Inside B, Unit 1/ Here to help

Big Idea: Community members help and learn from each other. Essential Question science: How can we be safe during an earthquake?

Essential Question social studies: What are causes and effects of an earthquake?

In order to deepen the Common Core focus of the middle school ESOL curriculum and include Discipline-specific and Academic Language Expansion (DALE), supplemental units with informational text materials have been created. The materials include linguistic and academic skills introduced in the Inside Unit and related to a story, topic, genre, or theme in the unit. Please note, the standards are for 7th grade. Sixth and 8th grade standards are available at http://www.pdesas.org/Standard/PACore

Content, Concepts, and Skills: Key Content Standards

Academic Language Development

1.2 Reading Informational Text Key Ideas and Details / Main Idea C.C.1.2.7.A Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Key Ideas and Details / Text Analysis CC.1.2.7.C Analyze the interactions between individuals, events and ideas in a text. Craft and Structure / Text Structure C.C.1.2.7.E. Analyze the structure of the text through evaluation of the author’s use of graphics, charts and the major sections of the text. Vocabulary Acquisition and Use CC.1.2.7.J Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather

Linguistic Complexity (Discourse Level): Accurate use of cause and effect and summarize orally and/or in writing. Language Forms and Conventions (Sentence Level): Accurate use of “have to” and “need to” in present tense with both singular and plural pronouns and possessive pronouns orally and in writing.

Vocabulary Usage (Word Level): Acquire and use grade level vocabulary, including theme and academic vocabulary related to earthquakes, sequencing, and cause / effect.

vocabulary knowledge when considering a word or phrase important to comprehension or expression. 1.4 Writing Informative / Explanatory C.C.1.4.7.A Write informative / explanatory texts to examine a topic and convey ideas, concepts, and information clearly. 1.5 Speaking and Listening Comprehension and Collaboration / Collaborative Discussion CC.1.5.7.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expression their own clearly.

Informational Text Standards Objectives for Curriculum Engine

• SWBAT acquire and use accurately grade-appropriate general academic and domain-specific words and phrases IOT gather vocabulary knowledge when a word or phrase is important to comprehension.

• SWBAT analyze the interactions between individuals and events IOT identify cause(s) and effect(s)

• SWBAT analyze the structure of the text IOT identify the cause(s) and effect(s) • SWBAT write informative text IOT examine a topic and information clearly. • SWBAT engaged effectively in a range of collaborative discussions IOT build on

others’ ideas and express their own clearly. • SWBAT: Write an explanatory essay describing the cause(s) and effect(s) of a

traumatic event.

Model Performance Indicators (MPI)

From WIDA (World Class Instructional Design and Assessment) A model performance indicator (MPI) gives expectations for what and how students can process and produce at a given

proficiency level (e.g. Entering, Emerging, Developing). They are written for language domains (listening, speaking, reading, writing). For each domain, the strand is scaffolded for language proficiency level. There are three elements in an MPI: (a) language function (verb) - describes how students process or use language to demonstrate proficiency (b) content stem / topic (topic of the standard)– the context for language instruction, derived from content standards (c) support – instructional strategies or tools used to assist students in accessing content necessary for communication (sensory, graphic, or interactive)

Model Performance Indicators

Cognitive Function: Students will sequence information and determine cause / effect for and what to do during earthquakes. Domain Level 1 Level 2 Level 3

Listening Match oral language associated with what to do during an earthquake based on images, a word bank, and a cloze paragraph.

Predict vocabulary of what to do during an earthquake based on a word bank, a cloze paragraph.

Interpret what to do during an earthquake based on a cloze paragraph.

Speaking Name what to do during an earthquake based on images, a word bank, and a cloze paragraph.

Discuss on what to do during an earthquake based on images, and a cloze paragraph.

Give a brief oral content-based presentation on what to do during an earthquake based on a cloze paragraph.

Reading Match the cause / effects of earthquakes based on a word bank, sentence starters and a graphic organizer .

Identify the cause / effects of earthquakes based on sentence starters and a graphic organizer.

Explain the cause / effects of earthquakes based on a graphic organizer.

Writing List the cause / effects of earthquakes based on a word bank, sentence starters and a graphic organizer .

Identify the cause / effects of earthquakes based on sentence starters and a graphic organizer.

Produce a short paragraph about cause / effects of earthquakes based on a graphic organizer.

End of Unit Assessment – Earthquakes – Video clips to provide background information for students. What causes earthquakes? https://www.youtube.com/watch?v=JrBaiPN6AW8 What to do in an earthquake? (cartoon) https://www.youtube.com/watch?v=bGzUeg4Vd_o What to do in an earthquake? (classroom) - https://www.youtube.com/watch?v=FSnWIcNRzKc Tectonics for kids - https://www.youtube.com/watch?v=tcPghqnnTVk (includes earthquakes) What is an earthquake? - https://www.youtube.com/watch?v=hkvkcN9rVHs Earthquakes (National Geographic) - http://video.nationalgeographic.com/video/101-videos/earthquake-101 Effects of an earthquake - https://www.youtube.com/watch?v=_Cq5Fqfo98k Interactive map of daily earthquakes - http://earthquake.usgs.gov/earthquakes/map/ End of Unit Assessment - Earthquakes Reading / Writing Speaking / Listening (1) Unit 1 focuses on helping professions and helping others. It includes the poem, “The Ground Shakes” on pages 28 – 29 / T 28 – T 29. The poems includes verbs denoting “effects” of earthquakes (e.g. shifting, slipping, sliding, bumping, rising, etc.) (3) After reading the poem, show the video clip “What causes earth quakes” to provide additional background information. (2) Review the poem Read “What is an earthquake?” (attached) Make a cause-effect chart on earthquakes. Review “What happens? (effect) and “Why does it happen? (cause) (p. 9 )

(1) View video clips on “What to do” in an earthquake. Show students the “drop, cover, hold on” image. (2) Review “have to” plus verb and “need to” plus verb (pg. 6 / T6) and possessive adjectives (pg. 7 /T7 ). Review sequencing (first, next, then, last) (pg. 19 / T19). Review community workers (“Power Out”). (2) Group students in pairs. With a partner, have students present a dialogue or role play (pg. 9 / T9) of what to do during an earthquake.

(4) Complete the sentences on the cause and effects of earthquakes. (5) Use the sentence starters to write a paragraph. (pg. 19 / T19) (6) Practice the process and terms with Total Physical Response (drop, cover, roll) (6) Optional for Level 2 and 3 – Show students “Seismic Hazard Maps.” Locate students’ home countries and Philadelphia. Based on the evidence from the maps, discuss whether or not either their home countries or Philadelphia are likely to have an earthquake. Using the poem on page 28 / T28 of the student text, have students create a poem on what it might be like to live in a “Seismic Hazard” area and experience an earthquake. Cause: Earthquake

Effect 1 Effect 2 Effect 3

Vocabulary: shaking, rolling, break (breaking), slip (slipping), slide (sliding), die (dying), destroyed, damaged, crack (cracking), break (breaking) ---------------------------------------------------------------------------- What causes an earthquake? During an earthquake, the earth is s________________ and r_______________. Two parts of the earth b___________ and s__________ and s__________. What are the effects of an earthquake? The effects of an earthquake are many people may d______________. Many buildings are d_______________ or d ___________________.

Word bank: drop, cover, hold on, wait Students 1: Hi, ____________ (name). How are you? Student 2: I am fine. How are you? Student 1: I am fine. Today we have to learn about earthquakes. Student 2: Yes! We need to practice. Are you ready? Student 1: Yes, I am ready! First, I have to d______ under my desk. You need to drop under your desk. What do we do next? Student 2: Next, I need to c_______ my head. You need to cover your head. What do we do next? Student 1: Then, I need to h________ to my desk. You need to hold on to your desk. What do we do next? Student 2: Last, I have to w________ for the teacher. You have to wait for community workers. Student 1: Yes! The police and firefighters have to help. Student 2: Great! We need to be safe.

Roads may c____________ and water pipes may b__________. Cause / effect paragraph: Earthquakes are caused by _______________________________ _____________________________________________________   _____________________________________________________   The effects of an earthquake _____________________________ ____________________________________________________   ____________________________________________________ Evaluation: Reading / Writing Criteria Below

Basic - 1 Basic - 2

Proficient – 3

Student accurately includes vocabulary related to the topic

Student accurately Identify cause / effects related to the topic

Student demonstrates a command of the grammatical structures.

Student accurately completes the task.

Evaluation: Speaking / Listening Criteria Below

Basic - 1 Basic -

2 Proficient

– 3 Student accurately pronounces vocabulary related to the topic

Student accurately selects and/or responds with vocabulary related to the topic

Student demonstrates a command of the grammatical structures.

Student accurately completes the task.

What is an earthquake? Break Slip An earthquake is the shaking or rolling of the top of the earth. Two blocks of the earth break apart. The blocks of the earth slip and slide. Energy or pressure make the earth break apart.

Block1 Block 2 Sliding Shaking Rolling

The world has hundreds of earthquakes a day. We do not feel most earthquakes. Earthquakes last for about one minute. Scientists do not know when an earthquake will happen. Thousands of people die each year from earthquakes. Other people may be hurt. Many buildings are destroyed or damaged. Train tracks and phone lines are destroyed. Roads crack. Water pipes break. Fires start.

 

Model Performance Indicators

Cognitive Function: Students will sequence information and determine cause / effect for the 2010 Haitian earthquake. Domain Level 1 Level 2 Level 3

Listening Match oral language associated the causes / effects of the Haitian earthquake based on images, a word bank, and a cloze paragraph.

Predict vocabulary on the causes / effects of the Haitian earthquake based on a word bank, and a cloze paragraph.

Interpret the causes / effects of the Haitian earthquake based on a cloze paragraph.

Speaking Name the causes / effects of the Haitian earthquake based on images, a word bank, a cloze paragraph.

Discuss the causes / effects of the Haitian earthquake based on a word bank, and cloze paragraph.

Give a brief oral content-based presentation on the causes / effects of the Haitian earthquake based on a cloze paragraph.

Reading Match the causes / effects of the Haitian earthquake based on images, a word bank, sentence starters and a graphic organizer .

Restate the causes / effects of the Haitian earthquake based on sentence starters and a graphic organizer .

Explain the causes / effects of the Haitian earthquake based on a graphic organizer .

Writing List the causes / effects of the Haitian earthquake based on iamges, a word bank, sentence starters and a graphic organizer .

Identify the causes / effects of the Haitian earthquake based on sentence starters and a graphic organizer .

Produce a short paragraph about the causes / effects of the Haitian earthquake based on a graphic organizer.

End of Unit Assessments 2 – Haitian Earthquake video clips to provide background information for students. Haitian Earthquake 2010 (CNN report) - https://www.youtube.com/watch?v=8dEEGxtCccc (graphic) Haitian Earthquake 2010 (subtitles) - https://www.youtube.com/watch?v=YXbKpQzPshI Haitian Earthquake 2010 (Save the Children/ opening schools) - https://www.youtube.com/watch?v=VGj4bl_6Nfw Rebuilding a Haitian school (shows Haitian children creating art work to help rebuild their school) - https://www.youtube.com/watch?v=VOttZHqzwzI Sports brings relief to Haitian children - https://www.youtube.com/watch?v=TLC8aavI5I0 Reading / Writing Speaking /Listening (1) Unit 1 focuses on helping professions and helping others. It includes the poem, “The Ground Shakes” on pages 28 – 29 / T 28 – T 29. The poems includes verbs denoting “effects” of earthquakes (e.g. shifting, slipping, sliding, bumping, rising, etc.) (3) After reading the poem, show a video clip of the 2010 Haitian earthquake. (2) Read “Haitian Earthquake, 2010.” (Vocabulary: island, Caribbean Sea, die / died, destroyed) Make a cause-effect chart on the Haitian earthquake. (pg. T30 and pg. 9 / T9) (3) Review “What happens? (effect) and “Why does it happen? (cause) (p. T9b ) (4) Complete the cause and effect sentences on the Haitian earthquake Use the sentence starters to write a paragraph. (pg. 19 / T19) (5) Optional for Level 2 and 3 – Show students “Seismic Hazard Maps.” Locate students’ home countries and Philadelphia. Discuss whether or not either their home countries or Philadelphia

(1) Show a video clip on the Haitian earthquake. (2) Have students work with a partner to present a dialogue or role play (pg. 9 / T9) on the causes and effects of the 2010 Haitian earthquake. (3) Review sequencing (first, next, then, last) (pg. 19 / T19). (4) Review “have to” plus verb and “need to” plus verb (pg. 6 / T6). Students 1: Hi, ____________ (name). How are you? Student 2: I am fine. How are you___________ (name)? Student 1: I am fine. What did you do today? Student 2: Today we learned about an earthquake in Haiti.

are likely to have an earthquake. Using the poem on page 28 of the student text, have students create a poem on what it might be like to live in a “Seismic Hazard” area and experience an earthquake. Cause(s);

Effect 1 Effect 2 Effect 3

Vocabulary: earthquake, rolling, die, damaged, destroyed, break, help (Additional vocabulary for story: fear, cruel, die, died, blankets, water, tents, medicine, disaster) What happened in Haiti? In January 2010, Haiti had an e_______________________. The earthquake was caused by the shaking and r_____________ of the earth. What are the effects of an earth quake? The effects of an earthquake are many people may d______________. Many buildings are d_______________ or destroyed. Roads may d____________ and water pipes may __________. People are scared. People h__________ people. _____________ (grains).

Student 1: Wow! What did you learn? Student 2: ______________ (first, then, next, last)the earth breaks apart. _____________ (first, then, next, last) the buildings are not safe. Student 1: Oh no! What happened? Student 2: ______________ (first, then, next, last), many people die. Many people are hurt. Student 1: How many people died? Student 2: 230,000 people died. 4,000 schools were destroyed. Student 1: Do people need to help? Student 2: Yes! People need to help.

In January 2010, Haiti experienced an earthquake. Many people ___________________________________________________. The causes of the earthquake ___________________________ _____________________________________________________ The effects of the earthquake ___________________________ _____________________________________________________ Evaluation Reading / Writing: Criteria Below Basic

- 1 Basic -

2 Proficient –

3 Student accurately includes vocabulary related to the topic

Student accurately identify cause / effects related to the topic

Student demonstrates a command of the grammatical structures.

Student accurately completes the task.

Evaluation: Speaking / Listening Criteria Below

Basic - 1 Basic -

2 Proficient -

3 Student accurately pronounces vocabulary related to the topic

Student accurately selects and/or responds with vocabulary related to the topic / skill

Student demonstrates a command of the grammatical structures.

Student accurately completes the task.

Haitian Earthquake, 2010 Haiti is an island. Haiti is in the Caribbean Sea. Ten (10) million people live in Haiti.

On January 12, 2010, Haiti had an earthquake. Causes:

• The earth breaks apart. • Buildings are not safe. • Many people live in the city. • People need to help people.

Effects:

• 230,000 people died • 300,000 people hurt • People are scared • 1,500,000 people have no home • 4000 schools destroyed • 30,000 stores destroyed • People help people

 http://www.mspp.edu/community/events/haiti.php People are scared.

Buildings are not safe. People are hurt.

http://www.cedarcrest.edu/ca/academics/nursing/haiti_blog1.shtm People need to help people.

(Hugues Larose) Schools and stores are destroyed.

People have to help people.

Level 2 - 3 Optional Assessment The following graphs provide data on the effects (death, injuries, loss of homes) in 3 earthquakes: China / 2008, Italy / 2009 and Haiti /2010. (1) Have students examine the graphs – what do they notice about deaths, injuries and homelessness? (2) The three earthquakes were similar magnitude (7.9 in China, 6.3 in Italy and 7.0 in Haiti). Why did so many people die in Haiti compared to Italy? In comparison with China, why did so many more people in Haiti die? (3) The cost of the Haitian earthquake relative to GDP* (gross domestic product) was much higher than China and Italy. What are the possible long term effects? (*GDP is how much a country produces within its borders in a set amount of time such as a year.)

Number of deaths and injuries

Number of homeless