1.young Adults and Eating Disorders Student Material Spring 2013

Sequence 1 Material Annex 1: Activation of Prior knowledge Worksheet Step 1: Look at the pictures and describe what you
see in each of them with your partner.
E.g.
A __3___
B ________
C ________
D ________
Step 2: Choose a number from the list below and write it under the picture that corresponds with the topic. 1. 2. 3. 4. Alcoholism Bulimia Anorexia Vegetarianism
Step 3: Answer the following question for each of the photos. You have to be prepared to defend your choices with the rest of the class. What helped you decide which topics to choose for each of the photos? E.g. Photo A: In the first picture I see a really thin girl, but her reflection in the mirror looks really fat. I know that people with anorexia think that they are really fat when they are not, and that is why they do not want to eat. Photo B: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Photo C: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Photo D: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________
Annex 2: Objectives Presentation Content Objectives 1. 2. SW recall what they already know about eating disorders and alcoholism. SW state what they want to learn about the eating disorders and alcoholism.
Language Objective 3. SWBAT to use the following sentence patterns to state what they already know and what they want to learn about alcoholism and eating disorders: "I know that ___________." "I want to know ______________." Who, what, where, when, why, how _____________?
Strategy Objective 4. SWBAT apply the planning strategy elaboration of prior knowledge in order to activate prior knowledge about the thematic topic of the unit.
Annex 3: Elaboration of Prior Knowledge Strategy Sheet
ACTIVATE BACKGROUND KNOWLEDGE (What do I already know about this?) Definition: Activating background knowledge helps bring to mind information that you know about the topic, the world, and the language to help you do the task. Example: If you are asked to read a fairy tale in the target language, think about what you know about typical characters, settings, and plots used in fairy tales. Why? Thinking about what you already know, helps you get ready for the task by familiarizing yourself with it. By having in mind what you already know, youll find it easier to understand and learn new information by relating it to your background knowledge. When? Whenever you know what the topic is and you have adequate knowledge of the topic or of related information; whenever new information comes up in the task.
Chamot, A. U., Barnhardt, S. El Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.
Annex 4: Model KWLH: Smoking
K What I KNOW 1. I know that smoking is bad for your health because it can cause pulmonary emphysema or cancer.
W What I WANT to know 1. I want to know what percentage of smokers gets lung cancer. Answer: 90% of men get lung cancer and 80% of women.
L What I LEARNED 1. I learned that a negative effect of smoking is that it can reduce your intelligence.
H HOW I learned What activities did I do to learn about smoking? Answer 1: We read articles about the effects of smoking and filled out charts. Answer 2: We watched videos about smoking and the laws that are now being created to reduce smoking. Did the strategy elaboration of prior knowledge help me learn?
2. I know that it is now illegal to smoke in public places here in Mexico, so you have to smoke outside or in special areas.
2. I want to know what the most common type of cancer that smokers get is. Answer: Lung cancer is the most common type of cancer that smokers get.
2. I learned that a positive effect of smoking is that it can help people focus.
3. I know that you cannot sell cigarettes to children because it is against the law.
3. I want to know what some of the reasons are for people to start smoking. Is it hereditary? Answer: A) Young people like to try out forbidden stuff. They like to rebel. B) To imitate adults around them. C) Some teenagers take it up as a habit in order to appear cool and grown up. D) Peer pressure. E) It seems to go hand in hand with drinking. F) Smoking as a stress buster. G) Smoking as an emotional crutch. 4. I want to know what makes cigarettes addictive. Answer: Nicotine is what makes smoking so addictive.
3. I learned that stress is often associated with smoking because it can help reduce stress.
Answer: I activated prior knowledge about smoking and took notes on the readings about smoking. I also used summarizing to learn to express ideas in my own words.
4. I know that secondary smoke can be more harmful.
4. I learned that for Native Americans, smoking was a part of their culture.
How effective were the learning strategies in helping me read and write? Answer: Taking notes and summarizing really helped me understand the information I was reading.
Annex 5: KWLH Grading Rubric

KWLH Rubric 2
CRITERIA
Critical Thinking
3 1 0 60 to 79% of 20 to 39% of Less than 20% of students 80 to 100% of 40 to 59% of students students comments were in depth and student's students comments were comments were showed evidence of critical comments were in comments were in in depth and in depth and thinking and/or student's depth and showed depth and showed showed evidence showed comments were written in evidence of critical evidence of critical of critical evidence of list form. No complete thinking. thinking. thinking. critical thinking. sentences were used. Student listed 2 things he/she knows about the topic. Student listed 1 Student listed no things thing he/she he/she knows about the knows about the topic or the things listed topic. were not related to the topic.
Score
Student listed 4 or Student listed 3 Connecting more things he/she things he/she Prior knows about the knows about the Knowledge topic. topic. Student created Student created 4 only 3 questions questions and/or "I and/or "I want to want to know" know" statements related statements to the topic. related to the topic. Student found answers to 3 out Student found of 4 of the answers to all 4 of questions and/or the questions "I want to and/or "I want to know" know" statements statements in the in the W column. W column and/or No opinions were at least 1 opinion stated. was stated to answer a question. Student correctly Student correctly listed 4 or more listed 3 points points that they that they learned learned within class within class related to the topic related to the in the "L" part of topic in the "L" the chart. part of the chart.
Setting Goals
Meeting Goals
Comprehension
Student created Student created only 2 questions only 1 question and/or "I want to and/or "I want to know" know" statements statements related to the related to the topic. topic. Student found Student found answers to 1 out answers to 2 out of of 4 of the 4 of the questions questions and/or and/or "I want to "I want to know" know" statements in the statements in W column and/or the W column at least 2 opinions and/or at least 3 were stated to opinions were answer questions. stated to answer questions. Student correctly Student correctly listed 2 points that listed 1 point they learned that they learned within class within class related to the related to the topic in the "L" topic in the "L" part of the chart. part of the chart.
Student did not create any questions and/or "I want to know" statements related to the topic.
Student found answers to none of the 4 of the questions and/or "I want to know" statements in the W column and/or stated opinions in order to answer the 4 questions.
Student did not correctly list any points that they learned within class related to the topic in the "L" part of the chart.
Metacognitive Awareness
Student correctly Student correctly Student correctly Student correctly Student did not correctly wrote 4 or more wrote 1 wrote 3 complete wrote 2 complete write any complete complete complete sentences in the setences in the sentences in the "H" column sentences in the sentence in the "H" column of the "H" column of the of the chart and/or the "H" column of the "H" column of chart. chart. information was in list form. chart. the chart. Total out of 24
Annex 6: Student KWLH: Young Adults and Disorders
Sequence 2 Material Annex 7: Objectives Presentation
Content Objective
1. SW identify and explain the components and expectations of the thematic unit.
Language Objectives 2. SWBAT read the Unit Overview Sheet in order to identify and explain the components and expectations of the thematic unit. 3. SWBAT paraphrase the key components and expectations of the thematic unit in both written and oral form. Strategy Objective
4. SWBAT to apply the evaluating strategy Summarize in order to state the key information in their own words and better comprehend a text.
Annex 8: Unit Overview Activity Sheet Unit Overview Activity Sheet Instructions: Fill in each of the boxes with a brief summary of the information from the Unit Overview Sheet. I. Unit goal: E.g. We will study material about four topics related to eating disorders and alcoholism, so we can discuss them in class.
II. Unit Scenario/Problem:
III. Culminating Activity:
IV. Grading Rubric
Annex 9: Summarize Strategy Sheet SUMMARIZE (What is the gist of this? What is the main idea?)
DEFINITION: Summarizing involves your creating a mental, oral, or written summary of information. EXAMPLE: If you watch a television program in the target language, you could periodically think about the gist or main points of the program to see if you really understand it. WHY: Restating the gist of the message helps you decide how well you understood. It also reinforces your learning of that message. WHEN: Whenever you want to check your understanding or communication.
Annex 10: Unit Overview Sheet Unit Overview Sheet Young Adults and Disorders Unit Goal Students will express information, experiences, and possible solutions about eating disorders and alcoholism through the aid of audiovisual and written material on topics related to anorexia, bulimia, vegetarianism to hide an eating disorder, and alcoholism. Unit Scenario/Problem There are several factors that are currently affecting both teenagers and young adults. Two of those factors are eating disorders and alcohol abuse. Unfortunately, these problems are making this difficult life stage even more complicated. The effects of these problems are present in everyday life, notable weight loss, self-imposed isolation, and difficulty concentrating on even the simplest tasks. It is time to raise awareness about these disorders, so that we can help people become more conscious. This will result in a greater awareness and willingness to help people who are suffering from one of these disorders, whether they realize that they have a problem or not. Guiding Questions 1. 2. 3. 4. What are characteristics that eating disorders and alcoholism have in common? What do you think people should do to overcome these disorders? Why do you think these disorders are becoming more common? How can we prevent an increase in these disorders among teenagers and young adults?
Culminating Activity Students will write Dear Abby Letters to help create awareness. Students will also respond to a classmates letter in which they offer solutions to the person suffering from an eating disorder and/or alcoholism. Students letters must clearly state which disorder they have and what has happened to them, and the response should convince the person to seek help.
Category 1: Letter format: Students will write an informal letter to Abby. The letter should include the greeting to Abby, body, and closing with an anonymous name. Category 2: Vocabulary means that students must include a minimum of 8 to 10 vocabulary words that have been seen throughout the unit in their letter to Abby. Category 3: Content is where students will write a minimum of 10 sentences that give a detailed description of what problem they have and what situation made them write and ask for help. Category 4: Grammar: Students will have to use reported speech and comparatives throughout the letters to Abby. They will need to include a minimum of 2 sentences for each of the grammatical structures. Category 5: Response: Students will choose one of their classmates letters to answer. Students offer realistic solutions that will help the authors overcome their problem or come to the decision that they need to seek professional help. Activity Description: The objective of this activity is for students to write letters that could be published in a magazine. The focus of these letters is on helping people with one of the disorders seen throughout the unit. In order to give an accurate description of the situation as well as appropriate advice, students will do more research on the disorder they selected. Everyone participating in the activity can offer alternative solutions for dealing with the problem. The linguistic point of this activity is for students to recycle all of the information and structures seen throughout the unit. The Dear Abby Letters will be read by the group at the end of the unit. Students are expected to give constructive criticism of the contents of the letters and offer suggestions about how to improve the quality of the letter and its contents. This will be carried out as a group discussion with specific questions to guide the students throughout the activity.
Note: It is very important that students use complete sentences recycling the grammatical structures seen throughout the unit, so that they can be graded in the Category 4: Use of English section of the rubric.
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Annex 11: Culminating Activity Rubric: Letter to Abby STUDENT: __________________________ DATE: _____________________
CRITERIA
2
Letter includes 1 of the 3 necessary components used properly.
1
Student may have included the components, but they were used incorrectly
0
Letter includes none of the 3 necessary components or student did not hand in the letter.
SCORE
CATEGORY 1: Letter format
Letter includes the greeting to Abby , body , and a closing with Letter only has 2 of the 3 an anonymous name that necessary components reflects the problem. used properly.
CATEGORY 2: Vocabulary
Student included none of the related vocabulary words and/or student included Student only included 6 Student included 4 to 7 Student used 1 to 3 related vocabulary words, Student used 10 related to 8 vocabulary words vocabulary words used related vocabulary but they were used vocabulary words in the body used correctly according correctly according to words used correctly incorrectly according to of their letter to Abby. to context . the context . according to context. context. Student included a minimum of 10 sentences giving a detailed description of the eating disorder or alcoholism and what happened to their friend using complete sentences. Student explicitly asked for advice. There are 1 to 5 language (reported speech and comparatives), spelling, or punctuation errors in the assignment.
CATEGORY 3: Content
Student included only Student included 8 to 9 2 of the 3 points sentences with the required, or wrote only required points using 5 to 7 complete complete sentences. sentences .
Student only included 1 of the 3 points Student did not include any reqquired or wrote of the required points only 1 to 4 complete and/or wrote the letter in sentences. checklist form. There are 15 to 19 There are 20 or more language, spelling, or language, spelling, or punctuation errors in punctuation errors in the the assignment. assignment. Student responded to the letter with an inappropriate response (This refers to comments that reflect joking about the topic, e.g. You should get a life.) Student didn't Student forgot to give a piece take the problem of advice in his/her seriously. response.
CATEGORY 4: Use of English
CATEGORY 5: Response to a letter

Total Points: 20
There are 6 to 10 There are 11 to 14 language, spelling, or language, spelling, or punctuation errors in the punctuation errors in assignment. the assignment. Student responded to the letter with anappropriate response Student responded to but directed the advice the letter but did no towards the wrong provide accurate Student responded to the letter person. (This refers to: If options for seeking with an appropriate option for a person is asking for help because he or she seeking help by suggesting advice for his friend, misunderstood the clinics, doctors, therapists, help write the advice for the problem that was hotlines, etc. friend.) expressed.
Points Earned: ___________
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Annex 12: Objectives Check Worksheet Instructions: Read the objectives once again and think of an activity that helped you complete that objective. Write the activity on the lines below the objectives. Content Objective
1. SW identify and explain the components and expectations of the thematic unit by reading the Unit Overview Sheet.
Activity: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________ Language Objectives 2. SWBAT read the Unit Overview Sheet in order to identify and explain the components and expectations of the thematic unit. Activity: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________ 3. SWBAT paraphrase the key components and expectations of the thematic unit in both written and oral form. Activity: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Instructions: What activity or activities in class helped you practice the learning strategy Summarize? Write the activity or activities on the lines below the objective. Strategy Objective
4. SWBAT to apply the evaluating strategy Summarize in order to state the key information in their own words and to better comprehend a text. Activity: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________
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Annex 13: Expansion Activity Worksheet Instructions: First, get into groups of 3. Now divide the three paragraphs among the three students in the group. Each student in the group should have a different paragraph. For homework, each student will write a summary of the information in the appropriate box. Every student reads the introduction and then only their paragraph. On the following day, you will share your information with the rest of your group to complete the summary of the complete text. Negative Family Influences Negative family influences can also cause eating disorders. Some of these influences are: Poor parenting from mothers and fathers. This can be mothers who pressure their daughters or fathers who criticize their sons. Addictions and emotional disorders in parents can also cause eating disorders. Another reason could be sexual abuse which was detected in 35% of women with bulimia. Obese parents and personal experience with obesity could also attribute to bulimia. In conclusion, parents should eat well, so their children eat well.
Genetic Factors
Cultural Pressures
Hormonal Abnormalities
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Reading: Eating disorders - Causes

Description This is an in-depth report on the treatment and prevention of eating disorders. Alternative Names Anorexia; Bulimia; Binge eating Causes: There is no single cause for eating disorders. Although concerns about weight and body shape play a role in all eating disorders, the actual cause of these disorders appears to result from many factors, including cultural and family pressures, and emotional and personality disorders. Genetics and biologic factors may also play a role. Negative Family Influences Negative influences within the family may play a major role in triggering (causing) eating disorders. Some studies have produced the following observations and theories regarding family influence. Parental Behaviors or Attitudes. Bad parenting by both mothers and fathers has been implicated in eating disorders. One study found that 40% of 9-10 year-old girls were trying to lose weight because of their mothers. A maternal history of eating disorders can be a factor in the development of these disorders in young girls, while paternal criticism of weight can lead to bingeing (eating large amounts of food continually) and purging in young males. Family History of Addictions or Emotional Disorders. Studies report that people with either anorexia or bulimia are more likely to have parents with alcoholism or substance abuse. Parents of people with bulimia appear to be more likely to have psychiatric disorders than parents of patients with anorexia. History of Abuse. Women with eating disorders, particularly bulimia, appear to have a higher incidence of sexual abuse. Studies have reported sexual abuse rates as high as 35% in women with bulimia. Family History of Obesity. People with bulimia are more likely to have an obese parent or too were overweight during childhood.
The most positive way for parents to influence their children's eating habits and to prevent weight problems and eating disorders is to have healthy eating habits themselves. Genetic Factors Anorexia is eight times more common in people who have relatives (family members) with the disorder, and some doctors believe that genetic factors are the main cause of many cases of eating disorders. Twins had a tendency to share specific eating disorders (anorexia nervosa, bulimia nervosa, and obesity). Researchers have identified specific chromosomes that may be associated with bulimia and anorexia. In particular, regions on chromosome 10 have been linked to bulimia as well as obesity. Some evidence has reported an association with genetic factors responsible for serotonin, the brain chemical involved with both well-being and appetite. Researchers have also pinpointed certain proteins such as brainderived neurotrophic factor (BDNF). This protein may influence an individual's susceptibility to developing an eating disorder. Cultural Pressures The approach to food in Western countries is extremely problematic. Enough food is produced in the U.S. to supply 3,800 calories every day to each man, woman, and child, far more than are needed for good nutrition. Obesity is a global epidemic, and few people living in this over-fed and sedentary culture eat a meal without feeling worried.
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One interesting anthropologic study reported the following observations: During historical periods or in cultures where women are financially dependent and marital ties (connections) are stronger, the standard is toward being curvaceous, possibly reflecting a cultural or economic need for greater reproduction. During periods or in cultures where female independence has been possible, the standard of female attractiveness tends toward thinness.
The response of the media to the need for thinness and the overproduction of food plays a major role in triggering obesity and eating disorders. On the one hand, advertisers place a strong emphasis on weight-reduction programs and present anorexic young models as the paradigm of sexual desirability. Clothes are designed and displayed for thin bodies (size 0 or 1) in spite of the fact that few women could wear them. On the other hand, the media floods (saturates) the public with attractive ads for consuming foods, especially "junk" foods.
Hormonal Abnormalities Hormonal abnormalities are common in eating disorders and include chemical abnormalities in the thyroid, the reproductive regions, and areas related to stress, well-being, and appetite. Many of these chemical changes are certainly a result of malnutrition or other aspects of eating disorders, but they may also play a role in continuing or even creating susceptibility to the disorders. The primary setting of many of these abnormalities originate in a small area of the brain called the limbic system. A specific system called hypothalamic-pituitary-adrenal axis (HPA) may be particularly important in eating disorders. Stress Hormones. The HPA systems trigger the production and release of stress hormones called glucocorticoids, including the primary stress hormone cortisol. Chronically elevated levels of stress chemicals have been observed in patients with anorexia and bulimia. Release of Neurotransmitters: The HPA system also releases certain neurotransmitters (chemical messengers) that regulate stress, mood, and appetite and are being investigated for a possible role in eating disorders. Abnormalities in the activities of three of them, serotonin, norepinephrine, and dopamine, are of particular interest. Serotonin is involved with well-being, anxiety, and appetite (among other traits), and norepinephrine is a stress hormone. Dopamine is involved in reward-seeking behavior. Recent research suggests that people with anorexia have increased activity in the brain's dopamine receptors. This over activity may explain why people with anorexia do not experience a sense of pleasure from food and other typical comforts (things that make you feel good or happy). Ghrelin: High levels of ghrelin, a hormone that increases the feeling of hunger and slows metabolism, have been noted in patients with anorexia and bulimia. Low Levels of Reproductive Hormones: The hypothalamic-pituitary system is also responsible for the production of important reproductive hormones that are severely depleted in anorexics. Although most doctors believe that these reproductive abnormalities are a result of anorexia, others have reported that in 30 - 50% of people with anorexia, menstrual disturbances occurred before severe malnutrition set in (was obvious or notable) and remained a problem for a long time after weight gain (increase), indicating that hypothalamic-pituitary abnormalities may precede the eating disorder.
Read more: http://www.umm.edu/patiented/articles/what_causes_eating_disorders_000049_3.htm#ixzz1kJfVZRY6
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Sequence 3 Material Annex 14: Attention Grabber Worksheet Look at the first two cartoons. 1. 2. What is the message the cartoons are trying to get across? How do these cartoons make you feel?
Now look at the third image. 1. What is being shown in this flow chart? 2. How many of these have you seen before? 3. Where have you seen the information?
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Annex 15: Guiding Questions Instructions: Write your answers to the guiding questions on the lines below each question. Do this individually. Why do you think first year university students are prone to eating disorders? E.g. I think first year university students are prone to eating disorders because they miss their families. ____________________________________________________________________________________________________________ _________________________________________________________________________________________________ 1. 2. What are some characteristics of people with eating disorders? ____________________________________________________________________________________________________________ _________________________________________________________________________________________________ 3. What would you say to a person with an eating disorder? How would you convince them to get help? ____________________________________________________________________________________________________________ _________________________________________________________________________________________________
Annex 16: Class Objectives Content Objective 1. SW compare and contrast their personal beliefs to the information about freshmen and eating disorders that they learned from the text. Language Objectives 2. SWBAT find words and construct meaning through questioning. 3. SWBAT clarify concepts in a text through questioning. 4. SWBAT identify and apply the pattern of reported speech in order to prepare a report. Strategy Objectives 5. SWBAT apply the problem-solving strategy Ask Questions to Clarify in order to clarify vocabulary words and key concepts within a text. 6. SWBAT apply the monitoring strategy Deduction/Induction in order to elaborate a set of grammatical rules.
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Annex 17: Ask Questions to Clarify Strategy Sheet Ask Questions to Clarify (What help do I need? Who can I ask? How should I ask?) DEFINITION: Clarifying involves your asking for explanation, verification, rephrasing, or examples. EXAMPLE: If your teacher says an unfamiliar word, such as albail, when you are studying professions, you could figure out the meaning by asking questions such as Does the person work in the city or country? Is it an indoor job or outdoor job? Specif ic questions like this can give you the information needed to figure out the words m eaning without your just asking, What does that mean? WHY: Pinpointing and communicating your problems by asking specific questions can help you solve comprehension and communication problems. WHEN: Whenever something important doesnt make sense to you , or you dont know how to say something. Reference: Anna Uhl Chamot [et al.]. (1999). The learning strategies handbook. White Plains, NY: Pearson Education
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Annex 18: Vocabulary Worksheet Instructions: Your teacher will divide you into 4 groups. Think of two questions for each of the vocabulary words. Write the questions in the columns for questions 1 and 2. Do not answer these questions yourself. When you are finished, you and your group will go around the room asking your classmates for the answers for your questions. You will write the answers in the columns for answers 1 and 2. When you have gotten all of the answers written down, sit down with your partner again and try to figure out the meaning of the word based on the answers of the questions you asked. The only question you are NOT allowed to ask is, What does this word mean? You can refer to the text to help you think of questions or answer other peoples questions. When you are finished, you share the meanings for your vocabulary words with the other groups. Title of text: Stress of Freshman Year Can Trigger Eating Disorders for Some Young People Annex 19.
Vocabulary Word Question 1
E.g. What part of speech is trigger ?
Answer 1
Verb
Question 2
What other verbs would make sense here? Group 1
Answer 2
Start , cause, or initiate.
Meaning of word
An event that causes something to happen.
trigger
battle purging mood

Group 2
skipping guilty self-worth

Group 3
psychobiology starving binge

Group 4
get rid of brain markers relapses
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Annex 19: Reading: Stress of Freshman Year Can Trigger Eating Disorders for Some Young People
http://www.sciencedaily.com/releases/2010/08/100823192311.htm
Stress of Freshman Year Can Trigger Eating Disorders for Some Young People ScienceDaily (Aug. 23, 2010) While the start of college is a positive, important event for many young people, it can also be a period that pushes some into a dangerous battle with eating disorders, says University of Alabama at Birmingham Associate Professor of Psychology Mary Boggiano, Ph.D., who fought her own battle against bulimia as a college student. Hear her story. Stress can trigger an eating disorder, and for the college student who is away from home for the first time, the stress of moving into a totally different environment and meeting new people can make them more susceptible to developing an eating disorder, says Boggiano. Even new positive events are processed by the brain as stressful, she says. Boggiano says "To keep from gaining weight, some students engage in risky behaviors such as excessive dieting or purging food. In many cases, people learn about the risky behaviors from other students in their dorm or over the Internet, so that obsession about weight can become infectious." Boggiano says the common signs of an eating disorder include: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. A preoccupation with calculating calories, fat grams, and carbohydrate grams. A need to weigh oneself more than once a day. Allowing the numbers on the scale to determine mood. Exercising, skipping meals, or purging after overeating. Exercising to burn calories rather than for health or for fun. An inability to stop eating once eating begins. Eating in secret. Feeling guilty, ashamed, or disgusted after overeating. Basing self-worth on looks or weight. Worrying continuously about weight and body shape. Abusing diet pills or laxatives.
Eating disorders can lead to long-term health problems, and even death. For any young people who suspect they might be developing an eating disorder, Boggiano encourages them to try to get help at free campus counseling centers, through a pastor or family doctor, or through programs like Overeaters Anonymous. "Whatever you do, don't try to take care of it by yourself," says Boggiano. "It will only get worse." Boggiano, who studies the psychobiology of eating disorders and obesity, knows this from personal experience as a young adult. "My problems with bulimia nervosa actually began during my senior year in high school," she says. "I was a top student, salutatorian of my class. However, I became obsessed with my weight and the shape of my body. I started starving myself, but this led to binge eating and eventually vomiting after the binges, several times a day, and eventually I began abusing laxatives. When I started college, the disorder got worse." The two most common forms of eating disorders are anorexia nervosa, when a person stops eating or eats very little to control their weight, and bulimia nervosa, when a person vomits or uses laxatives to get rid of the food they have eaten to prevent weight gain. Both types of eating disorders can eventually lead to serious health problems and even death. Another form of eating disorder, binge eating disorders (or BED), is when an individual eats unusually large amounts of food, uncontrollably, in a short period of time until they are uncomfortable, but do not purge or compensate afterward. "This often leads to weight gain, which is upsetting to them," says Boggiano, "yet to overcome the distress, they turn to food. It's a vicious cycle." She is currently exploring brain markers of stress-induced binge-eating and the chemistry behind the action of high-fat and sugar foods to trigger relapses back to binge eating and obesity.
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Annex 20: Reading Comprehension Worksheet

Instructions: Step 1: Highlight 5 points in the reading that were not completely clear to you and write them in the first column titled: Unclear idea from text. Step 2: Think carefully about what question you will ask to clarify that concept. Try restating the information in question format in the second column titled: Question for clarification. Step 3: Now answer your question. Try to simplify your answer, so that the concept is easier to understand.
Unclear idea from text
Question for clarification
Answer
People who are starting college may have problems with anorexia and bulimia.
e.g. While the start of college is a When are people likely to have positive, important event for many young people, it can also be a period problems with anorexia and that pushes some into a dangerous bulimia? battle with eating disorders,
1.
2.
3.
4.
5.
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Annex 21: Deduction/Induction Strategy Sheet Deduction/Induction (Which rules can I apply to help me in this situation?) DEFINITION: Deduction and induction involve your applying or figuring out rules about language, including grammar, phonology, and morphology. EXAMPLE: When you are reading, you look at the ends of words to identify which ones are verbs in order to note the tense of the speech. WHY: Using your knowledge of language rules helps you comprehend and produce the language accurately. Deduction increases your self-reliance because you can monitor your performance based on information you have about the language. Feelings of selfreliance can lead to increased confidence in your learning abilities. WHEN: Whenever you need to apply rules in order to understand and produce language, and you have knowledge of the necessary rules. Reference: Anna Uhl Chamot [et al.]. (1999). The learning strategies handbook. White Plains, NY: Pearson Education
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Annex 22: Grammar Deduction Worksheet Instructions: Step 1- Read the examples in chart 1. Step 2- Once you have read all of the examples, read them one by one again and try to deduce the rules for reported speech. Step 3- Fill in chart 2 with the correct tenses. Step 4- Get into groups of three and check your answers in chart 2. Then write two or three sentences to summarize the rules for reported speech with your partners. Step 5- Individually change the sentences in the third chart from direct speech to reported speech. When you are finished, get back into your groups and check the answers.
Chart 1
Modifying of Tenses From Peter: "I am on a diet." Peter: "To go on a diet, you have to have discipline." Peter: "I was on a diet." Peter: "I have been on a diet." Peter: "I had been on a diet." Peter: "I will go on a diet." Peter: "I can go on a diet." Peter: "I may go on a diet." Peter: "I would go on a diet." (could, might, should, ought to) Progressive Forms Peter: "I'm dieting to lose weight." Peter: "I was dieting to lose weight." Peter: "I have been dieting to lose weight." Peter: "I had been dieting to lose weight." To Peter said that he was on a diet. Peter said that to go on a diet, you have to have discipline. Or Peter said that to go on a diet, you had to have discipline. Peter said that he had been on a diet. Peter said that he would go on a diet. Peter said that he could go on a diet. Peter said that he might go on a diet. Peter said that he would go on a diet.(could, might, should, ought to) Peter said that he was dieting to lose weight. Peter said that he had been dieting to lose weight.
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Chart 2
From
Modifying of Tenses To Simple Past (Note: sometimes the simple present does not change form when it is a fact, or the information is still true.) Infinitive Past Perfect Would (Past tense modals) Progressive Forms was/were Had been
Grammar Rules for Reported Speech __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________
E.g. Simple Present
Infinitive Simple Past Present perfect Past perfect will (modals) am/are/is was/were has been had been
Chart 3
Modifying of Tenses From The Doctor: "Anorexia is a very common problem among young women." Nutritionist: "To maintain your weight, you have to eat well and do exercise regularly." Samantha: "I went to a rehab center last year." Angie: "I have been hospitalized 3 times because of anorexia." My mother: "You should not try to look like the models on the covers of magazines." Roberto: "I think I have a problem because I am drinking too much." Giovanna: "I have been looking for a clinic to recommend to my friend."
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To
Annex 23: Apply Knowledge Worksheet Instructions: Highlight the information found within quotation marks. Using the information from the reading that is within quotation marks, write a short paragraph about what was said by Boggiano. Remember you can refer back to your Grammar Deduction Worksheet if you need help with the reported speech. Example of text: says Boggiano. "It will only get worse." You would write: Boggiano said it would only get worse. Notice that you eliminate the quotation marks and change will to would.
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Annex 24: RSQC2 Worksheet Instructions: Follow the instructions for each of the categories. Work individually. Recall: Write two important pieces of information that you learned in this sequence. Complete sentences are not necessary. a. ______________________________________________________________________________________________ _____________________________________________________________________________________________ b. ______________________________________________________________________________________________ _____________________________________________________________________________________________
Summarize: In one or two sentences maximum, summarize the information learned in this sequence. You must use complete sentences. ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Question: Write two questions about information in this sequence that was not clear to you. This means two things you would like to have explained to you again, or concepts that you would like to have clarified. 1. 2. ____________________________________________________________________________? ____________________________________________________________________________?
Connect: Write one or two sentences that connect the information you learned in this sequence to your own personal experiences. ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Comment: Write one comment about the information you learned in this sequence. This is an opinion you have about the information discussed in class. ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________
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Annex 25: Expansion Activity Worksheet Instructions: 1. Read the text carefully once. In the first part of the worksheet write five comprehension questions for the text. Keep in mind the learning strategy you practiced for Ask Questions to Clarify. Your questions should be focused on information that will improve understanding of the text. 2. Some information in the text is highlighted. Use the learning strategy Deduction/Induction that you practiced in class to figure out what the sentences have in common and how the structure should be used. Answer the questions in the second part of the worksheet.
http://menshealth.about.com/od/conditions/a/eating_disorder.htm
Eating Disorders in Men From Jerry Kennard, former About.com Guide - Updated January 04, 2007 Eating disorders have mostly been investigated within the female population. To a large extent this is because eating disorders seem to be more common in women. When we take a closer look, however, gender distributions of eating disorders show that about 10 % of people with anorexia are men. 1. Doctors do not recognize male eating disorders: Evidence suggests that the probability with which clinicians are diagnosing either bulimia or anorexia in men is less likely despite identical behavior. Men are more likely to be diagnosed as suffering from depression with associated appetite changes than to receive a primary diagnosis of an eating disorder. 2. Eating disorders and occupation: There are a few occupations in which the demand for low body weight can lead to anorexia or bulimia such as horse racing, modeling, dancing, driving, and distance running. 3. Cultural, social issues and eating disorders: In part, the hidden problem of eating disorders in men is cultural. Women tend to discuss emotions and psychological problems more than men. Anorexia and bulimia are considered women's problems. Discussion of weight issues, weight control, and linking thinness with beauty are common features in women's magazines and so are eating disorders. Young women can therefore adopt the same behavior without it being seen as too socially unacceptable. 4. Little recognition of male eating disorders: The lack of visibility of anorexia or bulimia in the male world means a number of things. Men do not discuss eating disorders. Men tend not to share the information with other men because the subject is a female issue. Men's beauty has to do with body mass, muscle bulge, and definition, not weight loss. This male world, socially defined as powerful and masculine results in men not seeking help because of their reluctance to admit to the problem. 5. Research into male eating disorders: In 1995, a large US study of adolescents reported that a significant number of young males were experiencing problems with weight control behavior. 2%-3% of males diet all the time or more than ten times a year. 5%-14% of males deliberately vomit after eating. 12%-21% of males had a history of binge eating.
A study published in the April 2001 in the American Journal of Psychiatry found many psychological similarities between men and women with eating disorders, with both groups experiencing similar symptoms.
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6. Getting Help for male eating problems: If you are experiencing problems with weight control, you are not alone. You should get help by contacting your family doctor, a psychologist, a mental health center, or a doctor specializing in eating disorders.
Article Sources Include: Woodside et al, D. Blake. "Comparisons of Men with Full or Partial Eating Disorders, Men Without Eating Disorders, and Women with Eating Disorders in the Community." American Journal of Psychiatry (2001): 570.
Part 1: Write 5 comprehension questions for the text on the lines below. Do not write the answers for your questions. Example: Are eating disorders more common in men or women? 1. 2. 3. 4. 5. ____________________________________________________________________________? ____________________________________________________________________________? ____________________________________________________________________________? ____________________________________________________________________________? ____________________________________________________________________________?
Part 2: Carefully read around the highlighted parts of the text and answer the questions below. 1. What do the highlighted parts have in common?
____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ 2. Why do you think the author chose to use this structure?
____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ 3. What do you think the rules for using this structure are?
____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________
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Sequence 4 Material Annex 26: Activating Prior Knowledge Worksheet Look at the images below. Once you are finished looking at the images carefully, answer the guiding questions that follow.
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Guiding Questions 1. 2. 3. Why do you think most people become vegetarians? What are some good reasons for becoming a vegetarian? What are some bad reasons for becoming a vegetarian?
Annex 27: Objectives Sheet Content Objective 1. SW judge other types of eating habits using personal experience and information from the text. Language Objectives 2. SWBAT find specific information in a text in order to verify their predictions. 3. SWBAT define words in context from a reading text. 4. SWBAT create sentences comparing vegetarians to meat eaters based on the information in the text and their own personal experience. Strategy Objectives 5. 6. 7. 8. SWBAT apply the planning strategy Predict in order to give them a clear focus throughout the reading. SWBAT use the problem-solving strategy Inference to help them construct meaning of key words in a text. SWBAT apply the evaluating strategy Verify Predictions to see if the predictions they made about the reading were correct. SWBAT use the monitoring strategy Personalize/Contextualize to help them have a more meaningful learning experience while comparing eating habits.
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Annex 28: Predict Strategy sheet
PREDICTION (WHAT DO I THINK WILL HAPPEN?) Predicting involves thinking of the kinds of words, phrases, and information that you can expect to encounter based on your background knowledge and/or on information you encounter during the task. For example, if you want to buy a concert ticket, think about what you will need to say to the cashier. For example, you will want to know how to ask about dates, times, and prices in the target language. Anticipating information gives you direction for doing the task because you will be attuned to certain types of information. Use this strategy when you have knowledge about the topic; when new information is presented that allows you to refine or modify previous predictions or make new predictions.
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Annex 29: Making and Verifying Predictions Worksheet Instructions: Part 1: Predicting. First, read numbers one through six carefully. If there are any vocabulary words you do not understand, ask your teacher. Now write what you think to be true before you read the text. When you are finished, you might want to discuss your ideas with a partner. Part 2: Verifying your predictions. First, read the text once to understand the main idea. Then, read the text again and specifically focus on the information in the first column of the worksheet. Remember in the last column of the worksheet that says Verify Prediction: After, you are going to try to identify the information in the text that either supports or disproves what you predicted. Once you have located the information, underline it in the text and then copy the information in the last column.
Topic E.g. Why do you think teenagers become vegetarians? 1. What do you think the topic of the text is? 2. What do you think are some reasons why teenagers become vegetarians? 3. What do you think young vegetarians eat? 4. Who do you think is healthier, vegetarians or meat eaters? 5. Between vegetarians and meat eaters, who do you think is more likely to have eating disorders? 6. Why do you think current vegetarians report binge eating more often?
Prediction: Before E.g. I think teenagers become vegetarians because they respect animals.
Verify Prediction: After E.g. to save the world's animals.
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Annex 30: Text: Study: Is Vegetarianism a Teen Eating Disorder
http://www.time.com/time/health/article/0,8599,1889742,00.html
Study: Is Vegetarianism a Teen Eating Disorder? By John Cloud Being a teenager means experimenting with foolish things like dyeing your hair purple or candy flipping (to ingest LSD and Ecstasy (MDMA) at the same time which is extremely popular at dance clubs and raves because of the intense high) or going doorto-door for a political party. Parents tend to overlook seemingly mild, sincere teen pursuits like joining the Sierra Club, but a new study in the Journal of the American Dietetic Association suggests that another common teen fad, vegetarianism, isn't always healthy. Instead, it seems that a significant number of kids experiment with a vegetarian diet as a way to mask an eating disorder. They do this since it is a socially acceptable way to avoid eating many foods, and it is one that parents tend not to oppose. The study, led by nutritionist Ramona Robinson-O'Brien, an assistant professor at the College of Saint Benedict and Saint John's University in Minnesota, found that while adolescent and young adult vegetarians were less likely than meat eaters to be overweight and more likely to eat a relatively healthful diet, they were also more likely to binge eat. Although most teens in Robinson-O'Brien's study claimed to become vegetarians to be healthier or to save the environment and the world's animals, the research suggests they may be more interested in losing weight than protecting cattle or pigs. For one thing, many young "vegetarians" continue to eat the white meat of defenseless chickens (25% in the current study) as well as the flesh of those adorable animals known as fish (46%), even when they are killed and served up raw as sushi. And in a 2001 study in the Journal of Adolescent Health, researchers found that the most common reason teens gave for vegetarianism was to lose weight or keep from gaining it. Studies show that adolescent vegetarians are far more likely than other teens to diet or to use extreme and unhealthy measures to control their weight. It is also true that teens with eating disorders are more likely to practice vegetarianism than any other age group. In a research project called Project EAT-II: Eating Among Teens, Robinson-O'Brien and her team surveyed 2,516 young Minnesotans, ages 15 to 23. Of the participants, 108 (or 4.3%) described themselves as currently vegetarian, another 268 (10.8%) said they were former vegetarians, and the rest were lifelong meat eaters. The researchers found that in one sense, the vegetarians were healthier because they tended to consume less than 30% of their calories as fat, while non-vegetarians got more than 30% of their calories from fat. Not surprisingly, the vegetarians were also less likely to be overweight (17% were heavy vs. 28% of nonveggies). However, approximately 20% of the vegetarians turned out to be binge eaters, compared with only 5% of those who had always eaten meat. Similarly, 25% of current vegetarians, ages 15 to 18, and 20% of former vegetarians in the same age group said they had experimented with extreme weight-control measures such as taking diet pills or laxatives and forcing themselves to vomit. Only 1 in 10 teens who had never been vegetarian reported similar behavior. This variance in extreme behavior disappeared between current vegetarians and lifelong meat eaters in the older group, ages 19 to 23, with about 15% in each group reporting such weight-control tactics. But among former vegetarians, that number jumped to 27%. The findings suggest that age matters when it comes to vegetarianism: teenage vegetarians as well as young experimenters those who try it but abandon it may be at higher risk for other eating disorders compared with their peers. However, the study suggests that by young adulthood, many still-practicing vegetarians have likely chosen it as a lifestyle rather than a dieting technique. That being said, even among the young adults, current vegetarians reported binge eating more often than their peers, which the authors theorize can be explained by the fact that vegetarians are simply more aware and disciplined about what they eat and are, therefore, more likely to report overindulging. (It could also be that vegetarians are hungrier in general and somewhat more prone to bouts or periods of binge eating.)
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The authors suggest that parents and doctors should be extra cautious when teens suddenly become vegetarians. Although teens may say they're trying to protect animals, they may actually be trying to camouflage some unhealthy eating behaviors.
Read more: http://www.time.com/time/health/article/0,8599,1889742,00.html#ixzz1jkiJo0JN Read more: http://www.time.com/time/health/article/0,8599,1889742,00.html#ixzz1jki1AFBE
Annex 31: Inference Strategy Sheet INFERENCE (Can I guess what this might mean?) DEFINITION: Inferring involves guessing the meaning of unfamiliar language based on what you know, the content, the language, and other contextual clues (for example, nonverbal cues and pictures). EXAMPLE: You are reading a dialogue about school, and you repeatedly see the word meaning to study, which is not familiar to you. Based on your knowledge of the language, you figure out that this word is probably a verb. Many of the words in close proximity to the unknown word are cognates such as mathematics, literature, biology, and music. Based on this information, you make a guess that the word must mean to study. WHY: Often, the information you need to solve problems is already available if you just look at the other parts of the task and at your own resources. Drawing inferences can help you quickly solve problems yourself without having to go to another person or to reference materials. WHEN: When something doesnt make sense to you; when necessary context is available.
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Annex 32: Vocabulary Worksheet Instructions: Read the sentences from the Study: Is Vegetarianism a Teen Eating Disorder? text. The vocabulary words are in bold letters. Read the sentences carefully and infer the meaning of the vocabulary words based on context and knowledge you already possess about the topic. Circle the letter of the correct answer. A. Parents tend to overlook seemingly 1) mild, danger free teen 2) pursuits like joining the Sierra Club, but a new study in the Journal of the American Dietetic Association suggests that another common teen 3) fad, vegetarianism, isn't always healthy. 1. 2. 3. a. serious a. activities a. fantasy b. violent b. retreat b. custom c. flavorless c. hunt c. clothing d. harmless d. chase d. obsession
A. Instead, it seems that a significant number of kids experiment with a vegetarian diet as a way to 4) mask an eating disorder. 4. a. uncover b. hide c. false face d. expose
B. They do this since it is a socially acceptable way to 5) avoid eating many foods, and it is one that parents tend not to oppose. 5. a. seek b. face c. stay away from d. try
C. The study, led by nutritionist Ramona Robinson-O'Brien, an assistant professor at the College of Saint Benedict and Saint John's University in Minnesota, found that while adolescent and young adult vegetarians were less likely than meat eaters to be overweight and more likely to eat a relatively 6) healthful diet, they were also more likely to binge eat. 6. a. bad b. unhealthy c. helpful d. healthy
D. For one thing, many young "vegetarians" continue to eat the white meat of 7) defenseless chickens (25% in the current study) as well as the 8) flesh of those adorable animals known as fish (46%), even when they are killed and served up 9) raw as sushi. 7. 8. 9. E. a. vulnerable a. scales a. uncooked b. powerful b. feathers b. Japanese c. small c. bodies c. bloody d. male d. meat d. cut
This 10) variance in extreme behavior disappeared between current vegetarians and lifelong meat eaters in the older group, ages 19 to 23, with about 15% in each group reporting such weight-control tactics. 10. a. agreement b. similarity c. difference d. disagreement
F.
The findings suggest that age matters when it comes to vegetarianism: teenage vegetarians as well as young experimenters those who try it but abandon it may be at higher risk for other eating disorders compared with their 11) peers. 11. a. people you have nothing in common with b. people you have had disagreements with superior social level d. people who have socially similar backgrounds c. people of a
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G. That being said, even among the young adults, current vegetarians reported binge eating more often than their peers, which the authors theorize can be explained by the fact that vegetarians are simply more aware and disciplined about what they eat and are, therefore, more likely to report 12) overindulging. (It could also be that vegetarians are hungrier in general and somewhat more 13) prone to bouts or periods of binge eating.) 12. a. diet too much 13. a. unlikely b. eat too much b. unwilling c. drink too much c. subject to d. do too much exercise d. enjoyable
Annex 33: Verifying Predictions and Guesses Strategy Sheet VERIFY PREDICTIONS AND GUESSES (Were my predictions and guesses right? Why or why not?) DEFINITION: This strategy involves checking whether your predictions and expectations were met while you carried out the task. EXAMPLE: If you predicted that you might hear words for temperature, precipitation, sunny, or cold in a weather report, think about which of these words you actually heard. WHY: Evaluating the appropriateness of your predictions and expectations, helps you decide how well youve related your background knowledge to new information. It also reinforces your understanding of the information. WHEN: After getting new information about a prediction or after completing the task.
Annex 34: Personalize/Contextualize Strategy Sheet PERSONALIZE/CONTEXTUALIZE (How does this fit with my experiences? How does this fit in with the real world?) DEFENITION: Personalizing or contextualizing involves comparing the message to your background knowledge to see if it makes sense. EXAMPLE: As you are reading a cooking recipe, think about your own culinary experiences to help you understand and figure out ingredients and the sequence of the steps. WHY: Checking language input and output against what you know helps you ensure that it makes sense. Connecting information to your experiences makes it more meaningful to you and thus more memorable. WHEN: For all tasks, however, be aware that cultural differences may exist; also useful for remembering.
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Annex 35: Personalize/Contextualize Worksheet Instructions: 1. The first box contains the possible comparative structures you can use. Remember you saw this structure when you read the Eating Disorders in Men text. 2. Fill in the second box with the vocabulary words you will need to use. You can take vocabulary words from the text or you can ask your teacher and friends to help you with the words you do not know in English. Comparatives more ____ than / less ____ than / _____-er than / as ________ as / not as _________ as / fewer _______ than Examples: Eating vegetables is healthier than eating meat. Eating vegetables is less expensive than eating meat. Eating meat is as healthy as eating vegetables. Most vegetables have fewer calories than red meat.
Vocabulary: Fill in the box with vocabulary words you think you will need to be able to do this activity. E.g. satisfying
3. Check off the eating habit that corresponds to you. _____ Vegetarian _____ Meat Eater _____ Vegetarian who eats Chicken and fish
4. On the lines below, write five sentences that compare your eating habits to the opposite kind of eating habit. ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ _________________________________________________________________________________________________.
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Annex 36: Objectives and Strategies Questionnaire
Objectives and Learning Strategies Questionnaire INSTRUCTIONS: 1. Write a check in the box beside the objective. If the objective was completed, write the activity that went with the objective in the last column. If not, dont write anything in the last column.
CLASS OBJECTIVE 1. SW judge other types of eating habits using personal experience and information from the text. 2. SWBAT find specific information in a text in order to verify their predictions. 3. SWBAT define words in context from a reading text. 4. SWBAT create sentences comparing vegetarians to meat eaters based on the information in the text and their own personal experience.
COMPLETED
NOT COMPLETED
If yes, write the activity that completed the objective.
2.
Write a check mark in a box beside the learning strategies. The strategy helped you with t he activities or the strategy didnt help you with the activities. In both cases, you have to explain why in the column that says Explain your choice. Then answer the questions in the box titled Comments.
LEARNING STRATEGIES Predict
HELPED
DIDN'T HELP
EXPLAIN YOUR CHOICE
Comments What I liked the most is
Infer Verify Predictions and Guesses Personalize/ Contextualize
What I liked the least is
What I would change about the class is.
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Annex 37: Expansion Activity Model and Worksheet Predict: Answer the following question before you read the article. What do you think this article is about? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ _____________________________________________________________________________________________ Personalize/Contextualize: Before you read the article, read the list carefully and put an X beside the statements that are true for you. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Inability to control alcohol consumption once you start to drink. _____ Obsessing about alcohol (This means the next time the person can drink, how they are going to get alcohol, and who they're going to go out drinking with). _____ Behaving in ways, when you are drunk, that are uncharacteristic of your sober personality. _____ Repeating unwanted drinking patterns. _____ Surrounding themselves socially with heavy drinkers. _____ Getting drunk before actually arriving at parties/bars (pre-partying). _____ Increasing sense of denial that their heavy drinking is a problem because they are able to succeed professionally and personally. _____ Setting drinking limits (i.e., only having 3 drinks, only drinking 3 days per week) and not being able to adhere to them. _____ Driving drunk and not getting arrested or involved in an accident. _____ Always having to finish an alcoholic beverage or even another person's unfinished beverage. _____ Using alcohol as a reward. _____ Drinking daily. _____ Living a double life by separating drinking life from professional or home life. _____ Binge drinking (more than 5 drinks in one sitting). _____ Having chronic blackouts (memory loss due to excessive drinking) and not remembering what they did for a portion of their drinking episode. _____ Feeling guilty about their drunken behaviors. _____ Taking breaks from drinking and then increasing alcohol consumption when they resume drinking after a period of time. _____ People have expressed concern about their negative drunken behaviors. _____ Engaging in risky sexual behavior when intoxicated. _____ Not being able to imagine their life without alcohol in it. _____
Infer: Infer the meanings of the following vocabulary words from the article and write their meanings beside them in your own words. The class will be divided into 3 groups for this activity, and each group has to infer the meanings for the corresponding vocabulary words. Group 1 1. 2. 3. 4. 5. Lack _________________________________________________________________________ Awareness____________________________________________________________________ Peaks_______________________________________________________________________ Phase out of_________________________________________________________________ Cut back on__________________________________________________________________
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Group 2 1. 2. 3. 4. 5. Group 3 1. 2. 3. 4. 5. Sober________________________________________________________________________ Denial________________________________________________________________________ Adhere_______________________________________________________________________ Beverage_____________________________________________________________________ Blackouts____________________________________________________________________ Hangover_____________________________________________________________________ Inevitably____________________________________________________________________ Falsely_______________________________________________________________________ Labeling______________________________________________________________________ Tailored_____________________________________________________________________
Verify Predictions Go back to your prediction and verify if you were right or wrong. Explain your answer with supporting information from the article.
____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ _________________________________________________________________________________________________ The High-Functioning Alcoholic Understanding this Hidden Class of Alcoholics from a Professional and Personal View by Sarah Allen Benton, M.S., L.M.H.C.
Social Drinkers, Problem Drinkers, and High-Functioning Alcoholics Differences and warning signs. Published on April 28, 2009 by Sarah Allen Benton, M.S., L.M.H.C. in The High-Functioning Alcoholic When the term "high-functioning alcoholic" is mentioned, various types of drinkers often begin to question their own drinking and worry if they fall into this category. Part of this confusion is that many individuals are unclear about the differences in characteristics of social drinkers, problem drinkers, and alcoholics. There is also a lack of awareness of what the true warning signs of alcoholism are. Social drinkers are those individuals who drink in low-risk patterns. According to the National Institute on Alcohol Abuse and Alcoholism (NIAAA), "low-risk" drinking for females consists of no more than 7 drinks per week and no more than 3 drinks per sitting. For males, it consists of no more than 14 drinks per week and no more than 4 drinks per day. Problem drinkers display clear differences between their drinking habits and those of alcoholics. In fact, according to the NIAAA, 72% of people have a single period of heavy drinking that lasts 3-4 years and peaks at ages 18-24 (typically occurs during the college years) that they phase out of. When problem drinkers are given sufficient reason to cut back on their drinking (i.e., have a negative drinking consequence, massive hangover), they are able to self-correct and return to drinking in a low-risk manner.
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In contrast, alcoholics may be given innumerable reasons to cut back on their drinking, but they are unable to permanently reduce their drinking. Alcoholics may have occasions where they drink in a low-risk manner, but they inevitably return to their alcoholic drinking patterns. High-functioning alcoholics (HFAs) in particular tend to minimize their drinking by falsely labeling it as a "problem" or as "heavy" drinking because they often do not believe that they fit the stereotype of the typical alcoholic. However, what defines an alcoholic is a person's relationship to alcohol and not how they appear to the outside world in terms of their personal, professional or academic life. Some of the following alcoholism warning signs are tailored to HFAs but are applicable to all subtypes of alcoholics and include but are not limited to: 1. Inability to control alcohol consumption once you start to drink. 2. Obsessing about alcohol (i.e., next time the person can drink, how they are going to get alcohol, and who they're going to go out drinking with). 3. Behaving in ways, while drunk, that are uncharacteristic of their sober personality. 4. Repeating unwanted drinking patterns. 5. Surrounding themselves socially with heavy drinkers. 6. Getting drunk before actually arriving at parties/bars (pre-partying). 7. Increasing sense of denial that their heavy drinking is a problem because they are able to succeed professionally and personally. 8. Setting drinking limits (i.e., only having 3 drinks, only drinking 3 days per week) and not being able to adhere to them. 9. Driving drunk and not getting arrested or involved in an accident. 10. Always having to finish an alcoholic beverage or even another person's unfinished beverage. 11. Using alcohol as a reward. 12. Drinking daily. 13. Living a double life by separating drinking life from professional or home life. 14. Binge drinking (more than 5 drinks in one sitting.) 15. Having chronic blackouts (memory loss due to excessive drinking) and not remembering what they did for a portion of their drinking episode. 16. Feeling guilty about their drunken behaviors. 17. Taking breaks from drinking and then increasing alcohol consumption when they resume drinking after a period of time. 18. People have expressed concern about their negative drunken behaviors. 19. Engaging in risky sexual behavior when intoxicated. 20. Not being able to imagine their life without alcohol in it. If individuals display a number of these warning signs, it is important for them to address this issue. Finding someone in their lives that they can be honest with and admitting they need help, can assist individuals in beginning this process. In addition, speaking with someone in the mental health or health care field, such as a therapist or social worker (preferably an addiction specialist) and/or medical doctor can help potential alcoholics receive a thorough assessment of their drinking patterns and provide suggestions for appropriate treatment. There is no harm in at least checking out an abstinence-based program such as Alcoholics Anonymous or Women for Sobriety meetings. Each of these recovery programs has members who are HFAs as well as lower functioning alcoholics. Meetings are held in person as well as online and are typically listed on their Websites. It is most important for alcoholics to realize that they are NOT alone and that there are millions of sober alcoholics who now have fulfilling lives without drinking.
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Sequence 5 Material Annex 38: Images of people who offer advice
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Annex 39: Guiding Questions Who do you go to when you have a problem? Would you ever write a letter to an advice column? Explain. In your opinion, do columns offer good or bad advice? Explain.
Annex 40: Class Objectives Content Objective 1. SW compose a letter that expresses a problem and a response to a problem related to one of the eating disorders or social alcoholism. Language Objectives 2. SWBAT apply the language patterns of reported speech and comparatives in order to share their eating disorder and/or social alcoholism problems as well as offer solutions. 3. SWBAT use recycled vocabulary from sequences 3 and 4 in order to explain their eating disorder and/or social alcoholism problems in oral and written forms. Strategy Objectives 4. SWBAT use the Problem-Solving Strategy Use Resources to investigate additional information related to the problem (eating disorders or social alcoholism) they chose to write about. 5. SWBAT use the Evaluating Strategy Check Goals to check if the activity expectations were met.
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Annex 41: Model Dear Abby Letter and Response
WIDOW'S HEART IS VULNERABLE TO ONLINE SUITOR'S CHARMS
LETTER TO ABBY
DEAR ABBY: One of my closest friends from childhood, "Penny," lost her husband of 30 years five months ago, after a short illness. We reconnected via the Internet and have become closer than before. It has been a blessing. Penny has moved back to California and we are spending more time together. One of Penny's relatives signed her up on some online dating sites, and Penny told me that she had met a seemingly nice man from across the country who had immediately contacted her with a beautiful email. She said that she had responded to him once, explaining her recent loss, and told me that he has been courting her with extremely romantic daily emails ever since. Penny asked me for advice, and I told her that her loss is fresh, and she should give herself time to grieve for her husband. Penny has never been alone, and I know she's scared. However, I see big red flags, and I'm worried about her. I advised that they should keep in casual contact, and if it's real now, it will still be real in another year. I think she needs time to heal. Should I stay out of it and mind my own business, or should I continue to express my concerns? -- CONFLICTED IN COASTAL CALIFORNIA RESPONSE TO LETTER DEAR CONFLICTED: I see nothing wrong with continuing to share your thinking with your friend. You gave her good advice. Although some beautiful relationships have been formed online, this one seems to have blossomed unusually quickly. Encourage Penny to take her time, invite him to visit eventually, and go visit him, so she can meet his friends and family and get to know him better. If it turns out that remarriage is in the cards, then suggest that she contact her lawyer and have a pre-nuptial agreement in place before the wedding.
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Annex 42: Use Resources Strategy Sheet Use Resources (What information do I need? Where can I find more information about this?) DEFINITION: This strategy involves you using reference materials such as dictionaries, textbooks, computer programs, CD-ROMs, and the internet. EXAMPLE: If you get confused when reading a novel, and you notice an unfamiliar verb structure, you could look in your textbook index to locate information on the structure. WHY: Looking up unfamiliar information in a reference source can help you solve complex problems, especially if no one is available to help you. WHEN: When something crucial doesnt make sense to you , or you dont know how to say something that is crucial to your message.
Bibliografa: Anna Uhl Chamot [et al.]. (1999). The Learning Strategies Handbook. Longman. Pearson Education.
Annex 43: Use Resources Reference List and Worksheet Reference List Instructions: Part 1: Choose a topic from the list. Below each of the topics are some links that you can use to find more information for each of the topics and personal experience from people who have suffered from these problems. Bulimia Personal stories from people who are bulimic/help: http://www.experienceproject.com/groups/Have-Bulimia/11529 http://www.experienceproject.com/groups/Am-Bulimic/26032 http://www.option.org/custom:eating-disorders,single,379
Anorexia Personal stories from people who have anorexia/help: http://www.swedauk.org/disorders/apaterson.htm http://www.caringonline.com/feelings/byvictims/ http://www.experienceproject.com/groups/Am-Anorexic/21828 http://www.option.org/custom:eating-disorders,single,379
Alcoholism Explanations, help, personal experiences: http://www.ehow.com/how_2157068_avoid-social-alcoholism.html http://www.4therapy.com/conditions/substance-abuse/alcohol/facts-about-alcohol-social-drinking-dangerous-dependence-2251 http://www.drug-rehabs.com/SocialDrinkingorAddiction.htm http://www2.potsdam.edu/hansondj/AlcoholAbuse.html http://anonymous-alcoholic.wrytestuff.com/swa242062.htm http://www.alcoholanddrugabuse.com/stories.html
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Part 2: While you are reading, write down the important information that you would like to include in the boxes below. For the brief description of the disorder or sickness, the information has to be correct. However, feel free to give the personal experience (what happened to you) your own personal touch. What is my problem? ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________
What happened to me? ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ __________________________________________________________________________________________________________
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Annex 44: Vocabulary Worksheet Vocabulary List Instructions: Choose ten to fifteen words from any of the sequences (for example, 3 and 4) that you will try to include in the letter you are writing to Abby. Write the words in the box below and remember to check them off once you have used them in your letter. Please make sure to type the vocabulary words in your letters in BOLD, so they are easy to see. You may want to choose vocabulary words from the reading that is related to the disorder or problem that you have chosen to write about.
Annex 45: Check Goals Strategy sheet CHECK GOALS (DID I MEET MY GOAL?) DEFINITION: This strategy involves deciding whether you met your goal for the task. EXAMPLE: If you are writing a letter to an e-mail pal, re-read it to see if it communicates the information you wanted to share. WHY: Asking yourself, Did I accomplish what I set out to do? should help you decide whet her you need to go back and rephrase, add additional information, re-read a text, or ask for more information. WHEN: At the end of a task or whenever you arent sure how well you are meeting your goal.
Bibliografa: Anna Uhl Chamot [et al.]. (1999). The Learning Strategies Handbook. Longman. Pearson Education.
Annex 46: Checking Meaning Activity Link Instructions: Read and try to identify the misunderstandings. Why did you get confused? Your teacher will guide you through the activity. http://freedownload.is/pdf/letters-to-dear-abby-2607510.html
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Annex 47: Model Checklist Instructions: Apply this checklist to the Model Dear Abby Letter and Response. Work as a group with your teacher and discuss your choices.
Parts of the Dear Abby Letter Checklist

A Dear Abby letters purpose is to express concern about a situation and request a possible solution or different approach to the problem. These letters tend to use casual language, and it is more of a rain of thought than a carefully planned letter. The following questions should guide you in writing a good Dear Abby letter. Please circle the correct response. The purpose of the letter (State a problem, explain a situation, and request help) is clear. The body of the letter is well organized and to the point (the meaning is clear). Necessary structures and information (comparatives, reported speech, and vocabulary) have been given. The three parts of a Dear Abby letter are included and in the proper order: Salutation Body Anonymous Closing The letter uses informal language (but no reductions). Letter is edited for spelling, capitalization, punctuation, and complete sentences.
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Make sure you correct any points that were No.
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Annex 48: Student Checklist Instructions: Apply this checklist to your Letter to Abby. Once you have finished, modify the list items where you wrote No.
Parts of the Dear Abby Letter Checklist

A Dear Abby letters purpose is to express concern about a situation and request a possible solution or different approach to the problem. These letters tend to use casual language, and it is more of a train of thought than a carefully planned letter. The following questions should guide you in writing a good Dear Abby letter. Please circle the correct response. The purpose of the letter (State a problem, explain a situation, and request help) is clear. The body of the letter is well organized and to the point (the meaning is clear). Necessary structures and information (comparatives, reported speech, and vocabulary) have been given. The three parts of a Dear Abby letter are included and in the proper order: Salutation Body Anonymous Closing The letter uses informal language (but no reductions). Letter is edited for spelling, capitalization, punctuation, and complete sentences.
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Make sure you correct any points that were No.
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Annex 49: Objectives and Learning Strategies Questionnaire
Objectives and Learning Strategies Questionnaire INSTRUCTIONS: 1. Write a check in the box beside the objective. If the objective was completed, write the activity that went with the objective in the last column. If not dont write anything in the last column. 2. Write a check mark in a box beside the learning strategies. The strategy helped you with the activities or the strategy didn t help you with the activities. In both cases, you have to explain why in the last column. 3. On the comment lines, write what activity you liked the most, what activity you liked the least, and what you would change about the class. CLASS OBJECTIVE 1. SW compose a letter that expresses a problem and a response to a problem related to one of the eating disorders or social alcoholism. 2. SWBAT apply the language patterns of reported speech and comparatives in order to share their eating disorder and/or social alcoholism problems as well as offer solutions. 3.SWBAT use recycled vocabulary from sequences 3 and 4 in order to explain their eating disorder and/or social alcoholism problems in oral and written forms. COMPLETED
NOT COMPLETED
If yes, write the activity that completed the objective.
LEARNING STRATEGIES Use Resources Check Goals
HELPED
DIDN'T HELP
EXPLAIN YOUR CHOICE
Comments: What I liked the most is: __________________________________________________________________________________________________ __________________________________________________________________________________________________ What I liked the least is: __________________________________________________________________________________________________ __________________________________________________________________________________________________ What I would change about the class is: __________________________________________________________________________________________________ __________________________________________________________________________________________________ 50
Annex 50: Expansion Activity Worksheet Instructions: Read the letter to Abby. Now write a response to the letter. Tomorrow your teacher will show you the actual response to the letter, so that you can compare them. DEAR ABBY: "Dwayne," my boyfriend of eight years, insists on smoking in his bedroom. In our last apartment he'd fall asleep with a lit cigarette and ended up burning holes in our couch, numerous blankets, and pillows as well as the carpet. When we moved, Dwayne assured me he had stopped, but a month ago I noticed his blanket and mattress have burn holes and so does the carpet by his bed. We live together with our 6-year-old son, and I'm scared to death Dwayne will burn this place down. I have talked to him about it numerous times. All he does is yell and say it won't happen because cigarettes are "safer now." I have discussed this with our landlord with no result. I thought about calling social services, but I don't want to get him in trouble. I could really use some good advice. -- SCARED FOR MY LIFE IN MILWAUKEE DEAR SCARED: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________
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Sequence 6 Material Annex 51: Objectives Presentation Content Objectives 1. 2. SW state what they learned about eating disorders, alcoholism, and solutions. SW state how they learned about eating disorders and alcoholism.
Language Objectives 1. 2. SWBAT write what they learned about eating disorders and alcoholism in the L column of the KWLH SWBAT write about the strategies they used to learn about eating disorders and alcoholism in the H column of the KWLH
Strategy Objective 3. SWBAT apply the evaluating strategies Evaluate Yourself and Evaluate Your Strategies in order to assess how they learned about the content topic.
Annex 52: Evaluate Yourself Strategy Sheet
EVALUATE YOURSELF (How well did I do?)
DEFINITION: Evaluating yourself involves checking how well you understood or used the language in the task. EXAMPLE: If you are reading a newspaper article for class, you could mentally give yourself a grade that represents how well you understood it. WHY? Self-evaluating helps you identify your strengths and weaknesses, so that you can do better next time. WHEN? At the end of a task or whenever you are not sure how well you are using or understanding the language; also useful for remembering.
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Annex 53: Evaluate Your Strategies Sheet EVALUATE YOUR STRATEGIES (Did I choose good strategies? What could I do differently next time?) DEFINITION: Evaluating your strategies involves judging how well you applied the strategies to the task, judging how effective and appropriate your strategies were for that particular task, identifying why a strategy was helpful or not-so-helpful for the task, comparing the usefulness of various strategies on the same task, and thinking about better strategies you could have used. EXAMPLE: If you made predictions based on your knowledge of Japanese foods, but you still did not understand a restaurant video, think about why predicting did not help. Maybe your knowledge of Japanese food is more limited than you thought, and your predictions were incorrect. You could also think about other strategies that would be more helpful, such as paying attention to names that are given to specific dishes shown in the next restaurant video. WHY? Assessing strategies use helps you decide when certain strategies work best, so you can choose appropriate strategies in the future. WHEN? For all types of tasks.
End of Unit
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Sequence 1 Material Annex 1: Activation of Prior knowledge Worksheet Step 1: Look at the pictures and describe what you

see in each of them with your partner.

Annex 3: Elaboration of Prior Knowledge Strategy Sheet

Annex 4: Model KWLH: Smoking

4. I know that secondary smoke can be more harmful.

Annex 5: KWLH Grading Rubric

Annex 6: Student KWLH: Young Adults and Disorders

Sequence 2 Material Annex 7: Objectives Presentation

II. Unit Scenario/Problem:

III. Culminating Activity:

IV. Grading Rubric

CATEGORY 1: Letter format

CATEGORY 4: Use of English

CATEGORY 5: Response to a letter

Reading: Eating disorders - Causes

Read more: http://www.umm.edu/patiented/articles/what_causes_eating_disorders_000049_3.htm#ixzz1kJfVZRY6

battle purging mood

skipping guilty self-worth

psychobiology starving binge

get rid of brain markers relapses

Annex 20: Reading Comprehension Worksheet

Unclear idea from text

Question for clarification

E.g. Simple Present

Annex 28: Predict Strategy sheet

Verify Prediction: After E.g. to save the world's animals.

Annex 30: Text: Study: Is Vegetarianism a Teen Eating Disorder

Annex 36: Objectives and Strategies Questionnaire

If yes, write the activity that completed the objective.

LEARNING STRATEGIES Predict

EXPLAIN YOUR CHOICE

Comments What I liked the most is

Infer Verify Predictions and Guesses Personalize/ Contextualize

What I liked the least is

What I would change about the class is.

Sequence 5 Material Annex 38: Images of people who offer advice

Annex 41: Model Dear Abby Letter and Response

WIDOW'S HEART IS VULNERABLE TO ONLINE SUITOR'S CHARMS

Parts of the Dear Abby Letter Checklist

Make sure you correct any points that were No.

Parts of the Dear Abby Letter Checklist

Make sure you correct any points that were No.

Annex 49: Objectives and Learning Strategies Questionnaire

If yes, write the activity that completed the objective.

LEARNING STRATEGIES Use Resources Check Goals

EXPLAIN YOUR CHOICE

Annex 52: Evaluate Yourself Strategy Sheet

EVALUATE YOURSELF (How well did I do?)

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