If I WereThere...
Use YouTube of the video source of your choice to show a newscast from the morning of 9/11/01, the moment when the first plane hit the towers and the following moments as the newscasters begin to realize as the second plane hit that it was not an accident.
You probably don't remember the day of September 11, 2001. If you were even born, you were a baby or very young child. The day began like any other day, and was a beautiful, sunny day in New York City. Begin by viewing a newscast from that morning.
Students choose an article about 9/11 and copy to their OneNote Notebook and annotate.
Choose an article on the PBS Newshour Extra site about the events of September 11, 2001. Copy and paste to your OneNote Notebook, read and annotate. As you read, think about what it was like for people who witnessed it in New York City. What did they hear, see, and feel? Were they frightened? Heroic? Selfish? Panicked? Put yourself in their shoes.
The 9/11 Museum Audio Guide gives several first-person accounts of the events of 9/11 along with photos of artifacts in the museum. Have students spend some time exploring the "tours". Headphones needed!
Explore the 9/11 Museum. Feel free to take several of the virtual tours included in the app. Try to imagine what it was like to be in New York City that day. Think about how people in the city felt and what they experienced as it was happening. Take note of the stories of the individuals who experienced it. You will be writing a story of your own based on what it was like to be there.
Students will write a narrative essay in first person as if they were in New York City the day of the events of 9/11.
Imagine you were in New York City on September 11, 2001. Use your knowledge of writing narrative essays to produce a 300-500 word descriptive narration of the day's events. You may choose the point of view of a bystander, newscaster, employee in one of the affected buildings, or any other person who witnessed the events first-hand. Writing rubrics are provided for your reference and your essay will be scored based on the rubric appropriate to your grade level.
Key Standards Supported
|W.9-10: Text Types and Purposes|
|W.9-10.3a||Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.|
|W.9-10.3b||Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.|
|W.9-10.3c||Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.|
|W.9-10.3d||Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.|
|W.9-10.3e||Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.|
|Research to Build and Present Knowledge|
|W.9-10.8||Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.|
|WHST.11-12: Research to Build and Present Knowledge|
|WHST.11-12.8||Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific 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.|
|Range of Writing|
|WHST.11-12.10||Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.|