Bioterrorism
Title: Bioterrorism in Fiction
Author: Rene Ribant-Amthor
Grade Level: 9-12
Subject/Content: English/Short Story Writing
Summary of Lesson: Students read various background articles focused on bioterrorism. After analysis of each article they write a short story with the central conflict revolving around bioterrorism.
Focus Question: Is bioterrorism a threat to the United States of America?
Databases(s): Opposing Viewpoints, Student Resource Center Gold
Procedures:
Steps/Activities by teacher:
- Students search Opposing Viewpoints and Student Resource Center Gold databases for a total of three general articles detailing the threat of bioterrorism and how it “works.”
- The students write a one-paragraph summary for each article they read. The summary should include the authors position and what knowledge the reader gained from the article.
- Students use this information to begin brainstorming topics for a creative short story. They should have creative freedom other than the major conflict revolving around bioterrorism.
- As students develop their stories, they should be sure to include a strong exposition, rising action, climax, falling action, and resolution.
- Students should submit a final draft (typed) to the teacher.
Steps/Activities by student(s):
- Search Opposing Viewpoints and Student resource Center Gold databases for a total of three general articles detailing the threat of bioterrorism and how it works.
- Write a one-page summary for each article.
- Brainstorm topics for a short story with a central conflict focused on bioterrorism.
- Include a strong exposition, rising action, climax, falling action, and resolution.
Outcome: Students will synthesize information from three articles and produce a creative short story.
Related Activities: Students share their short stories with classmates.
Standard Date: Approved 1998
Content Standard(s):
- NL-ENG.K-12.1: Reading for Perspective
- NL-ENG.K-12.2: Understanding the Human Experience
- NL-ENG.K-12.3: Evaluation Strategies
- NL-ENG.K-12.4: Communication Skills
- NL-ENG.K-12.6: Applying Knowledge
- NL-ENG.K-12.7: Evaluating Data
- NL-ENG.K-12.8: Developing Research Skills
Performance Indicators:
- At Level 1, the student is able to:
- Search for information on a certain topic
- At Level 2, the student is able to:
- Synthesize information from various sources
- At Level 3, the student is able to:
- Use the synthesized information to write creatively
Computer Literacy and Usage Standards 9-12:
- The student will demonstrate proficiency in the care and use of computer based technology.
- The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.
- The student will use technology resources to improve problem solving and decision making skills and apply these skills to real world situations.
- The student will analyze the social impact and explore the ethical issues of technology usage.
ISTE NETS for Students
- Basic Operations and concepts
- Social, ethical, and human issues
- Technology communications tools
- Technology research tools
- Technology problem-solving tools
Information Power; Information Literacy Standards:
- Standard 1: The student who is information literate accesses information efficiently and effectively.
- Standard 2: The student who is information literate evaluates information critically and competently.
- Standard 3: The student who is information literate uses information accurately and creatively.
- Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
- Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
- Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.