Tsunami+Gp8

**Members: Brianne, Mary, Caroline, Sue the Awesome Librarian**
 * Group: 8**

= **STEP ONE: LEARNING OBJECTIVES** =
 * Think about the intellectual and experiential opportunities represented by this task: what do you want students to KNOW and be able to DO as a result of this teach-in? Where are the rich connections? Give yourselves a little time to think about all of this, and let your thinking guide the lesson you create.**

Make connections between the way that people reacted to the tsunami in Japan to the way people reacted to natural disasters in the target culture (ex. Pompeii for a Latin class)

Human experience - Compare how cultures have historically dealt with disasters.

= **STEP TWO: FIND RESOURCES FOR YOU AND/OR YOUR STUDENTS TO USE** =
 * What resources will you use to find either materials for your own instruction or to guide a student-centered learning approach? Record them in the chart below. Here, talk about the resources you considered and why you ultimately rejected/used them. Remember to look for a balance of expert and open Web resources. Keep reading level in mind (look for differentiation codes, try a suggestion from** [|**Kathy Schrock**] **, use Word's readability scorer, or** [|**try this site**] **if you're not sure.) and consider the power of video, audio, and images to make learning more multimodal. (Keep thinking back to the learning objectives -- are the resources moving you closer to the goal?)**
 * < = Name = ||< = URL of resource or name of database = ||< = One-sentence annotation = ||< = Did you accept or reject this resource? = ||< = Why? = ||
 * < //Sample Sue// ||< [|//http://abcnews.go.com/GMA/video/champion-gulf-11079809//] ||< //Good Morning America story about the oil spill// ||< //REJECT// ||< //He's a politician but not an expert voice on oil spill recovery, and that's the focus of our project.//

//OR//

//This offers up an interesting political lens, which could be useful for the History Department, but less so for ours.// || Latini ||< http://yle.fi/radio1/tiede/nuntii_latini/ ||< Current events in Latin ||< ACCEPT ||< Current news articles, history, and ancient writings. Has audio resources as well. Can be viewed in English. ||
 * < Spiegel Online ||< http://www.spiegel.de/thema/erdbeben_in_japan_2011/ ||< German news magazine source for articles related to the tsunami ||< ACCEPT ||< Reliable, fairly unbiased news source. Has articles in English as well as German. ||
 * < Nuntii
 * < Ephemeris ||< http://ephemeris.alcuinus.net/index.php ||< Anything you want to know, in LATIN! ||< UNSURE ||< Contains current news, opinions, history, cultural resources and external links. Slightly difficult to navigate. ||
 * Pompeii Project || http://pompeii.virginia.edu/ || READ LATIN INSCRIPTIONS! || ACCEPT || Tons of resources about the eruption of Mt. Vesuvius in AD 79 that destroyed Pompeii. ||
 * Tagesschau || tagesschau.de || German newscasting || ACCEPT || Articles and videos on current events. ||
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**
 * (Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)**

= STEP THREE: DESIGN THE LESSONS =
 * What will YOU do? What will the STUDENTS do? Sketch out the lesson plan(s) below, making sure that you hit the principal's goals. Don't worry too much about following a specific lesson plan format. This activity is about the Big Picture of using online resources effectively. Remember to return to the objective you listed at the top of this page -- is this plan going to meet those objectives?**

(Preparation for all teachers: go through resources beforehand to find a reasonable selection.)

Latin: Students will read reactions to Pompeii (in Latin) and reactions to Japanese Tsunami. Then they will write their own reactions to Pompeii (in English) as if they were experiencing it firsthand. Create Twitter accounts for contemporary figures, have students communicate with each other in response to Pompeii.

German: Students will read articles about the tsunami from various German newspapers. They will evaluate the sources to decide which are valid and why, and which are most accessible to them in terms of reading level. Discuss the change in Germany's stance toward nuclear energy since the disaster, and how it aligns with specific political parties.

= STEP FOUR: THINK ABOUT ASSESSMENT =
 * Formal Understanding by Design would tell you to think about assessment as soon as you select objectives. Today, we're cheating a bit and putting it at the end so that we're sure you have time to consider resources and objectives first. If you have time today, discuss how you might assess the students' work** //**and**// **the effectiveness of your lesson design both during (formative) and after (summative) the teach-in. Make sure that your assessment ideas match with Step One above so that your assessment correlates with your goals.**

For Latin: Turn in translation (check for accuracy in word choice, grammar). Use a checklist/rubric so the students understand what mistakes are "big ones." Moderate Twitter conversation for appropriateness, time frame, facts.

For German (as a beginning): As an exit ticket, ask students to write down one thing they learned and one thing they still don't understand or wish to know more about.

For German (as the end of a unit): Ask students to describe how the different political parties would respond to the disaster.