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New York Councilfor the Humanities

PERSONPLACETHING

CONVERSATIONTOOLKIT FOR KIDS

R.L. Stine


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New York Councilfor the HumanitiesPERSON PLACE THING CONVERSATION TOOLKIT

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Table of ContentsWelcome

Tips for Hosting & FacilitatingPPT Conversations

R.L. Stine Bio, ConversationQuestions, and AdditionalResources

Sample Lesson Plan andStandards

Sample Participant Evaluation

Keep the Conversation Going:Other Grant and ProgramOpportunities from the New York

Council for the Humanities

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Welcome Person Place Thing (PPT)Conversation Toolkits like thisone provide all the resourcesnecessary to host the type of engaged, in-depth, andsurprising conversations thatare the hallmark of the PPTradio program.

Each toolkit focuses on a particular PPT episode and includes questions for at least oneof the episodes three audio segments (Person,Place, and Thing), as well as tips for creatingengaging conversation, and resources for further reflection. While you might use thistoolkit to spark informal discussion aroundyour kitchen table, if you plan to host a morestructured conversation at, say, a localcommunity center, we suggest allowing atleast an hour of conversation per PPT audiosegment.

Finally, in addition to the segment-specificquestions weve included a few generalquestions to encourage participants to reflecton their own person, place, and thing.


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Tips for Hosting &Facilitating PPT Conversations

Person Place Thing ConversationToolkits encourage thoughtful,engaged dialogue using a shortradio segment of a PPT interview to foster discussion.The goal is a convivial,respectful, curious, andreflective conversation free of bias and judgment. We hope thefollowing suggestions will helpyou create an invitingenvironment for you and your

community.

Goal 1: Use the radio segment as a basis for a discussion Always start the conversation by listening

to the audio segment together at least once. The interview should be the starting point

for discussion and a place to return if thegroup gets too far off topic.

The interview can be a neutral place toreturn if the conversation gets toouncomfortable or difficult.

Goal 2: Let the group do the talking Your job is to encourage the participants

to discuss the topic and the interviewnotto lecture.

Interject historical or other contextualinformation only when required to clarifyor correct.

Aim to talk only about 15% of the time. Participants should think and respond

conversationally, rather than participate inQ&A dialogue.

Goal 3: Guide the conversation by asking good questionsGood questions

Are open-ended and dont have a rightor wrong answer.

Avoid focusing on basiccomprehension or facts.

Invite personal response and text-to-world connections.

Encourage the group to build meaningtogether.

Continue the conversation byreferencing comments and responses.

Are genuinely curious and invitemultiple perspectives.

Give participants the tools to continuethe conversation in other settings.

Good follow-up questions Ask for clarification or other opinions. Link comments and opinions. Introduce new perspectives or play

devils advocate.

Goal 4: Create a safe space for conversation If possible, seat participants in a circle or

semi-circle so everyone can make eye-contact with each other.

Test audio equipment ahead of time to


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make sure the volume is loud enough for everyone to hear (don't play off of regular computer speakers). If using a transcript,make enough copies so that everyone has acopy.

Give everyone a nametag if people dontalready know each other. Provide snacks if

possible. Use first names. Value all opinions, but guide the

conversation away from prejudice andstereotyping.

Set up guidelines for the conversation,such as:

Listen to each other. Respect other opinions and ideas. Share your ideas with the whole group,

not only your neighbor. Make sure everyone gets a chance to

speak. Be aware how much youre talking. Decide ahead of time if participants need

to raise their hands to speak. Decidewhether you will queue comments or not.Let the group know your process.

Be comfortable with silence: its often asign that participants are thinking beforethey respond. Silence does not mean thatthe conversation has stalled and no one hasanything to say.

Goal 5: Wrap up the discussion but keep theconversation going At the end of the discussion, summarize

key ideas, note changes in perspectives,and point to concerns not yet adequatelyexpressed to leave room for further exploration.

Its okay to end the discussion by havingraised more questions than you answered.A sign of a good conversation is that

participants want to keep talking with their friends and family after they leave theroom.

End with one or more of the general Person Place Thing questions.

Thank you for hosting aPPT Conversation!

Tax-exempt organizations andschools in New York State areeligible to receive a $25 Amazongift card for hosting a PPT Discussion using this toolkit. Toreceive your gift card, pleasecomplete this short online surveyfrom the New York Council for theHumanities:https://nych.wufoo.com/forms/s7x0k7/

Feel free to use the participantsurvey on page 7 to see what your audience thought about thediscussion. You are encouragedbut not required to shareparticipant feedback with theCouncil.


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R.L. StineEpisode #1

Photo credit: Larry D. Moore, 2008

R.L. Stine (born 1943) has writtenhundreds of horror stories for kidsand young adults, including theGoosebumps and Fear Street series. After growing up andattending college in Ohio, hemoved to New York City to

become a writer. He has soldmore than 400 million books

worldwide and is listed in theGuinness Book of World Recordsas the best-selling childrensauthor of all time.

Conversation Questions

Person: Will Elder, illustrator

Why do you think kids have stoppedreading comic books? Is there somethingthat has replaced comic books for kidstoday?

Are video games stories? What do videogames have in common with comic

books?

Stine says that writing horror is likewriting humor: every chapter ends with a

punch line. Do you think that humor booksand horror books have that in common?Have you ever found horror books to befunny?

How are the feelings of horror and humor alike? Do you ever laugh when you should

be afraid? Are there times when you see people laughing at something you think isscary?

Place: Rock pile in the woods behindStines childhood home

Why do you think that Stine and hisfriends found this particular place sofrightening?

Are there places in your communitylikea haunted housethat have scary storiesrelated to them? Where did those storiescome from? Why do you think that peoplecontinue to tell them?

Can you think of a time when what youimagined was worse than what wasactually there? Why do you think thathappened?


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Do you like to read books that scare you?Why or why not? Whats different aboutscary books than other books?

R.L. Stine mentions that most of theGoosebumps books start in someones

backyard. Are scary things that happen inyour own neighborhood or communitymore fearsome than things that happen far away?

What makes a place scary? What scaresyou more, visiting a scary place or readinga scary book? Which do you like best?

Randy says that sometimes the scariest places are the ones you know the best, likeyour garage or your backyard. If you wereto write a scary story that takes place inyour community or neighborhood, wherewould it take place? What would happenthere?

Thing: Box set of Laurel and Hardycomedies

What is the difference between just seeingsomething and seeing and hearingsomething? Are there times whenexperiencing just one is better thanexperiencing both together?

How is reading a book like watching asilent film? Are there times when a book has seemed scarier than a movie? Why?

Are there specific things that need to bethere to make something funny? Doeshumor have specific characteristics?

R.L. Stine says that his proudest momentas a parent was when his son told hisfriends that black and white movies werefunnier than new ones because thatswhen all the funny people were alive. Doyou agree? Are there other times in history

when you think, all the funny peoplewere alive?

General Person, Place, Thing Questions

What does knowing someones person, place, and thing tell you about them?

What kinds of questions do you ask to findout more about someone whom you knowslightly? Know well?

What is your person, place, and thing?

Additional Resources

R.L. Stine author website:http://rlstine.com/

Will Elder obituary, including an exampleof his work: The New York Times , 18 May2008,http://www.nytimes.com/2008/05/18/arts/design/18elder.html

Goosebumps series official site:http://www.scholastic.com/goosebumps/books/stine/

Many classic Laurel and Hardy clips areavailable online (though sometimes not intheir entirety). For a taste, check out:

The Music Box , in which the boysattempt to deliver a player piano:http://youtu.be/7CUTTtj_IIY

Towed in a Hole , in which the pair arefish-mongers:http://youtu.be/alGEw1Li5EU

Hollywood Party , in which the two crasha fancy party as unwelcome guests:http://youtu.be/g3cvUuRQtSc


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Sample Lesson

Plan for Person Place Thing: R.L. Stine 15 minutesGet students thinking about the topic.(Activate prior knowledge.)

What do you know about [TOPIC]?

10 minutesListen to the radio segment that you will bediscussing. If time, listen to the segmenttwice. Ask students to write down one or two

surprising facts or quotes from thesegment as they listen.

If a transcript is available, give a copy toeveryone allow students to read alongwith the interview.

5 minutesCheck comprehension. Did everyone understand the vocabulary? Are there any phrases that need further

clarification?

45 minutesDiscuss!Focus on interpretive and evaluative questions. Interpretive: What does Dan Savage mean

when he says [quote]? Evaluative: What do you think about what

hes saying? Do you think what hesays is true?

10 minutesWhy Person Place Thing ?Close the conversation by thinking about howwe get to know someone new and what we

learn when we ask about someones person, place, thing. What does knowing someones person,

place, and thing tell you about them? What kinds of questions do you ask to find

out more about someone whom youknow slightly? Know well?

What is your person, place, and thing?

New York State Standards for Grades 6-12Common Core English Language Arts: Comprehension and Collaboration andConventions of Standard English


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Conversation Participant Evaluation

Strongly Disagree Disagree Possibly Agree Strongly Agree

The facilitator made it easy for me toshare my ideas about the radiosegment.The facilitator made sure everyonesvoices were heard.The facilitator asked questions aboutthe radio segments that were relevantand interesting to me.The discussion made me feel morecomfortable talking about complexideas with other members of mycommunity.This discussion deepened myunderstanding of the topic wediscussed.

What advice, if any, would you give to future facilitators of this program?

Are there issues in your community that might best be explored through a discussion like this one? If so, please share.

Conversation Participant Evaluation

Strongly Disagree Disagree Possibly Agree Strongly Agree

The facilitator made it easy for me toshare my ideas about the radiosegment.The facilitator made sure everyonesvoices were heard.The facilitator asked questions aboutthe radio segment that were relevantand interesting to me.The discussion made me feel morecomfortable talking about complexideas with other members of mycommunity.This discussion deepened myunderstanding of the topic we

discussed.

What advice, if any, would you give to future facilitators of this program?

Are there issues in your community that might best be explored through a discussion like this one? If so, please share.


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Keep the

ConversationGoing with Supportfrom the New YorkCouncil for theHumanitiesThe New York Council forthe Humanities helps all NewYorkers become thoughtfulparticipants in ourcommunities by promotingcritical inquiry, culturalunderstanding, and civicengagement. The Counciloffers these grants andprograms to supportconversation-basedprogramming:

Community Conversations

Community Conversations promotesthoughtful, engaged community dialogueusing a short text and a facilitator from thelocal community. The Councils freetoolkits contain everything you need tohost a do-it-yourself conversation,including texts, discussion questions, andtips for hosting and facilitating aconversation. The Council offers toolkits

for three distinct audiences: kids, youngadults, and general adult audiences. Tax-exempt organizations and schools in New

York State are eligible to receive stipendsof $250 for hosting CommunityConversations.

http://www.nyhumanities.org/discussion_groups/community_conversations/index.pp

Conversations Bureau

Our Conversations Bureau facilitatorscome to your community to host a 90-

minute discussion centered on a short text.The Council covers the cost of thefacilitators honorarium and travel costs.The Conversations Bureau is open to any

New York State tax-exempt organizationor high school. Browse our list of topicsand facilitators on the Councils website.

http://www.nyhumanities.org/programs/cb/index.php

Program Grants

The Council invites your organization todesign your own series of conversation-

based programming about importanthumanities ideas or texts. Any tax-exemptorganization in New York State can applyto the Council for grants of $300-$3000.Grants must be submitted to the Council atleast three months prior to the start of theseries. Full guidelines and the applicationform can be found on the Councilswebsite.

http://www.nyhumanities.org/grants/intro. php

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