1. Hurricane Katrina: You Be the Reporter Alex Stern Pat Tobin Daniel Pawling Nathan Kenkelen

2. Lesson Plan Identify the key elements of news stories, feature stories, and editorials. Demonstrate the ability to distinguish opinions from facts. Read news, featured articles and editorials related to Hurricane Katrina and use them as models for constructing their own writing pieces. Participate in a class discussion about the role of technology in today's world; particularly in how we use it to communicate on a personal basis and in how the presentation of news has been changed by technology. http://www.pbs.org/now/classroom/katrina.html

3. Lesson Plan Conduct research about Hurricane Katrina using the Internet, particularly personal blogs, and Web sites containing personal stories of Hurricane Katrina survivors. Other primary library resources can also be used for this research. Work in a small group to create news stories, feature stories and editorials/letters to the editor and organize them in a podcast, video-based program, or newspaper/magazine focused on Hurricane Katrina. Complete a written response activity related to lesson content. http://www.pbs.org/now/classroom/katrina.html

4. 21 st Century Skills Creativity- The students will be actively involved in a class discussion with their peers about the role of technology today. This will have students listening to each other’s opinions and expressing their own. Analytical thinking- Students will read articles, stories, editorials, and more, they will then have to interpret these and put into their own words what the articles were trying to get across or express. Analytical thinking would also be put to use in the discussion as students would have to look at what they have learned/read, and then put these ideas into their own thoughts and opinions. Information gathered through researched would have to be analyzed, evaluated, and synthesized by the student to be put into their own work.

5. 21 st Century Skills Communication- Most research would be completed on the Internet from which the students would have to take knowledge from. The students will also learn to decipher from opinion and fact through continuous research. The information gathered would help the students have a better cultural understanding of the area Katrina had hit. They would also see many global perspectives from Internet research and thus be able to construct knowledge from many viewpoints. Collaboration- The group work would help increase the student’s ability to handle a project as a team. They will learn what it is like to share a responsibility for a specific project.

6. Bloom’s Taxonomy Knowledge- Recall data or information. Comprehension- Understand the meaning, translation, interpolation, interpretation of instructions and problems. Application- Use a concept in a new situation or unprompted use of an abstraction. Analysis- Distinguishes between facts and inferences. Synthesis- builds a structure or pattern from diverse elements. Evaluation- Make judgments about the value of ideas or materials.

7. Blooms Taxonomy Knowledge- students identify key elements in news stories. Application- students read news articles and editorials about Hurricane Katrina and use them to construct their own writing pieces. Analysis- Students will distinguish between opinion and fact. Synthesis- Students work in groups to create news stories and organize them in magazines. Evaluation- After the students research Katrina they will write a letter to the editor or an opinion filled column about- government’s preparedness, who isresponsible for taking care of people and who refused to leave.

8. Multiple Intelligences Linguistic –Identify the key elements of news stories, feature stories, and editorials. Having the students read, understand, and memorize. –Read news, feature articles and editorials related to Hurricane Katrina and use them as models for constructing their own writing pieces. Having the students read and write with a clear understanding of the topic.

9. Multiple Intelligences Logic –Conduct research about Hurricane Katrina using the Internet, particularly personal blogs, and Web sites containing personal stories of Hurricane Katrina survivors. Other primary library resources can also be used for this research. Having the students use online resources to research the topic and devise logical analysis. –Demonstrate the ability to distinguish opinions from facts. Having the students logically distinguish between the two.

10. Multiple Intelligences Interpersonal –Work in a small group to create news stories, feature stories and editorials/letters to the editor and organize them in a podcast, video-based program, or newspaper/magazine focused on Hurricane Katrina. Having the students work amongst their peers. –Participate in a class discussion about the role of technology in today's world; particularly in how we use it to communicate on a personal basis and in how the presentation of news has been changed by technology. Having the students participate in conversation with a group of peers.

11. NETS- Standards Creativity and Innovational – Conducting a viewpoint and cohesive mutual understanding research based paper on Hurricane Katrina. Communication and Collaboration – Taught though a research oriented paper, peer thinking and technical writing. Research will be conducted through first hand encounters in both reports, blogs, and news article reports.

12. NETS – Standards Research and Information Fluency – Research would be conducted through media, reports and peer collaboration in the latest aspect of Hurricane Katrina. Critical Thinking, Problem Solving and Decision Making - Problem analysis and decision making results in critical thinking, decision making and problem solving which are evident in why Katrina happened, the results, and the aftermath on why Katrina happened.

13. NETS Standards Digital Citizenship – Through the exploration of the aftermath of Hurricane Katrina along with the social status of amongst others, community involvement, legal rights and ordinances digital citizenship will be taught. Technological Operations and Concepts -which involved media, internet radio, TV, reports and strategic data all are critical parts to this project. Which are relevant order to explore and gain insight to this project.

14. Lesson Enhancements To reach the naturalist learner in the classroom create an activity where the students learn the ins and outs of hurricanes and other types of weather patterns. To help students reach higher levels of thinking, have the students read about Katrina from as many different perspectives as possible. This way they can see the ways different people reacted to the situation and see why some chose to stay.