Reporting Emergencies

Educational Objective: The student will use appropriate behaviors when reporting an emergency to an authority like 911.
Language Arts Standard: Listening and Speaking

Materials Needed:
The Prop Box with 2 telephones
Brainstorm Form
Appropriate Rubric: One for each student to complete during each role play. To download the student rubric, click here

The Lesson:

• Identify Need
• Introductory Activity: Brainstorm situations when calling 911 is appropriate- another brainstorm form when you shouldn't call 911. Discuss how emergency crews put their lives in danger just getting to the scene. The students should know that their location and phone number is instantly recorded and that police will arrive even if the student hangs up the phone.
• Define Steps and Sequences of Skill

1. Dail 911
2. Give your name and location.
3. State facts as you see them. "I see fire coming from the second story window next door."
4. Stay calm. You may be asked to help.
5. Stay on the phone to listen to directions.
6. Get out of danger, i.e. you could be hurt by the situation.

7. Speak clearly.
• Model the Skill
• Role Plays/Classroom Discussion
• Applications- students should know the penalties for reporting false information. Teaching relevant vocabulary is appropriate here, i.e. terms a paramedic answering a 911 phone call might use. "Is the victim breathing, etc?"
• Independent Uses - Extensions: Lessons on emergency preparedness in your area. Contact your local Civil Defense for educational materials.

Rubric for the Role Plays

Student (Speaker)____________________________ Student (Subject)____________________________

Date: _____________________
Observer's Name:___________________________________________

Observations: (Speaker may use dramatic asides) No Yes
Did the student know to call the 911 operator?    
Did the student state his name and location?    
Did the student use a clear voice?    
Did the student factually describe the emergency?    
Did the student remain on the telephone?    
Did the student leave if he was in danger?    
Score/Points
   

Additional Comments: _______________________________________________________________________

_________________________________________________________________________________

 

6th Grade
Reading Standards
1.2 Identify and interpret figurative language and words with multiple meanings.
1.5 Understand shades of meanings in related words.
2.7 Make reasonable assertions about a text through accurate, supporting citations
Writing Strategies
1.1 Choose the form of writing (e.g. personal letter, poem or narrative) that best suits the intended purpose.
1.6 Revise writing to improve the organization and consistency of ideas.
Speaking Applications:
2.4 Offer a logical sequence of information and engage the listener, foster an acceptance of an idea.

7th Grade
Reading Standards
2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials.
3.3 Analyze characterization as delineated through thoughts, words and speech patterns.
Writing Strategies
1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at the end of dependent clauses) and appropriate English usage.
Speaking Applications:
1.2 Determine a speakerís attitude toward a subject.
1.6 Use speaking techniques, including voice modulation , inflection, tempo, enunciation and eye contact for effective communication.

8th Grade
Reading Standards
1.1 Analyze idioms, analogies, metaphors and similes to infer the literal and figurative meanings of phrases.
3.4 Analyze the relevance of the setting (e.g. place, time, customs) to the mood, tone and meaning of text.
Writing Strategies
2.1 Write a clear, coherent incident, event or situation by using well chosen details.
2.5 Present information purposely and succinctly and meet the needs of the intended audience.
Speaking Applications:
1.2 Paraphrase a speakerís purpose and point of view and ask relevant questions concerning the speakerís content, delivery and purpose.
1.3 Organize information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression and tone to the audience and purpose.