The document discusses a 4th grade class project on teaching holiday traditions. There are 20 students in the class, made up of different genders, ages, cultures, and learning styles. The teacher will break the class into four groups to research and present on the holiday traditions of Christmas, Hanukkah, Kwanza, and Ramadan. Students will be able to use various materials for their presentations and there will be time for questions after each group presents to allow the teacher to evaluate the students' learning.

1. Rachel Mannon
CI 350
Assure Assignment
th
Teaching Holiday traditions to 4 graders. There are 20 students 11 girls,
and 9 boys. There are 2 Muslims, 3 Jewish and 2 African Americans.
A
The gender of the students are nine boys and eleven girls. The ages of the students range from 8
to 9 years old in the 4th grade. It is a diverse class when it comes to culture. The class is made up of 2
Muslim students, 3 Jewish students, 2 African American students, and the rest of the 13 students are
Caucasian. Most of the students are visual learners; the other few students are hand on learners.
S
The students will develop his or her knowledge of holiday traditions of other cultures with the
use of group projects and presentations to the class with the use of multimedia. The students will
complete this with a degree of 95% by the end of the unit.
S
The teacher will break the class into four groups of 5. Each group will be responsible for
presenting a class project on a holiday tradition. The holiday traditions that will present will include
Christmas, Hanukah, Kwanza, and Ramadan. The groups will be a mixture of different ethnicities. The
will use YouTube as means to find media for the project. Also if the group has a member that practices
the holiday, the student will be allowed to bring in pictures or items to help with the presentation.
U
The unit will be student centered with the assistance of the teacher. The students will be
allowed to use a vast supply of materials from books to the internet.
R
When presenting the projects, the students will have a question and answer time at the end of
the presentation.
E
The teacher will be able to evaluate the students’ learning and understanding of the material
from the question and answer time of each project along with the presentation itself. Also the peer
review and feedback will assist in the evaluation of the students.