To use the vocabulary and ideas generated in Lessons 1 and 2. To identify and analyze the issues that arise in Stella's Story. To help learners reflect on their own health practices and life choices. To begin to look at what is difficult and what is easy about the health practices of prevention and detection. To introduce the roles of obstacles and support systems in pursuing health care and maintaining good health. What are the obstacles to prevention and detection? Who or what are the supports for prevention and detection?
1. Display the Stella's Story illustrations. Explain that this is the story of a woman named Stella. Invite the learners to tell the story that they see in the visuals. Record key vocabulary on the board.
2. Pass out a copy of Stella's Story to each student. You can read aloud as learners follow.
3. Using Stella's Story as a code, use the following questions to guide your class discussion. These questions are designed to help learners identify and analyze the problems on an individual and larger social level. The emphasis of the exploration should be on leading learners into a discussion of prevention and detection.
Why does Stella go to her health care provider?
What happens during the visit?
Do you think it is going to be easy for Stella to take care of herself? Why or why not? What are the obstacles she
may face? What or who may give her support?
Have you ever felt like Stella? If so, what did you do?
What can you do to make it easier to change your life in order to prevent or detect health problems? Who or what
can support you in this?
What is a code?
A code is usually in the form of a written dialogue,
story, or graphic. An effective code should be a familiar Sources: Elsa Auerbach and Nina Wallerstein. ESL for Action. Reading, MA: Addison - Wesley, 1987, page X. |
4. After discussion, use the Writing Prompt Journal Page. Invite learners to write their ideas in response to the questions. You could write at this point also. This is journal entry writing and the emphasis should be on content, not on spelling and grammar.
5. If time allows, invite learners to share their responses to the writing prompt with the class. You could also be part of this process.
If appropriate, ask learners to work on these journal entries. Their work could then be displayed on the Community Health Wall.
Sharing Music/Sharing Strategies: Many times people listen to music when they are down or overwhelmed by a problem. They may listen to a particular song that helps them feel stronger and calmer and gives them a feeling that they can go on and overcome their obstacles and problems. Invite learners to bring in music that they listen to in these circumstances. They can share how the music and/or lyrics of the song help them overcome obstacles.
It may be important, especially for ESOL learners, to begin by asking general questions about Stella's Story to review learner comprehension.
You may want to offer learners an opportunity to read the story aloud as reinforcement for pronunciation. The health vocabulary that they explored in Lessons 1 and 2 is woven throughout this story.
During the discussion in Step 3, record key vocabulary and ideas on the board, so learners can refer to it when they are doing the Writing Prompt Journal Page.
For additional reading on strategies for staying healthy, see How to Feel Good: Learning to Relax and Exercise, An Invitation, by students of the Jamaica Plain Community Center Adult Learning Program in Boston, Massachusetts. This collection of writings by ESOL students describes the different activities they choose to stay healthy, especially as they confront the stresses of immigration.
Available at: http://www2.wgbh.org/MBCWEIS/LTC/ALRI/feelgood.html