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SUNDAY UPDATE

Program Content for June 14, 2009

Names to Know

Questions That Make You Think:

1.  "At UW graduation, Secretary Gates urges life of public service" summarizes what's ahead for graduating seniors. (B1 )

·       What is a keynote speaker?  Who was this year's keynote speaker for the University of Washington's graduation ceremony?

·       Share some of the reasons given for why public service is now especially important?

·       How many degrees are being awarded to graduating students this year?   

·       What special honor did Gates receive from the UW?  Who else received a special degree and what was it for?

·       Why did some protesters attend the event?  How did Gates respond to being criticized for public service?

·       Share how criticism can have both positive or negative outcomes.  

2.  Read the PNW story, "Rainier Valley Rowers | Eight together, finding the power of one."  (PNW 5)

·       How are the Rainier Valley Rowers different from the other rowing groups?  Who helps support the program?

·       What was the first thought that came to mind for rower Ann Kane when she considered trying crew? 

·       Legacy is like a tradition.  What kind of legacy exists in rowing? How might a program like the one described in this story change the legacy of the sport? 

·       Legacy exists in many ways within our culture.  Legacy exists in schools (families who are traditionally admitted to and attend the same school), politics (multi-generation families in office, like the Kennedy or Bush families), in business (a family business that has been passed down from one generation to the next), within the arts (think of generations of Hollywood families), etc. 
Discuss:  What are the benefits of legacy, and what are the challenges?  Is legacy a form of privilege?  Explain.

·       Choose a form of legacy (from the list above, or one of your own ), and think about what might happen if legacy did not exist.  For example, "What if family legacy was not considered when admitting students to a prestigious school?"  Using your example, make a list of what might happen when things change.  What outcomes might occur with change? 

·       A previously published column by Steve Kelley, "The Zen of Crew: heaven and hell on the water" is about the sport of crew.  (see http://seattletimes.nwsource.com/html/stevekelley/2009274696_kelley29.html)  Share similarities from both stories.

Writing Prompt: A writing prompt is a tool to help you get started writing.  (Think: literary jumper cables!)
A prompt generally asks you to write for a specific purpose.  Three types of writing prompts are used for Sunday Update. 

• Expository writing gives information, explains why or how, clarifies a process, or defines a concept. 

• Narrative writing shares a personal or fictional experience or shares a story based on both real and imagined events. 

• Persuasive writing attempts to convince the reader about a perspective or point of view. After you’ve read the story, do some additional research on the topic, put on your thinking cap, sharpen your pencils, and get started writing! 

Writing Prompt Type:  Expository
Topic:  Crew
Explain the following:
"Crew is an ideal way to manage stress and balance one's life."

Writing Prompt Type:  Persuasive
Topic:  Legacy
Choose one of the positions and convince the reader of the following:
"Legacy as a tradition is a (beneficial - or - challenging) part of society."

3.  Read "Oysters in deep trouble: Is Pacific Ocean's chemistry killing sea life?" to answer the following.  (A1 )

·       What ecological concern does the story describe? 

·       What reasons are speculated by scientists, growers, and hatchery officials for the oyster decline? 

·       Why are local oyster growers concerned?

·       Create a graphic illustration showing how the well-being of one species contributes to the survival of another. Use examples of sea life described in this story.  How does this describe the phrase, "balance of nature?"

·       How are corrosive waters changing our oceans?     

·       What is NOAA and what does it do to address the problems of the ocean?

4.  Read "Residents march, wash cars to help Bainbridge schools." (B1 )

·       Why did parents and kids rally on Bainbridge Island? 

·       How did the group turn their protests into action?  What activities did they do? 

·       How is this an example of a grass-roots effort to bring community together during a crisis (rather than polarizing against one another) ?

·       Name other districts and how they are coping with financial shortages.     

Content Discussion: Questions and Activities -- The Week in Review

1.  Look over the news shorts under "Weekly Review." (A3) 

·       What did Seattle native Amanda Knox do this week?

·       What happened in Iran?

·       What declaration was made by the World Health Organization? 

·       Who will play for the UW Huskies?  Who is his father and why is he famous?

·       What power did Congress give the FDA over the tobacco industry?

·       What is PETA protesting? (Read more about the PETA protest in  Ron Judd's A3 column.)   

·       What happened at the Holocaust Memorial Museum in Washington, D.C.?

·       Who did the Seattle Mariners select?

2.  Read Nancy Leson's All You Can Eat blog for Friday, June 12, "What's in it for zoo: 3-year-old hosts fundraiser at Elemental." (http://seattletimes.nwsource.com/html/allyoucaneat/2009332641_whats_in_it_for_zoo_3-year-old.html)

• Who is involved in the fundraising effort? 

• What benefits result from the fundraising?  (Consider monetary benefits, personal enrichment)

• Who benefits from this event?

• Describe how this effort is both a family event and a community one.

• Use adjectives to describe Lucas Engles-Klann.  Use adjectives to describe his parents.

• How is this an example of positive and supportive parenting?

3.  Read "A proud Rabbi Mark Glickman reflects on daughter's bat mitzvah." (Saturday, June 5, http://seattletimes.nwsource.com/html/localnews/2009306947_glickman06m.html)

                Discussion the Following:

·       What is a bat (and bar) mitzvah ceremony and what does it signify?  (What myth does the story dispel about the celebration?) 

·       Share history of the bar and bat mitzvah.  Share how the ceremony evolved for some non-orthodox Jewish congregations.

·       Describe the significance of "family" with a bar/bat mitzvah; how does the family support the youth and how does the youth give back to the family, following the occasion of the ceremony?

Answers

Answers are found in the educator e-mail, register today.

Looking for additional programs that integrate the newspaper? Check out the NIE Web site @ www.seattletimes.com/nie.