Integrated Readings 2

ISBN 978-161725-036-1

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Integrated Readings for Basic English Book 2 A Journey of Contemplation and Reflection about Gratitude

EDITORIAL PANAMERICANA INC.

Integrated Readings for Basic English

Book 2

EDITORIAL PANAMERICANA INC.

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

EDITORIAL PANAMERICANA INC.

Integrated Readings for Basic English Book 2 A Journey of Contemplation and Reflection about Gratitude

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

Integrated Readings for Basic English - Book 2 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: 978-1-61725-036-1 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .iv To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . vi

Chapter 1: Being Appreciative, Thankful, Grateful, and Valuing . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter 2: Compound and Complex Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Chapter 3: The Power of One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Chapter 4: Appreciation for Who We Are and What We Have . . . . . . . . . . . . . . . . . . . . . . . . 67 Chapter 5: Only a Dad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Chapter 6: Interpersonal Relationships: Taking a Closer Look . . . . . . . . . . . . . . . . . . . . . . . 114 Chapter 7: Building Community Spirit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

About the Authors Rose M. Hernández-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, 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 to the dance team which she helped to establish.

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, Educación 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 very special colleague and friend, Professor Luis Muñoz Vincenty, an educator who devotes endless time, help and guidance to all students alike. Thank you for your kind words of support and inspiration to us as educators.

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 A Journey of Contemplation and Reflection about Gratitude. Samples of students’ work were assessed and included within some of the chapters. 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 a thematic approach, students will be given opportunities of making interdisciplinary connections to the big ideas surrounding the theme. They will also be able to contemplate and reflect upon their behavior and 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 A Journey of Contemplation and Reflection about Gratitude 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 contemplate and reflect upon the issues being discussed. In many cases, students will be required to offer possible solutions to issues discussed.

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 embark in a journey of contemplation and reflection about gratitude as you create awareness concerning the issues discussed throughout the lessons.

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 contemplation and reflection about gratitude. 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 Being Appreciative, Thankful, Grateful, and Valuing

There is one purpose to life and one only: to bear witness to and understand as much as possible of the complexity of the world – its beauty, its mysteries, its riddles. The more you understand, the more you look, the greater is your enjoyment of life and your sense of peace. That’s all there is to it. If an activity is not grounded in “to love” or “to learn,” it does not have value.

Anne Rice, novelist Editorial Panamericana, Inc.

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Introduction Throughout this chapter you will be engaged in activities that will help you create an awareness of the importance of demonstrating that you appreciate, are thankful, grateful, and value the people and things around you. By appreciating others you can develop a sense of significance: a feeling that you are valuing them and their accomplishments and making a difference to someone. The art of being thankful and grateful is being able to recognize how fortunate we are and express daily gratitude in what we do and who we are, this in turn contributes to valuing the people and things around us.

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Activity Make a list of five things you need to be grateful for during the course of this week.

1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ 4. ____________________________________________________________________ 5. ____________________________________________________________________

Discussion From the five things you mentioned, select one and talk about your plans for carrying out the action.

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Writing The things for which you can be grateful, thankful, appreciate and value are all around you. The key is to find a way to allow yourself to see them. Read the following questions, think carefully, and write your answers in the spaces provided.

1. What situations are keeping you from being grateful? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. Which ones can you do something about? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. Which ones are beyond your control? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. How will you allow yourself to be grateful today and every day? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

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Critical Thinking No one always acts purely objectively and rationally. We plan for self-centered interests. We gossip, brag, exaggerate, and beat around the bush. It is “only human” to wish to validate our prior knowledge, to prove right our prior decisions, or to sustain our earlier beliefs. In the process of satisfying our ego, however, we can often deny ourselves intellectual growth and opportunity. We may not always want to apply critical thinking skills, but we should have those skills available to be employed when needed. Read the following questions, reflect upon them, write your answers in your notebook, and be prepared to share your responses in class.

1.

What is a value?

2.

How do we form values?

3.

How do values influence the decisions we make?

4.

In what ways do values help us decide what is right and wrong?

5.

Do all people have values?

6.

Do our values change over the years?

7.

Does age make a difference to one’s values?

8.

In any particular group, will all people’s values be the same?

9.

What are beliefs?

10.

What are attitudes?

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Group Activity Values A value is part of one’s principles or standards; one’s judgment of what is valuable or important in life; the worth, desirability, or utility of a thing. Values are built on or around attitudes and beliefs and help pattern our responses to life.

Values are all the things and ideas that are important to us. They influence the decisions we make.

They help us decide what is right and wrong. Some values are more important than others and they sometimes change as we have more experiences in life.

You are going to work with a partner and look at the ideas listed below. Discuss the ideas and organize them in order of importance to you. Then reflect upon the ideas and write a list giving the reasons why you ranked them in this particular order.

Order of Importance

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Ideas

Reasons for ranking the ideas in this order

_____

happiness

_______________________________________

_____

caring for each other

_______________________________________

_____

being rich

_______________________________________

_____

doing things as well as you can

_______________________________________

_____

having a good friend

_______________________________________

_____

living a comfortable life

_______________________________________

_____

having an exciting life

_______________________________________

_____

enjoying freedom

_______________________________________

_____

having good health

_______________________________________

_____

making the world a good place to live _______________________________________

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Group Activity With a partner, fill in the following chart. Record your opinion as WRONG, RIGHT, or JUST PART OF LIFE by placing a check mark [ √ ] in the spaces provided. Be ready to discuss in class the kind of society we would have if each of the things mentioned below was used.

Things people do

Right

Wrong

Just part Reflection: of life What kind of society would we have if each of these things was used?

drinking alcohol

skipping university classes annoying other people bullying

taking other people’s things

writing graffiti on university walls shoplifting

being disrespectful

calling people names cheating on tests

smoking as a child

taking money from mom’s purse taking money from dad’s wallet not being honest

being a hypocrite procrastinating

not being on time

handing in homework late disobeying traffic rules promoting corruption making up excuses

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Group Activity 1.

In small groups, think about “Thankfulness.” What does being thankful mean to you?

Make a list of things you should be thankful for. You will take turns in sharing your list with your classmates.

2.

Preparing a “THANKFULNESS TREE.” Follow the instructions:

•

•

•

On a large piece of manila paper, draw the shape of a tree (without leaves).

On construction paper, trace and cut out leaf shapes in lots of fall colors.

Each group member will write something he/she is thankful for on a leaf and glue it to the tree. You can follow the example below: I am thankful for _______________ because ______________________.

•

You will take turns to discuss and share your trees.

Class Activity: Preparing a class “THANKFULNESS TREE.” Follow the instructions:

• Cut out the shape of a tree (without leaves) and tape it onto the wall.

• Cut out leaf shapes in lots of fall colors, take one and pass the others around the class.

• Select any aspects related to the list of topics below and write something you are

thankful for on the leaf and tape it to the tree.

Topics:

Nature Health Friends Animals

Read what you wrote on the leaf and briefly explain it.

•

Family Music Sports Jobs

Education Transportation Technology

Life Senses Children

You will be enriched to see your “Thankfulness Tree” grow.

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Writing Activity In the cluster below write the names of people, things and qualities in your life for which you are grateful. You might be surprised at all of the abundance you have in your life. Share your responses with other members of the class.

People

Things

Me My name is ____________________.

Qualities

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Survey How do you know when someone else values you? What does their behavior look like? The following is a short survey. Select the answer that best matches your feeling. Draw an X under your answer.

Criteria 1. People listen closely to what I say to them.

All the time Sometimes

Never

[ ]

[ ]

[ ]

2. People share what they are trying to achieve with me and I help them.

[ ]

[ ]

[ ]

3. I look for people in need and help them.

[ ]

[ ]

[ ]

4. I am patient with other people’s weaknesses.

[ ]

[ ]

[ ]

5. I accept people who are different from me.

[ ]

[ ]

[ ]

6. I am quick to compliment someone else whenever it’s appropriate.

[ ]

[ ]

[ ]

7. I forgive people whenever they are wrong with me.

[ ]

[ ]

[ ]

8. People are polite and courteous with me.

[ ]

[ ]

[ ]

9. People say, “Thank you” whenever I help them.

[ ]

[ ]

[ ]

10. People develop a good friendship with me.

[ ]

[ ]

[ ]

Can you think of other ways that show how people value you? Write them below. _____________________________________________________________ _____________________________________________________________ 10

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Motivational Quotations Motivational quotations are created by people because something touched them and they would like the same effect to be felt by you. These quotations can summarize a lesson learned by simply using the power of words that can often times make a difference, change a life, lift your spirit, and give you affirmative advice as to how to react. A motivational quotation can also be a reminder that the sender values you and is concerned about you. If you read the quotation carefully and between the lines and try to make sense about what it says, you will come to realize what the message is trying to convey. Remember, a motivational quotation can define an experience felt by others. So find time to read, reflect, and make use of its wisdom. It can help build a better person in YOU. Read the following quotations and reflect upon them: If you look to others for fulfillment, you will never be truly fulfilled.

If your happiness depends on money, you will never be happy with yourself.

Be content with what you have; rejoice in the way things are.

When you realize there is nothing lacking, the whole world belongs to you.

Lao Tzu What does this quotation mean to you? ___________________________________________________________________________ ___________________________________________________________________________ You cannot be grateful and unhappy at the same time.

A woman to Dr. Tom Costa What does this quotation mean to you? ___________________________________________________________________________ ___________________________________________________________________________

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Activity Nine-tenths of wisdom is appreciation. Go find somebody’s hand and shake it, while there’s time.

Tell this person what appreciation means to you. Have this person tell you what appreciation means to him/her.

Who did you shake hands with? _________________________________________________________________________ What meaning did you give this person about “appreciation?” _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ What meaning did this person give you about “appreciation?” _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Why did you select this person? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ In one word, how did you feel? _________________________________________________________________________ 12

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Group Activity Read the motivational quotation assigned to your group. Discuss and answer the question(s) about it. Afterward, prepare a report about it. Include the quotation, an explanation of what it means and three examples from everyday living which apply to it.

1.

In relation to others, gratitude is good manners; in relation to ourselves, it is a habit of the heart and a spiritual discipline. (Daphne Rose Kingma)

As future professionals, why is it important to be courteous and grateful toward others?

2.

We simply assume that the way we see things is the way they really are or the way they should be. And our attitudes and behaviors grow out of these assumptions.

How does this affect relationships and communication with others?

3.

Don’t argue for other people’s weaknesses. Don’t argue for your own. When you make a mistake, admit it, correct it, and learn from it—immediately.

Have you or anyone you know defended someone who did something wrong? Why is it incorrect to do this? What message is being sent to the person being defended?

4.

We are limited but we can push back the borders of our limitations.

What things can limit us? What can we do to overcome limitations?

5.

It takes a great deal of character strength to apologize quickly out of one’s heart rather than out of pity. A person must possess himself and have a deep sense of security in fundamental principles and values to genuinely apologize.

Have you ever apologized for something you did wrong? Was it easy or difficult for you to do? Why is it important to apologize?

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Being Creative …

Students can be original when it’s time for them to show their creativity. Look at the drawing and read how one student reacted to the following quotation: “When problems pile up and everything seems hopeless, there will always be someone to help you get up and achieve success.”

Students reaction This quotation means that when the problems you encounter seem endless and they keep getting worse there will always be someone who cares about you that will be there to help you find them and resolve them. This person could be a family member, a friend, a lover, or even a stranger that may come offering his or her love, strength, ideas, time and be very understanding toward you.

I associate this quotation with the feeling of gratefulness, valuing and appreciation because one must appreciate the help that a person gives us because he or she is giving up some of his or her time to help. We must also appreciate the love they are giving us during difficult times. We must value people who will do anything to make us happy and help us achieve our goal.

The sketch represents the love and strength that these people give us to help resolve our problems.

Two pieces of heart, one represents ours and the other represents the other person’s heart, their life fusing with ours. The hand represents the joining of our combined strength, the hand with chains around the wrist represents us with our problems. And both night and day tell us that these people will be there for us day or night to help us resolve our problems.

Sandra R. Figueroa Peterson University of Puerto Rico - Bayamon 2008 14

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It’s Your Turn In the space below, write a quotation related to the topic “Being appreciative, thankful, grateful, and valuing” and illustrate it. How can you associate the quotation you have written with the feeling of appreciation or gratefulness?

My quotation _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ My illustration

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Reading Many times we do not know how to appreciate what we have. We complain about almost everything and never stop to think about all the riches we possess. Can we teach others lessons on how to be grateful? What can be learned about these lessons? Read Laura’s story and find out what she did to teach gratitude to her children.

Laura’s Twins and Her Lessons on Teaching Them Gratitude By: Dr. Juan J. Rodríguez

Laura was a single mother. She never bought anything for her children on demand. Once they understood how little they earned and how much things cost, she could talk to them about all the things they had.

Laura grew up with no money. She spent her first years of life living in housing projects.

She was taken care of by a babysitter and her aunt until she went to first grade so that her mother could work. Laura’s older brother had to stay and sleep alone in their housing project apartment at night while their mother worked the graveyard shift.

Laura’s mother didn’t have a car, nor did Laura and her brother have any fancy toys or any private tutoring lessons. When Laura turned eighteen, she was raped and had twins. She worked hard to climb out of the life that surrounded her and later married Gilberto. Gilberto had never lived a life like hers and their marriage did not last very long.

Laura worked very hard for everything she wanted in life. She wanted to teach her twins how to be grateful. They were seven now and lived in a wonderfully decorated big house in a nice neighborhood in Bayamón. The twins attended an excellent public school, had plenty of private lessons, a stay-at-home nanny, many toys and all the snacks and food they ever wanted to eat.

All along, Laura has tried to introduce the concept of poverty to her twins and to let them know that at their young age it wasn’t easy for her at all. When at first they groaned and griped about having to carry one bag of groceries from the back of the car to the front door, she entertained them with stories of her mother walking home from the supermarket with three loaded bags clutched to her chest and climbing up to the third floor of the housing projects where they lived.

About a year into their complaints about Laura’s cooking, Laura sponsored a boy in Mexico who was exactly the twin’s age and read to them about his life growing up in a very poor community. Then, for years to come, Laura invoked that poor child’s name. “Do you think Miguel would complain about having to eat asparagus?” And, “Miguel doesn’t even have a toy or a room to clean,” Laura said.

This seemed to work for a while, and the twins felt grateful for all the things they had.

Laura told her twins stories about how people, not only in Mexico, but in Puerto Rico and many other places in the world spend their day scavenging garbage dumps for recyclables their families could later sell to buy food.

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Laura kept telling her twins how privileged they were, hoping it would make some lasting impact on their lives. As time went by, they never again complained about the free food that magically appeared on their dinner plates each night nor how they had to share the household chores so that when Laura came back from work she could have more time to spend with them.

At first it was hard for the twins to feel anything for Miguel. They never really understood what his stories had to do with them. Laura worked very hard to give her twins a life so different from hers. In the end, she managed to have them understand gratitude. She never bought anything for them on demand, and they knew not to ask. When they were twelve, she gave them a weekly allowance to regularly spend on their own. Now they were being taught to understand how much things cost.

Laura started giving them extra money for some of the harder household chores, plus she paid their summer camp participation every year. She taught them the value of money and how to use it wisely. The twins learned how much they had, how little they earned and how much things cost.

Years have gone by and now the twins are 21 years old and about to graduate from human biology at the university. Laura’s lesson has had a profound effect on them. They thank her for everything she has given them and promise to follow those lessons when they marry and have children of their own.

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Writing The ability to express gratitude is a skill that does not come naturally to most people, but it is one of the most valuable social skills a person can learn. It took Laura a while to teach her twins how to appreciate and feel grateful for all they had.

Think of someone who has helped you, given you a gift, or been especially kind to you in some way. Write a thank you note to this person. Remember to specifically mention what you are thanking the person for.

Thank You! To: _______________________ From: ___________________________

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Writing Learning to be grateful for what you are and what you already have can instill a profound impact on your life. There is a saying that goes, “Gratitude makes a great attitude!�

Write about how Laura made it a habit to help her twins realize how much they had in life to be grateful for.

_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

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Groupwork Activity Share with your classmates some of the challenging times you have gone through in life that you are now grateful for. Some of these challenging times might relate to your household experiences.

A simple example might be the sleepless nights you spent when you were sick. It certainly wasn’t fun to be up most of the night with fever, pain or any other symptom. It was also hard to work at school the next day you returned. But those moments of bonding together with your parents when they took care of you are irreplaceable. What examples can you think of? How have you grown through your most challenging experiences, and what good has come out of them?

Experience

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Result

Writing Activity If you had the opportunity to interview Laura, what five questions would you ask her? Write them in the spaces below.

1. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

2. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 5. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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