Brief Description

For this lesson students will connect to the Internet and go to America Remembers the tragic events of September 11, 2001. First, they will take a virtual tour clicking on the links. Each link takes them to a different phase or aspect of the event. Next, they read and analyze the information and images presented. Then, they will choose one of the most interesting images and reflect on it, using the guided questionnaire. (Students should be encouraged not to limit their imagination just to the questionnaire) Finally, the students will write a narrative paragraph describing and analyzing the image as they see it in their own words.

Standards and Frameworks

Technology Standards

• 3T E1 Use formatting capabilities of technology tools for communicating and illustrating.
• 4T-P-1. Routinely and efficiently use on line information resources to meet needs for collaboration and communication.
• 4T-P-2 Manage and communicate personal and professional information utilizing technology tools and resources.

• R-P 1.Using reading strategies such as making inferences and predictions, summarizing and paraphrasing, differentiating fact and opinion, drawing conclusions, determining the author’s purpose and perspective to comprehend written selections.
• W-F 1. Use the writing process, including generating topics, drafting, revising ideas and editing, to complete effectively a variety of writing tasks.
• W-E1 Use correct spelling, punctuation, capitalization, grammar and usage, along with varied sentence structure and paragraph organization, to complete effectively a variety of writing tasks.

Academic

• During the virtual tour students will reflect, describing and analyzing at least two out of six major events reported on America Remembers website.
• Using the work sheet students will follow the different steps of the writing process and complete the task.
• Using the guided questionnaire students will use the image to read, to think,  to imagine gathering information for the narrative paragraph.
• Students will demonstrate basic understanding of at least three out of six traits of writing in their narrative paragraph.

• Given a web address students download the image of their choice, in order to place graphics into their Word document.
• Using a word processing program, students will write a narrative paragraph and edit their writing using the Review Checklist.

• Students must have a general knowledge of being able to access the Internet, and move from page to page.
• Students must have general knowledge of maximizing and minimizing documents.
• Students must have basic knowledge of a word processing program including changing the font, using spell check, editing and revising.

• Guided Questionnaire
• Review Checklist

SEI students-

• Students will have a peer tutor or a Bilingual Aide to help the students with vocabulary necessary as they go through the writing process.
• Students can utilize a higher level student who speaks the same language to explain and relate to the events of their required reading.

• Have these students choose one event or an image. Have them list the ideas that come into their mind as they read about the event or look at an image.
• These students may be given an opportunity to record their thoughts as they narrate before they listen and write it down.

• These students may be required to use more complex vocabulary and a varied sentence structure as they narrate the event using the image.
• Using their imagination they can create a picture, related to their reading and scan it to download it to their Word document.
• Students can extend their writing from paragraph to an essay.
• They can recreate the story by writing it in the form of a dialogue.
• Thy can choose an image before the 9/11 event and write a compare/contrast essay.

Day-1 Write the word “terrorism” on the board. Ask students to define the word and what they know about it. Then, ask them what they think about the terrorist act of 9/11. Give students enough wait time to think and respond. Have them relate it to any event they had known or experienced earlier. Find out if they knew any of the victims directly or indirectly. Have them share their stories and the impact of this event on our lives. Have them predict the future of America and the safety of Americans. Ask them what we can do  as citizens to alleviate this problem. Elicit maximum responses possible so that students are ready to learn more.

Day-2 Before the students are scheduled to the computer lab, show them the website they are going to visit and the different phases of 9/11. Then, have them go online to  America Remembers (http://www.cnn.com/SPECIALS/2002/america.remembers/) and read different phases and aspects of the event. Have them list the questions that pop up in their mind as they read the information and the images.

Day-3 Students are back in the computer lab with their notes. Now, students will go on line to the same website America Remembers and choose the most interesting image of their choice. They use the guided questionnaire to read, to think, to imagine and to understand the author’s perspective of the image. They describe and analyze the image, the way they see it, jotting down their thoughts.

Day-4 Students will use Word document to write the rough draft of the narrative paragraph using the information they have gathered, incorporating the following components:

• Explain what the image is about
• Provide insights into the event
• Relate it to personal life
• Include clear organizational structure
• Include the image

Assessment

Students are assessed based on each of their individual ability and the improvements in their skills.

Technology:

• Teacher observation on how well students utilize the computer to access URL addresses Word, downloading images, and print documents.

RUBRIC:
0 – Student needs help with all technology access
1 – Student needs some help with technology
2 – Student needs a little help with technology
3 – Student needs no help with technology

• Students will be graded on their Microsoft Document. The document must include the following components. Students will:
• Explain what the image is about
• Provide insights into the event
• Relate it to personal life
• Include clear organizational structure
• Include the image

• Students’ narrations will be graded on the six traits of writing rubric:
• Six Traits Rubric

The six traits rubric is a six-point scale, with six being the highest score and one being the lowest score.  Each of the six traits has descriptors for the individual score (6-5-4-3-2-1).
A great site to visit that has the criteria written out for each score is:
http://www.geocities.com/ginnyks/sixtraitupdate.html
Once you are in this site, scroll down and click on scoring six traits.  From there you can click on any trait, read about it, then click on 6+1 Traits Writing Scoring Guide which will give you the six scoring levels of that trait.
Teachers may create a slip of paper that looks like the one below (or create a stamp):
 
   Six-Trait Scoring Rubric
 
Ideas    _______           Word Choice _______
Organization  _______   Fluency          _______
Voice   _______             Conventions _______
 
• Narrative Paragraph Writing Rubric

Teacher Name: Katya Suryadevara
Site: Amphitheater High School
Date Submitted: March 1, 2004