PR1ME ENGLISH Reading Comprehension Skills L10_U6 TG_LR

SCHOLASTIC TM READING SKILLSCOMPREHENSION Level 10 Teacher’s Guide Reading Skill 7 Summarize and Synthesize Unit 6 Synthesizing Product code: 9781000116304

Reading Skill 7 Summarize and Synthesize Unit 6 Synthesizing Lesson 1 Resources: • Student Card 1 – Can Teens Expect to Get a Job after School or College? (1140L) • Presentation 1 – Synthesizing Objectives: • To integrate various sections of a text to create a new understanding of a topic • To relate various sections of a text to prior knowledge about an issue facing teens • To describe the development of one’s thinking while reading a text Introduce the Reading Skill (2-3 minutes) SCHOLASTIC • Tell students: Imagine someone gives you a jigsaw puzzle, but it’s not in the box, so you © 2018 Scholastic Education International (S) Pte Ltd 9781000116304 can’t see what the finished picture is. You might use your prior knowledge about puzzles to find all of the edge pieces first, since you know that the ones with one straight edge will be on the outside. Then you might group together some similar colors and put those together. As more of the pieces get put together, you’d get a better idea of what the picture is. You might discover that it is a picture of a nature scene, which will help you as you complete the puzzle. At the end, you have a better understanding of the picture thanks to putting the pieces together. • Explain: In the same way, when we read, our thinking changes and our understanding of the topic improves as we put together the pieces of information from the text. This is called synthesizing. Show Presentation 2 Slide 2 to define synthesizing: Synthesizing is the development of the reader’s thinking through the act of reading. The reader assesses how information in various texts or in different sections of the same text fit together with each other and their prior knowledge. As a result, the reader gains new insight. Explain and Engage (15 minutes) • Explain: You can improve your level of comprehension by pausing while you read and merging the new information you are taking in with your existing understanding of the topic. You don’t want to miss out on these benefits of synthesizing. Show Slide 3 to explain the benefits of synthesizing: 1. To gain new understanding about a text by connecting ideas from various sources 2. To reflect on the evolution of ideas when new information is encountered through reading 3. To improve overall comprehension by examining the complex relationship between ideas • Display/distribute Student Card 1 – Can Teens Expect to Get a Job after School or College? and ask students to read the text silently. • Show Slide 4 to explain the steps for synthesizing different sections of a text: 1. Pause while reading to take a moment to reflect on the new information you have read. 2. Focus on your thinking and how it is changing as you incorporate each section into your understanding of the overall topic. 3. Activate prior knowledge to see how it fits into the new information you are taking in. 4. Describe the changes in your thinking as you were reading. • Say: Pausing regularly allows you to process the new information better because you are looking for connections and changes along the way. Look for new information, and reflect on the way your thinking is changing. 2

• Say: When synthesizing, we can use a graphic organizer to record our changes in thinking. Show Slide 5 to display the graphic organizer. • Say: The first thing I did was to read the title to find out what the text is about. I asked myself, “What do I already know about this topic? What is one example I can give?” Show Slide 6. • Say: While reading, I paused regularly to focus on my thinking and how it was changing as I took in new information. For example, when I read this part “The current job market has been likened to post-World War II and the Great Depression.” (Show Slide 7), I realized that the problem might be worse than I originally thought. Show Slide 8. • Explain: I added the notes about my thinking process to my graphic organizer. Show Slide 9. Say: Here is the next piece of information I found that helped to shape my thinking on the topic of youth unemployment. Show Slide 10. Explain: I learned that my previous thoughts about unemployment weren’t quite accurate. Show Slide 11. Say: I added this information to my graphic organizer. Show Slide 12. © 2018 Scholastic Education International (S) Pte Ltd 9781000116304 • Continue working through the next two points in the During Reading section of the SCHOLASTICgraphic organizer, using Slides 13–18. • Say: When I finished reading, I thought about how synthesizing had caused my thinking to change. I asked myself, “What is the difference between my thinking before and after reading? What made my thinking change?” Show Slide 19. • Say: The notes in my graphic organizer make it easy to see how I incorporated the new information into my thinking to create a deeper understanding of youth unemployment Example: During reading Before reading “The current job market has been likened to post- After reading I know that World War II and the Great Depression.” ➔ I knew Before reading, unemployment the problem was bad, but not this bad. Maybe I I thought that is a problem that underestimated it. unemployment teens worry about. “A UN World Youth Report in 2012 concluded that affected people For example, not youth are hardest hit by economic uncertainty; they equally, but everyone can find are the first to lose their jobs and the move from now I know that a job right after school to the job market becomes exponentially more young people graduating from difficult.” ➔ I thought the problem was equal for are particularly college. everyone, but I learned that if affects younger people vulnerable to more. unemployment “In 2016, the supermarket chain Tesco in the United problems. My Kingdom, received more than 3 million job application thinking has …” ➔ I used to think that low-skill jobs were easy to changed because get. This made me realize how much competition I read a clear there is for these kinds of jobs. explanation of the “I just assumed I’d have no problem in my field, and problem. with a Masters, but I couldn’t have been more wrong.” ➔ This makes me reconsider how I would approach preparing for the future. Wrap up (2–3 minutes) • Ask: What are the steps you can use when synthesizing information in a text? Elicit answers from the students and then show Slide 20 to review the four steps. 3

STUDENT CARD 1 TM Level Reading Skill 7 Summarize and Synthesize students learn differently and have different aspirations? Some say that functional literacy around writing résumés and preparing for interviews should be a focus no matter what the student’s career READING 10 Unit 6 Synthesizing hopes. Also, there should be clearer connections between schools, colleges, and workplaces. Although there seems to be an expectation that students achieve higher education, this does not suit every SKILLSCOMPREHENSION STUDENT CARD 1 LESSON 1 student, and many of those who enrol in further education do not see it through. In the United States, out of 100 students, only a small percentage will succeed in obtaining a college degree. Unit 6: Synthesizing Read the text. Looking back on looking for work but I wanted to do economics because that was what I finished my Masters in Economics two years ago. Since I was interested in and that is where I thought there Can Teens Expect to Get a Job then, I’ve been working in a local café. It’s hard work, and would be work. I’m still hopeful, but each time another after School or College? I get really tired. Incredibly, I’ve applied for nearly 90 application is rejected, I do find it a little harder jobs in economics but been unsuccessful so far. Usually, I to remain optimistic. I’m starting to feel as if there’s With an uncertain job market, one that looks wildly further education because they have no choice but go through a whole application process that doesn’t even no point in applying, but I work really hard to fight different from that of any modern teen’s parents to work to earn. Even in more developed countries, result in an interview. I get screened out before I even get that feeling. I know that my qualifications are worth or grandparents, there seems to be little certainty employment for young people is typically part-time a chance. It just doesn’t seem fair. Who is getting the jobs? something! I do have an opportunity in the pipeline around finding employment. Many teens worry or temporary. It, too, lacks security. I was naïve when I was studying; I just assumed I’d have (though I don’t want to get my hopes up too much), about employment opportunities long before In 2016, the supermarket chain Tesco in the no problem in my field, and with a Masters, but I couldn’t working on a part-time basis for a local company. I they are finished with their education. However, United Kingdom, received more than 3 million job have been more wrong. In hindsight, I think I would have want to work in London, but right now I just want work, even with the best-laid plans, what one imagines applications while a study by the UK organisation been better getting really specific training in something, any work, that will start me on my career path. So I’ll for oneself and the reality of life after school Chartered Institute of Personnel and Development gladly take what I can get. or college may not align. A 2014 CNN report found that on average 24 people apply for every showed that job opportunities had plummeted low-wage, low-skill-based job. As more and more The employment landscape today is markedly different from that of, say, 20 years ago and a different with only 26% of those aged between 16 and 19 in people seek work, organizations look to filter world as compared to that of 50 years ago when it seems most people could be assured of a job. employment in 2011. The current job market has applications in new ways; for example, people may Now, it appears that the best prospects lie in someone’s ability to be flexible, and able to problem been likened to post-World War II and the Great be screened out of the application process just by solve in a creative way. As technology rapidly changes, so, too, must a prospective employee be Depression. Unemployment and underemployment having to answer quizzes and sit personality tests, unafraid of embracing that change, and not only that but have an ability to adapt and innovate, no are a reality for youth. and without ever getting to meet a human recruiter matter what their role. As the global population continues to increase there is no chance to engage in conversation and The changing face of the economy, which continues to move towards an information industry, has year on year, there is simply more competition learn about the role or make an impression. made many industries and the roles they offered in the past, redundant. Many people who are some for work and that, coupled with the effects of the Employers tend to hire people with previous way or a long way into their careers have been made redundant or know someone who has. This lack financial crisis of 2007/2008, continues to impact experience, but how does a young person gain of security seems to pervade the employment landscape these days and is another reason why those the job market for youth. A UN World Youth experience if no one will employ them? Perhaps entering it should be prepared for the one constant, that is change. Report in 2012 concluded that youth are hardest employers could train young people and provide In addition, students should consider that there is a wide range of options. An academic qualification hit by economic uncertainty; they are the first to them with career opportunities going forward. is not right for everyone and nor does it guarantee employment. © 2018 Scholastic Education International (S) Pte Ltd ISBN 978-981-4808-82-8lose their jobs and the move from school to the Another option could be the further development job market becomes exponentially more difficult. of apprenticeship schemes. Typically, these seem A. Complete the graphic organizer. What did you think or know about the issue before © 2018 Scholastic Education International (S) Pte Ltd ISBN 978-981-4808-82-8 SCHOLASTICPeace Child International includes the following to focus on men to the exclusion of women. If reading? What parts of the text changed your thinking, and how did your thinking change? reasons for youth unemployment: they were balanced or incentivized for women, How was your thinking different after reading? • financial crisis further employment opportunities could be • skills mismatch (youth skills do not match what created. Workplace experience could be gained Before reading During reading After reading through school or college opportunities. If employers need) these organizations had close relationships with  • lack of life skills education. businesses and industries, students could try out Those that live in less-developed countries tend different options, gaining valuable experience at to be in more employment, because there is a the same time, and being better equipped for their greater necessity for them to work just to survive. future in the workplace. However, this kind of employment is typically low Are schools adequately preparing students for paying and insecure. It also forces workers to give work? And just how should that be done when up on better job prospects through training or 1 1140L 2 © 2018 Scholastic Education International (S) Pte Ltd 9781000116304 4

Reading Skill 7 Summarize and Synthesize Unit 6 Synthesizing Lesson 2 Resources: • Student Card 2A – Teens Grapple with Academic Pressure at School (1075L) • Student Card 2B – Are Teens Getting More Depressed? (1220L) • Presentation 2 – Synthesizing • Answer Key Objectives: • To relate various sections of a text to prior knowledge to create a new understanding of an issue affecting teens • To practice describing the development of one’s thinking while reading a text • To plan an informative magazine article about a topic that affects teens © 2018 Scholastic Education International (S) Pte Ltd 9781000116304Recap (Up to 5 minutes) • Say: In the last lesson, we discussed how synthesizing information as you read can help SCHOLASTIC you to gain insights into a topic. What four strategies can you use to help you synthesize information? Elicit answers from the students and then show Presentation 2 Slide 2. 5 Engage – Differentiated Practice (20 minutes) Set-Up • Split the class into 2 groups according to students’ reading proficiency. Students with a reading level of 1075L or below should be given Student Card 2A – Teens Grapple with Academic Pressure at School. Students with a reading level of 1076L or above should be given Student Card 2B – Are Teens Getting More Depressed? • Have each group read the text on their card either silently or by taking turns reading a paragraph aloud. • Check in with each group in turn to ensure they are reading the text, and to check if there are any words they need your help with. Student Card 2A – Teens Grapple with Academic Pressure at School • Have students complete the Check your understanding questions. • Have the group discuss the Think about it! question. Check in to hear some of their answers. • Have students complete the Word work activity. When they are finished, they should correct all question sections using the Answer Key. • Have students draw an organizer like the one they completed on Student Card 1. Show Slide 3. Ask: What do you already know about academic pressure? Write about it in the box on the left. Be sure to include an example. You can use the phrases such as: I know that… For example…. Example: I know that there is a trend toward more competition in the academic world. For example, universities are getting record numbers of applications these days, which means they are turning away a lot of people. • Ask: What parts of the text helped to change your thinking while you were reading? Write about them in the center box. If students are having difficulty, point out specific parts of the text and ask them to comment on their thinking. Examples: “The greatest cause of stress … Association.” ➔ This fits with my personal experience.” / “This means

that many students … college.” ➔ Now I’m thinking that the problem has become worse SCHOLASTIC over time. My parents’ generation did not have homework until middle school, but I started getting homework much earlier. / “Academic issues may … depression.” ➔ I used © 2018 Scholastic Education International (S) Pte Ltd 9781000116304 to think academic pressure was just a general nuisance, but now I understand that it’s a serious problem. / “For one thing, exercise, … issues.” ➔ This leads me to believe that teens, including myself, can have more control over the problem than I first thought. • Ask: What is the difference between your thinking before and after reading? What made your thinking change? Write about it in the box on the right. Example: Before reading, I thought that stress from school was a minor problem, but now I understand that it is a serious burden for teens. My thinking changed because I read about the side effects of academic stress. Student Card 2B – Are Teens Getting More Depressed? • Have students complete the Check your understanding questions. • Have the group discuss the Think about it! question. Check in to hear some of their answers. • Have students complete the Word work activity. When they are finished, they should correct all question sections using the Answer Key. • Have students draw an organizer like the one they completed on Student Card 1. Show Slide 3. Have students complete the graphic organizer with notes about how their understanding of teen depression has changed. Examples: [Before] I know that depression is a word to explain when people are very sad. For example, when someone dies, the person’s friends and family may fall into depression. / [During] “Research from the National Institute … in 2012. ➔ When I read this part, I was surprised because I didn’t know the number would be that high. / “Despite any benefits … one of them.” ➔ I used to think that social media was beneficial, but this part made me consider that there can be negative effects as well. / “It is important to differentiate … if not addressed.” ➔ Now I understand how dangerous depression can be. / “Some signs of depression …” ➔ I learned the signs to look out for if I am concerned that my friend is suffering from depression... / [After] Before reading, I thought that depression was just another name for sadness, but now I know that it is much more than that. My thinking has changed because I learned about the symptoms and effects of real depression. Whole class • Bring the class back together. Have each group give examples of how their thinking changed while reading. • Say: When writing, you can help your readers to create a new understanding of the topic if you include a lot of details. Show Slide 4 and ask students to plan a magazine article using the Write now section. Say: The purpose of a magazine article is to inform, educate, or entertain. A combination of facts and personal stories can be an efficient and entertaining way to share information with the reader. Adding a list with bullet points will help to emphasize important information in your text. Wrap up (5 minutes) • Ask: What details in your plan will help readers to synthesize the information with their current knowledge to create a new understanding? Have volunteers share their ideas. 6

STUDENT CARD 2A TM Level Reading Skill 7 Summarize and Synthesize READING 10 Unit 6 Synthesizing SKILLSCOMPREHENSION STUDENT CARD 2A LESSON 2 Looking back on my last year at school three to four hours’ homework every night. That I remember the night before my last exam. I’d already meant I pretty much got home and got to work – Unit 6: Synthesizing sat five, and I was exhausted. Just one more to go, but again. My family helped me as much as possible, honestly that night before I didn’t think I could do but it still wasn’t easy. My dad made sure I ate Read the text. it. Everything I’d learned seemed to just jumble and breakfast every day, and especially before an blend into a mass of information. I could hardly even exam. If it was left up to me, I would have just Teens Grapple remember what I was supposed to be studying. For some rushed out of the house without eating, but I with Academic Pressure time, I’d been annoyed with everyone and everything. I think having a proper breakfast helped my brain at School didn’t want my parents to talk to me, or my sister. I just and got me through. My mom made sure I had a wanted to give up on school forever. If it wasn’t for one plan for study and tried to keep my sister quiet The greatest cause of stress in teens is school says the American Psychological Association. of my friends, who encouraged me to sit the exam given when I was studying; sometimes that meant them That is, the pressure students face at school causes them more concern than any other issue all the hard work I’d put in over the year, I might not going out for a while. I wished I could go, but they have to contend with in their teenage world. have turned up the next morning. I wasn’t the only one the quiet helped me concentrate. I got through Teens are under more pressure than previous generations to achieve good results at high either. Lots of others in my class said they were on the but I’m glad my high school years are over, and I school in order to fulfil their potential and have a successful career once they complete their brink of giving up. We just hadn’t stopped working all would advise anyone going through what I went education. This means that many students face the burden of academic overwork at a young year; it seemed as if there was never a break, never any through right now to remember to try to relax age, some to the point of burning out before they even get to college. That burden may time just to hang out and relax. from time to time and do some things they enjoy have been placed upon them by their parents or, they themselves may have put the pressure I figured out that throughout the year I had about as well as their schoolwork. on, aware of the competition they will face in the workplace or simply getting into a good college. However it came to be, such pressure can have a devastating effect on teenagers. Most students begin to consider what they will do once they finish high school. This in itself can cause Academic issues may result in anxiety, an overall sense of failure, and even depression. immense stress; there are so many options — how should a teen decide? If there’s a college they have their Teens may become tired, irritable, and difficult to be around. Students that are grappling heart set on, there may be considerable concern about being good enough to be able to go there. with academic issues may: Although it may not be possible to make the stress disappear altogether, there might be some ways to • feel that there is never enough time to do what they need to do mitigate it. For one thing, exercise, which is known to help combat depression, is also a great stress buster. • have a crippling fear of failing Talking through problems is another way of addressing stress and pressure and may even help resolve • worry incessantly about marks or grades some issues. Making the effort to take time out for pursuits that a teen really enjoys, be it skateboarding • feel overwhelmed by a deluge of work or going to the movies with a friend, can really make a difference. All of these things may help create • feel unable to prioritize their commitments balance, shifting the focus from solely academic performance. • feel they cannot manage their time. Both students who are doing well at school and those who are not, suffer from pressure Glossary and stress in the school environment. Those who are doing well feel under pressure to continue to succeed, while those who are not doing so well feel under pressure to improve Word Meaning whilst bearing the weight of a sense of failure. Students who suffer from learning difficulties academic or attention disorders likely face an even greater pressure. The prospect of sitting college anxiety relating to schools or education entrance exams, filling out forms, and even making the decision about which college to aptitude a feeling of worry or fear about something bad happening, or attend are stressors in themselves. Homework is a large and common stressor. But for burden something that is uncertain some students the biggest issue is the prospect of tests or exams. They feel absolutely burning out a natural ability to do something well or learn something easily overwhelmed, though in some cases, it may be possible to find other ways of showing aptitude, if teachers are willing. Most students feel under pressure to do well in order to depression something that is difficult to deal with or get rid of ensure that they can get into college. grapple working so hard that you feel too physically or emotionally tired to irritable continue 1 1075L on the brink of a feeling of being extremely sad, sometimes to the point that it is a © 2018 Scholastic Education International (S) Pte Ltd 9781000116311 SCHOLASTIC prioritize serious medical issue © 2018 Scholastic Education International (S) Pte Ltd 9781000116311 struggle to solve or deal with a problem get annoyed or angry easily a point when something, usually something bad, is about to happen to decide which things should be done first based on how important they are 2 Check your understanding Post-reading activity Literal E. Draw an organizer like the one you completed on Student Card 1. What did you think A. Write the answer to each question using words or phrases. about academic pressure before reading? What was your thinking process while 1. What is the number one cause of stress in teens? reading? How did your thinking change? 2. What are two specific stressors for teens? 3. What activity can combat depression and relieve stress? Write now 4. Who puts pressure on teens to succeed? F. Plan a magazine article about an issue that negatively affects teens. Be sure to include 5. What do teens have trouble managing? 6. Who was the diary writer annoyed by? details for your readers to think about to gain new insights. Inferential B. Write the answer in full sentences. Introduction 1. Why do teens have more pressure than previous generations? Description of the problem 2. Why are students with learning or attention disorders likely to have more pressure © 2018 Scholastic Education International (S) Pte Ltd 9781000116304 than other students? Bullet point list (emphasizing the most important information) © 2018 Scholastic Education International (S) Pte Ltd 9781000116311 © 2018 Scholastic Education International (S) Pte Ltd 9781000116311 3. Why would the diary writer have skipped breakfast if his/her father hadn’t made it? ● ● 4. Why is it important for students to have balance in their lives? ● ● Think about it! C. What is the biggest stressor for you? How do you deal with it? Personal story Word work Conclusion D. Write the words to complete the sentences. 4 1. Domingo has a natural ( aptitude / depression / anxiety ) for music, which is why he already knows how to play the piano, guitar, violin, and trumpet! 2. Some people ( burden / burning out / grapple ) with questions about what to do to prepare for the future. 3. Analyn feels like it is a ( depression / burden / grapple ) to go to parties because she has ( academic / irritable / anxiety ) about talking to people she doesn’t know. 4. If my sister doesn’t get enough sleep because of studying to improve her (academic / irritable / on the brink of ) performance, she is ( irritable / prioritize / aptitude ) the next day. 5. Whenever I’m ( burning out / burden / on the brink of ) running out of time, I make a list to ( anxiety / prioritize / grapple ) the tasks I need to do. 3 7

STUDENT CARD 2B TM Level Reading Skill 7 Summarize and Synthesize Sometimes, people do notice signs in others that might One reason that depression is prevalent is that suggest either a bad mood or momentary unhappiness, teenagers tend to keep it to themselves, making READING 10 Unit 6 Synthesizing or potentially depression. It is not always easy to tell. it difficult to combat. There is a stigma around it, Some signs of depression in a friend might be: a notion that suffering from depression suggests SKILLSCOMPREHENSION STUDENT CARD 2B LESSON 2 • Your friend no longer wants to do the things you weakness. In New Zealand, for example, which has the highest youth suicide rate in the world, Unit 6: Synthesizing used to like doing together. the stigma of weakness likely ties into the cultural • Your friend begins to hang out with a different traditions and expectations of masculinity, that boys Read the text. and men in particular be ‘tough’. Depression does crowd of friends, who may be a bad influence. not sit well within a framework that demands this Are Teens Getting More Depressed? • Your friend no longer attends afterschool sort of strength at all times and in all contexts of life. activities. • Your friend talks about feeling worthless, death, or even suicide (seek immediate help for your friend). Apparently, the answer is yes. Depression is one seem doomed to depress. Expectations around Looking back on depression with the pressure of my exams. Before I even of the most common problems facing teenagers living one’s life in the public forum of social media It was in second semester that it hit me and I realized quite realized it, I found I didn’t look forward today. Research from the National Institute of only increase pressure on already stressed young this was not just the usual sense of stress and pressure, to anything. There was absolutely no joy in my Mental Health in the United States showed that people. And spending time online rather than but a deep, overwhelming depression that just wasn’t life, not even moments of it. When I woke up more than 2 million young people in the United playing sports or pursuing other activities that going away. When I look back, I think I’d been sliding in the morning, I couldn’t bear the thought of States suffered from a bout of serious depression might help ward off depression only exacerbates into it for a while because I had become less and less getting out of bed. When I did get up, go out, and in 2012. Currently, a new study is underway and is the situation. engaged with everything and everyone around me. I felt try to go about my day, I felt as if everything I likely to show an upward trajectory in depression It is important to differentiate between sadness as if my friends weren’t real friends. Catching up with did was wrong. Nothing worked out right. I felt statistics for teens. A 2016 United Kingdom study of and serious depression, the latter of which can them online just made me feel worse but I did it anyway that nothing I could do would change anything. 30,000 teenage girls showed that one-third were lead to suicidal feelings or suicide if not addressed. – for a while, but I soon realized that I was lying around There didn’t seem to be any point telling anyone; anxious and/or depressed. Depression is close Suicide is one of the most common causes of in my pyjamas while they were out together having fun, they were hardly going to understand what I was to the top of the list of causes of death for teens death in teenagers all over world. So, what exactly so eventually I just stopped. To top it off, I couldn’t cope feeling. and young adults. For LBGTQ youth, the risk rises is depression? People often say they feel a bit again, probably as a result of negative attitudes depressed, but what does it mean to actually If one thing is certain, it seems that talking about mental health issues is the best way to begin to address that result in bullying, mocking, physical violence, suffer from depression in its true sense? The them. Even though it may seem difficult or even impossible to broach the subject of one’s problems, this is and rejection from their peers. Scholastic Children’s Dictionary defines depression the first crucial step in improving your health. The teenage years are challenging for any young as: “unhappiness that doesn’t go away; a medical person in many ways. Just as young people are condition in which you feel unhappy or hopeless Glossary coming to terms with physical and emotional and can’t concentrate or sleep well.” If these sorts © 2018 Scholastic Education International (S) Pte Ltd 9781000116328 changes and challenges, they must also begin to of feelings are affecting a teen’s life, then they Word Meaning © 2018 Scholastic Education International (S) Pte Ltd 9781000116328 deal with a myriad of social and personal issues should seek help from a doctor. Depression is a acquaintances people who you know a little bit but who are not close friends SCHOLASTIC and problems that they have previously not mood disorder that can last for a long time; it’s not bout a short period of time, often referring to illness encountered, such as stress at school, concerns just a moment or a day or a week of feeling out of contend deal with a difficulty over appearance or “body image”, worries sorts or unhappy. It’s not a mood that lifts. isolation the condition of being alone and separated from other people regarding what the future will hold when school is Some common signs of depression in a teen which lethargy a feeling of having no energy nor desire to do anything behind them, and more. For example, relationships may not be noticeable to others are: mocking laughing at or making fun of someone in a mean way change, becoming more intense and/or difficult to • difficulty sleeping, or sleeping too much overwhelming so strong and great in force, strength or number navigate, even with a teen’s own parents as a teen • behavioural changes, such as irritability or stigma a negative, shameful or embarrassing mark or belief about something strives to become independent, and relationships suicide the act of deliberately killing yourself with peers are complex. lethargy ward off do something to avoid, prevent or guard Another issue, one that teenagers of the past did • reckless behaviour, i.e., not worrying about not have to contend with, is the navigation of the 2 world of social media, which rather than bringing physical safety friends and acquaintances closer and enhancing • chronic health issues, such as headaches psychological wellbeing, may instead perpetuate • thoughts of death and suicide (seek urgent isolation, envy, loneliness, and ultimately depression. Despite any benefits that social media medical help if this is the case) might bring, it would seem that mental wellbeing • long periods of sadness or anger is not one of them. Rather than broadening and • mood swings, becoming suddenly cheerful brightening the social sphere, online dalliances without reason after being depressed or vice 1 versa. 1220L Check your understanding© 2018 Scholastic Education International (S) Pte Ltd 9781000116328 5. When I accidentally wore two different socks to school, students were © 2018 Scholastic Education International (S) Pte Ltd 9781000116328 Literal ( mocking / overwhelming / suicide ) me—not my friends, but some of my A. Write the answer to each question using words or phrases. ( contend / lethargy / acquaintances ). © 2018 Scholastic Education International (S) Pte Ltd 9781000116304 1. About how many young people suffered from depression in the U.S. in 2012? Post-reading activity 2. What are two social/personal issues faced by teens? E. Draw an organizer like the one you completed on Student Card 1. What did you think 3. What should people do if they have thoughts of death or suicide? 4. Which group of youth may be hit the hardest by depression? about teen depression before reading? What was your thinking process while reading? 5. What is the best way to address mental health issues? How did your thinking change? 6. What is an activity that might help to ward off depression? Inferential Write now B. Write the answer in full sentences. F. Plan a magazine article about an issue that negatively affects teens. Be sure to include 1. Why might using social media cause isolation in teens? details for your readers to think about to gain new insights. 2. Who might be more likely to hide their depression—males or females? Why? Introduction 3. Why is it important to understand the difference between sadness and serious Description of the problem depression? Bullet point list (emphasizing the most important information) 4. Why did the diary writer keep catching up with friends online even though it made him/her feel worse? ● ● Think about it! ● C. What would you do if you thought your friend was suffering from depression? ● Word work Personal story D. Write the words to complete the sentences.. Conclusion 1. Some people have their house blessed when moving into a new home in order to ( bout / suicide / ward off ) evil spirits. 4 2. After staying up all night to finish a homework assignment, I was suffering from ( lethargy / isolation / stigma ) and just sat on the sofa the entire next day. 3. Although you might enjoy the ( mocking / isolation / acquaintances ) of living far from the city, you have to ( bout / contend / ward off ) with traveling long distances to get to facilities. 4. I missed five days of school due to a ( lethargy / stigma / bout ) of the flu. When I went back, the amount of homework I had was ( mocking / overwhelming / isolation ). 3 8

TM 10Level Reading Skill 7 Summarize and Synthesize READING Unit 6 Synthesizing SKILLSCOMPREHENSION Answer Key STUDENT CARD 2A : Teens Grapple with Academic Pressure at School Check your understanding A. 1. school 2. homework and tests/exams; deciding which college to attend/filling out forms 3. exercise 4. parents and themselves 5. their time 6. everyone B. Answers may vary, for example: 1. There is more competition for college places and for jobs, so they have to work harder to be the best/stand out. 2. They may find it difficult to do all tasks in general, so they have to put in more effort in their studies just to meet the same level as students who don’t have those learning difficulties. 3. The diary writer had no time to make breakfast for himself/herself, so it would be easier to just skip it. 4. Balance will help them prevent burnout by taking breaks and enjoying other activities that are not related to their studies. © 2018 Scholastic Education International (S) Pte LtdS9781000116335CHOLASTIC Word work D. 1. aptitude 2. grapple 53. bLeuvredl en, anxiety 4. academic, irritable 5. on the brink of, prioritize Reading Skill 9 Main Ideas and Details STUDENT CARD 2B : Are Teens Getting More DepressLeESdSO?N 2 Check your understanding A. 1. 2 million 2. stress at school, concerns over appearance (worries about the future, changes in relationships, etc.) 3. seek help right away 4. LGBTQ youth 5. by talking about them 6. playing sports B. Answers may vary, for example: 1. They may just stay at home by themselves using social media instead of going out and seeing and doing things with their friends. 2. Males would be more likely to hide their depression because they are under more pressure to be tough and not show their feelings. 3. Serious depression can be very harmful, so fast action needs to be taken if that is the person’s condition. 4. He/She didn’t want anyone to know about the depression, so he/she tried to make it look like nothing was wrong. / He/She did it out of habit and felt it would at least keep them informed of some of the things his/her friends were doing. Word work D. 1. ward off 2. lethargy 3. isolation, contend 4. bout, overwhelming 5. mocking, acquaintances AEP RS SC G10 U6 Ans.indd 1 13/9/18 9:52 PM