Category Archives: Health Issues

Recognizing Depression in Young Kids

“We tend to think of childhood as a time of innocence and joy, but as many as 2 to 3 percent of children from ages 6 to 12 can have serious depression.” P. Klass, M.D., The New York Times, April 1, 2021

ESL Voices Lesson Plan for this post with Answer Key

Credit- Mikyung Lee, The New York Times

Excerpt:How to Spot Depression in Young Children, Perri Klass, M.D., The New York Times, April 1, 2021

“When parents bring their children in for medical care these days, there is no such thing as a casual, ‘Hey, how’s it going?’ We doctors walk into every exam room prepared to hear a story of sadness and stress, or at the very least, of coping and keeping it together in this very hard year, full of isolation, loss, tragedy and hardship, with routines disrupted and comfort hard to come by.

Parents have carried heavy burdens of stress and responsibility, worrying about themselves but also watching their children struggle, and there is worldwide concern about depression and suicidality among young people.

But it isn’t only the adults and the young adults and teenagers who are suffering and sad; young children can also experience depression, but it can look very different, which makes it challenging for parents — or doctors — to recognize it and provide help.

Rachel Busman, a clinical psychologist at the Child Mind Institute in New York City, said that it can be hard to think about depression in younger children because we picture childhood as a time of innocence and joy.

But as many as 2 to 3 percent of children ages 6 to 12 can have serious depression, she said. And children with anxiety disorders, which are present in more than 7 percent of children aged 3 to 17, are also at risk for depression. Depression was originally conceived of as an adult problem. Maria Kovacs, professor of psychiatry at the University of Pittsburgh School of Medicine, said that in the 1950s and ’60s, there were child psychiatrists who believed that children did not have sufficient ego development to feel depression… What does depression look like in younger children?

When young children are depressed, Dr. Kovacs said, it’s not unusual for ‘the primary mood to be irritability, not sadness — it comes across as being very cranky.’

And while suicide attempts by elementary school-aged children are rare, they do happen and have increased in recent years. Suicide was the second leading cause of death in children 10 to 14 in 2018…If a child talks about wanting to die, ask what that child means, and get help from a therapist if you’re concerned.”

Key Things to Know About COVID-19 Vaccines CDC

(Centers for Disease Control)

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 60 minutes.


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 improving oral skills. At the end of the lesson students will express their personal views on the topic through group work and writing.

I. Pre-Reading Activities

Directions: Examine the titles of the post and of the actual article.  Examine any photos, then create a list of  words and  ideas  that you  and your group members think might be related to this article. Discuss these ideas as a class.

Pre-reading organizer by San Juan Edu.

 

II. While Reading Activities

Word Inference

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

  1. We doctors walk into every exam room prepared to hear a story of sadness and stress.
  2. Coping this year is very hard because of  isolation, loss and tragedy.
  3. Parents worry about their children’s struggle with depression and suicidal thoughts. 
  4. More young children are suffering from depression.
  5. There are also children with anxiety disorders.
  6. Before adolescence, depression is equally common in girls and boys.
  7. The primary mood  is irritability, not sadness — it comes across as being very cranky.
  8. Parents should look for significant changes in functioning.
  9. This might mean a child loses interest in the toys or games or jokes or rituals that used to be reliably fun.
  10. A preschool-aged child might be depressed if they are having daily tantrums.

Grammar Focus: Identifying Prepositions

Directions: The following sentences are from the news article.  For each sentence identify the prepositions.

We tend to think of childhood as a time of innocence and joy.

When parents bring their children in for medical care these days, there is no such thing as a casual, “Hey, how’s it going?”

We doctors walk into every exam room prepared to hear a story of sadness.

It can be hard to think about depression in younger children because we picture childhood as a time of innocence and joy.

What does depression look like in younger children?

The best way for parents to recognize depression in young children is not so much by what a child says as by what the child does — or stops doing.

Identify The  Speakers

Directions: Read the following quotes from the speakers in the article. Then identify the speakers.

  1. “…it can be hard to think about depression in younger children because we picture childhood as a time of innocence and joy.”
  2. “…according to epidemiologic research, between 1 and 2 percent of young children — as young as 3 — are depressed.”
  3. “… in the 1950s and ’60s, there were child psychiatrists who believed that children did not have sufficient ego development to feel depression.”
  4. “In serious forms it snowballs with time, and earlier onset is associated with worse outcomes across the life span.”

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 Questions for Comprehension /Writing

Directions: Have  students discuss the following questions/statements. Afterwards,  students share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics mentioned.

  1. Do you feel that young children can suffer from depression? Why?
  2. When doctors speak with parents what are they prepared to hear?
  3. According to Ms. Busman, why is it hard to think about depression in young children?
  4. What percent of children ages 6-12 have serious depression?
  5. Originally, which group of people were conceived as the only ones having depression?
  6. During the 1950s and 60s what did psychiatrists believe about children and depression?
  7. What are some of the signs of depression in younger children?
  8. The article states, “while suicide attempts by elementary school-aged children are rare, they do happen and have increased in recent years. Suicide was the second leading cause of death in children 10 to 14 in 2018…” In your opinion, why have suicide rates increase among young children?
  9. What does PCIT stand for, and how does it help children with depression?
  10. According to Dr. Busman, what should one do if a child talks about wanting to die?

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

Students Have First Day Jitters as Schools Reopen

“In recent weeks, a growing number of students across the country have set foot in their schools, some for the first time since last March. Here’s what they said it was like to return.” E. Durston, D. Levin and J. Kim, The New York Times, March 13, 2021

ESL Voices Lesson Plan for this post with Answer Key

HiKing Joseph, 16 Lusher Charter School-Photo- Annie Flanagan for The New York Times

 

Excerpt: ‘I Was So Nervous’: Back to Class After a Year Online By Ellen Almer Durston, Dan Levin and Juliana Kim, The New York Times, March 13, 2021

“Maisie Robinson was so excited for her first day of kindergarten that she woke up at 2:30 a.m. to make her family breakfast. ‘Unfortunately, the cereal was kind of soggy by the time we got up,’  said her mother, Lindsey Post Robinson.

But that hardly dulled Maisie’s enthusiasm. She skipped to school last week in her purple coat, part of a wave of Chicago elementary school students who met their teachers and classmates in person for the first time.

A year into the coronavirus pandemic, many American students have been in their classrooms since last fall — frequently off and on, as outbreaks have forced quarantines and closures. But in several large cities, students have started returning to school buildings only in the last few weeks.

The lower grades were the first to go back in much of the country, bolstered by research showing that young children are the least likely to spread the virus or to suffer severe consequences from Covid-19…But gradually, a growing number of older students have been sliding back into their desks too…’It was like a whole new beginning,’ said Jzayla Sussmann, 18, a student at a charter high school in New Orleans. ‘I was so nervous, I didn’t sleep the night before.’

Many returning students — and their family members — shared that same anxiety and excitement as they waited for the alarm buzzer to announce their first day back…The students in Nathan Beaser’s  school are not allowed to socialize with one another at lunch, so for entertainment, the cafeteria staff puts on a television show. On Thursday, it was ‘Clifford the Big Red Dog.’

Nathan said he was not sure about returning to school when his parents signed him up for in-person classes. ‘I was a little scared because I didn’t want to get the virus,’ he said. ‘But I feel a lot better because of all the safety precautions. Like, just in case, we have tissues and hand sanitizer everywhere. And they take my temperature before I walk in and after lunch.’

Nathan’s parents are both physicians at the University of Chicago. ‘I know the precautions that have been taken, and I know it’s safe,’ said his mother, Anna Beaser. ‘I feel comfortable with the plan they have in place.’

On his first day back to school, HiKing Joseph was looking for the gym when he came upon some staff members and asked for directions… HiKing had attended school in person for one day last fall before deciding he would rather stay online…Since asking for directions on his first day back, HiKing has slowly begun to learn his way around the building. ‘It can be overwhelming at times,’ he said.

He especially enjoys his art classes. While learning remotely, he completed assignments alone and submitted a photo of the project. But at school, he said, he gets to see how his classmates are progressing around him.”

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 60 minutes.


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 improving oral skills. 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: Examine the title of the post and of the actual article. Next examine  any photos. Write a paragraph describing what you think this article will discuss. A pre-reading organizer may be used.

Pre-reading Organizer By Scholastic

 

II. While Reading Activities

Word Inference

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

  1. Maisie Robinson was excited for her first day of kindergarten.
  2. Maisie’s enthusiasm was obvious.
  3. Outbreaks have forced quarantines and closures in many schools.
  4. Bolstered by research showing that young kids were least likely to spread the virus the lower grades were the first to open.
  5. Most of the city’s families, at all grade levels, continue to choose remote learning.
  6. In New Orleans, after a weeks long purgatory of remote learning, High school students were able to return to class.
  7. Parents are confident schools are constantly cleaning, wiping down toys and tables.
  8. Being deprived of social interaction has been difficult for many kids.
  9. Aaron Levinson  has cerebral palsy.
  10. The possibility of her school closing again dampened her enthusiasm.

   

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.  Identify the sentence (1, 2, or 3 ) from each group that contains the grammatical error.

I

  1. HiKing has slowly begun to learn his way around the building.
  2. He especially enjoy his art classes.
  3. He gets to see how his classmates are progressing around him.

II

  1. Maisie’s enthusiasm for school was not dulled.
  2. The lower grades  was the first to go back.
  3. Elementary and special-needs students led the way in Chicago.

III

  1. New York City is the nation’s largest public school system.
  2. Many of them New York students spent a few weeks in classrooms last fall.
  3. Many students feel being in school is much better than learning from home on a computer.

Reading Comprehension: Identify The  Speakers

Directions: Read the following quotes from speakers in the article. Then identify the speakers.

  1.  “It was like a whole new beginning…I was so nervous, I didn’t sleep the night before.”
  2. “I know so many people have been worried about these little ones wearing masks all day, but they have been fantastic.”
  3. “Being deprived of social interaction has been difficult for an outgoing child like Maisie.”
  4. “I was a little scared because I didn’t want to get the virus… But I feel a lot better because of all the safety precautions.”
  5. “It’s sort of surreal…You’ll realize you’re in class with only a few people, and everyone is wearing masks.”

 

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 Questions for Comprehension /Writing

Directions: Have  students discuss the following questions/statements. Afterwards,  students share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics mentioned.

  1. Why were lower grades the first to start school?
  2. According to the article, which two groups of students began school in Chicago?
  3. How do most of Chicago’s families feel about sending their kids back to school?
  4. According to the article when do New York City high schools plan to reopen?
  5. Why did five-year-old Sadie Santiago bring a long rope to school on her first day back?
  6. What items did Maisie Robinson pack for her second day of school?
  7. Describe how   Maisie Robinson’s classroom was arranged.
  8. In your opinion is this a safe arrangement for children in school? Explain why or why not.
  9. In South Loop Elementary School, how do the cafeteria staff entertain the students during lunchtime? What are some of the safety precautions the school takes?
  10. The article states, “Aaron Levinson, who has cerebral palsy, already considers himself a shy kid.” Why was Aaron so surprised and happy to return to school?
  11. Do you think it’s time for all schools in the U.S. to reopen? Why or why not?

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

Refugees Give Gratitude and Thanks for First Thanksgiving In America!

“Recently arrived refugees in the United States prepare to cook the most American of feasts… From the day of arrival, food is an integral part of adjustment to a new country.” By J. Moskin, The New York Times (11/2018)

Note: This article was written ‘before’ Covid-19. Please remember to follow rules about wearing masks and distancing this year. Please stay safe —  ESL Voices Nov. 2020 

Everyone Can Make Thanksgiving Safer November 2020 — CDC (Center for Disease Control)

ESL Voices Lesson Plan for this post with Answer Key

Members of the church’s refugee task force, which sponsored Ms. Anjari’s family for resettlement in the United States.Credit Christina Holmes for The New York Times

 

Excerpt:  The First Thanksgiving By Julia Moskin, The New York Times

“Two years ago this month, Mayada Anjari was only dimly aware that a holiday was approaching. After the family’s three-year journey as refugees from Syria, her sons — Hayan, Mohammed and Abdulrazaq — had just started school here; her husband, Ahmad Abdulhamid, was looking for work; She had cooked for the church group that sponsored the family’s resettlement…A new friend who was also Muslim gave her a turkey from a local halal butcher for Thanksgiving. Ms. Anjari cut it into pieces, covered it with water, and simmered it into soup with potatoes, carrots, ginger and cumin. Her family liked it, she said, but it didn’t seem very special to her. So she decided to take a test run at making her first Thanksgiving feast.

Preparing for her first Thanksgiving dinner, Mayada Anjari roasted a turkey in her kitchen in Jersey City.CreditCreditChristina Holmes for The New York Times

The family left their home city, Homs, on March 31, 2013, when the daily violence of the civil war had made their lives untenable. They walked across the Jordan border in darkness, were picked up by the Jordanian military… They registered as refugees with the United Nations, so the boys could attend school, but the adults couldn’t work legally. Food and money were always scarce.

Working with the United Nations Refugee Agency, the Department of State brings a certain number of refugees each year — most of them families with young children — to resettle in the United States. Only people displaced by violence or the threat of violence (like asylum seekers) can apply; the program is separate from other American immigration quotas and regulations…So far in 2018, about 22,000 people have been allowed in, and just 50 of them were Syrian. Despite the continuing civil war and refugee crisis, Syria is one of seven countries from which the Trump administration has forbidden people to enter the United States. On the State Department’s list of things that sponsors must provide immediately is a ‘culturally appropriate’ meal for the family. Some sponsors interpret this in religious terms, and provide store-bought halal fried chicken or kosher pizza.

For Congolese and Rwandan arrivals Moambe Chicken (Poulet à la Moambé) Explorers Kitchen

‘The culturally appropriate hot meal is simply the best federal regulation of all time,’ said Chris George, executive director of Integrated Refugees & Immigrants Services, a New Haven agency that has resettled more than 6,000 refugees in Connecticut since 1982. For Congolese and Rwandan arrivals, volunteers have made chicken moambe, a braise with tomato, onion, peanut butter and rich red palm oil, a basic ingredient in those countries and for many, the taste of home.

Afghanistan traditional pulao of lamb and rice with raisins

For an Eritrean mother and children, an Ethiopian family who had arrived earlier supplied a meal with injera, the soft, spongy flatbread that is a staple in both countries.

Fereshteh Ganjavi, who arrived from Afghanistan in 2013 and now works at Integrated Refugees, said the meal is particularly powerful for refugees who arrive after years of exile from their home country. Her welcome dinner included a traditional pulao of lamb and rice with raisins, and green tea spiced with saffron and cardamom, a brew specific to the mountainous Hindu Kush region that stretches across northern Afghanistan and Pakistan.

Dima King, a native Russian practiced for his first Thanksgiving dinner by making a pumpkin pie.Credit An Rong Xu for The New York Times

Dima King, who arrived in the United States last year, is seeking asylum because of the anti-gay persecution and legislation that have taken hold in his native Russia since 2013. He is cooking his first Thanksgiving dinner this year.

Just to give an idea of how welcoming Nichols School students were to our refugee clients at Journey’s End’s Buffalo’s First Thanksgiving!

‘I understood it right away as a celebration of new Americans and Native Americans,’ he said. Holidays that celebrate a good harvest are universal, he said, but Thanksgiving also honors the practice of treating strangers with generosity, charity and humanity. ‘Of course, that is a holiday I want to cook for.’

Mr. King is a graduate of Emma’s Torch, a nonprofit restaurant in Red Hook, Brooklyn, that offers professional culinary training to resettled refugees; he is soon to start a job as a line cook at Temple Court, a chic restaurant in the financial district.”

ESL-VOICES

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 improving oral skills. 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: Ask students to think about what they already know about how  Thanksgiving is celebrated in The United States. You may wish to begin here because one refugee in this article speaks about the significance of the American Indians and Thanksgiving.  Thanksgiving in the United States-Wikipedia

Next, have students look at the pictures in this  text and generate ideas or words that may be connected to the article.  Regroup as a class and list these ideas on the board. Students can use a brainstorming chart for assistance.

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. The civil war had made their lives untenable.
  2. They registered as refugees with the United Nations.
  3. From the day of arrival, food is an integral part of adjustment.
  4. Food and money were always scarce.
  5. Chris George is a passionate advocate for refugees.
  6. The program is separate from other American immigration quotas and regulations.
  7. The vetting process for resettlement takes about two years.
  8. Sponsors must immediately provide a culturally appropriate meal for the family.
  9. Some sponsors stocked the family’s new kitchen with key ingredients.
  10. Dima King, who arrived in the United States last year from Russia, is seeking asylum.

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. Two years ago this month, Mayada Anjari was only dimly aware that a holiday was approaching.
  2. Mayada  Anjari’s family is from from Pakistan.
  3. The family left their home city, Homs in 2013.
  4. They registered as refugees with the  U.S. Refugee Camp so the boys could attend school.
  5. The children could attend school and  the adults could work legally.
  6. Working with the United Nations Refugee Agency, the Department of State brings a certain number of refugees each year.
  7. Sponsors must provide a ‘culturally appropriate’ meal for the family.
  8. Chris George is a refugee  at Integrated Refugees & Immigrants Services,  in New Haven.
  9. Fereshteh Ganjavi, who arrived from Afghanistan in 2013 and now works at Integrated Refugees.
  10. Dima King, who arrived in the United States last year, is seeking asylum because of the anti-gay persecution.

Grammar: Identifying English Articles

Directions: Have students choose the correct English articles (THE, A, AN)  from those provided to fill in the blanks.

  1. By last fall, ___boys (now 14, 12 and 10) had learned about the Pilgrims.
  2. Ms. Anjari had memorized ___two-mile walk to ___nearest store.
  3. She had cooked for ___church group.
  4. Fans of Ms. Anjari’s food helped her publish ___cookbook of Syrian recipes.
  5. ___daily violence of ___civil war had made their lives untenable.
  6. From the day of arrival, food is ___integral part of adjustment to ___ new country.
  7. Mr. George is ___passionate advocate.
  8. ___Eritrean mother and children arrived earlier in the year.

 

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 questions/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.

  1. Are any students celebrating Thanksgiving for the first time in America?
  2. Have students discuss the ways Thanksgiving is regarded in their countries. 
  3. Students might  list things they personally associate with Thanksgiving.
  4. Students could create drawings of their families, food, or other items connected to Thanksgiving.
  5. Ask students to make a list of things for which they are thankful.

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

 

The (Much Needed) Healing Power of Laughter

“Some enlightened doctors, nurses and therapists have a prescription for helping all of us to get through this seemingly never-ending pandemic: Try a little laughter.” R. Schiffman, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

Megan Werner uses ‘Irwin,’ a skeleton, to help defuse tensions in her therapy groups.Credit- Megan Werner

Excerpt:Laughter May Be Effective Medicine for These Trying Times, By Richard Schiffman, The New York Times

“Humor is not just a distraction from the grim reality of the crisis, said Dr. Michael Miller, a cardiologist at the University of Maryland School of Medicine in Baltimore. It’s a winning strategy to stay healthy in the face of it…‘Having a good sense of humor is an excellent way to relieve stress and anxiety and bring back a sense of normalcy during theseturbulent times.’

Photo Credit- Medical News Today

Perhaps most relevant today, possessing a sense of humor also helps people remain resilient in the face of adverse circumstances, said George Bonanno, a professor of clinical psychology at Columbia University.

Try Laughing-Credit- Getty Images

‘Charlie Chaplin once said ‘In order to truly laugh you need to be able to take your pain and play with it,’ said Paul Osincup, the president of the Association for Applied and Therapeutic Humor. Write down all of the most difficult and annoying things about quarantine,’Mr. Osincup recommends. Play with those. See if you can find any humor in your situation.

Photo credit- DLPNG

Megan Werner, a psychotherapist in private practice, uses a similar strategy in her work with at-risk youth in Fayetteville, Ark. During group therapy sessions, she has the teenage gang members she works with interact with ‘Irwin,’ a life-size Halloween skeleton, to encourage them to confront their dangerous lifestyle head-on.

‘Most of the time you try to deflate a painful situation,’ she said. ‘In my therapy work, it’s more like ‘let’s blow it up, let’s make it so absurd that we laugh about it.’

Mary Laskin, a nurse case-manager at Kaiser Permanente in San Diego, has been working with her chronic pain patients online, teaching them laughter exercises alongside practices designed to develop other positive mental states like gratitude and forgiveness. ‘This pandemic is like a tiger creeping toward us, a huge slow-motion stressor that makes the experience of pain worse. Humor helps my patients relax and release their grip on pain,’  she said…She recommends ‘laughter first-aid boxes,’ where they can stash joke books, funny toys and other props for this purpose.

Mary Laskin, a nurse case-manager, recommends a laughter first aid box for her patients.Credit- Courtesy of Mary Laskin

Humor can also serve to powerfully reaffirm one’s humanity in the face of illness or disability, said Dr. B.J. Miller, a palliative care physician in San Francisco who suffered a freak electrical accident in 1990 that cost him two legs and an arm.

B.J. Miller, a doctor and triple amputee, used his own experience to pioneer a new model of palliative care. Credit: NYT

After the accident, he said, most people — including medical staff members — viewed him as an object of pity. ‘There is a solemnity in how people look at you,’ he said. “You are essentially walled off from others.

The one exception, he recalled, were the men who scrubbed off his burned skin in the hospital. ‘It’s a terrible job, I mean you are inflicting reams of pain on someone to save their life,’ Dr. Miller said. ‘But this ragtag crew, they were freaking hilarious. One of them had a flask and was drinking during the procedure, they were cracking jokes the whole time.’ ‘It made me stronger because they were looking at me and saying this guy can handle the pain and he can also handle a joke — it made me feel like a human being again.’ Inspired by their example, Dr. Miller said, he uses every opportunity to bring a dose of comic relief into his own medical work. Increasingly, he sees his colleagues doing so as well.”

CNN Poll: Biden Wins Final Presidential Debate!

Democratic Presidential candidate Joe Biden answers a question during the debate [ with tRump] 2020. (Morry Gash / Associated Press)

“Joe Biden did a better job in the final debate on Thursday, according to a CNN Instant Poll of debate watchers. Overall, 53% of voters who watched the debate said that Biden won the matchup…”CNN

Beautiful photo of Presidential candidate Joe Biden and his wife Jill after the debate 2020. Courtesy CNN

Supporters of Joe Biden cheer as the Democrat’s motorcade passes en route to the final presidential debate in Nashville.(Carolyn Kaster : Associated Press)

 

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 improving oral skills. 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: Examine the titles of the post and the actual article.  Examine any photos, then create a list of  words and  ideas  that you  and your group members think might be related to this article. 

II. While Reading Activities

Word Inference

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

  1. Some enlightened doctors, nurses and therapists have a prescription for helping us to get through this pandemic.
  2. Having a sense of humor is the key to helping us.
  3. Humor is not just a distraction from the grim reality of the crisis.
  4. Heightened stress magnifies the risk of cardiovascular events.
  5. Having a good sense of humor helps during these turbulent times.
  6. Humor also helps people remain resilient in the face of adverse circumstances.
  7. Most of the time you try to deflate a painful situation.
  8. Many health experts encourage people to actively cultivate the healing power of laughter.
  9. Humor can also serve to powerfully reaffirm one’s humanity in the face of illness.
  10. We must try to maintain our humanity during these challenging times.

 

 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.  Identify the sentence (1, 2, or 3 ) from each group that contains the grammatical error.

I

  1. Having a good sense of humor are an excellent way to relieve stress.
  2. Doctors, nurses and therapists have a prescription for patients.
  3. Possessing a healthy sense of humor is also a stress reliever.

II

  1. Heightened stress magnifies the risk of cardiovascular events.
  2. Dr. Miller prescribes one good belly laughs a day for his patients.
  3. Ms. Laskin suggests that her patients treat humor as a discipline.

III

  1. Some kinds of joking is potentially destructive.
  2. Some hospitals have initiated formal humor programs.
  3. Some caregivers are also innovating ways to bring humor into their own practice.

Identify The  Speakers

Directions: Read the following quotes from speakers in the article. Then identify the speakers.

  1. Humor is not just a distraction from the grim reality of the crisis, said  It’s a winning strategy to stay healthy in the face of it.”
  2. “…laughter has also been shown to reduce the stress hormones cortisol and adrenaline and increases the body’s uptake of the feel-good endorphins.”
  3. There also appear to be cognitive benefits from watching a funny video.”
  4. “Perhaps most relevant today, possessing a sense of humor also helps people remain resilient in the face of adverse circumstances.”
  5. “Write down all of the most difficult and annoying things about quarantine…See if you can find any humor in your situation.”
  6. During group therapy sessions, she has the teenage gang members she works with interact with “Irwin,” a life-size Halloween skeleton, to encourage them to confront their dangerous lifestyle head-on.”
  7. “This pandemic is like a tiger creeping toward us, a huge slow-motion stressor that makes the experience of pain worse. Humor helps my patients relax and release their grip on pain.”

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 Questions for Comprehension /Writing

Directions: Have  students discuss the following questions/statements. Afterwards,  students share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics mentioned.

  1. There is an old saying that states, “Laughter is the best medicine”. Do you agree with this statement? Why or why not?
  2. During these difficult times do you feel like laughing? Why or why not?
  3. According to DR. Michael Miller what does laughter and a  good sense of humor do for us in general?
  4. What does Dr. Miller recommend we do at least once a day?
  5. According to Dr. Singh, why should we watch funny videos?
  6. Why is ‘possessing a sense of humor’ helpful in the face of adverse circumstances?
  7. What is the famous quote by Charlie Chaplin? Do you agree or disagree with this advice? Please explain provide reasons for your answers.
  8. What does Paul Osincup recommend we do with all the annoying things about the quarantine? In your opinion is this a good idea? Explain why or why not.
  9. Ms.  Laskin states, “Our health care system focuses on passive ways to manage pain like taking a pill or getting an operation…I encourage people to actively cultivate the healing power of laughter, which puts them back in the driver’s seat.” In your own words explain what she means.
  10. Why is it unusual for Dr. B. J. Miller to have a sense of humor?  If you were in his position do you think you could maintain a sense of humor?  Explain why or why?
  11. What new information have you learned from this article?

3-2-1-Writing

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

Extra Activities

Create a Laughter First-Aid Box

In the article  Mary Laskin, a nurse case manager, said she recommended “laughter first-aid boxes” for her patients, where they can stash joke books, funny toys and other props for this purpose.  Make a list of all the items you would place in your personal “Laughter First-Aid Box”  or create a physical box . Share your items with someone in your group.

ANSWER KEY

During Quarantine, Children Return to Their Mother Tongue

“With schools and day cares closed, previously dominant languages — such as English in Britain and the United States — are no longer as overpowering. Instead, children are hearing more of their parents’ mother tongues.”S. Hardach, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

credit- adzuna.co blog

Excerpt:In Quarantine, Kids Pick Up Parents’ Mother Tongues,By Sophie Hardach, The New York Times

“A few days into the lockdown here in London, I noticed a surprising side-effect of the pandemic: My 3-year-old son was speaking more German.

German is my mother tongue, and I have used it with him since he was born, but because everyone around us speaks English, including my British husband, we settled into a pattern typical of mixed families. I spoke to my son in German, and he replied in English. Then Covid-19 reshuffled our linguistic deck. As all of us quarantined at home, my son embraced German with unprecedented enthusiasm. Now, almost six months on, it has become his preferred language. In a complete reversal, he even replies to my husband in German.

My experience is far from unique. All over the world, Covid-19 has forced children to stay inside. In some homes where different languages coexist, this is changing how they speak… children are hearing more of their parents’ mother tongues…Before the lockdown, the children tended to use the dominant languages: English in Britain and Ireland, and Norwegian in Norway (plus English, thanks to television, computer games and other media)… School plays a crucial role with this; in a study of 200 Korean-American families, the portion of firstborn children who spoke Korean to their parents went from almost 80 percent to 34 percent after starting school. Younger siblings spoke even less.

For parents, that sudden rejection of the mother tongue can be bewildering and even painful… In the United States, researchers interested in language have launched an app called KidTalk to gather recordings made before and during Covid-19. Yi Ting Huang, Ph.D., an associate professor in the Department of Hearing and Speech Sciences at the University of Maryland, and Joshua Hartshorne, Ph.D., an assistant professor of psychology at Boston College, have recruited more than 300 families, about a third of which are multilingual, for the project… Dr. Huang plans to use speech-recognition software to analyze the recordings; for example, identifying the number of speakers and languages in each conversation, and tracking any changes…n the past, Dr. Huang said, many researchers and policymakers viewed a child as a water glass that could only hold so much liquid.

‘So we’re just trying to cram as much of one language as opposed to another language,’ she said…Dr. Hartshorne and his partner are also raising their daughter in English and Mandarin, but they have seen the opposite effect…’As the weeks have worn on, we’ve worn down.’ English has become the family’s default language, though the daughter still understands Mandarin…Will all these languages continue to blossom after Covid-19? It’s hard to say.

Some researchers expected children to revert to the dominant language once life returns to normal. Others saw the possibility of a virtuous cycle, with children growing more confident in their second language and using it more in the long run.”

“On the first day of Hispanic Heritage Month, Democratic presidential nominee Joe Biden went down to Florida in an attempt to help secure the Latino vote in November.”

“I’ll tell you what, if I had the talent of any one of these people, I’d be elected president by acclamation,” ~Democratic Presidential Leader Joe Biden~

Biden was referring toLuis Fonsi  [the artist who performed the Spanish song ‘Despacito’] as well as singer Ricky Martin and actress Eva Longoria, who also spoke ahead of Biden in Kissimmee, Florida.”Ed O’Keefe reports.

Election 2020: What to know

How to vote:Find out the rules in your state. Some states have already started sending out mail ballots; see how to make sure yours counts. Absentee and mail ballots are two terms for the same thing, mostly used interchangeably. Barring a landslide, we may not have a result in the presidential election on Nov. 3.

Electoral college map: Who actually votes, and who do they vote for? Explore how shifts in turnout and voting patterns for key demographic groups could affect the presidential race.

Battlegrounds: Want to understand the swing states? Read about Michigan, Wisconsin, North Carolina, Florida and Pennsylvania, and sign up for The Trailer and get more states, plus more news and insight from the trail, in your inbox three days a week.

Coming up: Trump and Biden are scheduled to debate three times this fall; here’s what to know about the 2020 presidential debates.

RELATED:

A state-by-state guide to voting in the age of COVID-19 By Nathaniel Rakich and Julia Wolfe Click on your state in the map to see a lot of the information you need in order to cast a ballot this fall — by whatever method you choose. This page will be updated on a regular basis with the latest developments.

 

Justice Ruth Bader Ginsburg
August 10, 1993 – September 18, 2020

Justice Ruth Bader GinsburgAugust 10, 1993 – September 18, 2020

Rest In Love and Peace ESL-Voices

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 improving oral skills. At the end of the lesson students will express their personal views on the topic through group work and writing.

Pre-reading:  Predictions: Analyzing headings and photos

Directions: Examine the titles of the post and the actual article.  Examine any photos, then create a list of  words and  ideas  that you  and your group members think might be related to this article. 

II. While Reading Activities

Word Inference

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

Vocabulary Cluster By Learnnc.org

  1. German is my mother tongue.
  2. The Covid-19 reshuffled our linguistic deck.
  3. All of us are quarantined at home.
  4. My son embraced German  with unprecedented enthusiasm.
  5. My experience is far from unique.
  6. In some homes where different languages coexist, this is changing how they speak.
  7. Dr. Serratrice surveyed the language habits of over 700 multilingual families.
  8. Unless parents take extra measures, the ancestral sound may fade.
  9. For some parents, the school closures are an opportunity to challenge bigger linguistic hierarchies.
  10. Amid the upheaval of Covid-19, kids might be turning to a reassuring language that they associate with parents.  

Grammar Focus: Word -Recognition

Directions: Students choose the correct word to complete the sentences taken from the article.

The parents in/on these family/families spoke/spoken  more than 40 different mother tongues, including French,  Spanish, Hindi, Urdu, Kirundi and Zulu.

Before a/the lockdown, the/an children tended to/too use the dominant languages: English in/on Britain and Ireland, and/an Norwegian in Norway (plus English, thank/thanks too/to television, computer games and another/other media).

Identify The  Speakers

Directions: Read the following quotes from speakers in the article. Then identify the speakers.

  1. “They’re put into this little hothouse of less English, more other languages.”
  2. “When you think about living in a different country and raising your child in your native language, some people think, ‘Oh, it’s the most natural thing and it’s easy,’ because it’s your native language. And that couldn’t be further from the truth.”
  3. “…not all respondents saw their native tongue strengthen. Some even said it was suffering because they were home-schooling the children in Norwegian.”
  4. “Language is a living marker of history and cultural identity, linking immigrant families to their place of origin.”
  5. “I don’t know that we’ve had recent historical precedent for a child’s world to be shrunk down to just the immediate family for months at a time.”
  6. “More than 42 Indigenous languages are spoken in Uganda, but formal education is delivered in English, a legacy of colonialism…the local language Luganda  has gained strength during lockdown.

Graphic Organizers: Finding The Main Idea

Directions:  Have students use this graphic organizer to assist them with  discussing  or writing about  the main points from the article.

Advanced Spider map By writedesignonline

 

Discussion Questions for Comprehension /Writing

Directions: Have students discuss the following questions/statements. Afterwards,  students share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics mentioned.

  1. Besides English, how many other languages do you speak?
  2. If English is not your first language, do you speak your first language at home?
  3. Why are children speaking  more of their first language now?
  4. Why does the author state her  experience is  ‘far from unique’?
  5. Why aren’t children hearing more English during Covid-19?
  6. According to the article, why does the language of the home becomes less and less important to young children?
  7. In general, how do parents feel when their kids stop speaking their mother tongue?
  8. The article states, ‘This echoes research suggesting that passing on one’s language can create better communication between generations and a shared identity and heritage.’  In your own words explain what this means.
  9. What language did Dr. Huang speak as a child? Why did she go back to speaking it as an adult?
  10. Write down one new idea  you’ve learned from this reading.

3-2-1-Writing

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

ANSWER KEY