Jan 15 - History of The Exclamation Mark & Current Events - & Debate - Re: LA Fires - Should More Funding Be Allocated to Disaster Prevention or Recovery?

20 min Silent Read

Karter - Short Story Reminder

Sightlines 8 

Ambush Pg 61

The Street That Got Mislaid Pg 4

Thank You Ma'am Pg 14

Tell Tale Heart pg 22 

History of - The Exclamation Mark

Explained - Netflix - Ep. 11

Lesson: 

  • Brainstorm Activity:
    Question: When do you use an exclamation mark in your writing?
    • Write responses on the board 

2. Video Viewing (15 Minutes)

  • Watch Explained: The History of the Exclamation Mark (Netflix, Ep. 11).
    • Ask students to focus on these key points while watching:
      1. Where and how did the exclamation mark originate?
      2. Why did people start using it?
      3. How has its meaning or use changed over time?

3. Pair Discussion (10 Minutes)

  • Divide students into pairs and ask them to discuss:
    1. What surprised you most about the history of the exclamation mark?
    2. How do people overuse or misuse the exclamation mark in modern communication?
    3. Share an example from social media or texting where you’ve seen exclamation marks used effectively or humorously.

4. Creative Activity: “The Exclamation Mark in Action” (15 Minutes)

  • Each pair receives a sheet of chart paper and pen.
  • Activity Instructions:
    1. Create a short dialogue (5-6 sentences) between two characters. Use at least five exclamation marks where appropriate.
    2. Illustrate the emotional impact of the punctuation (e.g., excitement, anger, urgency) by adding emojis or drawings.
    3. Select Pairs To: Share your dialogue with the class.


Current Events Lesson

Lesson Outline

1. Introduction (10 minutes)

  1. Display a image or video clip of the LA fires (2-3 minutes).
    • Ask: What do you see? What do you think is happening?
  2. Briefly introduce the topic:
    • "Today, we'll explore a current event—the LA fires. We'll learn about what’s happening, why it’s important, and how we can connect it to larger ideas about our world."

2. Reading/Viewing (15 minutes)

  1. Review BBC article to an online news story about the LA fires.
  2. Instruct students to read the article & watch the associated video 
  3. While reading/watching, have students highlight or jot down:
    • Causes of the fires.
    • Impacts on people, wildlife, and the environment.
    • Responses from the community and emergency services.

3. Group Discussion (15 minutes)

  1. Lead a class discussion using the following questions:
    • What did you learn about the causes and effects of the LA fires?
    • How are people and communities responding?
    • Why do you think it’s important to talk about events like this in class?
  2. Connect the discussion to broader themes:
    • How do natural disasters affect communities and bring people together?
    • What role does the media play in informing the public during events like this?

4. Writing Activity (15 minutes)

  1. Prompt: “Write a reflection on the LA fires. How does this event make you think about the environment, the role of community, or the importance of resilience?”
    • Encourage students to include personal thoughts and connections to their own experiences.
  2. Provide time for students to write.

5. Conclusion (5 minutes)

  1. Invite a few students to share their reflections.
  2. Summarize key points from the lesson.
    • Emphasize the importance of staying informed and being empathetic during challenging times.


Debate: Organize a debate on whether more funding should be allocated to disaster prevention or recovery. Reminder - currently 27 Billion in FEMA fund - estimated 150B + re: needs re: rebuild of LA areas post fire completion. 

Topic: Should More Funding Be Allocated to Disaster Prevention or Recovery?

Objective:

Students will develop critical thinking, research, and persuasive speaking skills by engaging in a structured debate on the allocation of funding for disaster management.

Materials Needed:

  • Fact sheets on FEMA funding, current LA fire costs, and disaster prevention vs. recovery statistics (can be teacher-provided or researched by students).
  • Debate format handout (roles, structure, and timing).
  • Rubric for assessing debate performance (focus on argument quality, delivery, and teamwork).

Lesson Steps:

1. Introduction (15 minutes)

  • Context Setting: Provide a brief overview of the current situation in Los Angeles regarding the wildfires, the estimated $150B+ needed for rebuilding, and the $27B available in FEMA funds. Highlight the importance of balancing prevention and recovery in disaster management.
  • Explain the Debate Question:
    "Should more funding be allocated to disaster prevention or disaster recovery?"
    Clarify the definitions:
    • Prevention: Measures to reduce the likelihood or impact of disasters (e.g., wildfire prevention, infrastructure upgrades).
    • Recovery: Actions to rebuild and restore after a disaster occurs (e.g., rebuilding homes, providing financial aid).

2. Form Debate Teams (10 minutes)

  • Divide the class into two groups:
    • Team Prevention: Advocates for increased funding toward preventing disasters.
    • Team Recovery: Advocates for increased funding toward post-disaster recovery efforts.
  • Assign roles within each team:
    • Opening Speaker: Introduces the team’s position and key points.
    • Supporters: Provide specific evidence and examples to strengthen the argument.
    • Rebuttal Speaker: Responds to the opposing team’s arguments.
    • Closing Speaker: Summarizes the team’s argument and reinforces key points.

3. Research and Preparation (20 minutes)

  • Provide time for students to gather evidence and examples for their arguments. Encourage them to use:
    • Statistics and facts (e.g., FEMA funding, economic impacts of disasters).
    • Examples from the current LA wildfire situation.
    • Ethical considerations (e.g., saving lives vs. rebuilding homes).
  • Support students with prompts, such as:
    • Why is prevention/recovery more cost-effective?
    • How does prevention/recovery impact communities in the short and long term?
    • Are there moral or ethical reasons to prioritize one over the other?

4. Debate Rules and Format (5 minutes)

  • Explain the structure:
    • Opening Arguments: Each team presents their position (2 minutes per team).
    • Evidence and Examples: Teams provide evidence to support their argument (3 minutes per team).
    • Rebuttal: Each team responds to the opposing argument (2 minutes per team).
    • Closing Statements: Each team summarizes their argument (2 minutes per team).

5. Debate Time! (30 minutes)

  • Facilitate the debate, ensuring teams stick to time limits.
  • Act as a neutral moderator, guiding the discussion and intervening if needed to maintain decorum.

6. Reflection and Discussion (15 minutes)

  • Post-Debate Questions:
    • What arguments were the most convincing, and why?
    • What challenges did you face while preparing or presenting your argument?
    • How do you think governments should balance prevention and recovery?
  • Writing Extension (Optional): Have students write a short paragraph or essay on their personal opinion about the debate topic, using evidence from the discussion.

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