1.Before reading the whole text,take a quiet moment to look at the title and the introduction (first two lines of the text).
a.What comes to mindwhen you hear the word "vacation"? What do people usually do while on vacation?
b.Highlight or underline any words or expressions that describe places, activities, or feelings people might have on vacation.
c.Think about what the word "memorial" might mean.
- What word do you think it comes from?
- Why might Mount Rushmore be called a national memorial? What memory could it be celebrating?
d.Focus on the adjective picturesque.
- Do you recognise a word you already know? What do you think the suffix means?
- Do you think "picturesque" describes something ugly or beautiful? Why?
- Describe a place you’ve seen (in real life or online) that you think is picturesque.
e.Who might be interested in reading this article?
2. You cannot see the full text yet, so look at the only elements you can read, called section titles.
a.Write down what you expect to read in each section. What kind of information do you think each section will include?
b.Write 2 or 3 questions you hope the text will answer.
3.Fill inyour "Personal Recap Chart."
Vacations Across America - Group A Reading Worksheet
You will now readdifferent parts of the article in two groups.
Group A will read about Mount Rushmore History (line 2 to line 6).
Group B will read the part about what to do at Mount Rushmore (line 6 to the end).
Group A. Mount Rushmore History
1.Read your passage from line 2 to line 6.
a. Scan your section of the article and underline or list all the words that start with a capital letter. What kinds of words usually start with capital letters?
b. Use the context (before and after) to understand what each one refers to.
2.Understanding key verbs.
a. Target verb:commission.
- Who are the people in the sentence? What is the action?
- What do you think "commissioned" means here? Use your own words (in English or French).
b. Target verb:carve.
- Who did the action? What was created? What material was used?
- So what do you think "carve" means?
- What else can be carved? (Think of food, materials, art...)
c. Target verbs:suggest– symbolize.
- Do they remind you of any French verbs? Which ones?
- Now, find English synonyms for each verb.
3.Understanding the historical context.
Focus on the sentence below:
"Borglum believed that the four presidents symbolized what was, at the time, the 150-year history of the United States."
a.If the U.S. was about 150 years old in 1927, when was the country created?
b. Do you know anythingabout that period?
4. Highlight key informationabout dates and events and draw a timeline of Mount Rushmore's history.
Groups A and B.
Pair up with a partner who did not read the same section as you.
1.Share information and discuss the following elements.
a. What you read about.
b. What you found interesting.
2. What do you now understandabout Mount Rushmore that you didn’t before?
3. What part of this monumentor its history surprised you the most?
4. Fill inyour "Personal Recap Chart."
Vacations Across America - Group B Reading Worksheet
You will now readdifferent parts of the article in two groups.
Group A will read about Mount Rushmore History (line 2 to line 6).
Group B will read the part about what to do at Mount Rushmore (line 6 to the end).
Group B.What to do at Mount Rushmore.
1. Scan your section of the articlefrom line 6 to the end.
a.Underline or list all the words (or groups of words) that start with a capital letter. What kind of words usually start with capital letters?
b.Fill in the table below (you can copy it in your notebook, fill it in online or download it). Write down each capitalized word (or group of words) you listed, what verb is associated with it, and your guesses as to its meaning.
2. Organize the activities
a. Read the section again. Use two different colors to highlight:
- One color for things to see or visit.
- Another color for things people cando or experience.
b. Choose one or two activities. Ask yourself the following questions:
- Do I need special clothes, tools, or equipment for this activity? (e.g. hiking shoes, a camera, water, etc.)
- Would I need to prepare in any way?
- Is this an activity you can do indoors or outdoors?
c.Think: Who would enjoy each activity? Why? Draw the chart below in your notebook ( fill it in online or download it) to classify each activity into the right category.
d. If visitors want more information about Mount Rushmore, what possibilities are available to them?
Groups A and B.
Pair up with a partner who did not read the same section as you.
1.Share informationand discuss the following elements.
a. What you read about.
b. What you found interesting.
2. What do you now understandabout Mount Rushmore that you didn’t before?
3. What part of this monumentor its history surprised you the most?
4. Fill inyour "Personal Recap Chart."
Vacations Across America - Role-Play Worksheet
Role-Play Activity: Is Mount Rushmore Worth the Trip?
Have a discussion with your group about whether Mount Rushmore is worth visiting. Each person plays a different role and shares their opinion using information from the article.
1.Choose oneof the following characters:
- A student who loves history.
- A nature lover.
- A skeptical friend who wants “real adventure.”
2.Read the article"Mount Rushmore Travel Guide" againand take short notes to help you prepare. Think about:
a. What would your character like most about Mount Rushmore?
b. What might they dislike or find boring?
Use specific facts from the article to support your opinion.
3. Role-play the discussion. Share your opinions and try to convince each other.
Make sure everyone:
- Speaks at least twice.
- Responds to others (“I see your point, but …”).
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Toolbox
As someone who loves …, I think …
Mount Rushmore has …, which is perfect for …
I’m not sure it’s exciting enough because …
In my opinion, Mount Rushmore is a good place to visit because …
I think this place is interesting for people who enjoy …
For someone like me, who loves …, it’s perfect because …
I don’t really like …, so I’m not sure I would enjoy it.
That’s a good point, but I still prefer …
I agree with you about …, but I also think …
Agreeing
I agree with you on that point.
I think we can both agree that ...
Definitely!
Absolutely!
I have the same opinion as you on that.
Disagreeing
I'm afraid I don’t really agree.
I totally disagree with you on that point.
You are wrong to say that …
That’s not quite right!
I don't think you and I have the same opinion on this issue.
I have a completely different opinion on that.
I don't see it that way.
I see what you're saying, but …
I agree to some extent, but …
There is some truth to what you’re saying but don’t you think that …
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4. Quick group reflection.
a. As a group, answer: Would we like to go to Mount Rushmore or not? Why?
b. Be ready to share a short sentence with the class summarizing your group’s decision.
5. Fill inyour "Personal Recap Chart."