Clair Antoon-Newton
Chastity Campbell
Tamelra Jenkins
Larry Perdue.
Resources for Hurricane Katrina.
Non-Fiction Unit
Hurricane Katrina, August 28, 2005. Wikipedia.
Essential Question
How have writers used language in order to convey the different physical and emotional effects of Hurricane Katrina?
Final Product
Using at least 4 of the sources provided,
students will write a 3-4 page MLA paper in
which they discuss both the physical and
emotional effects of Hurricane Katrina. Essays should include
a well written introduction and a conclusion, as well as a
works cited page.
Essay Organizer
Essay Rubric Research Simulation
Grade Level: 10-12th
Essential Standards:
I'm not sure what everyone?s lessons will include, so I
copied and pasted all of the 11th-12th
grade standards. You do not have to use all of these
(just use the standards that are specific to your lessons).
For example, if one of your lessons consist of the students
reading an informational text for central ideas, you would
only choose standards from "Reading Standards for
Informational texts" and "Speaking and Listening Standards."
If you would want the students to write something at the end
of this particular lesson, you could also pull standards from
"Writing Standards."
- Cite strong, thorough, and relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful.
- Cite strong, thorough, and relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Determine two or more central ideas of a text and analyze
their development over the course of the text, including how
they interact and build on one another to provide a complex
analysis; provide an objective summary of the text.
- 2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- 2b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
- 8. Gather relevant information from multiple authoritative
sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the
task, purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following
a standard format for citation (e.g., MLA, APA).
| Group Member | Day | Anchor Texts | Activities |
| Chasity Campbell | 1 |
"Hurricane Katrina",
Encyclopedia Britannica |
Read the article Answer these questions |
| 2 | "Hurricane Katrina" Encyclopedia Britannica |
Watch this Video
on the Day by Day Account of Hurricane Katrina Respond to this short writing prompt |
|
| 3 | "The
Lost
Children of Katrina," The Atlantic. |
Read & Discuss the article. "The Lost Children" Questions |
|
| 4 | "The Lost Children of Katrina,"
The Atlantic. |
The Lost Children Mini Essay Prompt |
|
| 5 | Flex Day (Debrief/Reteach) Organize sources |
Add sources and quotes to essay organizer | |
| Tamelra Jenkins | 6 | "New Orleans evacuees integrate their culture into Houston environment" | Read the article as a class. Discussion: Compare and contrast the article to "The Lost Children of Katrina." Journal entry: Compare and Contrast |
| 7 | "New Orleans evacuees integrate their culture into Houston environment" | Reread the article independently and answer the quiz
questions that follow. Discuss the questions as a class. Journal entry: Central Idea |
|
| 8 | "O Beautiful Storm" | Reread the poem. Complete the figurative language handout
in groups. Journal entry: figurative language |
|
| 9 | "O Beautiful Storm" | Reread the poem in groups and answer the discussion questions. Discuss questions as a class. Journal entry: P.O.V and Author's Purpose |
|
| 10 | Flex Day (Debrief/Reteach) Organize sources | Add sources and quotes to essay organizer |
|
| Larry Perdue | 11 | "Those
Sunday
Drives" & "First Re-Entry" |
Read both the poems Discuss Julie Kane and her backstory by visiting her personal website |
| 12 | "Those Sunday Drives" | Reread the poem Answer the Discussion questions on your own Break into groups to discuss the answers you got Discuss answers as a class |
|
| 13 | "First Re-Entry" | Reread the poem Answer the Discussion Questions on your own Break back up into the same groups and discuss the answers you got Discuss answers as a class |
|
| 14 | "Remembering
Hurricane
Katrina" (Let me know if you're not comfortable creating a class activity for a visual text -- the photo set -- and I can make it for/with you!) |
Chronological PowerPoint
of New Orleans after Katrina, discuss the first emotion
that comes to mind for each slide. PDF version. |
|
| 15 | Flex Day (Debrief/Reteach) Organize sources | Add sources and quotes to essay organizer |
|
| Clair Antoon-Newton | 16 | Clint Smith on "What is Left" The Article | Questions and reflection
on "What is Left" Article. "What is Left" Journal Text to Self-Connection Extension Activity: Video Interview with Clint Smith on Revisiting Hurricane Katrina |
| 17 | Clint Smith on "What is Left" The Poem | "What is Left"? Literary Analysis Chart |
|
| 18 | "Carry Me Home" | Home Pre Reading Journal Read & discuss article Listen to Mark Braud's Music |
|
| 19 | "Carry Me Home" | "Carry Me Home" Main Idea Analysis |
|
| 20 | Flex Day (Debrief/Reteach) Organize sources.| Add sources and quotes to essay organizer |
Create MLA Citations for each source MLA Citations Video Lesson | |
| 21 | Student Selected Sources for Essay |
Begin drafting paper / Revise Thesis Begin writing first body paragraph |
|
| 22 | Student Selected Sources for Essay | Finish first body paragraph Begin second body paragraph |
|
| 23 | Student Selected Sources for Essay | Finish second body paragraph Write conclusion Begin revising |
|
| 24 | Student Selected Sources for Essay | Create Works Cited Page Finish editing and revising Submit essay |