Integrated Readings 1

ISBN 978-161725-053-8

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781617 250538

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Integrated Readings for Basic English Authors

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Book 1

—Facing the Challenges of Life

EDITORIAL PANAMERICANA INC.

T: 787-277-7988 F: 787-277-7240 PO Box 25189, San Juan PR 00928-5189 www.editorialpanamericana.com info@editorialpanamericana.com

Integrated Readings for Basic English

Book 1

Revised Edition

Prof. Rose M. Hernández-Virella Dr. Juan J. Rodríguez-González

EDITORIAL PANAMERICANA INC.

Integrated Readings for Basic English - Book 1 This work was conceived and designed by personnel, editors and collaborators at Editorial Panamericana, Inc.

Authors

Rose M. Hernández-Virella MA in Education University of Puerto Rico - Rio Piedras Campus

Juan J. Rodríguez González, Ph.D. Pennsylvania State University Curriculum & Instruction and Language & Literacy

EDITORIAL PANAMERICANA INC. Copyright © 2011 Editorial Panamericana, Inc. Reprint 2016 Tel: (787) 277-7988 • Fax: (787) 277-7240 P.O. Box 25189 San Juan, Puerto Rico 00928 info@editorialpanamericana.com • www.editorialpanamericana.com Produced in San Juan, Puerto Rico ISBN: 978-1-61725-053-8 Partial or total reproduction of this book is prohibited without the written consent of the Editorial.

Diagramming and Design: Graphics Department of Editorial Panamericana, Inc. Cover Design: Michelle Acevedo Padilla

Contents About the Authors / Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iii To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .i To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v

Chapter 1: The Power to Overcome Barriers

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Chapter 2: Michael Jordan and His Barriers in Life

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Chapter 3: Poetry

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Chapter 4: Keeping Your Goals in Sight

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Chapter 5: Personal Growth Barriers

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Chapter 6: Paragraph Writing

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About the Authors Rose M. Hernandez-Virella holds an MA in Education from the University of Puerto Rico-Rio Piedras Campus. She is a Full Professor of the English Department at the University of Puerto RicoBayamon Campus where the teaching of ESL has provided her with rich and diverse experiences.

She has published articles for the journal Milenio and Puerto Rico TESOL and offered workshops at its national and international conventions. In addition, she has coordinated student programs abroad and co-authored the reading textbooks, Thematic Readings for Basic English: Books 1 and 2, Integrated Readings for Basic English: Book 2 and the grammar book, Grammar Portfolio all of which are currently being used at the college level. She holds the position of NCAA Senior Woman Administrator at her institution, has coordinated multiple athletics-related committees, and is advisor to the cheerleading squad which she established and the dance team which she helped to established.

Juan J. Rodriguez-Gonzalez holds a Ph.D. in Curriculum and Instruction from the Pennsylvania State University and is an Associate Professor of English at the University of Puerto RicoBayamon Campus. He has taught at the graduate level and published for Puerto Rico TESOL, the journals Phi Delta Kappa, Educaciรณn and Milenio. In addition, he is co-author of the reading textbooks, Thematic Readings for Basic English: Books 1 and 2, Integrated Readings for Basic English: Book 2 and the grammar book, Grammar Portfolio all of which are currently being used at the college level. He has offered workshops at local and national conventions and is the editor and author of a series for the teaching of ESL at the elementary level titled Exploring My Island, Books K-6 which is presently being used by several private schools in Puerto Rico and his most recent publication Building Blocks for Reading, textbook and activity book, and co-author of Grammar Portfolio for Kids 1-6 with Professor Catherine A. Toro Camacho. He recently held the position of Undersecretary of Education for the Puerto Rico Department of Education and then was a candidate for the position of Secretary of Education.

Dedication To a dear colleague and friend, Professor Catherine A. Toro Camacho, an educator who has supported us throughout the years in our endeavor to provide our students with enriching experiences to better prepare them for the demands they will be facing in college years ahead.

Thank you for your continuous support and teamwork.

Acknowledgement We thank Professor Amelia Ocasio for her continuous support and motivation throughout our journey of writing and revising this piece of work.

Preface In the year 2001 the authors of this book conducted a research at the University of Puerto RicoBayamon Campus with ESL students at the basic entry level. The goal of the research was to engage them in using ESL tailored-made lessons in which a thematic approach was used. Students were provided with ample opportunities to practice listening, speaking, reading, and writing skills while the lessons were being tried out and assessed. The lessons presented in this book are a result of this endeavor.

The purpose of this book is to engage students into participating and responding to the theme Facing the Challenges of Life. Samples of students’ work were assessed and included in Chapter 3. There is a strong body of research supporting the importance of using curriculum in an integrated manner; therefore, the authors have been very careful in selecting a variety of tasks and activities to assist the ESL learners at this level. By using an integrated approach, students will be given opportunities of making interdisciplinary connections to the big ideas surrounding the theme.

They will also be able to better face the challenges of life and make sounder decisions concerning the topics discussed.

The variety of language concepts in the book are interesting and worthy of study at this level.

They provide ESL learners with multiple reasons for using the English language within a meaningful context and explore how useful it results for them. The theme and lessons provide for the integration of language into activities that guide students to practice the target language and better prepare them to use it in other settings. The lessons focus on communication in all of its uses: listening, speaking, reading, and writing.

Although ESL learners differ from each other, the content and specific activities included have been tailored to meet their needs. These students are constantly encouraged to use the language and express themselves about the issues being debated in class. It is hoped that this book can motivate ESL learners at the university and elsewhere to build their second language communication skills in English and become better users of the language.

To the Teacher The integrated lessons presented in this book welcome teachers to being creative, adapt the topics, and draw out and work with the preexisting knowledge that students bring with them.

The theme Facing the Challenges of Life addresses teenagers and the needs they have. Students will have many opportunities to use the target language and explore their interests as they learn about themselves, their behavior, and their immediate environment. Teachers should motivate and encourage students to take sides in the lively discussions to be held in class and invite them to reflect upon common life challenges and provide possible solutions to them.

Teachers are encouraged to teach the lessons in depth, providing many examples and guide students into analyzing and reflecting upon aspects surrounding their young lives and the lives of others. The classroom should be learner-centered in which the activities and strategies to be used become an invitation for students to involve themselves as active and interactive participants. The lessons offer independent and collaborative activities to accommodate students’ learning styles.

This book has been written to engage students within a meaningful and exciting context to learn English as a second language; therefore, teachers should promote a knowledge-centered classroom environment in which they will pay attention to what is taught and why. They should also become aware of how much learning takes place and what competencies and level of mastery their students are achieving.

Teachers are invited to also implement an assessment-centered classroom environment in which formative assessments help them and their students monitor progress. Formative assessments will allow teachers to grasp their students’ preconceptions, understand where they are so they can further design instruction accordingly.

Your comments and/or recommendations are important to us. You may contact us via e-mail at juan.rodriguez37@upr.edu or rose.hernandez2@upr.edu.

To the Student When students are actively engaged in classroom activities it is expected that they are participating and working in a way that is active, full of energy and motion, and involved and interested in what they are learning. The activities included in this book will help you, the student, become an active participant in your class. You will develop and grow as a learner as you practice the lessons. You will create an awareness of the many challenges people face in their lives and the steps they take to overcome them.

You will be invited to participate in various activities that will help you internalize and understand the importance of feeling as an important member within your family and community itself. You will be invited to take sides and reflect upon the issues being analyzed in class discussions while you learn to draw connections between the readings and your personal experiences, knowledge and beliefs.

You will come across many speaking, reading, and writing activities that will provide numerous opportunities for facing challenges and providing solutions. These have the purpose of helping you excel in the language when using the language arts in the target language. You are invited to enjoy each and every one of the lessons and activities and also encouraged to take all the risks that are necessary to achieve your goals as an ESL learner and college student.

Chapter 1 THE POWER TO OVERCOME BARRIERS

“If you can find a path with no obstacles, it probably doesn’t lead anywhere.”

—Anonymous Editorial Panamericana, Inc.

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Introduction: People face many barriers every day, from physical obstacles to barriers in their employment, school, or community. Yet often, they can overcome many of these barriers themselves. It is just a matter of attitudes and how they deal with them. Throughout this chapter you will work with several activities that will help you better understand yourself and other people who have barriers. What can you do to overcome barriers? What can you do to help others overcome theirs?

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How can people overcome their barriers?

Complete the chart to show how people can overcome barriers. An example has already been provided.

How can people overcome their barriers?

If a person has a health condition …

If a person is in a car accident and the healing process is slow …

He/She can visit a health care professional and follow his/her recommendations.

If a person can’t play a favorite sport well enough …

If a person is shy and has to deliver an oral report …

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Activity: Read and analyze the following quotation and respond to the questions that follow.

You will never do anything in this world without courage. It is the greatest quality of the mind next to honor.

James L. Allen (1849 – 1925)

(American novelist & short story writer)

Why do we need courage to do anything in this world?

Is everyone willing to take risks? Explain.

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Look at the following pictures. What barriers do you think these people have to overcome?

Why?

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Writing Activity: Think about a person you know who has one of the barriers previously discussed. Write a paragraph about this person. Make sure you include the answers to the following questions: 1.

Who is this person?

2.

What barrier does he/she have?

3.

What has he/she done to overcome his/her barrier?

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In addition to those barriers discussed, there are emotional barriers that can stop people from reaching their goals and being successful.

What is frustration?

Think of situations in which you have felt frustrated. What did you do?

Reading: Read the following short passage about frustration.

People who fail to achieve their goals usually get stopped by frustration. They allow frustration to keep them from taking the necessary actions that would support them in achieving their desire. You get through this roadblock by plowing through frustration, taking each setback as feedback you can learn from, and pushing ahead. I doubt you’ll find many successful people who have not experienced this. All successful people learn that success is buried on the other side of frustration.

Tony Robbins

American motivational speaker & writer

This could be you. It’s your choice.

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Reading: Susan Hayward wrote about Thomas Edison’s many attempts in seeking to invent the electric light bulb. She wrote: Two dejected assistants of Thomas Edison said, “We’ve just completed our 700th experiment and we still don’t have the answer. We have failed.”

“No, my friends, you haven’t failed,” replied Mr. Edison. “It’s just that we know more about this subject than anyone else alive. And we’re closer to finding the answer because now we know 700 things not to do. Don’t call it a mistake. Call it an education.”

Retrieved from: http://www.eskom.co.za/infocentre/newsletters/october_1999.htm

As you can see, persistence paid off for Edison.

What experiences have you had which have made you feel a sense of failure? Make a list.

1. ______________________________________________________ 2. ______________________________________________________ 3.

______________________________________________________

4. ______________________________________________________ 5. ______________________________________________________ Chinese Proverb: The glory is not falling, but rising every time you fall.

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Writing Activity: 1. Select one of the experiences from your list. Write a paragraph about it explaining what

you did or could have done to turn your sense of failure into one of achievement.

2.

Write a rough draft of your paragraph on loose-leaf paper and remember to skip lines as you write.

3.

Have your rough draft corrected and write your final draft

4.

Keyboard your final draft.

Brainstorming Activity: In the space below, brainstorm and write down the ideas that come to your mind. Use these ideas to write your paragraph.

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Information Questions: Have you ever spoken to a physically challenged person? WHO is this person? WHAT condition does this person have? WHEN did you meet this person? WHERE does this person live? WHY is this person physically challenged? HOW can you help this person overcome his/ her barrier? Answer these questions and use the information to write a paragraph.

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Critical Thinking: What emotional and physical barriers can you think of? Make a list. Do not include those already discussed in class.

We are worried!

What can we do?

Emotional

Now I can read a lot better!

Physical

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Group Work: With your peers, select two barriers from each list and be prepared to explain what you think can be done to overcome each of them.

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Emotional Barrier 1

Emotional Barrier 2

Physical Barrier 1

Physical Barrier 2

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The ABC’s to Overcoming Barriers Rose M. Hernandez-Virella

Analyze the situation from every angle.

Break down the barrier into manageable parts.

Consider the pros and cons of each possible solution.

Design various plans of action.

Evaluate your progress and change strategies whenever necessary.

Follow your inner voice.

Get help if you need it.

Have faith in yourself.

Inquire what has worked effectively for others in similar situations.

Jump into action after you have done your homework.

Keep striving to reach your goal.

Listen to other people’s advice.

Maximize your efforts.

Never underestimate the power of one.

Open your mind.

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Prioritize the things you need to do to be successful.

Question others for insight whenever your plan doesn’t work.

Resist any roadblocks along the way.

Strive in the face of adversity.

Take setbacks in stride and learn from them.

Use all the resources available to you.

Visualize a positive outcome.

Wipe out any negativity from your mind.

Xcellerate your determination.

Yearn for victory.

Zero in on success and make it yours.

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Using Your Dictionary: Complete the information about each word using your dictionary.

Make sure to select each definition based also on the context.

Word

Part of Speech

Definition

inquire (do) homework strive advice prioritize insight roadblocks setback (take something in) stride resource available outcome wipe (out) accelerate yearn zero (in on)

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Exercise: Read The ABC’s to Overcoming Barriers and answer the questions.

1. Select two of the ABC’s which you know would give you a lot of work to do. Explain why.

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2. Write three of the ABC’s you commonly use when you have a barrier to overcome.

3. Think of two more pieces of advice you can give someone to help the person overcome a barrier.

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“ I rather like my stumblings. Sometimes they lead me to some pretty great places.�

Exercise:

Jennifer Aniston, Emmy Award-winning actor

1. What does this quotation mean to you?

2. Think of a difficult barrier you overcame which brought a lot of unexpected positive things to your life.

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Sentence Completion: We can better understand other people when we know who they are. Using sentence completions will allow each of you to share something about yourselves and let others know who you are. Complete the following sentences with a word or phrase that describes what you mean.

1.

If I could really take risks and not be afraid, I would. . . . .

2.

The comic character I would like to be is. . . . .

3.

The most important decision of my life was/is. . . . .

4.

As a child, my favorite game was. . . . . .

5.

My favorite movie of all times is. . . . . .

6.

What makes me laugh is. . . . . .

7.

I cry when . . . . .

8.

My mom/dad embraces me when . . . . . .

9.

My mom/dad makes me really angry when . . . . . .

10. The one barrier I would like to overcome is . . . . .

11.

I can help others when . . . . .

12.

I think people can overcome barriers by . . . . .

13.

People with barriers can . . . . .

14.

I can succeed in my studies if . . . . .

15.

I recommend people with barriers to . . . . .

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Critical Thinking: At some time or another, most students bring problems with them to the university and they affect their learning and perhaps interfere with their professors’ efforts to teach them. It is the university’s policy to ensure that all students succeed. If all students came ready, had fixed goals, and were willing to benefit from all the opportunities available to them at the campus, then there would be little to worry about. But there are external and internal barriers that interfere with students’ participation at what the university is offering. Identify some of the external and internal barriers that are keeping you away from wanting to participate.

External Barriers Example: The computer labs are always crowded, so I find it difficult to do my assignments.

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Internal Barriers Example: I am afraid to speak English in class.

Group Work: In some neighborhoods, many young people experience a wide range of barriers such as poverty, low income, dysfunctional families, diverse family circumstances, language skills, violent neighborhoods, drugs and alcohol abuse, inadequate health care, and lack of enrichment opportunities. As a result, these become barriers to some youngsters and hold them back to succeeding and meeting the demands of the university effectively. As a group, select one barrier and discuss it with your teammates. Prepare a plan to help solve or remedy the barrier. Write your plan in the spaces provided below.

Barrier What can be done? Why?

Who can become involved? Why?

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When can you put your plan in to practice? Why?

Reflection: After having prepared your plan, what will the expected outcomes be? Write about them.

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Internet Project: The following barriers can contribute to not being successful at the university. Select one of the barriers and look for information on the Internet. Download the article and staple or paste it on the next page. Write a short summary about it.

• Negative attitudes toward schooling • Deficiencies in necessary prerequisite skills • Disabilities (physically challenged people) • School and community deficits • Lack of parental involvement • Lack of peer support • Peers who are negative influences • Lack of recreational opportunities • Lack of community involvement • Inadequate school support services • Inadequate social support services • Inadequate health support services • Part time job opportunities • Lack of transportation • Lack of food in the home • Inadequate clothing

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Internet Article:

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Summary of the Article:

Think of a possible solution to the summary you have written. Write about it below.

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Writing: Most people are aware that they need to overcome barriers, but for various reasons they have not begun trying to deal with them. The pressure and stress of overcoming barriers can push anyone into a pothole where changes seem so hard to make. These changes must be confronted if you are to successfully reach your goals.

Some people put limits on their ability to face their own limitations. Rather than believing and trusting that changes can take place, they tend to say NO. However, it is recommended that people talk about their limitations with others and focus on the impossible aspect of the changes they want to make. So think positively, otherwise you will make yourself believe that no matter what, you will never be able to achieve your desired goals. For example you may say, “I’ll never be able to give an oral presentation in English because I get very nervous, so this means I’ll never be able to get a good grade in this class.” This way of thinking is a false comfort, a method to avoid accepting the challenge, a way to avoid the fear that you will try to change and will instead fail.

With a partner, choose three things from the list below. Think of someone that has the barrier.

Tell how it would make you feel to help this person overcome the barrier. Write your answers in the space provided.

•

helping an elderly person cross a street

•

helping someone to carry packages

•

running errands for physically challenged people

•

tutoring students with learning disabilities

•

doing community work at a shelter for homeless people

•

reading a book to a sick child in bed

•

visiting people who are in the hospital

•

taking care of someone with a terminal disease 26

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1.

2.

3.

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Reflection: Complete the following chart. Indicate, how have you changed in the past five years? What were some of your barriers then? Write about yourself and what you did or are doing to overcome them today.

ME

Five Years Ago Example: Five years ago I couldn’t ice skate.

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Barrier

Today

Being able to go ice skating Now I can ice skate and go almost every weekend to an ice skating rink.

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