Level: Pre-Intermediate
Skill: Readig Unit 5, 5A When Disaster Strike, 5B Superstorm
Group: Narin Sayın, Damla Tezel
 

 

 

Stage 1 – Desired Results

 

Established Goals

 

–          -Extreme weather and natural disasters vocabulary

–          -Students will learn about severe storms,the damage they cause and how people can prepare for them.

–          -Students will read about the cause of the flooding of New  Orleans in 2005,

Hurricane Katrina, the aftermath and the city’s future.

-Students will find out how tropical cyclones are formed,their dangers and difficulties in forecasting them.

Reading strategy

-skimming

-scanning

– summarizing

-writing the main idea of  each paragraph

-Sequencing

 

Vocabulary Learning Strategy

–          -Guessing meaning within the context

–          -Using context clues to guess the meaning

–          -Using footnote definitions that are important for understanding the passage provided at the bottom of the page.

 

Project

The students will be divided into groups of five and each group will make an interviw among themselves as one of them being an interviewer, and the other four as the victims of the hurricane answering questions related to their feelings, needs and future plans after the disaster…

 

 

Big Idea: While natural disasters capture headlines and national attention short-term, the  of recovery and rebuilding is long-term.

Sylvia Mathews Burwell

 

Transfer

-Students will be able to independently  use target vocabulary to describe natural disasters, will apply words that they have learned to disasters and chain of causes.

-Students will make use of information about natural disasters in their daily lives.

-They will use the passive voice and cause-result linkers(so that,however,because,not only but also,therefore)

 

 

Meaning

UNDERSTANDINGS

-Students will understand that they can utilize the content and target vocabulary to talk about natural disasters.

 

-Students will understand we cannot stop natural disasters but we can arm ourselves with knowledge.

 

-Students will distinguish between cause and effect sentences.They will understand the importance of sequencing events and findind main idea.

ESSENTIAL QUESTION(S)

 

– If people live in an area with severe storms,what can they do to prepare for them?

 

-Can you trust storm warnings and weather forecasts?

 

-What lessons can we learn from natural disasters such as hurricanes,typhoons?

 

Acquisition

Students will know

 

–          how to find a main idea of a text by looking at the heading, sub-headings and pictures and reading the first and last paragraph of the text (skimmimg method).

 

-how to find the topic of each paragraph and that will help them understand the text itself.

 

how to sequence the event

 

how cause sentences and result sentences differ.

 

-importance of passive voice usage in order to give emphasis on the activity or happening itself – not the person.

 

words in the texts occur in collocations(humid air,rotate around,upward from,are to blame for…).

 

target vocabulary related to natural disasters.

Students will be skilled at

 

-making correct cause and result sentences.

 

-applying target vocabulary in their daily lives or  while reading a different text about the same subject.

 

 

-the importance of collocations.

 

-sequencing.

 

-the summary of any text.

 

-the skillful usage of the passive voice while asking questions and giving answers in their project work

 

Stage 2 – Evidence

 

 

Evaluative Criteria

 

Assessment Evidence

 

– In groups of five, students will draw a chain graphic organizer and fill in each box with the sequence of tropical cyclones after reading the second paragraph of the second text.

 

 

 

-In groups of five, Ss will be able to ask questions and give suitable answers to the questions asked using suitable vocabulary and grammar structure. (Project work)

PERFORMANCE TASK(S):

Interviewing  victims of the hurricane in New Orleans

 

-The students will form groups of five and prepare an interview for the being victims of the hurricane.

-They will present their project work the following week.

–          One student will be the interviewer, the other four will be the victims but each victim will answer the interviewer’s questions according to their roles given to them by the instructor. One will be the pessimist, one will be the optimist, one will be analitical, and the other will be critical.

–          They all will make use of target words that they have acquired and the interview questions will be about the power of the storm,damage it caused, the failure of the government,the failure of people to leave and their losts.

 

Stage 3 – Learning Plan

 

Summary of Key Learning Events and Instruction

 

  1. W(where-when-why) – Ss will be informed about the aims of the unit and essential questions will be introduced. Each essential question will be given to some students randomly and these students will be asked to read them loudly.Then, the instructor will show all essential questions on the board and will ask students to read them during the lesson.
  2. H (hook) – The students will be given an experiment to form a simple hurricane and tornado. A video will be shown before they do the experiment.
  3. E (equip) – Ss will be equipped with necessary tools such as laptop, projector, CD player, posters, handouts.
  4. R (rethink) – The instructor will give feedback at the end of the tasks four times.
  5. E (evaluate) – Ss will be evaluated through the group work activities, pair work activities and performance tasks.

 

  1. T (tailor) – The instruction will be tailored according to different learner styles;

–          For visual students, they will see the videos.

–          For auditory students, they will be exposed to listening to the texts.

–            Group and pair work activities as well as individual tasks will also be included in the lesson.

7.       O (organize)

 

 

Reading Text 1

a.       Ss will be informed about the aims of the unit and essential questions will be introduced.

b.      Ss will brainstorm natural disaster names and warm up questions in the book.

c.       Before starting the text, the students will describe the photos on pg.s 64-65 and then do the matching and discussion activity.

d.      Ss will be introduced to some vocabulary via matching activity.

e.      Ss will choose the main idea of the text by skimming.

f.        Ss will listen to the text  called “When Disaster Strikes”. After listening and discussing the topic of each paragraph, the students will be divided into three groups and each group member will answer the comprehension questions at the board as the comprehension questions will be copied and pinned on board before the lesson starts. The group that finishes answering the questions first will be the winner.

g.       After the activity, show the video of New Orleans just after the hurricane hits.

h.      Teach six hats.  Ask the question “Should New Orleans be rebuilt?” and start the activity of six hats.

i.         Show the video of New Orleans after recovery, 7 years later.

j.        Do the vocabulary work.

 

 

Reading Text 2

 

a.       Students will be given a simple video of how hurricanes happen.

b.      Students will be asked to form a hurricane and tornade in class with a simple experiment by giving necessary equipment and description.

c.       Warm up questions in the book will follow the experiment using the first paragraph of the text.

d.      Students will skim the text. After skimming, they will be asked to draw a graphic organizer of the first part and asked to fill the organizer with the sequence of cyclons.

e.      Students will do the comprehension part of the reading text and answers will be checked as a whole class.

f.        Students will predict the target vocabulary by studying their meanings.

g.       Students will do the vocabulary practice in their books.

h.      Before giving the project work, students will be shown a video about the victims interviewed after the disaster.

i.         The students will be informed about their performance task.

 

 

 

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