Category Archives: Culture

The Doctor’s Dilemma: Helping Patients to Die…Or Not

“I was leafing through a patient’s chart last year when a colleague tapped me on the shoulder. ‘I have a patient who is asking about the End of Life Option Act,’ he said in a low voice. ‘Can we even do that here?’ I practice both critical and palliative care medicine at a public hospital in Oakland. In June 2016, our state became the fourth in the nation to allow medical aid in dying for patients suffering from terminal illness. Now, five months after the law took effect here in California, I was facing my first request for assistance to shorten the life of a patient. I could see my own discomfort mirrored in his face. ‘Can you help us with it?’ he asked me. ‘Of course,’ I said. Then I felt my stomach lurch.”  J. N. Zitter, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

Excerpt: Should I Help My Patients Die? By Jessica N. Zitter, The New York Times

“California’s law permits physicians to prescribe a lethal cocktail to patients who request it and meet certain criteria: They must be adults expected to die within six months who are able to self-administer the drug and retain the mental capacity to make a decision like this.

But that is where the law leaves off. The details of patient selection and protocol, even the composition of the lethal compound, are left to the individual doctor or hospital policy.

Our hospital, like many others at that time, was still in the early stages of creating a policy and procedure. To me and many of my colleagues in California, it felt as if the law had passed so quickly that we weren’t fully prepared to deal with it.

This first patient of mine was not a simple case. When I walked into his room, he glared at me.  ‘Are you here to help me with this aid-in-dying thing?’ he asked. He was in his early 60s, thin and tired, but in no obvious distress.  From my read of his chart, he met all criteria to qualify. Terminal illness, decision-making capacity, ability to self-administer the medications. And he had made the requisite first request for the drugs two weeks earlier, as procedure dictates.

When I asked why he wanted to end his life early, he shrugged. ‘I’m just sick of living.’ I asked about any symptoms that might lie behind his request: unrelenting pain, nausea, shortness of breath. He denied them all. In palliative care, we are taught that suffering can take many forms besides the physical.

At our second meeting, with more trust established, he issued a sob, almost a keening. He felt terrified and powerless, he said. He didn’t want to live this way anymore. I understood. I could imagine my own distress in his condition — being shuttled like a bag of bones between the nursing home and the hospital. It was his legal right to request this intervention from me. But given how uncomfortable I was feeling, was it my right to say no? …I’ll admit it: I want this option available to me and my family.

I realized it was past time to sort out my thinking and turned to the de facto specialist in our area on this issue for counsel. Dr. Lonny Shavelson, an emergency medicine and primary care physician in Northern California, has been grappling with the subject for many years. Given his interest in the topic, Dr. Shavelson felt a personal obligation to ensure that this new practice would be carried out responsibly after the law was passed. He founded Bay Area End of Life Options, a consulting group that educates physicians, advocates on patients’ behalf and prescribes the lethal concoction for some patients who meet the criteria for participation. Since starting his practice, he has been approached by 398 patients. He has accepted 79 of those into his program and overseen ingestion and death for 48. When I asked Dr. Shavelson how he might have proceeded with my patient, he said he would have tried everything to relieve his distress without using the lethal medication. But if in the end the patient still wanted to proceed, he would have obliged, presuming his depression was not so severe as to impair his judgment.

Photo- The Atlantic

The American Society of Clinical Oncology recommends that patients with advanced cancer receive concurrent palliative care beginning early in the course of disease. In my experience, far too few of these patients actually get it…We must continue to shape our policies and protocols to account for the nuanced social, legal and ethical questions that will continue to arise. We must identify the clinicians who are best qualified and most willing to do this work and then train them appropriately, not ad hoc. And we must remember that this is just one tool in the toolbox of caring for the dying — a tool of last resort.”  

NOTICE: UPDATE: 

Obama’s tweet after Charlottesville one of most popular tweets ever

former U.S. President Barack Obama

“In subsequent tweets, Obama continued the quote, which read: “People must learn to hate, and if they can learn to hate, they can be taught to love … For love comes more naturally to the human heart than its opposite.”

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.

G. Cluster Brainstorming-workshopexercises

 

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. Doctors are taught that in palliative care suffering can take many forms.
  2. Oregon was the pioneer 20 years ago.
  3. The law allows physicians  prescribe a lethal cocktail.
  4. The idea of hastening death is uncomfortable.
  5. Many oppose this practice for ethical reasons.
  6. The doctor probed further to find out the truth.
  7. Some terminally ill patients want to die sooner.
  8. Many feel abandoned by their family.
  9. Doctors feel a personal obligation to this new practice.
  10. Dr. Shavelson strives to mitigate all symptoms.

ELLteaching 2.0 vocabualry chart

 

Reading Comprehension

True /False/NA-Statements

Directions: Review the following statements from the reading.  If  a statement is true they mark it T. If the statement is  not applicable, they mark it NA. If the statement is false they  mark  it F and provide the correct answer. 

  1. In June 2016, California became the  seventh in the nation to allow medical aid in dying.
  2. The details of patient selection and protocol, even the composition of the lethal compound, are left to the patients.
  3. The author felt that  she wasn’t fully prepared to deal with the new law.
  4. The American Medical Association, the nation’s largest association of doctors, has been formally opposed to the practice for 23 years.
  5. The  author’s first patient died in a nursing home, of natural causes, the following year.
  6. Dr. Lonny Shavelson is  an emergency medicine and primary care physician in New York City.
  7. Catholic health systems do not participate in the program.
  8. Dr. Shavelson offers  the medications to most of the patients who request them.
  9. One problem is payment, because many insurers won’t cover it.
  10. Doctors worry that public hospital patients like mine will not be able to afford this degree of care.

 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

  1. His patient intake procedures is time-consuming.
  2. Providers can bill for an office visit.
  3. Many insurers won’t cover  treatment.

II

  1. He counts this cases among his greatest successes.
  2. The patient had carefully thought through the decision.
  3. The vast majority of cases here have gone smoothly.

III

  1. Most communities won’t have doctors that offer discounts.
  2. These  is inequities we must address.
  3. We must continue to shape our policies.

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 for Comprehension /Writing

Directions: Place students in groups and have them  discuss the following statements. 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.

“But still. I didn’t feel comfortable with the idea of helping to shorten the life of a patient because of depression and resentment. In truth, I’m not sure I am comfortable with helping to intentionally hasten anyone’s death for any reason. Does that make me a hypocrite?”

“There is another question I feel compelled to raise. Is medical aid in dying a reductive response to a highly complex problem? The over-mechanization of dying in America has created a public health crisis. People feel out of control around death. A life-ending concoction at the bedside can lend a sense of autonomy at a tremendously vulnerable time.”

Extra: Web Search

Directions: In groups/partners have students “Google” the topic and see what additional information they can find. Students can either have further discussions or write an essay about the subject.

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

Category: Culture, Medical | Tags:

“Amelia Earhart’s Disappearance Still Captivates, 80 Years Later”

“They are at it again. And this time they have a photo. Since Amelia Earhart, the famous American aviator, and Fred Noonan, her navigator, disappeared somewhere over the Pacific Ocean during a 1937 attempt to circumnavigate the globe, groups of researchers and historians have argued over their fate. Did they land, or did they crash?…Did their twin-engine Lockheed Electra plunge into the ocean, never to be seen again? Or was it found — and even photographed — on Japanese territory in the years leading up to the United States’ 1941 declaration of war on Japan?” J. Fortin, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

A newly discovered photo shows a woman who resembles Amelia Earhart and a man who appears to be her navigator, Fred Noonan. NBC News

Excerpt: Did Amelia Earhart Survive? A Found Photo Offers a Theory, but No Proof By Jacey Fortin The New York Times

“Sunday was the 80th anniversary of the disappearance of Ms. Earhart and Mr. Noonan. So it is perhaps no surprise that National Geographic recently announced that a team of forensic dogs was being dispatched to a remote atoll to search for the duo’s remains. And now History — formerly ‘The History Channel… is debuting a documentary on Sunday about how Ms. Earhart may have ended up in Japanese custody and imprisoned on the island of Saipan. Various forms of this theory have been tossed around for decades, but a newly discovered photograph is breathing new life into the idea.

Pilot Amelia Earhart and her navigator, Fred Noonan, with a map of the Pacific that shows the planned route of their last flight.

The photo, which History said was found in the National Archives by a retired federal agent named Les Kinney, appears to show a tall, trousers-wearing, short-haired woman seated on a dock in Jaluit, an atoll in the Marshall Islands, with her back to the camera. It also appears to show Mr. Noonan and maybe even the Electra itself, on a barge off in the distance.

Shawn Henry, a former F.B.I. executive assistant director who has been working with History to investigate the photo for about a year, said facial identification experts called it likely that the photos showed Ms. Earhart and Mr. Noonan.

He said the Marshall Islands theory is supported by other evidence, too: pieces of metal that were found in the area and could have come from the Electra; an interview Mr. Henry conducted with an islander who claims to have seen Ms. Earhart around the time of her disappearance; and government records citing reports about Ms. Earhart being imprisoned by the Japanese, though the reports mentioned have not been found. He sounded confident — just as confident, in fact, as Ric Gillespie, who may be the best-known proponent of another, entirely different theory.

Francisco Chronicle July 3, 1937,

Mr. Gillespie is the executive director of The International Group for Historic Aircraft Recovery, a nonprofit that has spent decades searching for Ms. Earhart. He thinks the aviator landed her plane on an atoll (then called Gardner Island, now Nikumaroro) that is more than a thousand miles away from the Marshall Islands. This week, researchers from that organization are on their 12th mission to Nikumaroro in search of the aviator’s remains.

This headline, from the July 1, 1960 San Mateo Times, was ignored.

‘There is such a public desire for an answer to this mystery,’ Mr. Gillespie said. ‘Because it is such a complex and multidisciplinary effort to investigate it, I see it as a wonderful opportunity to explore and demonstrate and teach how we go about figuring out what is true.’

Mr. Henry said that while the crash-and-sink theory holds weight in the popular imagination, ‘there’s not one shred of evidence that she crashed into the ocean.’ Millions of dollars have been spent to explore ocean floor around Howland Island, and no airplane has turned up yet.”

 

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

KWL Chart

Directions: Have students use the KWL chart to list the information they already know about  Amelia Earhart.  Later in the Post- Reading segment of the lesson, students can fill in what they’ve learned about the topic.

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. Amelia Earhart attempted to circumnavigate the globe.
  2. Scientists used a team of forensic dogs to search for any remains.
  3. Ric Gillespie is a  proponent of another, entirely different theory.
  4. Researchers hunt for the aviator’s remains.
  5. Some think there is a photo of  the plane on a barge off in the distance.
  6. Researchers claim there is other evidence.
  7. Some claim that Ms. Earhart was imprisoned by the Japanese.
  8. Many nonprofit organizations have searched for the aviator.
  9. Many enthusiasts refuse to believe that  Earhart could have disappeared without a trace.
  10. Mr. Henry said that not one shred of evidence can be found.

ELLteaching 2.0 vocabualry chart

 

Reading Comprehension

Fill-ins

Directions: Place students in groups and after they have read the entire article, have them complete the following sentences  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.

Mr. Gillespie is the executive ___of The International Group for Historic ___Recovery, a ___that has spent___searching for Ms. Earhart. He thinks the___landed her plane on an ___(then called Gardner Island, now Nikumaroro) that is more than a___miles away from the Marshall Islands.

WORD LIST: thousand, nonprofit, Aircraft, director, decades, aviator, atoll,

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.

The voyage/voter  is the one being supplied/supported, in part, by National Geographic and four dogsThe organization’s/organizer’s  previous missions/misses have found promises/promising artifacts/artificial, like pieces/pies of what could be airplane metal/meals and parts of jars/jugs manufactured by American companies during the 1930s — including one used for a fickle/freckle ointment for women, which wouldn’t have been out of place among the possessions of the freckled female aviator.

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?

KWL Chart

Directions:  Have students  fill in the last column of the KWL chart if they used one in the pre-reading segment of this lesson.

Discussion for Comprehension /Writing

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.

Extra: Web Search

Directions: In groups/partners have students search the web for additional information about Amelia Earhart.  Students can either have further discussions or write an essay about the  material they have found.

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

Category: Culture, History | Tags:

The Philippines: Living With The Dead To Survive

“Manila North Cemetery, opened in 1904, is one of the oldest and largest in the Philippines. Its elaborate mausoleums and endless rows of humble, stacked tombs are home to an estimated one million of the dead —  the cemetery is also inhabited by some of Manila’s poorest people. Many live in the crypts and mausoleums of wealthy families, who pay them a stipend to clean and watch over them.” A. Dean, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

Noemi Canilang, 41, resting in a family mausoleum with her 8-month-old grandchild. She has cared for the mausoleum for 25 years. Credit Adam Dean, NYT

 

Excerpt: Hard Life Among the Dead in the Philippines, By Adam Dean, The New York Times

“Others find different ways to engage the economy of death and burial. ‘There is really no work here inside the cemetery, so I taught myself how to do this in 2007,’ Ferdinand Zapata, 39, said as he chiseled the name of a dead man into an ornate marble headstone. As many as a quarter of Manila’s 12 million people are informal settlers. Those in the cemetery prefer its relative quiet and safety to the city’s dangerous shantytowns. The resourcefulness needed to live a life of such insecurity is on full display here.

Sitting on a tomb, Lorgen Lozano, 14, watches a soap opera in the mausoleum where her family lives. She sleeps on the tomb at night. Credit Adam Dean, NYT

In mausoleums, and in makeshift structures built over tombs, families go about their days. They chat, play cards and watch soap operas on TVs mounted near headstones or ornamental crosses. At night, people sleep on the tombs. The thought of that may be jarring, but for the residents it is a practical choice. And many in this devoutly religious country see the boundary between the living and the dead as porous. Electricity in these converted homes is jury-rigged, and most residents don’t have running water. At the few public wells, people line up with carts loaded with empty water bottles, waiting to fill them up.

A family eating lunch in Manila North Cemetery, where they live among the tombs. Credit Adam Dean NYT

Children played in a pool on a tomb. Credit Adam Dean NYT

Amid all of this, the normal business of a cemetery goes on. On a busy day there can be as many as 80 funerals.

[Funeral] Family and friends paid their respects to Glen Baleña, 26. Credit Adam Dean NYT

Residents say drug use and crime have been on the rise in recent years; Mr. Zapata, the headstone carver, dated it to roughly 2000, when slum clearance nearby led to a wave of new residents. President Rodrigo Duterte’s bloody crackdown on drug dealers and addicts has also been felt at Manila North. In September, three men were killed here in what the police called an antidrug sting operation; they were said to have been trying to sell $10 worth of shabu [methamphetamine]…As the heat of the day dies away, boys and young men play basketball on improvised courts, or a version of billiards that’s popular in the slums of the Philippines.

Residents playing a version of billiards.Credit Adam Dean NYT

Night often finds Mr. Gonzalez, the 74-year-old who was working on a crossword in his family crypt, sleeping there. But he is not a resident — he owns a condominium in Manila. His neighborhood, though, is more dangerous than the cemetery. As he put it, ‘The dead can’t harm you.”

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. The cemetery has many elaborate mausoleums.
  2. The residents watch soap operas on TVs mounted near headstones.
  3. The thought of sleeping on a tomb that may be jarring.
  4. This is a devoutly religious country.
  5. Electricity in these converted homes is jury-rigged.
  6. The cemetery is dense with tombs and crypts.
  7. President Duterte led a  bloody crackdown on drug dealers and addicts.
  8. During the day, new homes are built from modest tombs.
  9. Workers add makeshift roofs of corrugated iron, often scavenged from somewhere else.
  10. The cemetery’s many children play among the tombs, and are unconcerned about ghosts.

Reading Comprehension

True /False/NA-Statements

Directions: Review the following statements from the reading.  If  a statement is true they mark it T. If the statement is  not applicable, they mark it NA. If the statement is false they  mark  it F and provide the correct answer. 

  1. Manila North Cemetery opened in 2004.
  2. As many as a quarter of Manila’s 12 million people are informal settlers in the cemetery.
  3. In mausoleums, and in makeshift structures built over tombs, families remain quiet out of respect for the dead.
  4. They have electricity and running water.
  5. At night, people sleep on the tombs.
  6. Electricity in these converted homes is jury-rigged.
  7. Amid all of this, the normal business of a cemetery goes on.
  8. Tombs are generally  bought for five years.
  9. People leave offerings of snacks, drinks and sometimes cigarettes at their relatives’ gravesides.
  10. Residents say drug use and crime have gone down in recent years.

Grammar 

Using Adjectives  to describe pictures    

Directions: Have students choose a picture from the article  and write a descriptive paragraph using adjectives.

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 for Comprehension /Writing

Directions:  Place students in groups and have each group list 3  questions they would like to pursue in relation to  the article. Have groups exchange questions. Each group tries to answer the questions listed. All responses are shared 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. 

ANSWER KEY

Category: Culture | Tags:

When Your Daughter Becomes Your Son

“I don’t like calling bodies wrong. That’s what Schuyler Bailar, a transgender swimmer for Harvard, tells 60 Minutes…  And yet, as Schuyler, who was born female, entered puberty, he felt increasingly alienated from his body.” L. Stahl, CBS News

ESL Voices Lesson Plan for this post with Answer Key

Shuyler Bailar as a girl. Photo-dailymail

Shuyler Bailar as a girl. Photo-dailymail

Schuyler Bailar as a male. Photo- swimmingworld

Schuyler Bailar as a male. Photo- swimmingworld

Excerpt: What’s it like when your daughter becomes your son CBS 60 Minutes– By Lesley Stahl,  CBS 60 minutes

“I watched my brother go through puberty and he grew into his body, Schuyler says. I was like, Why does he get to grow into his body? I feel like I’m growing out of mine. I feel like my body is– is growing away from me.

On 60 Minutes this week, correspondent Lesley Stahl explores how Schuyler came to terms with being transgender and the difficult choice he faced when he started Harvard last fall: compete as a star swimmer on the women’s team, as planned, or swim with the men and lose the glory of winning.

Schuyler Bailar prepares to compete against Harvard rival Columbia University. CBS News

Schuyler Bailar prepares to compete against Harvard rival Columbia University. CBS News

But Schuyler wasn’t the only one who had to adjust to a new reality. Stahl interviews his parents — Gregor and Terry Bailar — about what it’s like to realize your daughter is actually your son… Schuyler had been depressed as a girl and suffered through eating disorders. His mother told us that she feared for his life.

So it was that serious, Stahl tells Overtime. In a way, I think that they were as relieved as Schuyler was to figure it out. And they accepted it because they knew it was real.

Gregor and Terry Bailar -- CBS News

Gregor and Terry Bailar — CBS News

More dramatically, his parents had to adjust to seeing their family in a new light. They thought they had a little girl, and now they have two sons.

Stahl ask Schuyler if he thinks his mother experienced a sense of loss when he transitioned. I don’t want to believe that there is because that makes me sad and makes me feel at fault, but I know there is.”

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. 

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. Her brother went  through puberty.
  2. Schuyler came to terms with being transgender.
  3. Schuyler had to adjust to a new reality.
  4. Schuyler had been depressed as a girl.
  5. The parents accepted it.
  6. But that didn’t make it an easy adjustment.
  7. He also started taking testosterone.
  8. This ushered in a second puberty.
  9. His mother experienced a sense of loss when he transitioned.
  10. Schuyler is content.

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.

More drama/dramatically, his parents/patents had to adjustment/adjust to seeing their familiar/family in a new lite/light. They thought they had a little girl, and now they have two sons. So I’m sure that they were going through/threw emotions, Stahl tells Overtime. But Schuyler was never made to feel that they were against this, that they were unhappy about it. They just supported him. And it was wonderment/wonderful.

 Grammar Focus

Using Adjectives  to describe pictures    

Directions: Have students choose a picture from the article  and write a descriptive paragraph using adjectives.

For a review of Adjectives  Click HERE 

III. Post Reading Activities

Graphic Organizers: Finding the main idea

Directions:  Have students use this advanced organizer from Write Design to assist them with  discussing  or writing about  the main idea and points from the article.Main idea chart By Write Design

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: Culture | Tags:

Masculinity: The Tough-guy Stereotypes Live On

“Last semester, a student in the masculinity course I teach showed a video clip she had found online of a toddler getting what appeared to be his first vaccinations. Off camera, we hear his father’s voice. I’ll hold your hand, O.K.? Then, as his son becomes increasingly agitated: Don’t cry!…Say you’re a man: ‘I’m a man! The video ends with the toddler screwing up his face in anger and pounding his chest. I’m a man! he barks through tears and gritted teeth.” A. Reiner, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

Image- Ben Wiseman for The New York Times

Image- Ben Wiseman for The New York Times

Excerpt:  Teaching Men to Be Emotionally Honest  by Andrew Reiner, NYT

“The home video was right on point, illustrating the takeaway for the course: how boys are taught, sometimes with the best of intentions, to mutate their emotional suffering into anger. More immediately, it captured, in profound concision, the earliest stirrings of a male identity at war with itself.

This is no small thing. As students discover in this course, an Honors College seminar called Real Men Smile: The Changing Face of Masculinity, what boys seem to need is the very thing they fear. Yet when they are immunized against this deeper emotional honesty, the results have far-reaching, often devastating consequences…

Ben Wiseman for The New York Times

Ben Wiseman for The New York Times

The course Real Men Smile, which examines how the perceptions of masculinity have and haven’t changed since the 18th century, grew out of a provocative lecture by Michael Kimmel, the seminal researcher and author in the growing field of masculine studies… I wanted the course to explore this hallmark of the masculine psyche — the shame over feeling any sadness, despair or strong emotion other than anger, let alone expressing it and the resulting alienation.

image-emotional-intelligence

image-emotional-intelligence

Research shows what early childhood teachers have always known: that from infancy through age 4 or 5, boys are more emotive than girls. One study out of Harvard Medical School and Boston Children’s Hospital in 1999 found that 6-month-old boys were more likely to show facial expressions of anger, to fuss, to gesture to be picked up and tended to cry more than girls.”

Visit our Guest Lesson Plans to see the wonderful activities for  elementary learners:

The Emperor and The Nightingale . imagebgfl.org

The Emperor and The Nightingale . imagebgfl.org

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 Tasks

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 video illustrated the takeaway for the course.
  2. Boys are taught to mutate their suffering into anger.
  3. They are immunized against this deeper emotional honesty.
  4. These are tough-guy stereotypes.
  5. People take the seminar to learn.
  6. Boys get involved in extracurricular activities.
  7. But these activities are often denigrated as un-masculine.
  8. His voice quavering, the young man stammered something.
  9. Many young men are vulnerable.
  10. This leads to the erosion of male privilege.
Vocabulary Cluster By Learnnc.org

Vocabulary Cluster By Learnnc.org

 

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.

Some cultural/culture critics like/link such mounting/mountain emotional vulnerability to the erosion/erosive of male privilege/privy and all that it snails/entails. This perceived threat/treat of diminishing power is exposing ugly, at times menace/menacing fault lines in the male psyche. Experts/exports point to sexual assaults on campus and even mass murders like those at a community college in Oregon and a movie theater in Colorado. These gunmen were believed to share/shove two hyper-masculine traits: feelings of profound isolate/isolation and a compulsion for viral notoriety.

 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,

___this assignment students needed ___explore the norms___masculinity.  I wanted the course___explore this hallmark___the masculine psyche. Even___ this point___the semester the students seemed blind___ their ideas.

II. Post Reading Tasks

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 Exercise

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

  1. “So why don’t campuses have more resource centers for men? Only a precious few — the University of Massachusetts and Simon Fraser University among them — offer ways for all men to explore their shared struggles. And these don’t exist without pushback. Talk of empowering men emotionally yields eye rolling at best, furious protest at worst — as when the Simon Fraser center was proposed, in 2012, and men and women alike challenged the need for a “safe space” for members of the dominant culture.”
  2. Describe your idea of a masculine man and a feminine woman.
  3. In your opinion do  campuses need more facilities that address male issues? Explain why or why not.

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: Culture