Schools in Puerto Rico are desperate for school supplies following Hurricane Maria and are getting very little official support. The purpose of this project is to create a bilingual (Spanish/English) school material drive for the schools in Puerto Rico which were devastated by Hurricane Maria. Community Partners: hispanic local businesses in Thornton, CO. The audience will be our school population, the families and friends of our students/staff, our school network, and the community of Thornton, Colorado. The public product will be posters, letters and emails requesting donations, donation boxes, student created bilingual books showing the process of the materials drive and the caring of the people in our community for their schools, and finally letters of encouragement for the staff and students of the schools in Puerto Rico. Why do learners care?: Over 95% of our students come from Spanish speaking families (some from Puerto Rico) and have suffered losses due to natural disasters, directly or indirectly. Therefore, they empathize with and want to help the people of Puerto Rico.
K-W-L Modified
Huracán María destruye hogares, deja sin energía y desata inundaciones en Puerto Rico
Our Acrostic Poems about Hurricane Maria
School Supply Drive for Puerto Rican Schools
Implementing the School Supply Drive
Student Reflection
Implementation information not specified.
Pre- Activity
Title of Activity: K-W-L Modified
Instructions to Learners:
1) In Box #1 (What is the concept?) write Hurricane Maria in Puerto Rico
2) In Box #2 (What I KNOW:) write what you know about Hurricane Maria
3) In Box #3 (What I WANT to know...) write what you want to learn about Hurricane Maria
4) Share what you wrote in Box #3 with your shoulder partner
5) Brainstorm with your shoulder partner Box #4 (How I might FIND OUT about . . .)
Scaffolding: Students enter the classroom with Hurricane Maria Puerto Rico Farm Relief Song playing (https://www.youtube.com/watch?v=sS_6mebgSIo), Gallery walk of the photo wall of Hurricane Maria’s impact on Puerto Rico (https://www.abcactionnews.com/news/photos-puerto-rico-devastated-after-hurricane-maria#id15) while listening to Puerto Rico Hurricane Marie Song "Feth Provada" (https://www.youtube.com/watch?v=sUCrAr_4RzU), and K-W-L Modified Chart
Students write their own Hurricane Maria song.
Download music and video prior to activity to avoid buffering issues.
Students lack of knowledge about Puerto Rico and Hurricanes.
Multiple Passes Through Our Article
Culturally Authentic Text
Type: print
Genre: newspaper article
Name: Huracán María destruye hogares, deja sin energía y desata inundaciones en Puerto Rico
https://newsela.com/read/hurricane-maria-puerto-rico-spanish/id/35511/
Instructions to Learners:
1) Circle all the cognates
2) Record the cognates you found on our cognate chart on the classroom door
3) Highlight all the words you know
4) Skim each paragraph and box the key word or phrase that highlights its
main point using word bank
5) Turn to your shoulder partner and say something at the end of each paragraph
Scaffolding: Simple List Vocabulary Game(Divide students into two (or more) teams. Give each team one minute to list as many words as possible from the current unit on a piece of paper. The team with the most words wins.) Article word bank, Preview Spanish/English Cognate Patterns (https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/65/Cognates%20Chart.pdf)
Write an acrostic poem using vocabulary from the article.
Print text for students as well as projecting the article.
false cognates ( a good teaching opportunity).
Instructions to Learners:
1) Create a word web describing Hurricane Maria.
2) Vertically write Huracán María (0ne letter per line)
3) Using word web and word banks write a word for each letter
4) Share and edit your poem with your shoulder partner
5) Submit your poem to Antología Poemas sobre Maria
Scaffolding: Word Web Template (https://www.eduplace.com/graphicorganizer/pdf/cluster_web3.pdf), Acrostic poem exemplars posted in the classroom (http://www.softschools.com/examples/grammar/acrostic_poem_examples/372/), Hurricane word bank (https://www.duolingo.com/comment/24356203/Vocab-Guide-Hurricane-related-words)
Students illustrate their poems.
Have laptops available for students to write their poems electronically.
Peer editing can be very effective and at times very ineffective.
Students will prepare posters, letters and emails politely requesting donations, donation boxes, student created bilingual books, and finally letters of encouragement for the staff and students of the schools in Puerto Rico. The letters will be written using an appropriate level of politeness and regionally appropriate Spanish for Puerto Rico. The books will represent the process of the materials drive and the caring of the people in our community for their schools written following the social norms of Spanish.
Students write bilingual thank you letters.
Teach students how to type in Spanish in order to make writing more effcient.
Student follow through.
1. Students will witness a presentation on Hurricane Maria's impact on a community member's family.
2. Students write a letter to United for Puerto Rico asking for needs and contacts in Puerto Rico.
3. Students creat a powerpoint on the materials needed.
4. Students brainstorm how to implement school materials drive.
5. Students create Posters and Donation Boxes in Spanish.
6. Students write donation letters to local retailers.
7. Students send donation letters.
8. Students distribute donation boxes.
9. Students regularly collect materials from retailers.
10. Students write and illustrate books about their school materials drive.
11. Students send materials to schools in Puerto Rico.
Teach students to type in Spanish prior to project.
Response of retailers
Students write a reflection of their experience learning about Puerto Rican schools' challenges after Hurricane Maria, planning the school materials drive, implementing the school materials drive, and overall reaction to the project.
Students make revisions of the school materials drive based on their reflection.
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