Professional Female Boxers: Pay Still Not Equal to Male Boxers

“There’s a scene in T-Rex  — a documentary that follows the middleweight phenom Claressa Shields from her hometown of Flint, Mich., to the 2012 Olympic Games in London and back again — The reps from Team U.S.A. are discussing her sponsorship opportunities. Team U.S.A.’s public-relations consultant, Julie Goldsticker, looks at Shields and says: I would love for you to stop saying that you like beating people up and making them cry. Shields’s brow creases. She looks completely befuddled. I box, she says.” J. Lowe, New York Times

ESL Voices Lesson Plan for this post with Answer Key

Claressa Shields wins (2nd) Gold medal in boxing.

Claressa Shields wins (2nd) Gold medal in boxing.

Gold Medalist Boxer Claressa Shields. Photo- Erik Madigan Heck, NYT

Gold Medalist Boxer Claressa Shields. Photo- Erik Madigan Heck, NYT

Excerpt: Women Have Been Boxing in the Shadows for Too Long- By Jaime Lowe, The New York Times 

“The paradox is clear: Shields cannot visibly enjoy fighting to succeed financially as a boxer. It’s a violent sport. If she were a man, that bloodlust, that taste for combat, would be courted. It would be used as a selling point to hype fights, as it always has. But for a woman to admit that she likes aggression, relishes controlled rage, thrives on ferocity and enjoys the feeling of gut-punches, well, that is unfathomable, or it seemed so to the Team U.S.A. reps.

Boxer Shelly Vincent-Photo- Edward Diller:DiBella Entertainment

Boxer Shelly Vincent-Photo- Edward Diller:DiBella Entertainment

They had no idea how to sell her, even after she was featured in a multimedia photo essay in The New York Times, profiled by The New Yorker, heard on NPR or highlighted in any number of other media appearances.

They could not figure out how to sell her in spite of her ready-made biopic childhood — a narrative riddled with disadvantage, abuse and sexual violence that ends in winning Olympic gold.

Professional boxer Laila Ali. Photo-boxrec

Professional boxer Laila Ali. Photo-boxrec

Just before Shields left for Rio, where she will compete again as a middleweight boxer, she told me: “People say the way I talk about boxing is too mean and too tough, but I do enjoy hitting people, or I wouldn’t be a boxer. I’m not gonna pretend that isn’t part of it or part of me.”

Shields went on to talk about something a lot of professional female boxers have mentioned before: that there isn’t support for women’s boxing on a professional level. Boxing’s biggest broadcasters — HBO and Showtime — have been reluctant to feature women’s fight cards.”

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate – Advanced


Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.


Time: Approximately 2 hours.


Materials: Student handout (from this lesson) and access to news article.


Objective: Students will read and discuss the article
with a focus on improving reading comprehension and learning new vocabulary. At the end of the lesson students will express their personal views on the topic through group work and writing.

I. Pre-Reading Activities

Stimulating background knowledge: Brainstorming

Directions: Place students in groups, ask students to think about what they already know about  the topic.  Next, have students look at the picture(s) in the text and generate ideas or words that may be connected to the article. Debrief as a class and list these ideas on the board. Students can use a brainstorming chart for assistance.

Brainstorming Map by rentonschools.us

Brainstorming Map by rentonschools.us

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. The paradox is that Shields cannot enjoy fighting to succeed as a boxer financially.
  2. The women’s bouts,  were fought in the afternoon while men fought in prime time.
  3. At one point in history men’s boxing was being promoted as a barroom spectacle.
  4. In 1904,  men’s boxing made its debut as an Olympic sport in St. Louis.
  5. During that time women’s boxing was limited to exhibition bouts.
  6. Boxing, if it was forward-thinking, would recognize that it needs women.
  7. The U.F.C.’s president, Dana White, decided to reverse a 2011 decision barring women.
  8. Other women helped launch this  project.
  9. There is a lack of central authority to ensure that fights are well-matched.
  10. For centuries boxing has been a man’s sport, and when women popped up, it was treated as a novelty.

Reading Comprehension

Fill-ins

Directions: Place students in groups and after they have read the entire article, have them complete the following paragraphs taken from the article. They can use the words and terms from the list provided, or provide their own terms. They are to find the meanings of any new vocabulary.

To ___the___ between Hardy and Vincent, the ___and promoters ___the very thing Team U.S.A. was ___to suppress. The fighters stood toe-to-toe at a news conference…Each said she wanted very badly to___ the other ___in the face. Vincent ___me there was ___behind this, that the women always___ the ___with more action, more punching, more to prove. Breaking ___ceilings or in this case, fists and faces — seems especially___ in a year when Hillary Clinton is poised to be the next___.

WORD LIST: president, accentuated, trying, fighters, significant, publicize, passion, fight, punch, glass, fighter, assured,   steal, show,

 Grammar Focus Word -Recognition

Directions: Students choose the correct word to complete the sentences taken from the article. They are to choose from the options presented.

Boxing, if it was smart and forward-thinking, would realize/recognize that it needs/nests women (especially the Claressa Shieldses of the world) in other/order to compete with other combat/combative sports/spots that are dominating/domineer the market. It may be no accident that after a 1-minute-and-41-second technical knockout at the Barclays Center last month, the mane/main line of questioning for the victory/victor, the featherweight Amanda Serrano, was: Are you training in M.M.A.?

III. Post Reading Activities

WH-How Questions

Directions: Have students use the  WH-question format to discuss or to write the main points from the article.

Who or What is the article about?

Where does the action/event take place?

When does the action/event take place?

Why did the action/event occur?

How did the action/event occur?

Discussion/Writing Activities

Directions: Place students in groups Have each group list 3  questions they would like to ask any person mentioned in the article. Groups share questions as a class.

1-Minute Free Writing Exercise

Directions: Allow students 1 minute to write down one new idea they’ve learned from the reading. Ask them to write down one thing they did not understand in the reading.  Review the responses as a class. Note: For the lower levels allow more time for this writing activity.

 ANSWER KEY

Category: Sports | Tags:

2016 US Gold Medal Gymnast Simone Biles is Brilliant!

“It once was easier being Simone Biles. Back three years ago, one year after the Olympic Games, the crowds were smaller and the competition thinner as the little-known 16-year-old won her first U.S. and then world all-around gymnastics championships. I was looking at my first year worlds, and my floor routine seems so easy, she said recently…Can she do it again with the world watching this summer in Rio de Janeiro?… we all saw how that turned out.” C. McDougall, Team USA

ESL Voices Lesson Plan for this post with Answer Key

Simone Biles a winner

Simone Biles is a winner

Simone Biles wins Gold in Rio Olympics

Simone Biles wins Gold in Rio Olympics

Excerpt: Being Simone Biles: Not As Easy As She Makes It Look, By Chros McDougall, Team USA

“Three or four years ago I was kind of making a name for myself, so I really had nothing to lose, but I had everything to gain,  said Biles, who also won two team titles and nine individual event medals, five of them gold, during those three world championships.

Beautiful pic of Biles in practice. Photo-Vogue Magazine

Beautiful pic of Biles in practice. Photo-Vogue Magazine

I guess being a three-time world champion, I have stuff to lose if I make mistakes — there’s a lot more eyes on me…I just try to have fun and block out what everybody else says.

Simone Biles Olypic Champion. Photo- People Magazine

Simone Biles Olypic Champion. Photo- People Magazine

The easygoing Biles, who jokes that she came out of the womb with a smile, has some built-in advantages for handling the attention.

Olympian in the making- Simone Biles' childhood photos

Olympian in the making- Simone Biles’ childhood photos

Biles securing Olympic gold

2016 US Women's Gymnastic team wins gold in Rio.

2016 US Women’s Gymnastic team wins gold in Rio.

Simone Biles brimming with confidence.

While some women’s gymnasts compete with the expressions of scared deer, Biles steps on the podium and radiates confidence, showing — not telling — the audience that there’s nowhere else she’d rather be.”

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate – Advanced
Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.

Time: Approximately 2 hours.


Materials: Student handout (from this lesson) and access to news article.


Objective: Students will read and discuss the article
with a focus on improving reading comprehension and learning new vocabulary. At the end of the lesson students will express their personal views on the topic through group work and writing.

I. Pre-Reading Activities

 Predictions: Using a Pre-reading Organizer

Directions:  Ask students to examine the title of the post and of the actual article they are about to read. Then, have them  examine the photos. Ask students to write a paragraph describing what they think this article will discuss. Students can use a Pre-reading organizer for assistance.

Pre-reading chart by J. Swann

Pre-reading chart by J. Swann

 

II. While Reading Activities

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. Then the competition became tough.
  2. Biles is the most talented gymnast ever.
  3. She’s the first woman to win three consecutive world all-around titles.
  4. The pre-Olympic hysteria officially began.
  5. Biles says she’s been able to tune out all of the talk.
  6. The message resonated.
  7. Last year reporters around the world were scrambling to see Biles perform.
  8. Biles will simply brush off the pressure.
  9. In the Olympic Games  attention to women’s gymnastics spikes.
  10. The easygoing Biles loves to joke.

Reading Comprehension

Fill-ins

Directions: Place students in groups and after they have read the entire article, have them complete the following paragraphs taken from the article. They can use the words and terms from the list provided, or provide their own terms. They are to find the meanings of any new vocabulary.

Her___ Aimee Boorman, goes a ___way in ___that ___under pressure. Having coached Biles for more than a ___in the Houston area, Boorman has___ an approach that gets the most out of Biles’ physical ___by embracing the gymnast’s personality.

 Grammar Focus: Structure and Usage

Directions: The following groups of sentences are from the article. One of the sentences in each group contains a grammatical  error. Students are to identify the sentence (1, 2, or 3 ) from each group that contains the grammatical error.

I

Biles prepares to kick off her Olympic season.

Championships was held this weekend in Washington.

Biles had to answer a barrage of questions.

II

Biles also won two team titles and nine individual event medals.

She  just try  to have fun.

Her coach helps foster  that confidence under pressure.

III

Nellie Biles, Simone’s mom, has her daughter write down goals for the coming 12 months.

Team USA, winners every time since the event began in 2000, is the favorite.

Biles  have a sense of humility.

III. Post Reading Activities

WH-How Questions

Directions: Have students use the  WH-question format to discuss or to write the main points from the article.

Who or What is the article about?

Where does the action/event take place?

When does the action/event take place?

Why did the action/event occur?

How did the action/event occur?

Discussion/Writing Activities

Directions: Place students in groups.Have each group list 3  questions they would like to ask any person mentioned in the article. Groups share questions as a class.

1-Minute Free Writing Exercise

Directions: Allow students 1 minute to write down one new idea they’ve learned from the reading. Ask them to write down one thing they did not understand in the reading.  Review the responses as a class. Note: For the lower levels allow more time for this writing activity.

ANSWER KEY

Category: People | Tags:

Suicide Squad: a fun, grimy antihero mess!

“The beautiful thing about Suicide Squad is how, deep down at its core, it’s the realest comic book movies get: A movie about people who need people. Even the irredeemable degenerates, the villains of the world who’ve not only violated the rules of society but set them on fire.” J. Yamato, The Daily Beast

ESL Voices Lesson Plan for this post with Answer Key

The Suicide Squad

The Suicide Squad

 

Excerpt: ‘Suicide Squad’ Review By Jen Yamato

“Suicide Squad is probably not a comic book blockbuster for the easily triggered. Cold-blooded murder, familicide, good old-fashioned assault, psychopathy caused by extreme domestic abuse, and various other ills have landed the country’s most violent criminals in Belle Reve Prison, locked away to rot forever for very good reason. And among the human cesspool of evildoers chomping at he bit to break out are a rough and tumble lineup of certain metahumans with superhuman abilities… the world is on high alert.

Katana, the beautiful slashing ninja

Katana, the beautiful slashing ninja

We’re introduced to the antiheroes of Suicide Squad in order of importance, with all the subtlety of a punch in the face. There’s Smith as Deadshot, exchanging tough guy banter with Belle Reve’s sleazy head guard (Ike Barinholtz) … Robbie’s lethal, lithe, and unpredictable Harley Quinn is next, perched like a caged bird on a rope fashioned from her own straightjacket… all get their (anti)hero moment as they begrudgingly learn to lean on their teammates.

The sinister Joker.

The sinister Joker.

There’s Diablo (Jay Hernandez), an Angeleno wracked with guilt over misusing his gift for starting huge fires with his bare hands; Boomerang (Jai Courtney), the boorish Aussie criminal armed with—you guessed it—a boomerang; Killer Croc (Adewale Akinnuoye-Agbaje) a fearsome reptile-man who wears a velour suit;

Delevigne’s hungry evil eyes as the Witch.

Delevigne’s hungry evil eyes as the Witch.

Slipknot (Adam Beach), the first guy to panic in battle; and Katana (Karen Fukuhara), Rick Flag’s samurai sword-wielding righthand woman. Needless to say stylistic flourishes, like unstable villains, are bountiful in Suicide Squad. The fun is in letting yourself go along with every silly bit.”

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate – Advanced


Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.


Time: Approximately 2 hours.


Materials: Student handout (from this lesson) and access to news article.


Objective: Students will read and discuss the article
with a focus on improving reading comprehension and learning new vocabulary. At the end of the lesson students will express their personal views on the topic through group work and writing.

I. Pre-Reading Activities

 Predictions: Analyzing headings and photos

Directions:  Have students  examine the titles of the post and of the actual article. After they examine the photos, ask students to create a list of  words and  ideas  that they think might be related to this article. 

II. While Reading Activities

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. DC  has a fun, grimy antihero team.
  2. All of them are deranged.
  3. This is different from  the brawny Man of Steel  comics.
  4. Two were serious superhero blockbusters last year.
  5. Suicide Squad is probably not a comic book blockbuster.
  6. The squad is the perfect recruiting pool for a shadowy government.
  7. That was before a mutant zombie alien stabbed the hero.
  8. June Moone is a sorceress.
  9. They secured these supervillains with remote controlled neck bombs.
  10. The film had many flashbacks and montages.
Vocabulary Cluster By Learnnc.org

Vocabulary Cluster By Learnnc.org

Reading Comprehension

Word -Recognition

Directions: Place students in groups and after they have read the entire article, have them complete the following paragraphs taken from the article. They can use the words and terms from the list provided, or provide their own terms. They are to find the meanings of any new vocabulary.

Needless to say styles/stylistic flourishes, like unstable/unstoppable villains/villages, are bountiful/beautiful in Suicide Squad. The fun is in letting yourself go along with every silly/silliness bit. Do you like monsters/montages and flashbacks? Ayer loves them. He cannot get enough of them. He leans/leads on both far too heavily for far too long in a movie so stuffed/stiffed to the rafters with colorful characters, there’s barely/bare any room for a serviceable plot.

Grammar Focus

Fill-ins

Directions: Students choose the correct word to complete the sentences taken from the article. They are to choose from the options presented.

It hardly___who the Suicide Squad is fighting or why: These ___just don’t feel like they belong in the same ZIP Code as DC’s gritty urban ___ let alone the same movie. One is a dark and ___witch with a ghoulish hunch and black magic, the other a gigantic___with horns and extend-lava arms. There’s___ in Delevigne’s hungry evil eyes but not much else, making her a___supervillain to set off the Squad.

WORD LIST: demon, matters,   menace, lame, demonic, antiheroes,

supervillains,

WH-How Questions

Directions: Have students use the  WH-question format to discuss or to write the main points from the article.

Who or What is the article about?

Where does the action/event take place?

When does the action/event take place?

Why did the action/event occur?

How did the action/event occur?

Discussion/Writing Activities

Directions: Place students in groups and have them discuss the following comment from the article.   Groups may share results as a class.

  1. “It hardly matters who the Suicide Squad is fighting or why: These supervillains just don’t feel like they belong in the same ZIP Code as DC’s gritty urban antiheroes, let alone the same movie. One is a dark and demonic witch with a ghoulish hunch and black magic, the other a gigantic demon with horns and extend-lava arms. There’s menace in Delevigne’s hungry evil eyes but not much else, making her a lame supervillain to set off the Squad.”
  2.  Have each group list 3  questions they would like to ask any person mentioned in the article.

1-Minute Free Writing Exercise

Directions: Allow students 1 minute to write down one new idea they’ve learned from the reading  and one thing they did not understand in the reading.  Review the responses as a class.

ANSWER KEY

Category: Film

India’s Transgender: From Mortal to Divine

“During the 10-day Hindu festival Mayana Kollai, the troubles of transgender women are distant as they transform into the deities they worship and are revered by villagers. The transformation takes place in an atmosphere of reverent, somber concentration. Laugh lines vanish, replaced by an impassive mask. Skin becomes stone.” C. Feit The New York Times

ESL Voices Lesson Plan for this post with Answer Key

ehada Guru, shown here as the goddess Amman. Photo- Credit Candace Feit, The New York Times

Jehada Guru, shown here as the goddess Amman. Photo- Credit Candace Feit, The New York Times

 

Excerpt: Mortal to Divine and Back: India’s Transgender Goddesses,  by Candace  Feit The New York Times

“As they prepared to perform in the Mayana Kollai festival in a fishing village in the southern Indian state of Tamil Nadu, some of the dancers slipped into trances so deep it appeared they might have fainted. Indians who decide to live as kothis — also known as hijras, kinnars or aravani, depending on the region — are born male and typically have male lovers.

Photo- Candace Feit The New York Times

Photo- Candace Feit The New York Times

Unlike transgender people in the West, they leave a conservative mainstream culture for an equally conservative subculture. Some live in communes with a strict network of rules under the authority of leaders they refer to as mothers and grandmothers.

Others live with their parents or head heterosexual families. Many reveal their identities as teenagers and are met with years of taunts and beatings… But during the festival, which takes place in either February or March each year, these troubles are impossibly distant.

Any trace of human expression is lifted. Phot- Candace Feit. The New York Times

Any trace of human expression is lifted. Phot- Candace Feit. The New York Times

Any trace of human expression is lifted, and the kothis begin to resemble the deities they worship. The ordinary is tethered to the divine. —

For those 10 days, the kothis are treated with reverence by the villagers. Photo- Candace Feit, NYT

For those 10 days, the kothis are treated with reverence by the villagers. Photo- Candace Feit, NYT

For those 10 days, the kothis are treated with reverence by the villagers, who flock to see them dance without any mention of their gender identity. Walking the town’s streets, the kothis are invited into house after house to give blessings.

Kavia Varshini, a traditional Indian dancer, is a celebrity in this part of Tamil Nadu. Photo- Candace Feit, NYT

Kavia Varshini is a traditional Indian dancer. Photo- Candace Feit, NYT

Kavia Varshini, a traditional Indian dancer, is a celebrity in this part of Tamil Nadu. When she walks through crowds after a performance, people rush to her side to have their picture taken. She is one of the lucky ones: There is no family expectation that she will marry.

Photo- Candace Feit.

Photo- Candace Feit.

At the end of the festival, their moment over, the kothis return to ordinary life.

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Advanced


Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.


Time: Approximately 2 hours.


Materials: Student handout (from this lesson) and access to news article.

Objective: Students will read and discuss the article with a focus on improving reading comprehension and learning new vocabulary. At the end of the lesson students will express their personal views on the topic through group work and writing.

I. Pre-Reading Activities

Stimulating background knowledge: Brainstorming

Directions: Place students in groups, ask students to think about what they already know about  the topic.  Next, have students look at the pictures in the text and generate ideas or words that may be connected to the article. Debrief as a class and list these ideas on the board. Students can use a brainstorming chart for assistance.

Brainstorming Map by rentonschools.us

Brainstorming Map by rentonschools.us

 

II. While Reading Activities

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. Some of the dancers slip into trances.
  2. Any trace of human expression is lifted.
  3. The kothis begin to resemble the deities they worship.
  4. The ordinary is tethered to the divine.
  5. The kothi performers were solemn as the festival approached.
  6. For those 10 days, the kothis are treated with reverence by the villagers.
  7. Kavia Varshini, a traditional Indian dancer, is a celebrity in this part of Tamil Nadu.
  8. There is no family expectation that she will marry.
  9. As kothis converge on the village, rivalries can flare.
  10. Another kothi  is under intense pressure from her family to marry soon.

Word Chart By Education Oasis

Reading Comprehension

Word -Recognition

Directions: Students choose the correct word to complete the sentences taken from the article. They are to choose from the options presented.

…during the festival/festive which takes place in neither/either February or March each year, these troubles/trebles are impossibly distant. Any trace of humble/human expression is lifted, and the kothis begin to resemble/assemble the diets/deities they worship. The ordinary is tethered to the divine. —The performers crowd/crowed into a small room near the template/temple to apply makeup, a proceed/process that can take as long as two hours. By the time they finish, their faces have disappeared beneath a shell/shawl of color — half-person, half-goddess.

 Grammar Focus: Prepositions

Directions: The following sentences are from the news article.  For each sentence choose the correct preposition from the choices listed. Note that not all prepositions listed are in the article.

Prepositions:  in, for, of, with, by,  on, at, to, as, into, across, around, over,  through, from, during, up, off-

Unlike transgender people ___the West, they leave a conservative mainstream culture ___ an equally conservative subculture. Some live___communes with a strict network___rules ___the authority___ leaders they refer ___ as mothers and grandmothers.

III. Post Reading Activities

WH-How Questions

Directions: Have students use the  WH-question format to discuss or to write the main points from the article.

Who or What is the article about?

Where does the action/event take place?

When does the action/event take place?

Why did the action/event occur?

How did the action/event occur?

Discussion/Writing Activities

Directions: Place students in groups and have them   complete the following. Afterwards, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the  topics mentioned.

  1. Have each group list 3  questions they would like to ask any person mentioned in the article.

3-2-1-Writing

Directions: Allow students 5 minutes to write down three new ideas they’ve learned about the topic from the reading,  two things they did not understand in the reading, and one thing they would like to know that the article did not mention. Review the responses as a class.

ANSWER KEY

Too Young for a Smartphone?

“Not long ago, many parents wondered at what age they should give their child full access to the car keys. Nowadays, parents face a trickier question: At what age should a child own a smartphone? The smartphone, after all, is the key to unfettered access to the internet and the many benefits and dangers that come with it.” B. Chen, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

Photo- wonderhowto190.rssing.com

Photo- wonderhowto190.rssing.com

 

Excerpt: What’s the Right Age for a Child to Get a Smartphone? By Brian X Chen, The New York Times

“But unlike driving a car, which is legal in some states starting at the age of 16, there is no legal guideline for a parent to determine when a child may be ready for a smartphone.

The topic is being increasingly debated as children get smartphones at an ever younger age. On average, children are getting their first smartphones around age 10, according to the research firm Influence Central, down from age 12 in 2012. For some children, smartphone ownership starts even sooner — including second graders as young as 7, according to internet safety experts.Image yourekavach.comtiff

I think that age is going to trend even younger, because parents are getting tired of handing their smartphones to their kids, said Stacy DeBroff, chief executive of Influence Central.

The downward age creep is meeting resistance. James P. Steyer, chief executive of Common Sense Media, a nonprofit organization that reviews content and products for families, has a strict rule for his family: His children get a smartphone only when they start high school — after they have learned restraint and the value of face-to-face communication.

So how do you determine the right time? To come up with some guidelines, I interviewed internet safety experts and combed through studies on smartphone use among children. The takeaway will not please smartphone makers: The longer you wait to give your children a smartphone, the better.”

ESL Voices Lesson Plan for this post

I. Pre-Reading Activities

 Predictions: Using a Pre-reading Organizer

Directions:  Ask students to examine the title of the post and of the actual article they are about to read. Then, have them  examine the photos. Ask students to write a paragraph describing what they think this article will discuss. Students can use a Pre-reading organizer for assistance.

Pre-reading chart by J. Swann

Pre-reading chart by J. Swann

 

II. While Reading Activities

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. I think that age is going to trend even younger.
  2. How do you determine the right time?
  3. I interviewed internet safety experts.
  4. Parents have  advice on regulating smartphone use.
  5. There is no legal guideline.
  6. The downward age creep is meeting resistance.
  7. Children must learn restraint.
  8. Smartphones can be addictive.
  9. They also are one step closer to distracting games.
  10. Smartphones undoubtedly bring benefits.

vocab Freeology

Reading Comprehension

Fill-ins

Directions: Place students in groups and after they have read the entire article, have them complete the following paragraphs taken from the article. They can use the words and terms from the list provided, or provide their own terms. They are to find the meanings of any new vocabulary.

“In the end, such ___may ___the pros, Ms. Weinberger said. If you hold off___ smartphones to___, many still have ___to technology ___through devices like ___and ___ she added. The main difference with a___is that it is with a___ everywhere, including outside of___ supervision.”

WORD LIST: outweigh, parental, computers, access, tools, tablets, child,  children, smartphone, giving, cons,

 Grammar Focus: Structure and Usage

Directions: The following groups of sentences are from the article. One of the sentences in each group contains a grammatical  error. Students are to identify the sentence (1, 2, or 3 ) from each group that contains the grammatical error.

I

Smartphones undoubtedly bring benefits.

But they also is one step closer to distracting games.

Even older children are not immune.

II

In the end con may outweigh the pros.

parents will determine when their child truly needs a smartphone.

She felt the device would make him a target for muggers.

III

Parents can set  limits.

Some limits is no smartphones at the dinner table or in class.

There are some phone settings that can help keep children safe.

III. Post Reading Activities

Discussion/Writing Activities

Directions: Place students in groups and have them  discuss the following statements taken from the article.  Afterwards, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the following  topics.

  1. “No two kids are the same, and there’s no magic number…A kid’s age is not as important as his or her own responsibility or maturity level.”
  2. “In a separate study published this year, Common Sense Media polled 1,240 parents and children and found 50 percent of the children admitted that they were addicted to their smartphones. It also found that 66 percent of parents felt their children used mobile devices too much, and 52 percent of children agreed.”
  3. At what age do you think children should be allowed to use smartphones? Provide reasons for your answer.
  4. At what age did you begin using a smartphone?

3-2-1-Writing

Directions: Allow students 5 minutes to write down three new ideas they’ve learned about the topic from the reading,  two things they did not understand in the reading, and one thing they would like to know that the article did not mention. Review the responses as a class.

ANSWER KEY

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