When Disaster Strikes

Activity card

Blackline Master: Before, during, and after a hurricane Name/s: Use words and pictures to complete the table.

Write about what happens …

WorldWise

™

Draw what you “see” in your mind …

Lesson Plan

Content-based Learning

Xx

Level M (28)

… before a hurricane hits.

Xxxxxxxxx

When Disaster Strikes recounts the actions that were taken before, during, and after Hurricane Andrew, which hit the coast of Florida in 1992. It outlines the damage caused by this fierce storm and the impact it had on the people involved.

Informational text types: Report

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

… during a hurricane.

• D2.Civ.1.K-2 Describe roles and responsibilities of people in authority • D2.Geo.4.K-2 Describe how weather, climate, and other environmental characteristics affect people’s lives in a place or region

Key concepts

• Hurricanes are terrifying storms that can cause extensive damage.

• People can prepare for a hurricane so that when it arrives its impact is lessened.

Content vocabulary authorities, debris, disaster, emergency, evacuate, firstaid, first responders, floods, forecasters, generator, homeless, hurricane, medical supplies, paramedics, patients, rebuild, relief supplies, rescue, shelters

… after a hurricane.

Text features

• Chapters with headings and sub-headings • Text box, checklist • Glossary and index Reading strategy

• Visualizing

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan When Disaster Strikes © 2020 EC Licensing Pty Ltd. © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 2(6) (E) Make connections to personal experiences, ideas in other texts, and society.

2(6) (F) Make inferences and use evidence to support understanding.

2(7) (D) Retell and paraphrase texts in ways that maintain meaning and logical order.

Writing 2(12) (B) Compose informational texts, including procedural texts and reports.

Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.

First reading session

Second reading session

Going beyond the book

Writing

Getting started

Building understanding

Speaking and listening

Introducing the book

Ask: What things can be done to get ready for an approaching hurricane? Why is this important? Discuss as a whole group.

Have students write a report about hurricanes. Provide the students with a template detailing the structure and elements of a report.

Activate students’ prior knowledge. Ask: What is a natural disaster? Invite students to share their ideas and list them on a chart.

Ask: What do you know about hurricanes? In what ways can people prepare for a hurricane? Have students turn and talk about this with a partner. Discuss as a whole group.

Provide each student with a copy of When Disaster Strikes.

Say: This book is about a hurricane that hit Florida in 1992. Have students browse through the book.

Exploring vocabulary

Have students read chapter 2 independently.

Ask: What surprised you most about this information? How do you feel about this? What sort of things did the first responders do?

Have students turn and talk to a partner about their ideas.

Final reading session Have students read chapter 3 and the conclusion independently. Say: As you read, remember to think about the words you are hearing, and what images you see in your mind.

Ask: What words or phrases might be in this book? Have students work with a partner, then share with the group. List each word on a chart and invite students to make suggestions about what the word means. Where appropriate, have the students add a drawing (for example, a picture or a symbol) to the words on the chart to make the meaning clear.

Discuss each word as you list them on the chart. If necessary, introduce the content vocabulary and add these words to the list.

Bringing it all together

Introducing the reading strategy

Students could complete the Blackline Master about what happens before, during, and after a hurricane hits.

Say: When good readers read, they can “see” images in their mind.

This is called visualizing. When you visualize, you create a picture in your mind as you read the words. Have students think about what they see when they hear words such as hurricane, disaster, and evacuate.

Reading the text Have students turn to pages 4 and 5 and read the introduction independently. Ask: How do you feel about this information? What questions do you have about it?

Have students read chapter 1 independently. Say: As you read, remember to focus on visualizing; forming pictures in your mind about what you are reading. This can help you to understand the text better.

Ask: What have you learned about hurricanes? Have students turn and talk with a partner. Invite students to share their knowledge and create a group chart by recording their responses.

Ask: What can people learn from an event such as Hurricane Andrew, so that they are more prepared next time? Discuss as a whole group.

Reflecting on the reading strategy With a partner, have students discuss the different images they formed in their minds as they read the book. Say: Find a place in the book where you formed a visual image. Ask: How do the words in the book help you to visualize? Invite pairs to share their ideas.

Ask: How does visualization help you as a reader? Discuss as a whole group.

Have students role-play being a television news reporter who is giving a report on Hurricane Andrew. In groups of three, students each report on a different aspect of the hurricane; the preparations before it hit, what happened when it reached land, and the clean-up afterwards.

Encourage students to speak clearly and with expression when delivering their news reports.

Vocabulary Write the words flashlights, firstaid, and bottled water on a chart.

Have students turn to page 10 and locate these words.

Ask: What do these words have in common? Discuss and draw out that they are all compound words. Say: Compound words are words that are made up of two or more other words. Discuss the different ways compound words can be written; as two separate words, joined together, or with a hyphen.

Have pairs of students find other compound words in the book (e.g. electric lines, backup, sandbags). Invite students to share the words they find and add them to the chart.

Visual literacy Students could create a “Be Prepared” poster informing people of what they can do to prepare for a natural disaster such as a hurricane. Encourage students to refer to When Disaster Strikes to find relevant information.

Download the template at www.worldwise-reading.com/teacherresources Say: Reread information in the book about what a hurricane is.

Students can also use research skills to find out extra information.

Encourage students to share their ideas with a partner.

Say: Talk about the information you will include in your report on hurricanes.

Use the template to remind the students about the structure of a report. Say: Follow the template when you write. Use the first paragraph to introduce hurricanes as a natural disaster, then include information about hurricanes, such as what a hurricane is, what damage it can cause, and what people can do to stay safe when it is on the way.

Activity card

Blackline Master: Before, during, and after a hurricane Name/s: Use words and pictures to complete the table.

Write about what happens …

WorldWise

™

Draw what you “see” in your mind …

Lesson Plan

Content-based Learning

Xx

Level M (28)

… before a hurricane hits.

Xxxxxxxxx

When Disaster Strikes recounts the actions that were taken before, during, and after Hurricane Andrew, which hit the coast of Florida in 1992. It outlines the damage caused by this fierce storm and the impact it had on the people involved.

Informational text types: Report

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

… during a hurricane.

• D2.Civ.1.K-2 Describe roles and responsibilities of people in authority • D2.Geo.4.K-2 Describe how weather, climate, and other environmental characteristics affect people’s lives in a place or region

Key concepts

• Hurricanes are terrifying storms that can cause extensive damage.

• People can prepare for a hurricane so that when it arrives its impact is lessened.

Content vocabulary authorities, debris, disaster, emergency, evacuate, firstaid, first responders, floods, forecasters, generator, homeless, hurricane, medical supplies, paramedics, patients, rebuild, relief supplies, rescue, shelters

… after a hurricane.

Text features

• Chapters with headings and sub-headings • Text box, checklist • Glossary and index Reading strategy

• Visualizing

Correlations with Texas Essential Knowledge and Skills

WorldWise Lesson Plan When Disaster Strikes © 2020 EC Licensing Pty Ltd. © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 2(6) (E) Make connections to personal experiences, ideas in other texts, and society.

2(6) (F) Make inferences and use evidence to support understanding.

2(7) (D) Retell and paraphrase texts in ways that maintain meaning and logical order.

Writing 2(12) (B) Compose informational texts, including procedural texts and reports.

Speaking and Listening 2(1) (A) Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses.