Tsunami+Group+7

**Members:**
 * Group: 7**

= **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.**
 * practice reading and writing the foreign language/practice developing ideas and writing (English and world languages)
 * developing a background knowledge and history of Japan and Japanese people/cultural
 * access online resources (teach students to find vetted/evaluated resources) - online encyclopedia, video, journal article, news sources
 * sharing resources/developing technology skills
 * building a sense of different cultural responses and why
 * team-teaching with our media specialist!
 * working on online collaborative learning

= **STEP TWO: FIND RESOURCES FOR YOU AND/OR YOUR STUDENTS TO USE** = http://0-infoweb.newsbank.com.elibrary.mel.org/iw-search/we/InfoWeb?p_field_base-0=&p_text_base-0=tsunami+Japan&f_submit_search=search&p_params_base-0=&p_bool_base-1=and&p_field_base-1=&p_text_base-1=&p_params_base-1=&p_bool_base-2=and&p_field_base-2=YMD_date&p_text_base-2=&p_params_base-2=&p_sort=YMD_date%3AD&p_product=NewsBank&p_theme=aggregated5&p_action=search&d_loc=&d_fieldcount=3&f_lastaction=explore&f_dateparams=B%2CE http://0-infoweb.newsbank.com.elibrary.mel.org/iw-search/we/InfoWeb?p_field_base-0=&p_text_base-0=tsunami+Japan&f_submit_search=search&p_params_base-0=&p_bool_base-1=and&p_field_base-1=&p_text_base-1=&p_params_base-1=&p_bool_base-2=and&p_field_base-2=YMD_date&p_text_base-2=&p_params_base-2=&p_sort=YMD_date%3AD&p_product=NewsBank&p_theme=aggregated5&p_action=search&d_loc=&d_fieldcount=3&f_lastaction=explore&f_dateparams=B%2CE
 * 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.// ||
 * < Mel/Newsweek ||< http://0-infoweb.newsbank.com.elibrary.mel.org/iw-search/we/InfoWeb?p_field_base-0=&p_text_base-0=tsunami+Japan&f_submit_search=search&p_params_base-0=&p_bool_base-1=and&p_field_base-1=&p_text_base-1=&p_params_base-1=&p_bool_base-2=and&p_field_base-2=YMD_date&p_text_base-2=&p_params_base-2=&p_sort=YMD_date%3AD&p_product=NewsBank&p_theme=aggregated5&p_action=search&d_loc=&d_fieldcount=3&f_lastaction=explore&f_dateparams=B%2CE ||< Newsweek articles on the tsunami ||< Accept ||< It is a vetted, reliable sources of current events ||
 * < Le Monde ||< http://www.lemonde.fr/asie-pacifique/article/2011/03/09/violent-seisme-au-nord-est-du-japon-risque-de-tsunami_1490349_3216.html ||<  ||<   ||<   ||
 * (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.)**
 * (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 = 1. Teacher creates a master google doc to share resources, project directions, etc. with students. 2. Teach about and create google docs for working groups (4 to 5 students) 3. Researcher articles (show them Mel, other online databases, foreign language resources, video, etc.) 4. Building vocabulary (French and English) - translating a newspaper article, answering questions (testing conceptual knowledge), creating a personal response ("How well do you think Japanese government responded to the disaster?") 5.Share findings cross-curricular (world languages and English/language arts) 6. Skyping with other classes in the building (An extension could be Skyping with Japanese students who are learning English in Japan) 7. Final project could be a virtual or physical gallery with students of all the classes.
 * 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?**

= 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.**
 * 1. daily project checklist (summative assessment)**
 * 2. how well students worked in the online collaborative educational setting**
 * 3.**