1. Topic-
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2. Content-
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| The lesson will start with a discussion of what the learning goals
of the lesson are. The students will be given a piece of paper with
the name of a natural disaster on it. In their groups, the students
will be writing 5 clues for the rest of the class to guess what their
natural disaster is. A small presentation will be made by the instructor
talking about each disaster, how they are measured and determined.
The students will then be asked to talk about what they would expect
to find in a text about natural disasters. Will there be lots of information?
Will there be lots of pictures? After the discussion, the students
will be reading pg. 104-111 on Hurricanes, Tornadoes, Avalanches and
Landslides. After reading, the students will be writing a one page
informational report about a certain natural disaster that occurred
in the past. They will be answering questions such as: Where did the
disaster occur? |
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3. Goals: Aims/Outcomes-
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Variety of Texts
1.1 read a variety of texts from diverse cultures, including literary
texts (e.g., shortstories, poetry, myths, culturally focused legends,
plays, biographies, novels), graphic texts (e.g., graphic novels,
hobby or sports magazines, advertisements, logos, atlases, graphic
organizers, charts and tables), and informational texts (e.g., editorials,
reports, biographies, textbooks and other nonfiction materials, print
and
online articles, personal electronic and online texts such as e-mails)
Purpose and Audience
1.1 identify the topic, purpose, and audience for a variety of writing
forms (e.g., a poem or song on a social issue for performance by the
class; a formal letter to the teacher outlining their opinion on eliminating
soft drinks from the school vending machine; an article explaining
the water cycle and including a flow chart, for an online student
encyclopedia)
Developing Ideas
1.2 generate ideas about a potential topic and identify those most
appropriate for the purpose
Research
1.3 gather information to support ideas for writing, using a variety
of strategies and a range of print and electronic resources (e.g.,
interview people with knowledge of the topic; identify and use graphic
and multimedia sources; keep a record of sources used and information
gathered)
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4. Objectives-
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- Brainstorm and define the features of natural disasters with examples
- Learn about how natural disasters occur and are measured through
text
- Research and write about natural disasters using proper terminology,
features of the text and writing skills to further their knowledge
on these deadly occurrences |
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5. Materials and Aids-
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Computer
Internet
Paper/Notebook
Writing Utensil
Assignment Outlines
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6. Procedures/Methods-
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A. Introduction-
| The lesson will start with a discussion of what the learning goals
of the lesson are. The students will be given a piece of paper with
the name of a natural disaster on it. In their groups, the students
will be writing 5 clues for the rest of the class to guess what their
natural disaster is. |
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B. Development-
| Read section of the textbook about hurricanes, tornadoes, landslides,
earthquakes |
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C. Practice-
| Students will be introduced to an assignment they will be working
on when time permits. Students will be given the outline and any questions
will be answered during this time. The teacher will recommend certain
disasters that the students are more than welcome to research giving
them some ideas. |
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D. Independent Practice-
| Students will begin to work on assignment researching their own
specific natural disaster |
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E. Accommodations (Differentiated Instruction)-
Those who need the room quiet will be invited to stay within the
classroom (on the computers) to work
Those who have trouble keeping on task will be kept closer to the
teacher in the lab as well as within the classroom.
Those who prefer visuals can use both the PowerPoint and the pictures
in the text as well as the Internet to learn best about natural disasters.
The task instructions will also be projected in the lab.
For those who need a hard copy; one can be printed to suit the needs
of the individual student.
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F. Checking for understanding-
| Once completed the assignment will be assessed using a rubric given
to the students ahead of time. |
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G. Closure-
| Ask the students if there are any other questions that are needed
to be answered; get students to save work and log off computers |
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