Kevin Trice

Lesson One-Day One

Daily Topic: Katrina Approaches
Standards: W.G. 3.3 Explain and give examples of natural and human processes
that shape Earths surface and identify specific locations where these processes
occur. WG.5.1 Describe and classify reasons for human migration in terms of

push or pull factors to determine the changes and similarities in these factors
over time
Objectives:
-

TSWBAT create a newscast explaining why it is vital to leave the city

and what the storm can do.

Procedures:
1. Bell ringer: Why do you think many people in South Louisiana did not
take the then approaching Hurricane Katrina more seriously?
2. Students will read excerpts of the National Weather Service Bulletin
issued on Sunday August 28th of 2005 detailing the projected damage
from the storm.
3. View images of the actual storm damage, including storm surges,
flooding, and water shortages.
4. Discussion on how accurate the National Weather Services projections
were, if at all. Did they overplay the damages, underplay, or just about
right?
5. Students will pretend it is the year 2105 and everyone who has lived
through Katrina is dead and gone. New Orleans has not been struck by
a hurricane since Katrina but a new storm is approaching and it shares
many of the same characteristics of Katrina. Create a newscast video
stating the dangers of the new storm, what it could potentially do to
the city, and why people should or should not leave the city. Students
should have a written script and the newscast must be at least three
minutes in length.
Materials: Computer with inspiration for each student, camera, paper for
scripts
Enrichment activities will be given to special needs, non-native speakers, and
gifted students.

Video - Talk Show : Hurricane Katrina Newscast

Teacher Name: Mr. Trice
Student Name:

CATEGORY

________________________________________

All students showed

excellent knowledge
of content, needing
no cues and
showing no
hesitation in talking
or answering
questions.

All students showed

excellent knowledge
of content, but 1-2
students once
needed note cards
to talk or answer
questions.

Most students
showed excellent
knowledge of
content, but 1-2 often
needed note cards to
talk or answer
questions.

Most students
needed note cards to
talk and to answer
questions.

minutes long.

Video was 2-3

minutes long.

Video was 1 minute

long.

Video was less than

1 or more than four
minutes long

Titles and
Credits

All titles and credits

are accurate, legible
and draw the
viewer\'s attention.

Most titles and

credits are accurate,
legible and draw the
viewer\'s attention.

Some titles and

credits are accurate,
legible and draw the
viewer\'s attention.

Few (less than 75%)

titles and credits are
accurate, legible and
draw the viewer\'s
attention.

Costume &
Props

All students wore

costumes and the
group used some
props.

Some students wore

costumes and the
group used some
props.

Students wore no
costumes, but the
group used some
props.

No costumes and no
props were used.

Videography
-Clarity

Video did not

rock/shake and the
focus was excellent
throughout.

Video did not

rock/shake and the
focus was excellent
for the majority of
the video.

Video had a little

Problems with
rocking/shaking, but rocking/shaking AND
the focus was
focus.
excellent throughout .

Knowledge

Length of Video Video was over 3