From Private to Public School: Reading Strategies, Vocabulary Development and Discussion

Objectives: Reinforce the value of looking closely at the title of an article or story to get a sense of what the story is about. Reinforce the value of taking the time to understand vocabulary words.

Before the lesson: Write these words on the board:

A. Words related to the story’s main theme
• Regal (what a queen bee is)
• Hierarchy (what a queen bee rules)
• Condescending (how a queen bee acts)
• Acknowledgement (what a queen bee gives out)
• Submissive (what a queen bee expects you to be)

Write down the definitions of these words for your reference.

B. Other words and how they appear in the story
• Futile to fight
• Scrutinizing my every move
• Procuring it
• Telepathic nudge
• Subtly control
• Muster courage

Before you read the story
Title discussion: Tell the group something like: “Sometimes the title of an article can help you get an idea of what the story’s main point or theme is. Having that idea can make it easier to understand the story as you read it.”

Ask, “What do you think of when you read the words “escape” and “private school?” Take a few answers from the group. Then ask, “What does the phrase, ‘serving queen bees’ in the subtitle of the story suggest?” Take some answers from the group.

Ask the group to write a one-sentence summary of the story based on their discussion of the title and subtitle. Ask for volunteers to read their sentences. Discuss which one best describes that they think the story is about.

Vocabulary exercise: Say to the group something like, “The writer has a very extensive or large vocabulary. Let’s be sure you understand the words in column A. They are related to the main theme and you may not fully appreciate the emotions the writer is trying to describe unless you know these words.”

Ask for definition of each word. You may have to supply an exact one yourself. Then ask them to write two sentences, using one of the words in each sentence. The sentences have to contain the name of someone they know. The leader should also write two sentences.

Ask for volunteers to read their sentences aloud. Prompt them with your sentences. Discuss two or three of the sentences to see if they make sense and the word is being used correctly.

Ask them to look at column B and tell them those words also appear in the story. They may be words they don’t know. They may have to look them up or figure out the meanings from how they are used in the sentence.

Discussion ideas about the story
They can read story in class or as homework. Ask them to consider two main questions about the story before they read it:
• Why did the author want the approval of the queen bees? What emotional need was she looking to fill by getting their approval?
• What was different about going to public school? Which of her needs were met by going to public school?

We adapted the vocabulary lesson from Narrowing the Language Gap: Strategies for Vocabulary Development, Kevin Feldman and Kate Kinsella, January 2003