Group: 1
Members: Matt, Kristen, Julie, Carmen

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.

1. Understand what makes a memoir a memoir--different forms of the genre
-Understanding, distinguishing, and appreciating different points of view
2. Understand their own perspectives regarding the natural disaster and how these perspectives shape their interpretations and feelings concerning the disaster
3.









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?

New York Times
www.nytimes.com/
The New York Times coverage of the Japanese tsunami--various articles
Accept
Students will search for articles to get information about the tsunami. They will not be directed to any specific articles, but will be encouraged to use nytimes.com (or New York Times through MeL) to find information.
InfoTrac Student Edition
InfoTrac Student Edition
Database of news articles found through MeL.
Accept
Articles come from a variety of sources including newspapers, magazines, and podcasts on current events. Sources come from a variety of perspectives, so students may be able to find two articles with differing points of view.
Personal memoir
http://www.nytimes.com/2011/03/14/opinion/14iht-edmakihara14.html?_r=1
http://opinionator.blogs.nytimes.com/2011/03/11/in-tokyo-the-search-for-solid-ground/
http://opinionator.blogs.nytimes.com/2011/03/11/the-internet-kept-me-company/
Three personal memoirs from New York Times of people who lived through the tsunami.
Accept
These are accounts from real people who lived through the tsunami and wrote their stories for the NYT.





Blog "memoir"
http://jsomayaji.blogspot.com/2011/03/earth-quake-tsunami-in-japan.html
"Personal" memoir from someone who did not live through the tsunami.
Reject
This person did not live through the tsunami and writes from an outside perspective, but he does not have any credentials or expertise.
2:46 Aftershocks: Stories from the Japan Earthquake
Book: Free Kindle download
Memoirs from people who lived through the tsunami
Accept
These are memoirs from real people from all walks of life who lived through Japan's 2011 natural disasters. They have been published and the book has good reviews on Amazon.


















































(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?

Day 1:
Show video of tsunami from YouTube to get everyone's attention and give them background knowledge.
Overview of expository writing: Give them a sample short article about the tsunami and ask them to identify in the article the tenets of expository writing while reading. Group share of what they notice and teacher fills in gaps, then students go through and label the different examples in the article.
Mini lesson: school librarian comes in to review database searching in Gale InfoTrac Junior, New York Times, and General Reference Center Gold.
Homework: find a reputable news article, read it closely and identify the tenets, and bring in a copy.

Day 2:
Students bring in articles and trade with a friend. Each student reads another's article. Then think-pair-share with the partner about the similarities and differences between the two articles in content, writing style.
Introduce memoir: what it is, some elements of memoir.
Share examples of memoirs with students--two as a group, then give students an array of memoirs to choose from. Each student needs to read at least 3 memoirs and select one to use in future project.
As a class, create a Venn diagram showing similarities and differences between memoir and expository writing.










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.