Natural Disaster

Unit Portfolio presentation

Salima Alhadithi

Natural Disaster

A natural disaster is the effect of a natural (eg flood tornado volcano earthquake Tsunami) that affects the environment and leads to financial environmental andor human losses The resulting loss depends on the capacity of the population to support or resist the disaster and their resilience

httpenwikipediaorgwikiTornado

Natural Disaster

A natural disaster is the effect of a natural (eg flood tornado volcano earthquake Tsunami) that affects the environment and leads to financial environmental andor human losses The resulting loss depends on the capacity of the population to support or resist the disaster and their resilience

httpenwikipediaorgwikiTornado

Targeted Content Standards and Benchmarks

Listening Listening for gist specific information (from eye witness

report)) and detailed information Speaking ( talking about Natural disasters comparing two

disasters and how to help people and reduce damages) Reading Reading -for gist specific information detailed information Reading first -first and third-person description of

events(natural disasters) - Strategy Visualizing - Literature Responding to a poem

Targeted Content Standards and Benchmarks - Writing Describing an event an eyewitness account Write a paragraph with a topic sentence and

facts Using actions- Using similes - Structure Simple past VS present perfect forming question

s

Vocabulary Recognizing synonyms Learning new words

Essential Question

What it is like to experience a natural disaster

Unit Questions

Why do the natural disasters happen

What are their results on peoplersquos life

How do they affect people

Unit Questions

Why do the natural disasters happen

What are their results on peoplersquos life

How do they affect people

Content Questions

What is an earth quick Where does it usually occur When does it usually happen

Content Questions

What is Tornado Where does it usually occur When does it usually happen

Content Questions

What is cyclone Where does it usually occur When does it usually happen

Content Questions

What is Tsunami Where does it usually occur When does it usually happen What sights and sounds do you hear What kind of Damages can they caus

e Why are they so dangerous to people

What are the differences among the

m

Content Questions

What is Tsunami Where does it usually occur When does it usually happen What sights and sounds do you hear What kind of Damages can they caus

e Why are they so dangerous to people

What are the differences among the

m

Assessment PlanAssessment Timeline

( Before project work begins )

Presenting actual audio visual film

Real Pictures

Discussion

Asking Essential questions

Analysis of the studentsrsquo response

Assessment PlanAssessment Timeline

(Students work on projects and complete tasks )

-Brainstorming -Peer feedback

Assessment PlanAssessment Timeline

(After project work is completed ) -PowerPoint Presentation -Brochure -Quiz Rubrics for brochure power point

presentation slide show and -Reflection -Questions -quiz

Student ObjectivesLearning Outcomes

Student ObjectivesLearning Outcomes -To recall the meaning of the new vocabulary and

be more aware of word choice -To use vocabulary (word meaning) strategies to

comprehend text 2- To use the Grammatical structure correctly in a

variety of situations and apply their learning to real life situation

3- To create a well structured script that will be recorded and presented in the form of an interview prod cast based on common questions of grammatical posed by the class and outside sources

4-To listen to specific information 5-Read to learn new information 6-To read for gist

11-Develop interests and share reading experiences 12-To Talk about the terrible results of natural disaster 13-To give tips to reduce the Casualties and damages 14-To write an essay about one of the natural disasters 15-To write about how to be prepared to overcome any

natural disasters 16-Pre-writes to generate ideas and plan writing 17-Produces draft(s) 18- Uses appropriate style 19-Revises to improve text 20-Edits text 21-Show text to teacher and students

11-Develop interests and share reading experiences 12-To Talk about the terrible results of natural disaster 13-To give tips to reduce the Casualties and damages 14-To write an essay about one of the natural disasters 15-To write about how to be prepared to overcome any

natural disasters 16-Pre-writes to generate ideas and plan writing 17-Produces draft(s) 18- Uses appropriate style 19-Revises to improve text 20-Edits text 21-Show text to teacher and students

Assessment Summary

Assessment could occur through interview providing a brochure PowerPoint observation journal paragraph quizzes tests and final product Assessment can be conducted by the Different assessment tools will be adopted to monitor and reflect on the learning process

Unit DetailsPrerequisite Skills

Students should be familiar with word processing as well as presentation software (MS Wordamp MS PP) They also need to be able to surf the web and find information using key words

Instructional Procedures

This unit provides a model of differentiated instructions The lessons are engaging productive have purposeful noise Student-talk time is maximized Different activities are carried out during the daily lessons

Instructional Procedures

1-General Process for the Lessons Pair Work Small Group Practice Daily ndash

Every day students are pairedgrouped together Students take turns talking about the causes and effect that the natural disaster brings Each student talks for 3-5 minutes The other students are encouraged to give feedback to their colleagues comments Pairs groups change on daily bases so that each student has the chance to listen to and get feedback from a variety of students

Instructural Procedure

After talking about the causes and effects of natural disasters students try to give

synonyms to the new words put them in present perfect sentences Students then give some useful tips for solution or precautions that everyone should take in theses circumstances They also can use their laptops to find relevant information Students work in pairs or small groups to suggest ideas to lessen the destructions and casualties in such circumstances and publish a brochure which contains valuable tips to be followed in such circumstances

Instructional Procedures

This unit provides a model of differentiated instructions The lessons are engaging productive have purposeful noise Student-talk time is maximized Different activities are carried out during the daily lessons

Instructional Procedures

1-General Process for the Lessons Pair Work Small Group Practice Daily ndash

Every day students are pairedgrouped together Students take turns talking about the causes and effect that the natural disaster brings Each student talks for 3-5 minutes The other students are encouraged to give feedback to their colleagues comments Pairs groups change on daily bases so that each student has the chance to listen to and get feedback from a variety of students

Instructural Procedure

After talking about the causes and effects of natural disasters students try to give

synonyms to the new words put them in present perfect sentences Students then give some useful tips for solution or precautions that everyone should take in theses circumstances They also can use their laptops to find relevant information Students work in pairs or small groups to suggest ideas to lessen the destructions and casualties in such circumstances and publish a brochure which contains valuable tips to be followed in such circumstances

Instructional Procedures

1-General Process for the Lessons Pair Work Small Group Practice Daily ndash

Every day students are pairedgrouped together Students take turns talking about the causes and effect that the natural disaster brings Each student talks for 3-5 minutes The other students are encouraged to give feedback to their colleagues comments Pairs groups change on daily bases so that each student has the chance to listen to and get feedback from a variety of students

Instructural Procedure

After talking about the causes and effects of natural disasters students try to give

synonyms to the new words put them in present perfect sentences Students then give some useful tips for solution or precautions that everyone should take in theses circumstances They also can use their laptops to find relevant information Students work in pairs or small groups to suggest ideas to lessen the destructions and casualties in such circumstances and publish a brochure which contains valuable tips to be followed in such circumstances

Instructural Procedure

After talking about the causes and effects of natural disasters students try to give

synonyms to the new words put them in present perfect sentences Students then give some useful tips for solution or precautions that everyone should take in theses circumstances They also can use their laptops to find relevant information Students work in pairs or small groups to suggest ideas to lessen the destructions and casualties in such circumstances and publish a brochure which contains valuable tips to be followed in such circumstances

Instructional Procedures

Practice at Home - The students will be expected to surf the internet to find appropriate information for their projects They also review the information they receive during the day design a power point presentation about natural disasters Students work in pairs or small groups to do the comprehension questions provided the Content Questions find the meaning and synonyms to the vocabulary

and suggest ideas to lessen the destructions and casualties

Instructional Procedures

Project Work- By the end of this unit students are expected to produce both PowerPoint presentation and a brochure illustrating the information they have collected So students are given between 10-15 minutes at the end of each class to discuss and plan work assigned to them

Instructional Procedures

2-Checklists and Rubrics a) The preparation checklist and presentation rubric

are shared with the students The teacher discusses the preparation checklist and presentation rubric with the students SHe makes sure the students are clear on what the expectations are Students need to follow the guidelines included in the checklist while producing their project They also need to be aware of the criteria used to evaluate their performance This should be seen as a learning process the teacher needs to go back to checklist and rubric every now and then to address hisher students concerns

Checklists and Rubrics ndash The preparation checklist and presentation rubric are

shared with the students The teacher discusses the preparation checklist and presentation rubric with the students SHe makes sure the students are clear on what the expectations are Students need to follow the guidelines included in the checklist while producing their project They also need to be aware of the criteria used to evaluate their performance This should be seen as a learning process the teacher needs to go back to checklist and rubric every now and then to address hisher students concerns

Peer Evaluation(power point and brochure to rate himher self and team member on the relative contribution that they made in preparing and submitting the group project

Accommodations for Differentiated Instruction Students may visit the websites listed

below to prepare for their projects brochure and PowerPoint presentations (Resource Student)

httpenwikipediaorgwikiTornad httpwwwskywaysorgpoetrytornadohtml httpimagesgoogleae httpenwikipediaorgwikiTornado

Accommodations for Differentiated Instruction

httpwwwoescagovOperationalOESHomensfa0f8bd0ee918bc3588256bd4005326087a43a30db8f1f1ca88256fe90079ceb6OpenDocument

httpdiscovereducationpurdueeduchallengePBL2002_2003ENL_ProgressPPPrubrichtm

httpwwwenglisch-hilfendeuebungenadjektive_adverbienhaeufigkeitsadverbienhtm

httpwwwyoutubecomwatchv=cH6M1

HZ3nQA httpsitesgooglecomsitesalimasite

Accommodations for Differentiated Instruction( Non-Native English Speaker )

Direct them to Internet sites and resources

Video clips

Share with them resources

Students are also provided with websites that

guide them through writing their journals as well

as providing good samples

Accommodations for Differentiated InstructionGifted Student

Ask them to create their own websites Give them more challenging tasks that requires extended investigation about the topic and prepare a project about natural disasters and present it in front of the class

Internet Resources

httpenwikipediaorgwikiTornado httpwwwskywaysorgpoetrytornadohtml

httpalexstatealuslesson_viewphpid=6832 httpwwwuwstoutedusoeprofdevpptrubrich

tml httpwwwyoutubecomwatchv=DNL7ASvl4k

4 httpimagesgoogleaeimagesgbv=2amphl=enampsa=1ampq=natural+disastersampbtnG=Searchampaq=fampoq=ampstart=0

httpjd053k12sduspower_point_rubrichtmhttpjd053k12sduspower_point_rubrichtm

Accommodations for Differentiated InstructionGifted Student

Ask them to create their own websites Give them more challenging tasks that requires extended investigation about the topic and prepare a project about natural disasters and present it in front of the class

Internet Resources

httpenwikipediaorgwikiTornado httpwwwskywaysorgpoetrytornadohtml

httpalexstatealuslesson_viewphpid=6832 httpwwwuwstoutedusoeprofdevpptrubrich

tml httpwwwyoutubecomwatchv=DNL7ASvl4k

4 httpimagesgoogleaeimagesgbv=2amphl=enampsa=1ampq=natural+disastersampbtnG=Searchampaq=fampoq=ampstart=0

httpjd053k12sduspower_point_rubrichtmhttpjd053k12sduspower_point_rubrichtm

Internet Resources

httpenwikipediaorgwikiTornado httpwwwskywaysorgpoetrytornadohtml

httpalexstatealuslesson_viewphpid=6832 httpwwwuwstoutedusoeprofdevpptrubrich

tml httpwwwyoutubecomwatchv=DNL7ASvl4k

4 httpimagesgoogleaeimagesgbv=2amphl=enampsa=1ampq=natural+disastersampbtnG=Searchampaq=fampoq=ampstart=0

httpjd053k12sduspower_point_rubrichtmhttpjd053k12sduspower_point_rubrichtm

Internet Resources

httpalexstatealuslesson_viewphpi10312Teacher_Evaluationsalimad=6832

httpdiscovereducationpurdueeduchallengePBL2002_2003ENL_ProgressPPPrubrichtm httpwwwkentk12wauscurriculumtechK63puget_soundbrochure_rubrichtm

httpwwwenglisch- hilfendeuebungenadjektive_adverbienhaeufigkeitsadverbienhtm httpwwwenglishpagecomverbpagepresentperfecthtml

ttpimagesgoogleaeimageshl=enampum=1ampq=natural+disasterampsa=Nampstart=20ampndsp=20 httpdiscovereducationpurdueeduchallengePBL2002_2003ENL_ProgressPPPrubrichtm

httpscoursesworldcampuspsuedupublicfacultyPeerEvalFor

mhtml

httpwwweslpartylandcomteacherslisteningevalhtm

Other Resources

Reading articles Documentaries Video Digital Movies Up to date materials from Internet Newspapers and TV (authentic Material

• Natural Disaster
• Natural Disaster
• Targeted Content Standards and Benchmarks
• Targeted Content Standards and Benchmarks (2)
• Essential Question
• Unit Questions
• Content Questions
• Content Questions (2)
• Content Questions (3)
• Content Questions (4)
• Assessment Plan Assessment Timeline
• Assessment Plan Assessment Timeline (2)
• Assessment Plan Assessment Timeline (3)
• Student ObjectivesLearning Outcomes
• Slide 15
• Assessment Summary
• Unit Details Prerequisite Skills
• Instructional Procedures
• Instructional Procedures (2)
• Instructural Procedure
• Instructional Procedures (3)
• Instructional Procedures (4)
• Instructional Procedures (5)
• Slide 24
• Accommodations for Differentiated Instruction
• Accommodations for Differentiated Instruction (2)
• Accommodations for Differentiated Instruction (3)
• Accommodations for Differentiated Instruction (4)
• Internet Resources
• Internet Resources (2)
• Other Resources