Description

Students will learn about a new "friend" from Nepal named, Manju. Her home and school was destroyed by an earthquake in 2015. Students will learn about some geographical characteristics about Nepal and identify why Manju was challenged each day when trying to go to school. Students learn how different natural disasters, such as earthquakes and typhoons, have destroyed schools in various parts of the world, due to their catastrophic nature, leaving children struggling go to school and get an education. Students will also learn about Wadley who lives in Haiti. Her school was destroyed when a major earthquake hit Haiti in 2010 and devastated her town of Port-au-Prince and her home. Students learn about extreme poverty and the conditions in Haiti today. Students will be inspired to learn how her dedication and motivation to go school paid off in the end. Finally, students will also learn about a boy named Jednel who lives in Tanauan, a coastal area of the Philippines who lost his school when Typhoon Haiyan caused five million people to lose their homes and left over a million students with no place to learn. These are cross-curricular lessons that include the teachings of science, social studies and the language arts. These lessons were taught in English during social studies/science content time.

Content

Student Engagement/Motivation

Day 1:

The teacher will engage the students by reviewing what the 7 continents are called and then calling on students to find each continent on the map or globe. The teacher will ask students to redefine what education means and also the definition of a challenge.

1. The teacher will ask the students if they remember Sefiyat's challenge from the Send My Friend to School website (Lesson 1, Introduction from Instructional Unit) .
2. Review: The teacher will ask the students, "Who remembers what was Sefiyat's challenge in trying to go to school?" --She had to cross a very dangerous river every day to get school. Sometimes the river was too high and she could not go to school. (The teacher has the Send My Friend to School Teacher Chart--see attachments--created in Lesson 1, somewhere visible.)
3. Building background knowledge: The teacher will ask: "Who can find Asia on the map?" Teacher calls on student to locate Asia on the map. The teacher will ask: "Who can come find Nepal in the continent of Asia?" The teacher will call on another student to find Nepal on the map. The teacher will ask: "What two countries border Nepal?" (China and India). The teacher will ask: "Did you know that the tallest mountain on Earth is in Nepal? Does anyone know what that mountain is called?" (Mt. Everest).

Day 2:

1. The teacher will begin the lesson by reviewing yesterday's lesson and ask the students, "What was the factor that impeded Manju from going to school?" (an earthquake destroyed her school and village).
2. The teacher will review by asking, "What is a natural disaster?" Students turn to a partner and discuss ideas to answer this question. The students take turns sharing their ideas with the class and listening to one another. The teacher redefines natural disasters as: "A sudden catastrophic event that is caused by the forces of nature and it affects many people."

Day 3 Lesson:

1. The teacher will revisit the branched graphic organizer (see attachments for photo example) and will review what the students learned yesterday by asking these questions: "What is an earthquake? What is poverty? Where is Haiti on the map? What was Wadley's challenge in trying to go to school?

Learning Targets and Criteria for Success

Learning Targets:

• I can be respectful when learning about a different culture and working with diverse groups.
• I can participate in collaborative conversations by listening carefully and speaking one person at a time during discussions.
• I can use a world map to identify a specific country and oceans on a map.
• I can introduce a topic, state my opinion and provide reasons that support my opinion. 
• I can understand patterns of weather and factors that affect weather.

Criteria for Success:

• I will be respectful when learning about Nepal, Haiti and the Phillippines.
• I will participate in discussions related to natural disasters and their affect on schools while taking turns speaking one at a time and listening carefully.
• I will locate locate Asia on a world map, globe, or online resource.
• I will locate Nepal on a world map, globe, or online resource.
• I will locate Haiti on a world map, globe, or online resource.
• I will locate the Philippines on a world map, globe, or online resource.
• I will locate the Indian Ocean and the Pacific Ocean on a world map, globe or online resource
• I will write a reflection by stating my opinion and describing my reasons for, how I would feel if I could not go to schooland see my friends, due to a natural disaster.
• I will explain the difference between a hurricane and a typhoon by describing their weather patterns.

Supplies/Resources

Day 1 Supplies:

• Map of the world/globe or online resource
• Pencils
• Copies of the "Send My Friend to School Table," copied front and back, for each student (see attachments)
• Students' Global Folders
• Manju's story copied for each student, (http://www.sendmyfriend.org/resource/manju-from-nepal/); there are different stories available for printing off of the website, that are leveled for differentiating reading leveled groups
• Computer
• Smartboard/board
• Projection device

Day 2 Supplies:

• Map of the world or globe
• Pencils
• Notebook paper
• Computer
• Smartboard/board
• Glue sticks
• Copies of writing prompt for Reflection writing, How would you feel if you... (see attachments)

Day 3 Supplies/Resources:

• Jednel's story from Tanauan, copied for each student, (https://www.sendmyfriend.org/resource/jednel-from-the-philippines/), from Send My Friend to School website (see attachments)
• Computer
• Smartboard/board
• Copies of the "Send My Friend to School Table," copied front and back, for each student (see attachments)
• "Send My Friend to School Table," teacher's version on chart paper
• Notebook paper
• Pencils

Resources:

• http://viewpure.com/iPdDsnOx0FI?ref=search

• http://viewpure.com/2F1RrGwp_go?ref=search
• https://www.sendmyfriend.org/resource/jednel-from-the-philippines/

Learning Tasks and Practice

Day 1: Manju's Story in Nepal (Earthquake)

1. The teacher will say to the students, "Today you will meet a new "friend," named Manju, who is challenged in trying to go to school. Her challenge is different than Sefiyat's challenge" (from lesson 1, introduction, in Instructional Unit). The teacher will pair students up according to his/her reading level. The teacher can pull up the website, (http://www.sendmyfriend.org/resource/manju-from-nepal/), and find Manju's story. (Manju's story is in attachments; differentiated levels available).
2. While reading, the students should have their handout: Send My friend to School table (see attachments), so that during or after reading the article they can begin to fill out their table with their reading partner. --The teacher can read with a small group of students who might have difficulties reading the article.--
3. The teacher gives the students ample time to finish reading and fill out their table (about 15 minutes).
4. The teacher gathers the students to discuss the article.

If necessary, the teacher can read the article to the students using the projection device.

1. 1. These discussion questions are used by the teacher orally to discuss the article and to fill in the Send My friend to School Teacher Chart (see an example in attachments): "Who is the article about?" (Manju); "Where is she from?" (Nepal); "What was her biggest challenge in trying to go to school?" (An earthquake destroyed her school and village); "What were her feelings and emotions?" (afraid; worried); "What are her hopes and dreams?" (to become a journalist; to be a good example to other girls).
2. The teacher uses the Send My Friend to School Teacher Chart (see attachments for photo example) to write down the students' responses during the discussion questions mentioned above. The students should have completed their Send My Friend to School Table (see attachments) on Manju with their partner but if they didn't finish, they can complete the table now during this discussion.
3. The teacher refers to the branched graphic organizer that was created in Lesson 3 (see attachments for photo example). The title of it says: "Challenging Factors Children Face When Trying to Receive an Education." The teacher draws a "branch" underneath the title and writes: Natural Disasters.The teacher will define natural disasters as: "A sudden catastrophic event that is caused by the forces of nature and it affects many people."
4. The students will add Manju's story in the three metal prongs of their Global Folder. Their Send My Friend to Schooltable  goes in a side pocket for easy access during the next upcoming lessons in the unit. 

Day 2: Wadley's Story in Haiti (Earthquake)

1. Today the students will learn about a seven year old girl, named Wadley, who lives in Haiti. Her school and city of Port-au-Prince was destroyed by a catastrophic earthquake in 2010.
2. The teacher will ask, "What is poverty?" The students will turn to a nearby partner and discuss ideas to answer this question. The students will take turns sharing their ideas with the class and listening to one another. The teacher will define poverty as: "The state of being extremely poor."
3. The teacher will explain to the students the state of poverty in which the people of Haiti live in. The following information are facts about Haiti that the teacher can use to share with the class.
   1. Since the massive earthquake of 2010, some families live in temporary makeshift tents and many children do not go to school because their schools collapsed. There is a lot of illnesses because of the poverty levels as well. People living in poverty are the most susceptible to natural disasters of any type. Families living in poverty do not have the financial means to rebuild homes and businesses. Countries with large populations living in poverty often do not have a government that can help its citizens with financial aid. These countries must rely on aid from other countries and non-governmental organizations (NGO's). The earthquake in Haiti of 2010 claimed the lives of more than 220,000 people. Since the earthquake, there are still approximately 350,000 people that live in temporary camps (tents).
4. Background information about Wadley to share with the class:
   1. When her school was destroyed by the earthquake of 2010, her teacher began teaching a group of students underneath a tent. The parents of the students who went to school in the tent had to pay tuition fees for their students to go to school. One day Wadley was walking and came upon her teacher and some of her classmates, sitting in chairs, underneath a tent, Wadley came and sat down in a chair. When the teacher asked, if her parents had paid the dues, Wadley answered, "no," and she was sent away to leave. Every day Wadley returned again and every day, the teacher would ask her to leave. One day, Wadley finally stood up and proudly said, "Even if you send me away, I will come back every day until I can stay." Finally, her teacher said, you can sit down and you can stay.
5. The teacher will show the following video (it is 2 minutes and 29 seconds long): (http://viewpure.com/iPdDsnOx0FI?ref=search).
6. After watching the video, the teacher will guide the students in a class discussion. The teacher will say: "Wadley loves to go to school and was determined to return. Why do you think that it was important for her to go to school? How might her persistence and determination encourage others?" Students turn and talk with a partner about these discussion questions. Students share their responses with the class.
7. The students will respond to these reflection writing prompts at their table or desk:  How would you feel if you couldn't go to school or see your friends after a natural disaster affected your community? What would you miss the most? (see attachments for prompt). The teacher will give the students this prompt already typed out and ready to paste on a piece of notebook paper. The students state their opinion and include 2-3 reasons that support their opinion. The students respond to this prompt by writing at their desks, or tables (see attachments for student examples).
8. Students can choose to read aloud their written reflection with the class. Students will compare each others' responses and each others' perspectives on this topic.
9. The teacher will use a map, globe or online resource to ask students to locate Haiti.
10. Students will add their reflection writing to their Global Folder.

Day 3: Jednel's Story in the Philippines (Typhoons):

1. Today, the students are going to learn about a new friend, named Jednel. Jednel lives in Tanauan, a coastal area of the Philippines, which was devastated by Typhoon Haiyan in 2013.
2. Building background knowledge: The teacher will ask the students, "Who knows what a typhoon is?" The teacher will listen for student responses. The teacher will define a typhoon as: "A tropical storm in the regions of the Indian or Western Pacific Oceans."
3. The teacher will bring out a map or globe (or online resource of a map) and invite a student to locate the Indian Ocean and Pacific Ocean, the teacher will point out that this is where typhoons occur. The teacher explains to the students that, "Typhoons are just like hurricanes and cyclones. Depending on what part of the world they occur, they are given a different name. All these storms originate near the equator zone. Also depending on the zone, the storm moves either counter-clockwise or clockwise. Hurricanes move counterclockwise and typhoons move clockwise." This video explains the difference between a hurricane and a typhoon and can be shown to the students: http://viewpure.com/2F1RrGwp_go?ref=search. (This video is 1 minute and 31 seconds long)
4. The teacher will say, "Meteorologists are scientists that make predictions on what the weather will be like based on weather patterns that they observe and track using data. Meteorologists can usually predict when and where a typhoon or hurricane will hit and be able to notify civilians of it. Unfortunately, earthquakes are not a natural disaster that meteorologists can predict or be able to notify civilians to prepare for it."
5. The teacher will add a new subcategory, underneath Natural Disasters and underneath Earthquakes to the "branched graphic organizer," (see attachments for photo example) that says: Typhoons. This adds another challenging factor that children face when trying to get an education to the branched graphic organizer.
6. The teacher will introduce, Jednel from Tanauan, a coastal area of the Philippines from the Send My Friend To School website: (https://www.sendmyfriend.org/resource/jednel-from-the-philippines/).
7. The teacher will give the students a copy of Jednel's story (see attachments) and the students will go read the story with a partner in a selected area of the room appropriate for reading. The teacher may choose to read with students who have a low proficiency in reading and/or with ESL students. The students will bring their Global Folders with them and have the Send My Friend to School Table (see attachments) handy so that they can fill out the table during/after reading. The teacher will give the students a highlighter so that they can highlight important information while reading such as: Who is this article about? Where does he live? What is his biggest challenge? What are his feelings and emotions? What are his hopes and dreams? This is the information that the students are looking for when they fill out their Send My Friend to School Table.
8. After students have had time to read the article with their partner and have begun filling out the Send my Friend to School Table, the teacher will gather the students to discuss what they highlighted in the article. The teacher will brings out the Send My Friend to School Teacher Chart (see attachments for photo example) that has been previously created with the title of "Send my Friend to School". The teacher will call on students to help fill out the chart. The students can use this time to check their Send My Friend to School Table to see if it is correct and/or finish filling it out.
9. The teacher will ask, "How are Jednel's, Wadley's and Manju's challenges similar to one another? How are they different?" Students share their response during a class discussion. The students listen to each others' responses and take turns talking and sharing.
10. The teacher will write these questions on the board,  How are Jednel's, Wadley's and Manju's challenges similar to one another? How are they different?
11. The students will respond to these questions on a piece of notebook paper. 
12. The students will add Jednel's Story to their Global Folder and their response to the writing prompt stated in #10.

Technological Engagement

The teacher will use the computer to share various websites containing videos explaining the difference between hurricanes and typhoons, using the SmartBoard/board to project. Also, the computer is used to show the students, the Send my Friend to School website and share Jednel's story from the website.

Collecting and Documenting Evidence of Learning

Day 1 Evidence of Learning: 

• Completed Send My Friend to School Table after reading Manju's story from the website, "Send My Friend to School" with information about Manju.
• Informal observations of student engagement and conversations while they read Manju's story with a partner.
• Informal observations during discussions to ensure that students are taking turns speaking and listening carefully to one another during discussions.

Day 2 Evidence of Learning:

• Completion of their journal writing prompt, How would you feel if you couldn't go to school or see your friends after a natural disaster affected your community? What would you miss the most?
• Informal observations during discussions to ensure that students are taking turns speaking and listening carefully to one another during discussions.

Day 3 Evidence of Learning:

• Completed Send My Friend to School Table after reading  story from the website, "Send My Friend to School" with information about Jednel.
• Completion of their journal writing prompt, How are Jednel's, Wadley's and Manju's challenges similar to one another? How are they different?.
• Informal observations of student engagement and conversations while they read Jednel's story with a partner.
• Informal observations during discussions to ensure that students are taking turns speaking and listening carefully to one another during discussions

Student Self-Reflection and Action Steps

My students were very interested in the topic of people who have tried to climb Mt.Everest. Some students had heard about this mountain and had some background knowledge to share with the class about expeditioners who had unsuccessfully tried to climb Mt. Everest.

Together, we researched online about expeditioners who had climbed the mountain and some who had lost their lives trying to reach the summit or during the descent.

Extended Learning Opportunities

1. After Hurricane Maria destroyed the island of Puerto Rico in 2017, many students are left without power in their homes or a school to go to. The teacher will use this online resources to share with the class regarding school's in Puerto Rico and the steps they are taking for students to go back to school. The teacher can show this video to the class. After the video the students discuss the contents of the video and how the hurricane impacted school's in Puerto Rico.(http://viewpure.com/O0pkoDTvuB4?ref=search). This video is 4 minutes and 11 seconds.
2. The teacher can also introduce flooding as another type of natural disaster that often comes from the aftermath of a hurricane or typhoon from excessive rainfall. This video depicts high school students' reaction after Hurricane Sandy destroyed most of Rockaway, NJ in 2012 and how it affected their school and emotional well-being.(http://viewpure.com/bRZXsfCsJXE?ref=search). This video is 3 minutes and 45 seconds.

Teacher Reflection of Learning

To get familiar with the differences in weather patterns for hurricanes and typhoons, the teacher can watch the following videos linked below. These videos are also appropriate to share with the students when learning about each type of weather and natural disaster occurence.

Here are some educational videos that you can use to further explain the causes of earthquakes, typhoons and hurricanes:

EARTHQUAKES:

1. http://viewpure.com/hlePrsXTGxQ?ref=search
2. http://viewpure.com/e7ho6z32yyo?ref=search
3. http://viewpure.com/dJpIU1rSOFY?ref=search

TYPHOONS:

1. http://viewpure.com/2F1RrGwp_go?ref=search
2. http://viewpure.com/J2__Bk4dVS0?ref=search

HURRICANE:

https://www.unicef.org/spanish/education/haiti_94377.html?p=printme

Here is an educational article by Unicef (in Spanish) that you can share with your dual language class and highlight the important things that are appropriate to this topic and grade level. The article describes what the country of Haiti is like three months after Hurricane Matthew hit in 2016. There is a sub-section on education and how children have been affected because of the loss of schools.