Sender: kaz107@email.psu.edu (Unverified)

X-Mailer: Windows Eudora Light Version 3.0.1 (32)

Date: Mon, 27 Apr 1998 16:58:26 -0400

To: jap11@psu.edu

From: Kim Zewan <kaz107@psu.edu>

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.

Kim Zewan

 

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.

Day Eleven

Library: Mini-Field Trip

 

Objectives:

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

respective groups.

 

Activities:

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.

Kim Zewan

 

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.

Day Twelve

Rewrite Performances

 

Objectives:

1. The students will become active users of 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.

 

Activities:

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.

Kim Zewan

 

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.

Day Thirteen

Group Workshops

 

Objectives:

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.

 

Activities:

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

questions:

∑ Why did you choose the character you did to rewrite the text from a

different perspective?

∑ 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

ideas.

Kim Zewan

 

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.

Day Fourteen

Vocabulary Test

 

Objectives:

1. Students will demonstrate their understanding of unit four vocabulary

words.

2. Students will spell each vocabulary word.

3. Students will identify each word's definition.

4. Students will place each word in context.

 

Activities:

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

placement.

 

Handout: Unit Four vocabulary quiz.

 

Materials: Homework worksheets, unit four vocabulary quizzes, and

pens/pencils.

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.

Kim Zewan

 

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.

Day Fifteen*

Group Workshops

 

Objectives:

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

discussing the necessary changes and the props needed.

 

Activities:

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