Category Archives: Mental 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

Category: Children/Teens, Health Issues, Mental Health Issues | Tags:

How to Create Safe Spaces for Your Children to Talk to You

“Tips for creating safe spaces and developing emotional intelligence in your children.It is never too late to start opening new communication channels with your child. S. Boswell, The New York Times, Oct. 15, 2020

Credit-SuccessfulParenting

ESL Voices Lesson Plan for this post with Answer Key

Excerpt: How to Help Kids Open Up About Anything By Shanicia Boswell, The New York Times, Oct. 15, 2020

“Did you learn your lesson?” my mother asked.

Those five words have been etched in my mind since I was a teenager.

I was a good kid… but I was always pushing the boundaries. This time, I had received a speeding ticket for rushing to get home before my curfew. When I told her what had happened, my mother approached me with arms crossed, her tone one of serious concern, but not anger.

I received no actual punishment, but I did have to take responsibility for my actions and pay the ticket with my own money. Growing up, I always found my mother to be a safe space for me.

Credit-GrandrapidKids

Now that I’m a mother, I’ve worked to create those spaces for my daughter. The communication that starts with parents and children is one of the most influential and persuasive ways children can learn to socialize throughout their lives, research shows. 

Taylor Quick, a licensed child therapist for Zola Counseling, a private practice in Charlotte, N.C., defines safe spaces as the relationship that a child has to her parent or caregiver to feel understood and heard..How do we create safe spaces to allow our children to manage their emotions and talk openly?

Credit- MyKidsTime

Have a ‘feelings check-in’…Smith-Crawford suggested parents try this with their children. ‘Ideally, feelings check-ins are done daily, at the end of the day. You can do this with your children until they are adults,’ she said.

Self-awareness, or knowing what you feel and how you feel it, is an important component of emotional intelligence, said Daniel Goleman, Ph.D, the author of Emotional Intelligence and Social Intelligence: The New Science of Human Relationships.

redit-The Good Men Project

Dr. Goleman has demonstrated how younger children have the power to manage their emotions… My 7-year-old and I have a safety circle. In this circle, we sit face to face to create a feeling of [being] equal…It is never too late to start opening new communication channels with your child, especially as we are spending so much more time together during the pandemic. By helping our children talk openly at home, we are preparing them to communicate and connect with others and to use their voice powerfully in the world.”

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 chart by J. Swann

 

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. Tips for creating safe spaces and developing emotional intelligence in your children.
  2. Those five words have been etched in my mind since I was a teenager.
  3. I was a good kid growing up  between boys and shenanigans.
  4. I was always pushing the boundaries.
  5. The communication  has to start with parents and children.
  6. Many parents feel that making  a curfew for kids is important.
  7. This is  one of the most influential ways children can learn to socialize throughout their lives.
  8. Children feel more empowered after their feelings have been validated.
  9. I want the children and the family to identify and be aware of the feelings that they’ve experienced.
  10. Self-awareness is an important component of emotional intelligence.

 

 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. Those five word have been etched in my mind.
  2. I was a good kid but I was always pushing the boundaries.
  3. I had a speeding ticket for rushing to get home before my curfew.

II

  1. Now that I’m a mother, I’ve worked to create those spaces for my daughter.
  2. How do we create safe spaces for our children?
  3. Parents should have check-ins with their children.

III

  1. Showing child how to calm down is important.
  2. Younger children have the power to manage their emotions.
  3. My 7-year-old and I have a safety circle.

 

Reading Comprehension

Identify The  Speakers

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

  1. ” Growing up, I always found my mother to be a safe space for me.”
  2. Defines safe spaces as “the relationship that a child has to her parent or caregiver to feel understood and heard.”
  3. “I want the children and the family to identify and be aware of the feelings that they’ve experienced throughout their week but also be able to connect that feeling with a certain circumstance or event.”
  4. “Self-awareness, or knowing what you feel and how you feel it, is an important component of emotional intelligence.”
  5. “My parents listen to me because they want to support me and they want to be there for me.”
  6. He suggests,” we can ask our children how we are doing as parents.”

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 it is important for children or adults to have a safe place? Please explain why.
  2. Do you have a safe place? Why?
  3. How does Taylor Quick defines safe places?
  4. According to Ms. Quick, when do children feel more empowered?
  5. Describe ‘feelings check-in’
  6. According to Smith-Crawford how long should parents do feelings-check-ins with their children?

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: Children/Teens, Education, Mental Health Issues, People | Tags:

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

Category: Comedy, Health Issues, Mental Health Issues, Presidential Election, Social Issues | Tags: ,

Ways to Help Your Kids From Falling Behind in School

“As kids start school with more online learning, parents wonder whether they’ll ever catch up. Here’s how to set them up for success.” H. Burns, The New York Times

Credit- Sonia Pulido, The NYT

 

ESL Voices Lesson Plan for this post with Answer Key

Excerpt: Worried Your Kid Is Falling Behind? You’re Not Alone, By Holly Burns, The New York Times

“The other day my mother gave me a book called ‘What Your Second Grader Should Know.’ A quick flip through it revealed that a few weeks from now, my son would need to label an insect’s thorax [and]discuss the role of Dolley Madison in the War of 1812.

In the wake of some serious distance learning burnout, the most educational thing we’d done all summer had been a contact-free library pickup of the latest ‘Captain Underpants.’ I suddenly wished we’d done a little more.

If you’re concerned that remote learning may have set your child back academically, brace yourself: It probably has… The question comes up constantly: When do we need to start panicking about our children falling behind?

Deborah Stipek, Ph.D., a professor at Stanford’s Graduate School of Education, said that may not be the right question to ask. ‘I think a more useful one is, ‘How do we ensure that our children get the best possible opportunities to learn under these challenging circumstances?’

To gauge potential gaps in learning, said Britt Menzies, a preschool teacher in Atlanta, Ga., scatter informal tests throughout the day. ‘Have a child count their peas while they’re eating dinner,” she said. “See how many letters they recognize on a billboard… But don’t stress over hard-hitting academics for the pre-K set, said Emily Levitt, vice president of education for Sylvan Learning…Instead, weave in playful learning activities, like ‘baking sheets filled with lentils to give kids a multi-sensory way to trace shapes and numbers,’ she said.

‘Regardless of socioeconomic status, a household filled with anxiety and stress can be a major driver of kids falling behind’, said Bruce Fuller, Ph.D., a professor of education and public policy at U.C. Berkeley’s Graduate School of Education.

When parents lose their patience or don’t listen, said Dr. Fuller, children can start to shut down emotionally, in turn disengaging from reading and rich conversation inside the family.

That rings true for Lindsay Williams, an interior decorator in Madison, Wis., who said she’s dreading the pressure that comes with teaching her 6- and 9-year-old herself. ‘I’m terrified I’m going to screw my kids up, because I get so easily flustered and frustrated,’ she said…To ease the burden, Williams is thinking of forming a neighborhood learning co-op, so that she and a few other families can share the duties of teaching the material provided by the school. ‘Meeting regularly with a small, safe group of peers can be beneficial for the social-emotional health of both children and parents, said Dr. Fuller.'”

“The Democrats bowed to the realities of the pandemic and canceled the major in-person speeches that were still planned for their convention this month.” Reid J. Epstein and Katie Glueck/ The New York Times

“I’ve wanted to set an example as to how we should respond individually to this crisis,” Mr. Biden said at a fund-raiser on Wednesday. “Science matters.” ~Democratic Presidential Leader Joe Biden~

 

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.

 Predictions: Using a Pre-reading Organizer

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

Pre-reading chart by J. Swann

 

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. The author stated that her son would need to label an insect’s thorax.
  2. The collective angst in some parenting circles has reached an intense agitation level.
  3. Many parents also  panic  at the thought of their kids failing in school.
  4. Schools want to ensure that kids receive the best education.
  5. Every child deserves the best opportunities to learn during these challenging times.
  6. Experts suggest that parents give kids informal tests throughout the day.
  7. Experts also suggest that parents try not to prompt kids to get a better picture of what skills they need to on.
  8. Educators state that kids will likely bounce  back very quickly when they go back to school.
  9. One parent stated that her 6-year-old, who has A.D.H.D., won’t flourish academically with remote instruction.
  10. Affluent parents are better situated to help or hire help for their kids working online.

 

Vocabulary Cluster By Learnnc.org

 

Reading Comprehension

Identify The  Speakers

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

  1. “I think a more useful one is, ‘How do we ensure that our children get the best possible opportunities to learn under these challenging circumstances?”
  2. “At home, board games are an easy way to reinforce turn-taking etiquette. Parents can also work on delaying gratification. If your child asks for a snack, stretch out the time between them asking and you giving it to them.”
  3. “Have a child count their peas while they’re eating dinner,” she said. “See how many letters they recognize on a billboard. Ask them what shapes are in that picture they drew.”
  4. “Weave in playful learning activities, like “baking sheets filled with lentils to give kids a multi-sensory way to trace shapes and numbers.”
  5. “She can’t read yet, so she can’t get through the computer work without assistance. She zones out if I’m not sitting next to her. And I can’t sit next to her all the time because I have three other children who need me.”

 

III. Post Reading Activities

Directions:  Use this advanced organizer from Enchanted Learning to assist with  finding  the main points from the article.

Topic organizer. By Enchanted Learning

 

Discussion Questions for Comprehension /Writing

  1. What does research show about children returning to school during Covid-19?
  2. According to Dr. Stipek, what question should we be asking about our children’s education?
  3. According to the article when do children learn the crucial social-emotional skills?
  4. What suggestions does Britt Menzies offer to help kids with potential learning gaps?
  5. What advice does  Emily Levitt offer to provide kids with a multi-sensory experience with shapes and numbers?
  6. Which group of kids face an even more difficult learning challenge?
  7. Dr. Stipek  suggests that parents of elementary school kids should look where for resources and guidance?
  8. Can you make  personal connections to this article? For example, if you have children (or know someone who does) is there a concern about kids falling behind in their school work?
  9. Can you think of ways to help parents and teachers help kids keep up with school work?

 

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.

ANSWER KEY

Category: Children/Teens, Education, Medical, Mental Health Issues, Social Issues | Tags: ,

How to Comfort People During Covid-19

“The coronavirus won’t be going anywhere for a long time — and neither will our fears about it…There’s a lot to be scared of. But when people share their fears with you, what do you say?” A. Goldfarb, The New York Times

ESL Voices Lesson Plan for this post  with Answer Key

Credit- Eric Mower and Assosciates

Excerpt: What to Say When People Tell You Their Coronavirus Fears, Anna Golfarb, The New York Times

“It may feel as if you’re offering comfort with a comment meant to lift their spirits — ‘You’ve got this!’ “’ know you’ll be fine!’ — but to those who are aching, these rah-rah sentiments can sound like you’re bulldozing over their pain, leaving little room for understanding or vulnerability.

Responding to someone’s expression of distress with an unhelpful, cheerful attitude is what the psychotherapist Whitney Goodman calls dismissive, or toxic, positivity.

An empathetic response reassures the other person that you’re seeing the situation from their side and sharing in their suffering. A dismissively positive response subtly shifts the burden of coping back onto the person who is expressing the negative emotion: If you tweaked your attitude, you’d feel better…At its root, dismissive positivity is a response from someone who feels uncomfortable in the situation aiming to make you feel better and quell your concerns, said Nicolle Osequeda, a psychotherapist. But it often ‘results in someone feeling unheard, frustrated, unsupported and alone.’Just because you say, ‘You’ll be fine!’that doesn’t mean that’s actually going to happen…‘That’s not how the world works,’said Ayanna Abrams, a licensed clinical psychologist. ‘That’s not how our bodies work. That’s not how our brain works.’

So here’s what to say — and what not to say — when people express their fears and worries to you right now.

Steer clear of fixing or reframing negative emotions.

Saying something like, ‘The vast majority of people who are infected recover,’ doesn’t help somebody manage their concerns in the moment, Dr. Abrams said.

Don’t minimize the other person’s fears. Saying things like, ‘You have nothing to worry about,’ does not make anxiety magically disappear… Nix the word ‘should.’ Statements with the word ‘should’ sound supportive, but they aren’t.

That’s because we are telling people what to do or how to feel, saidSonia Fregoso, a licensed marriage and family therapist…Instead, we should reflect, validate and be curious. A better way to phrase your concern is by using reflection, validation and curiosity, and in that order, Ms. Fregoso said. Mirror the emotion you hear in your friend’s voice. Fear, sadness and worry are all common emotions people are feeling right now…If you’ve said the wrong thing, you can still repair.

Once you realize what dismissive positivity statements sound like, you may realize you’ve botched the job as a confidant. It’s not too late to do some damage control. Dr. Abrams suggests reaching out and being transparent about missing the mark. Say something like, ‘Hey, I noticed when we were talking earlier, it didn’t seem like you were connecting with what I was saying. I realize I slipped into cheerleader mode too quickly. Can we try again? How are you doing now?’

If you’re at a loss for what to say next time you feel compelled to slip into cheerleader mode, she suggests asking the person directly what they would find helpful. Recruit them as an ally so you can face the issue together.

 

~Democratic Presidential Leader Joe Biden~

“European diplomats and foreign policy experts say that a Joe Biden presidency would restore the United States’ strained alliances with Europe.” Business Insider

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: 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. It’s hard to lift someone’s spirit in times like these.
  2. Many people are aching.
  3. People are also vulnerable at this time.
  4. Responding to someone’s expression of distress with an unhelpful, cheerful attitude is dismissive.
  5. An empathetic response reassures the other person that you’re seeing the situation from their side.
  6. If you tweaked your attitude, you’d feel better.
  7. At its root, dismissive positivity is a response from someone who feels uncomfortable in the situation.
  8. Try not to minimize the other person’s fears.
  9. Try not to give unsolicited advice.
  10. Nix the word ‘should’ when giving advice.

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.

Try not/no to gave/give unsolicited advice. Unless/useless the other person explicitly ask/asks you for suggestions on/in managing his/he or she/her concerns, you shouldn’t offer/off your two cents. Most likely, people are just looking/look for a/an ear, Dr. Abrams said. They’re looking for a/an heart, nobody/somebody who can meet/met them in the experience and then they can better figure it out on their own.”

Reading Comprehension: Identify The  Speakers

Directions:  Have students read the following quotes from speakers in the article to  see if they can identify the speakers.

  1. “Responding to someone’s expression of distress with an unhelpful, cheerful attitude is dismissive, or toxic, positivity.”
  2. “At its root, dismissive positivity is a response from someone who feels uncomfortable in the situation.”
  3. “That’s not how the world works. That’s not how our brain works.”
  4. “Offering counsel like, ‘You should just practice self-care’ or ‘You shouldn’t be so negative,’ is not helpful.”

 

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

  1. Have you had to comfort anyone since the covid-19?
  2. What advice did you give the person?
  3. List 3 things that one should not say to people in distress. List 3 things to say that are helpful to people in distress.
  4. What is one important  thing Dr. Abrams warns against when attempting to help a person who has fears?
  5. According to Sonia Fregoso what is the one word you should “nix”  when offering advice?
  6. After reading this article, would you change the way you give comfort and advice to people? If yes, explain how you would change.
  7. 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.

ANSWER KEY

Category: Language, Mental Health Issues, People, Psychology, Social Issues
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