Turning Back

the Page News

Broadcast

Essential Question: What is the global impact of a natural disaster of this magnitude?
This summative assessment blends the Science, Social Studies, Spanish, and Language
Arts disciplines to help students explore and understand the environmental, historical,
and cultural impacts of natural disasters.

Science

Social Studies

Standards:
3,7 Earth Science
Develop, communicate, and justify an evidence-based scientific explanation regarding natural hazards, and explain their potential local and global
impacts (DOK 1-3)
Essential understanding and Inquiry questions:
How are humans impacted by natural hazards?
How can we prepare for natural hazards?
Misconceptions:
Tsunamis are waves: A tsunami is not a wave, which moves up-and-down, but the ocean moving sideways, like a storm surge.
During an earthquake you should head for the doorway: YOU ARE SAFER PRACTICING THE DROP, COVER, AND HOLD ON
An earthquake on the San Andreas fault can cause a large tsunami: motion is mostly horizontal, so it will not cause large vertical motions of the
ocean floor that would generate a tsunami.
Formative assessments:
Connect-extend-challenge/ Think pair share
Students watch Lisbon Earthquake video. Then, they list the different types of earthquake waves and determine which one cause the most damage
using the strategy (connect, extend, challenge). Then, through think pair share, students discuss how earthquakes can cause tsunamis.
Construct graphic organizer/ Gallery walk
The earthquake itself doesnt kill, its the building and its content that does. In a group of 3, students will conduct an internet research on how
scientists and engineers can construct or design structures that with stand earthquakes. Then answer the following question: What can you do as
scientist or engineer to decrease the casualty in Lisbon Earthquake? They answer their work through a graphic organizer on a poster. Then students
will use the gallery walk strategy: move around, and observe the product (posters) of their peers.

Standards:
The historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data,
and develop interpretations defended by evidence from a variety of primary and secondary sources.
Students will look at a variety of primary and secondary sources to understand the various implication of a natural disaster,
specifically the Lisbon, Portugal earthquake of 1755.
The students will also be able to distinguish different interpretations of the earthquake through various mediums.
Essential understanding and Inquiry questions:
How do the different sources interpret the earthquake in Lisbon?
What different perspectives can be explored in terms of the earthquake from Lisbon? Outside of Lisbon?
Misconceptions:
Students may believe text is the only way to understand history, this will be addressed by using other forms of sources to
explore the earthquake, such as art.
Students may struggle to find a link between natural disasters and their ability to shape history.
Formative assessments:
Source OPVL, we will first take a look at the Origin, Purpose, Value and Limitations of a variety of sources associated with the
Lisbon Earthquake. This will establish the concept of analyzing documents and providing perspective. This will come in the form
of a pack with both primary and secondary sources.
Students will be assigned into groups and focus on one of thematic ways to understand history (Political, Intellectual, Economic,
and Social). Then they will create a poster describing how the earthquake impacted the theme, afterwards we will do a gallery
walk of the posters so that the class can see a variety of perspectives on the Lisbon Earthquake.

Standards and Objectives for Intermediate-Mid Level (Spanish 3):

Std 1.1: Communication in Languages Other Than English: Initiate, sustain, and conclude conversations (written or oral) in
a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal
mode)
Std 2.1: Knowledge and Understanding of Other Cultures: Analyze how the perspectives of people who speak the target
language are reflected in their practices
Std 2.2: Analyze how products reflect practices and perspectives of the cultures studied
Std 3.1: Connections with other disciplines and Information Acquisition: Analyze information gathered from target
language resources connected to other content areas
Std 3.2: Evaluate information and viewpoints present in authentic resources
The student will produce a written composition of at least one page, using the Perfect, Imperfect, and Conditional
conjugations with 90% accuracy
The student will be able to analyze the gravity of certain historical events in Spain by creating an informational flyer
Inquiry Questions:
How does recounting the past serve as a tool for exploring the future?
How does the use of the Conditional tense allow us to see into the future?
How does the Imperfect tense create a living past in the Spanish Language?
Formative Assessments:
The first Formative Assessment I will issue in this unit will be a three-part assessment that is based heavily on grammar.
The students will be required to define the function of the three forms of Past Tense (Preterite, Imperfect and Conditional)
and compare each one. Then, the students will be required to demonstrate their knowledge of how to control the language
by telling a story that is at least one paragraph long that incorporates the use of each Past Tense form.
The second assessment I will issue my students is an oral exam that tests the students ability to speak in the target
language about specific historical events that occurred in the Iberian Peninsula in 1755 and the aftermath that took place
in Cadiz, Huelva, Madrid, and Seville.

Standards:
11.1.1.c. Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal
communication
11.3.1.a Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences. (CCSS: W.11-12.3)
Essential understanding and Inquiry questions:
How do I write an effective script for a news broadcast?
How do I write a narrative?
Students will be able to write a narrative using techniques and languages that will have an effect on the audience. Students will also understand how that
process of writing the narrative will help them write the script for the interview in the broadcast.

Spanish

Language Arts

Misconceptions:
Narratives have to only be fiction or non-fiction, instead of a blend of both genres.
Scripts are just dialogue and no action.
Formative assessments:
1. Students will write a narrative about a person who would have lived in Lisbon in 1755. Based on their reading in Social Studies and Spanish on the culture
of those people, students will craft a narrative using techniques like dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters (11.3.1.a.ii). Students will also use precise words and phrases, telling
details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters
(11.3.1.a.iv). I will be assessing students use of techniques and language. That will help me to better teach concepts
that they are missing or need more help with in order to best prepare them to write the script for the interview for the
broadcast.
2. Students will draft a script based on a scene from our class novel. Students will work in pairs and choose a scene that they will transform into a film or
play. They will be learning the elements of a script and how to effectively write natural dialogue. I will be able to use this data in order to know what they
groupsneed
to further
create
a news
broadcast
that
encompasses
pieces
from all of their classes.
instruction
on in order
to write effective
and
engaging scripts for their
broadcast.

Summative Assessment: Students will be working together in

Students will be creating videos of their broadcasts of the 1755 Lisbon Earthquake. Students will have different segments in their broadcast videos,
including: a scientific expert talking about the causes and effects of earthquakes of this magnitude, a foreign correspondent that will speak in Spanish
(and have a translator) about the effects of the earthquake on their people and their culture, an interview with a person that the group imagines might
have lived during this time, and a news anchor that pulls everything together and talks about the historical effects of the disaster. Students will be
responsible for writing their scripts, practicing their broadcast, filming their broadcast, and editing their video. Students will then present their videos to