Category Archives: History

If Kids Return to School Masks Are Must!

“Crayola, Old Navy and Disney are among the brands making colorful masks for children. Child psychologists see this as a positive step toward “normalcy.” D. B. Taylor, The New York Times

Crayola-NBC news

ESL Voices Lesson Plan for this post  with Answer Key

Excerpt: This Year’s Must-Have Back-to-School Item: Masks for Children By Derrick B. Taylor, NYT

“Fall is drawing near, and right on schedule, ads offering discounts on backpacks, notebooks and pencils are beginning to pop up on television and online.

But this year, during a pandemic that has school officials agonizing over how and whether to safely reopen masks are appearing among the glue sticks and glitter as essential back-to-school items.

Crayola Masks – Credit- Crayola NYT

Companies like Crayola, Old Navy and Disney have begun selling colorful masks for children in packs of four and five as part of their back-to-school offerings… Dr. Andrew Adesman, the chief of developmental and behavioral pediatrics at the Cohen Children’s Medical Center in Queens, said the reality is, you want children to go back to school in the safest way possible…” Having child-friendly face masks in terms of fit and appeal are probably more part of the solution than the problem.”

Credit- Freepik

With the school year quickly approaching, schools across the United States are grappling with how to reopen — and whether they can reopen safely at all… There are concerns that the reopening of schools could spark outbreaks, especially among older children. A large study from South Korea found that children younger than 10 transmit the coronavirus much less often than adults, although the risk is not zero.

Credit- Krayola

Children between 10 and 19 can spread the virus at least as efficiently as adults do, the study found…The research does not necessarily prove that children are spreading the virus, but experts said the findings should influence the debate over whether and how to reopen schools…Though scientists and health authorities say that masks reduce the spread of the coronavirus, even adults can’t agree on wearing them.”

~Democratic Presidential Leader Joe Biden~

“2020 Election Live Updates: Democratic convention speakers will include the Clintons and Obamas, along with Sanders and Kasich. The big names will be augmented by testimonials from “from voters of all kinds — delegates, parents, teachers, small-business owners, essential workers, activists and elected leaders,” culled from “1,000 crowdsourced videos,” officials with the convention’s organizing committee announced on Monday.” The New York Times

Democratic Convention Begins:  Monday August 17 — Ends Thursday August 20  Visit  The Democratic National Convention  Schedule Information Here

Congratulations! Kamala Harris Is Biden’s Choice for Vice President!

Biden taps Kamala Harris as his pick for vice president-New York Times

“A former rival for the Democratic nomination, she will be the first woman of color to be nominated for national office by a major political party.” By A. Burns and K. Glueck, The New York Times

Joe Biden with his VP choice Kamala Harris

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. Fall is drawing near, and right on schedule.
  2. But this school year there is a pandemic.
  3. School officials are agonizing over how and whether to safely reopen.
  4. Face masks are appearing as essential back-to-school items.
  5. The idea of colorful masks is all very bright if a little dystopian.
  6. Some educators feel child-friendly face masks  will appeal to kids.
  7. There are concerns that the reopening of schools could spark outbreaks.
  8. It had been found that infected children have at least as much of the coronavirus in their noses and throats as infected adults.
  9. Experts said the findings should influence the debate over whether and how to reopen schools.
  10. More than half the states have issued mask requirements in recent weeks.

 

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. Masks was designed to help children adapt to the new normal.
  2. Fall is coming and some schools might open.
  3. This school year is during a pandemic.

II

  1. Schools have two major concerns.
  2. Some companies is making large quantities of masks for children.
  3. In addition, items such as face shields are being made for kids.

 

III

  1. It’s all very bright and colorful for kids.
  2. There  is concerns that the reopening of schools could spark outbreaks.
  3. Some stores want children to pester their parents for masks.

 

Identify The  Speakers

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

  1. “The reality is, you want children to go back to school in the safest way possible.”
  2.   “The key to getting children to wear masks in school was to make them fun.”
  3. ” The company had designed its masks to help children adapt to the new normal and feel comfortable in school.”
  4. “The company had started making face coverings for families at the outset of the pandemic.”
  5. “Some stores want children to pester their parents for masks, “for kids to say, ‘I want that mask because it’s nicely designed.”

 

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. What are the two main concerns school officials have?
  2. Which three major companies are selling masks for children?
  3. In addition to masks what other items are being made for children to wear this fall?
  4. Dr. Andrew feels that face masks for kids should be viewed in what way?
  5. The article states, In most districts where students will be allowed to return to the classroom, they’ll do so with a requirement to wear masks or face coverings, though that directive is not universal.”
  6. In your opinion, should face masks be required for  some kids but not for all? Why or why not?
  7. The article states, Children between 10 and 19 can spread the virus at least as efficiently as adults do, the study found.”
  8. Do you think schools should reopen at all this year? Explain why.

 

3-2-1-Writing

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

Main Idea / Debate

Directions: Divide students into two teams for this debate. Both teams can use information from the article and sources from the Webto support their arguments.

Team A will list five reasons that support arguments for children returning to school.

Team B will list  five reasons that support arguments against children returning to school

Each team will have time to state their points of view,and the teacher decides which team made their points.  

For organization, have students use this Pros and Cons Scale organizer from Freeology

Pros and Cons Scale

ANSWER KEY

New Year’s Celebrations!

“Celebrating the start of the New Year has been practiced for at least four thousand years. The following article reviews the history,  significance, and common traditions of this festive, and meaningful holiday.” History.com

ESL Voices Lesson Plan for this post with Answer Key

The earliest recorded festivities in honor of a new year’s arrival date back some 4,000 years to ancient Babylon.

Excerpt: The History of New Year’s Celebration–History.com

“Civilizations around the world have been celebrating the start of each new year for at least four millennia. Today, most New Year’s festivities begin on December 31 (New Year’s Eve), the last day of the Gregorian calendar, and continue into the early hours of January 1 (New Year’s Day).

The earliest recorded festivities in honor of a new year’s arrival date back some 4,000 years to ancient Babylon. Throughout antiquity, civilizations around the world developed increasingly sophisticated calendars, typically pinning the first day of the year to an agricultural or astronomical event.

New Year Celebration, Tendillas Square, Spain

Revelers often enjoy meals and snacks thought to bestow good luck for the coming year. In Spain and several other Spanish-speaking countries, people bolt down a dozen grapes-symbolizing their hopes for the months ahead-right before midnight.

In many parts of the world, traditional New Year’s dishes feature legumes, which are thought to resemble coins and herald future financial success; examples include lentils in Italy and black-eyed peas in the United States. Because pigs represent progress and prosperity in some cultures, pork appears on the New Year’s Eve table in Cuba, Austria, Hungary, Portugal and other countries.

New Year Celebration, Vienna, Austria.

In Sweden, it is believed that whoever gets that one peeled almond hidden inside the rice pudding at Christmas will get married within a year. the scoop.

 

In Sweden and Norway, meanwhile, rice pudding with an almond hidden inside is served on New Year’s Eve; it is said that whoever finds the nut can expect 12 months of good fortune.

The London Eye on the River Thames during New Year fireworks and celebrations. The Telegraph.

Other customs that are common worldwide include watching fireworks and singing songs to welcome the new year, including the ever-popular “Auld Lang Syne” in many English-speaking countries. The practice of making resolutions for the new year is thought to have first caught on among the ancient Babylonians, who made promises in order to earn the favor of the gods and start the year off on the right foot. (They would reportedly vow to pay off debts and return borrowed farm equipment.)

Chinese New Year, Victoria Harbour in Hong Kong. Photo-NBC News

New Year Celebration New York City’s Times Square. Photo- C. Morris.

In the United States, the most iconic New Year’s tradition is the dropping of a giant ball in New York City‘s Times Square at the stroke of midnight…Over time, the ball itself has ballooned from a 400-pound iron-and-wood orb to a brightly patterned sphere 12 feet in diameter and weighing in at nearly 12,000 pounds.”

WISHING EVERYONE A SAFE AND HAPPY NEW YEAR!

 

ESL Voices Lesson Plan for this post

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

Level: Intermediate -Advanced

Language Skills: reading, writing, speaking,  vocabulary and grammar activities are included.

Time: approximately 2 hours.

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

Objective: Students will read and discuss the article about New Year’s celebrations 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 Task

Prediction: Analyze headings and photos.

Directions: Read the title of the post, and article.  Analyze the photo(s) to see if  you can predict what  information the article will discuss.  Then based on this information,  make a list of ideas,  words and phrases that might be in the article.

The K-W-L Chart

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

Pre-reading chart by J. Swann

 

II. While Reading Activities

 

Vocabulary: 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. Civilizations around the world have been celebrating the start of each new year for at least four millennia.
  2. Today, most New Year’s festivities begin on December 31st.
  3. New Year’s Eve is the last day of the Gregorian calendar.
  4. Common traditions include attending parties, and eating special New Year’s foods.
  5. Other traditions include making resolutions for the new year and watching fireworks displays.
  6. The earliest recorded festivities date back some 4,000 years to ancient Babylon.
  7. Throughout antiquity, civilizations around the world developed increasingly sophisticated calendars.
  8. The calendars would pin the first day of the year to an agricultural or astronomical event.
  9. In Egypt the year began with the annual flooding of the Nile, which coincided with the rising of the star Sirius.
  10. The first day of the Chinese new year, meanwhile, occurred with the second new moon after the winter solstice.

Vocabulary Organizer by Against the Odds

 

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. Civilizations around the world have been celebrating the start of each new year for at least five millennia.
  2. Common traditions include attending parties, eating special New Year’s foods, making resolutions for the new year and watching fireworks displays
  3. The earliest recorded festivities in honor of a new year’s arrival date back some 4,000 years to ancient Rome.
  4. The first day of the Chinese new year, meanwhile, occurred with the second new moon after the winter solstice.
  5. In medieval Europe, Christian leaders temporarily replaced January 1 as the first of the year with days carrying more religious significance, such as December 25 (the anniversary of Jesus’ birth).
  6. In many countries, New Year’s celebrations begin on the evening of December 3 and continue into the early hours of January 1.
  7. Revelers often eat specific foods that are believed to bring good crops for the coming year.
  8. Grapes in Spain, round fruits in the Philippines, suckling pig in Austria, soba noodles in Japan are all considered good-luck food.
  9. Other customs that are common in the U.S. include making resolutions.
  10. In the United States, the most iconic New Year’s tradition is the dropping of a giant ball in New York City‘s Times Square at the stroke of midnight.

III Grammar Focus

Identifying Parts of Speech: Nouns

Directions: Identify the nouns in the following paragraph, then use the words to write a short paragraph about \ New Year celebrations in the United States.

Civilizations around the world have been celebrating the start of each new year for at least four millennia. Today, most New Year’s festivities begin on December 31 (New Year’s Eve), the last day of the Gregorian calendar, and continue into the early hours of January 1 (New Year’s Day). Common traditions include attending parties, eating special New Year’s foods, making resolutions for the new year and watching fireworks displays.

III. Post Reading Tasks

Reading Comprehension Check

WH-How Questions format

Directions: 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?

K-W-L 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/Writing Exercise

Directions: Place students in groups and have them answer the following questions. 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. The article states, “ Civilizations around the world have been celebrating the start of each new year for at least four millennia. Today, most New Year’s festivities begin on December 31 (New Year’s Eve), the last day of the Gregorian calendar, and continue into the early hours of January 1 (New Year’s Day).  Common traditions include attending parties, eating special New Year’s foods, making resolutions for the new year and watching fireworks displays.”
  2. Provide a description of when and how the New Year is celebrated in your country. If you live in the U.S. then discuss how you celebrate the New Year.
  3. Discuss the types of foods you like to eat on New Year’s Day and the significance of the food.
  4. A big New Year  tradition in the U.S. is making resolutions. Discuss a few of your own resolutions and why you are making them.
  5. What new ideas have you learned from this article? Discuss them with group members and the class.

ANSWER KEY

NOTE: Happy New Year Banner Courtesy Vector Logo.

 

Category: History, Holidays, Social Issues | Tags:

New Year’s Celebrations!

“Civilizations around the world have been celebrating the start of each new year for at least four millennia. Today, most New Year’s festivities begin on December 31 (New Year’s Eve), the last day of the Gregorian calendar, and continue into the early hours of January 1 (New Year’s Day). Common traditions include attending parties, eating special New Year’s foods, making resolutions for the new year and watching fireworks displays.” History.com

ESL Voices Lesson Plan for this post with Answer Key

Credit-Greetings1

Excerpt: The History of New Year History.com

“The earliest recorded festivities in honor of a new year’s arrival date back some 4,000 years to ancient Babylon. Throughout antiquity, civilizations around the world developed increasingly sophisticated calendars, typically pinning the first day of the year to an agricultural or astronomical event.

The earliest recorded festivities in honor of a new year’s arrival date back some 4,000 years to ancient Babylon.

Revelers often enjoy meals and snacks thought to bestow good luck for the coming year. In Spain and several other Spanish-speaking countries, people bolt down a dozen grapes-symbolizing their hopes for the months ahead-right before midnight.

New Year Celebration, Tendillas Square, Spain

In many parts of the world, traditional New Year’s dishes feature legumes, which are thought to resemble coins and herald future financial success; examples include lentils in Italy and black-eyed peas in the southern United States. Because pigs represent progress and prosperity in some cultures, pork appears on the New Year’s Eve table in Cuba, Austria, Hungary, Portugal and other countries.

New Year Celebration, Vienna, Austria. Photo Image gallery.

In Sweden and Norway, meanwhile, rice pudding with an almond hidden inside is served on New Year’s Eve; it is said that whoever finds the nut can expect 12 months of good fortune.

In Sweden, it is believed that whoever gets that one peeled almond hidden inside the rice pudding at Christmas will get married within a year. Credit: the scoop.

Other customs that are common worldwide include watching fireworks and singing songs to welcome the new year, including the ever-popular ‘Auld Lang Syne’ in many English-speaking countries. The practice of making resolutions for the new year is thought to have first caught on among the ancient Babylonians, who made promises in order to earn the favor of the gods and start the year off on the right foot. (They would reportedly vow to pay off debts and return borrowed farm equipment.)

The London Eye on the River Thames during New Year fireworks and celebrations. The Telegraph.

New Year Celebration New York City’s Times Square. Photo- C. Morris.

In the United States, the most iconic New Year’s tradition is the dropping of a giant ball in New York City‘s Times Square at the stroke of midnight…Over time, the ball itself has ballooned from a 400-pound iron-and-wood orb to a brightly patterned sphere 12 feet in diameter and weighing in at nearly 12,000 pounds.”

From ESL Voices To All of Our Readers:

Wishing Everyone A Very Happy New Year!

Click here for more graphics and gifs!

ESL Voices Lesson Plan for this post

Level: Intermediate – Intermediate-Advanced

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

Time: approximately 2 hours.

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

Objective: Students will read and discuss the article about New Year’s celebrations 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 Task

Prediction:Analyze headings and photos.

Directions: Read the title of the post, and article.  Analyze the photo(s) to see if  you can predict what  information the article will discuss.  Then based on this information,  make a list of ideas,  words and phrases that might be in the article.

The K-W-L Chart

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

Vocabulary

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. Civilizations around the world have been celebrating the start of each new year for at least four millennia.
  2. Today, most New Year’s festivities begin on December 31st.
  3. New Year’s Eve is the last day of the Gregorian calendar.
  4. Common traditions include attending parties, and eating special New Year’s foods.
  5. Other traditions include making resolutions for the new year and watching fireworks displays.
  6. The earliest recorded festivities date back some 4,000 years to ancient Babylon.
  7. Throughout antiquity, civilizations around the world developed increasingly sophisticated calendars.
  8. The calendars would pin the first day of the year to an agricultural or astronomical event.
  9. In Egypt the year began with the annual flooding of the Nile, which coincided with the rising of the star Sirius.
  10. The first day of the Chinese new year, meanwhile, occurred with the second new moon after the winter solstice.

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. Civilizations around the world have been celebrating the start of each new year for at least five millennia.
  2. Common traditions include attending parties, eating special New Year’s foods, making resolutions for the new year and watching fireworks displays
  3. The earliest recorded festivities in honor of a new year’s arrival date back some 4,000 years to ancient Rome.
  4. The first day of the Chinese new year, meanwhile, occurred with the second new moon after the winter solstice.
  5. In medieval Europe, Christian leaders temporarily replaced January 1 as the first of the year with days carrying more religious significance, such as December 25 (the anniversary of Jesus’ birth).
  6. In many countries, New Year’s celebrations begin on the evening of December 3 and continue into the early hours of January 1.
  7. Revelers often eat specific foods that are believed to bring good crops for the coming year.
  8. Grapes in Spain, round fruits in the Philippines, suckling pig in Austria, soba noodles in Japan are all considered good-luck food.
  9. Other customs that are common in the U.S. include making resolutions.
  10. In the United States, the most iconic New Year’s tradition is the dropping of a giant ball in New York City‘s Times Square at the stroke of midnight.

III Grammar Focus

Identifying Parts of Speech: Nouns

Directions: Identify the nouns in the following paragraph, then use the words to write a short paragraph about \ New Year celebrations in the United States.

Civilizations around the world have been celebrating the start of each new year for at least four millennia. Today, most New Year’s festivities begin on December 31 (New Year’s Eve), the last day of the Gregorian calendar, and continue into the early hours of January 1 (New Year’s Day). Common traditions include attending parties, eating special New Year’s foods, making resolutions for the new year and watching fireworks displays.

III. Post Reading Tasks

WH-How Questions format

Directions: 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?

K-W-L 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/Writing Exercise

Directions: Place students in groups and have them answer the following questions. 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. Provide a description of when and how the New Year is celebrated in your country. If you live in the U.S. then discuss how you celebrate the New Year.
  2. Discuss the types of foods you like to eat on New Year’s Day and the significance of the food.
  3. A big New Year  tradition in the U.S. is making resolutions. Discuss a few of your own resolutions and why you are making them.

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: History, Holidays

“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:

Thanksgiving Circa 1900: No Pilgrims Or Indians…Just Masks

“Oddest thing: Thanksgiving in turn-of-the-20th century America used to look a heckuva lot like Halloween. People — young and old — got all dressed up and staged costumed crawls through the streets. In Los Angeles, Chicago and other places around the country, newspapers ran stories of folks wearing elaborate masks and cloth veils. Thanksgiving mask balls were held in Cape Girardeau, Mo., Montesano, Wash., and points in between.” L. Weeks, NPR

ESL Voices Lesson Plan for this post with Answer Key

Young Thanksgiving maskers, circa 1910-1915. Bain News Service:Library of Congress.

Young Thanksgiving maskers, circa 1910-1915. Bain News Service:Library of Congress.

 

Excerpt: When Thanksgiving Was Weird By Linton Weeks, NPR

“In New York City — where the tradition was especially strong — a local newspaper reported in 1911 that fantastically garbed youngsters and their elders were on every corner of the city. Thousands of folks ran rampant, one syndicated column noted. Horns and rattles are worked overtime. The throwing of confetti and even flour on pedestrians is an allowable pastime. It must have been like a strange American dream. Of course there was the familiar Thanksgiving fare for those who could afford it — turkey, pork, apples, figs and mince pies. But there was also a widespread weirdness that has faded away over the years.

Thanksgiving Maskers via Bain News Service-Library of Congress

Thanksgiving Maskers via Bain News Service-Library of Congress

In fact, so many people participated in masking and making merry back then that, according to a widely distributed item that appeared in the Los Angeles Times of Nov. 21, 1897, Thanksgiving was “the busiest time of the year for the manufacturers of and dealers in masks and false faces. The fantastical costume parades and the old custom of making and dressing up for amusement on Thanksgiving day keep up from year to year in many parts of the country, so that the quantity of false faces sold at this season is enormous… In New York: Newspapers advertised ‘Thanksgiving masks’ and ‘lithographed character masks’ for the tots…These featureless disguises were often sold in candy stores alongside holiday related treats like spiced jelly gums, opera drops, crystallized ginger and tinted hard candies.

Maskers with baskets, circa 1910-1915. Bain News Service:Library of Congress.

Maskers with baskets, circa 1910-1915. Bain News Service:Library of Congress.

Children would dress themselves in rags and oversized, overdone parodies of beggars (a la Charlie Chaplin’s character ‘The Tramp’) The ragamuffins would then ask neighbors and adults on the street, ‘Anything for Thanksgiving?’…Ragamuffin parades continued to be popular into the 1950s, but they were eventually overpowered by another burgeoning tradition catapulted into prominence by the 1947 movie Miracle on 34th Street.

Macy's Thanksgiving Day Parade.

Macy’s Thanksgiving Day Parade.

The new symbol of Thanksgiving also showcased people in fantastic masks and costumes and, in addition, hoisted giant character-based balloons. It was called Macy’s Thanksgiving Day Parade.

Henry David Thoreau

ESL Voices Lesson Plan for this post

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 Organizer By Scholastic

Pre-reading Organizer By Scholastic

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.

Vocabulary Cluster By Learnnc.org

Vocabulary Cluster By Learnnc.org

  1. Fantastically garbed youngsters were on every corner.
  2. One columnist noted that many folks ran rampant.
  3. The throwing of confetti and even flour on pedestrians was allowed.
  4. Many people participated in masking.
  5. Masks were a widely distributed item.
  6. There were many popular get-ups at the time.
  7. Some masks greatly exaggerated facial peculiarities.
  8. More refined revelers donned soft, ghostly, painted veils.
  9. Many people kept the tradition alive.
  10. Children would dress themselves in rags and parodies of beggars.

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 marauders/ masqueraders rode/ride horses; others strayed/straddled bicycles. Everyone was generous/genuine with pennies and nickels, and the candy stores did a land-office business. So many young/youngsters in New York City dressed as poor/pop people, Thanksgiving Day took on a nickname: Ragamuffin Day. Parodies/Parades of ragamuffins — sometimes called ‘fantastics’ because of the costumes — can be dated/dates at least to 1891. The ragamuffins would then/than ask neighbors and adults on the street, ‘Anything for Thanksgiving?’

 Grammar Focus

Using Adjectives

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

For a review of Adjectives visit ESL Voices Grammar

III. 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 answer the following questions. 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. The following  two statements were taken from the article. Rephrase each statement in your own words, then discuss the meaning with the members of your group.

“By 1930, the library blog reports, some New Yorkers were ready to move on. School Superintendent William J. O’Shea instructed administrators that modernity is incompatible with the custom of children to masquerade and annoy adults on Thanksgiving day” by asking for gifts and money.”

“Others kept the tradition alive. The Madison Square Club for Boys and Young Men, for instance, put on Ragamuffin Parades in an attempt to bring order to the occasion. The 1940 parade, according to the library blog, featured more than 400 children and touted the group’s motto: American boys do not beg.”

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: History | Tags: