Calling 9-1-1

Grade Level:​ Post-Secondary Transition (Special Education)

Number of Students: ​10
Instructional Location: ​Kirk School
Date:​ 3/18/19

Lesson Goals
Central Focus of Lesson:
The purpose of this lesson is for the students to extrapolate their knowledge on calling 9-1-1 to
real life critical situations.

Standard(s) Addressed:
(Since students have already graduated high school and are already in the post secondary stage,
there aren’t state standards in which they are assessed. However, there are standards set by
n2y- a site used by the teachers at Kirk School and other various schools that specialize in
Transition Special Education.)

Reading​: Build word recognition within daily living and vocational materials.
Understand and apply vocabulary related to community, daily living and vocational
situations.
Personal Life​: ​Communication​- Effectively ask and respond to questions within community, daily
living and vocational activities.
Daily Living​: ​Medical, Health and Fitness​- Recognize and apply appropriate health habits and
practices, including nutrition, fitness and health care.

Lesson Objectives and Demands

Content Objectives:
Students will be able to understand how and when to call 9-1-1.

Key Vocabulary in Lesson:

accident, first aid, paramedic, calm, hurt, injury, emergency, 911

Lesson Considerations
Materials: ​pencils, packets, sticky notes, dry erase board, dry erase marker, projector,
computer/laptop

Prior Academic Learning and Prerequisite Skills:

Students will take prior knowledge on making phone calls and paramedics, as well as police and
other emergency hotlines.

Misconceptions: ​Students may misconstrue when it is necessary to call 911, being unaware of
what qualifies as an emergency situation.
Lesson Plan Details:
Lesson Introduction - “Before”:

First, hand out the packets to the students and make sure everyone is settled and sitting
accordingly. Also, make sure everyone has a pencil.

Before the lesson begins, it is vital to reemploy the rules and expectations during the lesson. Many
of the students will need guided help for staying on task. So for certain students, you will
need to point to the pictures and corresponding parts of the packet to ensure they are
following and comprehending (there will be other teachers and aids to assist). Now review
the classroom rules and learning goal. (​Tip​: It helps to flip through a packet of your own to
show the students what you’re talking about, and also follow along with them)

Classroom rules​: ​Safe hands, quiet voice, and stay in area​. (It helps to point to the pictures that
show these classroom rules within the packet.)
Learning goal​: Next, tell students, “Today we will be learning about how and when to call 9-1-1.”
“When do we call 9-1-1?” (Answer: in case of an emergency)
Also, for their learning goal, the students will set their own learning goal to write down how many
questions they think they can get correct out of 5. Have them hold the pencil to write a
number out of 5, and whatever the number looks most like will be their learning goal
(Sometimes it is difficult to clearly understand which number the students mean to write).

[​Sidenote​: Introduce in this manner so the students have a sense of direction, as well as clarity as
to where you are going with your questions and statements.]

Ask what students know about calling 911 and emergencies?

Introduce topic words by writing the following words on the dry erase board, and verbally give the
definition for each one:

● Emergency​- ​A serious accident or injury where immediate help is needed.

● Ambulance​- ​A vehicle that takes people who are sick or injured to the hospital.
● Injury​- When someone is hurt or in pain due to an accident.
● Paramedic​- ​A person who gives emergency medical care.
● 911​- The number to call for help in an emergency.

On the front page of the packet there is a checklist where students will flip to and cross off
checkpoints (they will need to be reminded and guided to do so) after each checkpoint
(Checkpoints such as: Review classroom rules). If class is too noisy and it’s difficult to get
them to pay attention, then this step is not necessary.
Learning Activities - “During”:

There will be a video played and a story to read (​Micah Calls 911)​ . The video will be played before
the reading, as it introduces the concept of the reading, and gives more concrete examples
geared toward calling 911. Set up the projector and then the video and story on the
computer.

1. Students will begin to watch the video about calling 9-1-1 (​9-1-1: Getting Help is Easy​).
Play entire video and ensure students are maintaining classroom rules and expectations
(safe hands, quiet voice, and stay in area). After the video is done, have students check #2
off the front page agenda.
2. You will now have the story, ​Micah Calls 911,​ read through without any interruption (this
story is read on corresponding teacher’s account that is on an app/website for special
education students. I do not have access to it).
3. Have the story read again for effective comprehension. This time have the story read and
elaborate on key points that the students will be answering questions about. Again, have
students flip back to front page and cross #3 off the front page agenda

You will now have the students flip to the comprehension questions in the packet about the story.
Go through each question slowly and ensure that everyone is following along, as well as
answering the questions by circling them. After the questions are answered, have the students flip
back to the front page and check the comprehension questions off the checklist.

The students will now take a 10-15 minute break and they can go to the bathroom, get a drink of
water, sit wherever they like, and walk around the room (if they need a more extensive
walk, someone will walk with them through the halls).
Closure - “After”:

Now that we are all coming back from a break, the students will complete an activity. Have
students cross #5 off the front page of the packet. Now, prepare the activity by getting 8
sticky notes, and writing the number “1” on the first sticky note, the number “2” on another,
and do this until each numbers 1-5 is written on 5 of the sticky notes. Next, write questions
on the other 3 sticky notes. Each sticky note should have one of the following on them (until
all 8 sticky notes and all 8 of the assorted numbers/questions are used):

● “What number do you call in an emergency?”

● “Should you stay calm during an emergency?”
● “Is it an emergency when someone scrapes their knee?”
● 1
● 2
● 3
● 4
● 5

Place the sticky notes on the dry erase board, and tell students to pick a number. This means that
students will either pick it off themselves or point to it and have you pick it off for them.
Next, hand out the sticky notes with questions to 3 students. Tell students, “Now we will be
reviewing your answers and sharing the answers with the group.” Review each question
slowly and elaborate to ensure understanding. After each question is answered, call on
students whom you gave a question to. By now the students should have the questions
answered with the help of their aids. Share answer with group and elaborate as to why this
is the correct answer.

After the activity, have students flip to the front and cross off #6.

Extension:

Lastly, the students will be completing their exit slip portion of their packets. Have the students flip
to the last page, and have them complete their exit slips with guided help. This portion is for
students to give a self evaluation.

Now students may finally flip to the front and cross off #7.

Make sure all students have names on their packets.

NOTE: Attach any relevant handouts, activities, templates, PPT slides, etc. that are
referenced and utilized in this lesson.