Emergency Care Lesson Plan
Objectives- Students will be able to:
- Identify appropriate situations to seek emergency care.
- Know the necessary vocabulary for communication in emergency situations.
- Beginner Phonics Activity
- Beginner Phonemic Awareness
- Word Building activity
- Vocabulary Practice Worksheet
- Emergency or Not with Answer Key
- Health Services Contact Chart
In Preparation for this Lesson:
- Print copies of the worksheets that are in bold in the activity section (this may vary depending on the level of literacy you choose- E, M, or D).
- Have your student come prepared with contact information for their doctor, dentist, family physician, etc. (where applicable). If they do not have medical care, look up the information for the local hospital and clinics, and have that ready for your student to use in the Student Contact Chart.
- Review the lesson materials and be especially familiar with the emergency stories, knowing which are emergencies and which are not.
Activity (for M-level)
- First, review Beginner Phonics Activity with your student. Help them to correctly pronounce all words, and either explain or use a dictionary to look up any words that they are unfamiliar with.
- Review 2-4 of the stories in the Emergency or Not with Answer Key worksheet (depending on time). Have your student read each passage, placing special emphasis on the correct pronunciation of health vocabulary. At the end of each story, have your student logically conclude whether the story is an emergency or not. Then read them the answer, with the explanation of why it was or was not an emergency, and how it should be appropriately handled. Make sure that they understand the answer, and then move on.
Activity (for E-level)
To make the lesson simpler for students with lower literacy, make the following adjustments:
- Start with the Phonemic Awareness Activity. After sounding out each word, review with the student the meaning of the word (most of the definitions can be found on the Vocabulary List).
- Take turns reading through Reading Passage- Section 1. Try reading the section slowly to your student, and when you reach a vocabulary word, pause and have them sound it out. Make sure that they pronounce it correctly, and review the meaning of the word if they need to.
Activity (for D-level)
- Follow the same outline as the M-level lesson, but if there are any words the student is unfamiliar with, have them look them up on the internet and read the definition for themselves.
- Thoroughly discuss the questions at the end of Reading Passage-Section 1.
- Finish the lesson by filling out the Cloze Activity with your student.
Answers to Reading Passage “Questions for Discussion:”
Can you relate to Bob’s experience? This should be personal to the student.
Why do you think people procrastinate or put off going to the doctor? Answers to this might be
fear, laziness, thinking it’s not important, etc.
Should Bob have gone to a different health care provider, such as the hospital, a specialist, or an
alternative medicine center? The answer here is no, because none of those places are appropriate for a check-up.
Do you think Bob was proactive when it comes to his health? Yes and no– he set up a check-up
on his own, which demonstrates proactivity. However he waited a long time to visit the doctor,
and that demonstrates procrastination.