This lesson plan gives the teacher tools to cope the day after a disaster. Using pupils' previous knowledge as a starting point, pupils are guided to learn more about the names, places and terminology associated with the disaster so that they can better express their feelings and thoughts.

 

Download the word (rtf) version of this lesson plan

Rationale for this lesson.

The day of/after a disaster teachers are expected to be able to deal with the aftermath.

This lesson is to give you tools to cope.  

Activity I

Materials:

1. KWL chart (sample chart on page 4 of this document)
2. Pictures and headlines of the disaster (from newspapers, magazines or Internet e.g.: Nation under attack: Photo essay http://news.cnet.com/news/0-1005-201-7130910-0.html?tag=tp_pr)

Process

1. Hand out KWL chart and ask pupils to complete the first and second part (What I Know/What I Want to Know)
2.  Spread pictures and headlines on tables.
3. Pupils look at material to prepare them for the discussion.
4. Pupils sit in groups.
5. Hold group discussions based on the following sample questions 
   1. Where were you when this happened?
   2. Who were you with?
   3. What were you doing?
   4. How did you find out?
   5. Who did you talk to?
   6. What did you do?
   7. Who did you call?
   8. Why?
6. Switch to whole class discussion.
7. Put terminology on the board as the terms come up. (See sample for ideas of terminology on page 5 of this document )
8. Pupils categorize the terms (this can be done in pairs)
9. Pupils label the categories.

The following activities can be done in any order. Choose the ones that suit your needs.

Vocabulary Acquisition Task

Materials:

1. Photos of the disaster either cut from newspapers or printed from the Internet. OR pupils search for pictures on the Internet if there is computer access available.  Give specific sites where to search if pupils are searching.
2. Graphic organizer (sample on page 7 of this document).
3. Give the students some emotion words as a starting point.
4. Dictionary or computer with WORD which has a thesaurus

Process

1. In pairs, pupils use the thesaurus in WORD or a regular dictionary to find new words to add to their lists.
2. Use a graphic organizer to
   1. Categorize the words and
   2. Label the categories.
3. Choose a picture that has meaning for you and use the words to express why the picture is meaningful. 
4. Choose at least one group of terms and write sentences or a paragraph with those words

Map activity.

Materials:

1. Copies of maps necessary to identify the locations related to the disaster. For example, in the current situation you would need maps of lower Manhattan, Washington D.C., a map of the US, and a world map.
2. Names of the places in the news.

Process:

Find and mark the places in the news on the maps.

Resources: 

1. Atlases
2. Wall maps in school
3. Mapquest:   www.mapquest.com
   Expedia Find a Map: www.expedia.com/pub/agent.dll?qscr=mmfn

People/Name/Role jigsaw activity.

Materials:

1. Blank copies of the chart (with one example to serve as a model) to serve as a worksheet (sample on page 8 of this document) .
2. Printed copies of the chart
   1. some to be cut up by the teacher and placed in the envelopes for the pupils
   2. some to be used as an answer key
3. Envelopes containing cut up charts – one per group
4. Glue

Teacher preparation

1. Complete the worksheet according to the sample provided.
   1. Search the Internet for pictures of the people involved in the current situation. 
   2. Copy and paste the pictures into the chart.
   3. Add the names.
   4. Add the roles.
2. Print enough copies so you have
   1. one copy to be cut up and put in the envelopes (one for each group)
   2. a few master copies to be used as answer keys.

Process

1. Divide pupils into groups
2. Distribute envelopes – one per group
3. Distribute one empty chart per group
4. Have each group complete the chart by pasting the material from the envelopes in the correct box on the chart. Paste only what they know (for instance, they may know a name and a role but not a face. Let them paste that information in the chart and try to get the rest from another group.)
5. Have each group compare their chart with another group and add information.
6. Check answers with the answer key and complete the charts.

Reflection:

Complete the KWL chart

Task:

Choose:

1. Write a letter to American school children in New York or Washington expressing your feelings/concerns about what happened.
2. Create a class condolence book of notes or letters to be sent to the US Embassy in Tel Aviv.
3. Go to an Internet site about the disaster and submit a personal message.

Time for Kids – It’s Your Turn
http://www.timeforkids.com/TFK/yourturn/index.html

BBC Online - Messages of condolence
http://www.bbc.co.uk/londonlive/news/september/disaster_condolences_110901.shtml

US Attacked: How Can You Help?
Send Condolences
http://htmlgear.lycos.com/guest/control.guest?u=htmlgear&i=1&a=view 

Related Resources

Pencil News for Kids
http://www.msnbc.com/local/pencilnews/default.asp

Time for Kids
http://www.timeforkids.com/TFK/news/index.html

Google News
links to current news sites
http://www.google.com/news

Net offers lifeline amid tragedy
article giving examples of how the Internet was used for communication when all other communication technology failed
http://news.cnet.com/news/0-1005-200-7132246.html?tag=tp_pr

Sample Terminology List

 

VOCABULARY GRAPHIC ORGANIZER

Chart for People/Name/Role jigsaw activity