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RDG 100: CRITICAL READING

COURSE KITAugust 2012

Original Course Kit Authors/Editors: Des Dumas, Tamiko Lewis, Crystal Pitrois, James Williams, Pam Price and Bonnie Mullinix

The development of this Course Kit was facilitated through the Unlock Your Future Initiative and federally funded through the Title III Initiative and the US Department of Education.

Learning Outcomes: During this course, learners will:

1. Engage in active and independent reading.2. Describe and effectively apply the reading process in approaching a variety of texts.3. Employ critical thinking skills through dynamic participation in discussions, group

activities, literacy circles and written critique of readings.4. Generate questions and/or notes that demonstrate engagement with readings and

appreciation for cultural diversity.5. Connect library and internet research to readings in order to expand perspectives and

comprehension.6. Produce self-reflective written and oral communication that demonstrates comprehension

of text.7. Model the strategies of an effective reader.

2 RDG 100: Critical Reading Course Kit

Table of Contents

Introduction to the Course Kit

Course Materials

RDG 100 Critical Reading Syllabus

Course and Instructor Information

Course Outline/Schedule

General Daily Lesson Plan

Introduction and Course Survey

A. Entrance Letter to RDG 100

Unit 1: Critical Thinking & Effective Reading (Communications)1a. Introduction to Critical Reading1b. Engaging with Reading1c. Reading as Interaction – Study Strategies Increasing Reading Rates

Unit 2: Context Clues and Expanding Vocabulary (Health)2a. Context Clues & Connotations2b. Word Parts2c. Expanding Vocabulary

Unit 3: Topics, Main Ideas & Supporting Details (Education & Criminal Justice)3a. Identifying Topics and Main Ideas

MAPPS – A Reading Plan3b. Topic Sentences, Main Ideas & Thesis Statements3c Supporting Details & Organizational Patterns

Unit 4: Reading & Study Strategies 4a. Note-Taking Skills

Asking Questions/Marking Answers4b. Cornell Note-taking & Paraphrasing

Unit 5: The Reading Process & Critical Thinking (Visual Arts, Environmental Science, Computer & Information Science)

5a. The Critical Thinking Process & Bloom’s Taxonomy Asking Critical Thinking Questions

5b. Determining Hierarchies, Analyzing Test Questions & Reading Passages5c. Implied Main Ideas - Inferring Meaning from Details

Using Prior Knowledge5d. Making Generalizations, Identifying Patterns & Inferring Implied Main Ideas5e. Evaluating Author’s Purpose and Tone

3 Purposes for Reading - PIE

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Where is Connotations?


Denotation vs. Connotation5f. Literal vs. Figurative Language

Unit 6: Critical Reading & Researching (Psychology)6a. Evaluating Points of View

Facts, Opinion, and Bias Sources of Information

6b. Interpreting Visual Information - Tables, Charts, Graphs & Images/Photographs6c. Presentations: Cultural Research Project

Exploring the Reading Process (1)

Exploring the Reading Process (2)

Deep Questions/Critical Thinking Circles/Reflective Journal

Asking Questions_1

Asking Questions_2

Word Part Group Activity

Word Parts

Read, View, Think, Talk, and Write

Understanding Paragraph Structure -1



Discovering Meaning Through Structure: Concept Visual Learner

Data and Visual Aids

Using and Integrating Visual Information

Distinguishing Fact and Opinion

Research Project Lead-in

Tone, Propaganda and Bias

Propaganda and Bias

Figurative Language

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Activities:

Activity 1-1 Getting to Know You: Reading Survey

Activity 1-2 Pair and Share Prior Knowledge

Activity 1-3 A Letter to My Prior Self

Activity 1-4 Finding Resources

Activity 1-5: Conversational Vocabulary in Context

Activity 1-6 Detecting the Author’s Purpose: Visual Scenarios

Activity 1-7: What’s My Author’s Purpose?

Activity: 1-8: Monitor Your Comprehension

Activity 1-9: Reviewing the Passage

Critical Thinking Circles Activities

Information Literacy

Art Interpretation Guidelines

Art Interpretation

Assignments & Assessments

Cultural Research Project

Ancestry Project

Connect:College Reading/Ch 9 Example Class Flow MWF

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Journal Writing Prompts

Biographical Research Report

Words Parts Sheet

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Introduction to the Course Kit

This Course Kit has been developed for use by instructors teaching Critical Reading (RDG 100) at Greenville Technical College with the aim of helping students attain the learning outcomes identified below. It contains all instructional materials needed to conduct active, applied and practice-oriented lessons including:

lesson plans (for all primary instructional sessions and sample review lesson plans) activities and task sheets supplemental materials (links to videos, presentations, websites) course syllabus course outline(s) (with alternate structures)

While originally developed independent of specific learning resources (texts, software…), this Course Kit has been adapted to reference the materials selected through the course redesign and pilot for use beginning Fall 2011 and readapted for Fall 2012:

Learning Resources (Books/Materials/Online):

Required:

Text: Dole, Ivan & Leslie Taggart. Engage: College Reading.1st edition. Stamford, CT: Cengage, 2013.

Supplemental Reader: Cengage Learning: The Wadsworth Guide to Reading Textbooks, 3rd Edition. Stamford, CT: Wadsworth/Cengage, 2013.

Software: Aplia Learning Software (Cengage).

Using this Course Kit: This Course Kit and all documents linking out from and into it are stored in Blackboard on the Developmental Studies Community Content Collection (note: contact Department Head or Curriculum Coordinator to gain access if you are a new instructor). You can access it at: RDG 100 Course Kit (or http://tinyurl.com/GTC-RDG100 ). The Course Outline that follows contains links, week by week, to the lesson plans in the Kit that allow you to jump around the document. In addition, the following links will take to you resources (both within and outside this document) that will assist you in facilitating your class sessions to ensure increased engagement, focused activities, and enhanced learning by your students :

General Daily Lesson Plan First Day Suggestions Reading Activities Assignments and Rubrics

More Ideas and Information: Cooperative Learning Structures (Dr. Barbara Millis) Activities to Promote Active Learning (Dr. Bonnie Mullinix)

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https://gvltec.blackboard.com/bbcswebdav/xid-5779419_3



http://tinyurl.com/GTC-RDG100

http://tinyurl.com/GTC-RDG100


Contributing Authors and Team Members: This Course Kit represents the collaborative work of full-time and part-time Reading instructors working together to review effective teaching/learning practices and develop, pilot and document our best practices. The core team for this work of Curricular revision from Fall 2009 – Fall 2012 included: James Williams (team lead), Desiree Dumas, Tamiko Lewis, Crystal Pitrois, supported by UYF Curriculum Coordinator, Bonnie Mullinix and Course Kit editor Pam Price. This is the product of their dedicated and committed work.

Contributing to the Course Kit: The instructional power of this course kit comes from the fact that it is built on the wisdom of practice and contributions of many Greenville Tech Reading instructors combining their decades of experience on what works with GTC students. This Kit is a “living curriculum” and continues to grow. We need your contributions. From these we will continue to build this kit to provide multiple alternative and equivalent activities that can be interchanged and adapted to meet the distinct needs of various classes of students. If you have a favorite activity that you believe would fit within this curriculum, please propose it by adding it to the Discussion Forum in the Developmental Studies Community on Blackboard (or contact a Redesign Team Lead, Lead Instructor or Curriculum Coordinator with your ideas).

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Arts and Sciences DivisionDevelopmental Studies

RDG 100Critical Reading

Course Description: This course covers the application of basic reading skills to improve critical comprehension and higher order thinking skills.

Purpose and Prerequisites: The purpose of Critical Reading is to prepare students for the reflective reading that will be expected in the variety of courses encountered in college studies. To be accepted into RDG 100, students must have appropriate placement test scores (Asset/Compass) or have successfully completed RDG 032 or ENG 032 with a grade of C or better. Students may also elect to take RDG 100 as a refresher course. Students must make a C (70%)

or better in RDG 100 in order to take ENG 101. RDG 100 credit does not transfer to other colleges and the course may not be counted as credit toward any degree.

Semester Credit Hours: 3.0 (non-transferable credits)

Learning Outcomes: During the course, learners will:

1. Engage in active and independent reading;2. Describe and effectively apply the reading process in approaching a variety of texts;3. Employ critical thinking skills through dynamic participation in discussions, group activities, critical

thinking circles and written critique of readings;4. Generate questions and/or notes that demonstrate engagement with readings and appreciation

for cultural diversity;5. Connect library and internet research to readings in order to expand perspectives and

comprehension;6. Produce self-reflective written and oral communication that demonstrates comprehension of text;7. Model the strategies of an effective reader.

Learning Resources (Books/Materials/Online):

Required:

Text: Dole, Ivan & Leslie Taggart. Engage: College Reading.1st edition. Stamford, CT: Cengage, 2013.Supplemental Reader: Cengage Learning: The Wadsworth Guide to Reading Textbooks, 3rd Edition. Stamford, CT: Wadsworth/Cengage, 2013. Software: Aplia Learning Software (Cengage).

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Other: 3-ring binder (2”), 3-hole notebook (single subject), paper, pens, pencils, highlighters, white-out.

Recommended: Dictionary, headphones.

Blackboard & GTC Gmail: Blackboard (https://gvltec.blackboard.com) will be used to access online documents (syllabus, course outline), resources and announce assignments and tests in coordination with Aplia. GTC Gmail will be used to communicate important course information. Students should regularly access both Blackboard and GTC Gmail to keep up to date with course announcements and assignments.

Methods: Students in RDG 100 will participate in a variety of activities that promote learning and go beyond simple lecture and note taking. Instructional methods will actively involve students in group activities (discussion, mapping and problem solving), critical thinking circles, question generation and other activities that encourage active reading. Students will learn to frame useful questions to guide academic reading, use computers for practice, research and assessment, and connect themes to self through written and oral communications. Students will work towards incorporating learned reading skills/strategies to other subject areas and courses. By experiencing diverse ways of learning the material, expanding learning styles and joining in positive interactions within the class community students will improve their basic reading and critical thinking skills.

Course Requirements and Evaluation

Course Outline/Schedule: A course outline/schedule will be provided that identifies specific topics covered and assignments/assessments (test/quizzes) due dates across the semester.

Grading Scheme: This course will have the following types of assignment/assessments and final grades will be weighted as listed.

Activities/Assignments 25 % Aplia Learning Software 15 % Reading/Vocabulary Quizzes 10 %Midterm 15 %Project 15 %Final Exam 20 %

Grades: A: 90-100% B: 80-89% C: 70-79% D: 60-69% F: 0-59%

Activities /Assignments: Participation in class activities, critical thinking circles, group work, in-class quizzes, online discussions (in Blackboard), and application experiences are a central part of your learning experience. Many activities will conclude with a brief assignment. Activities and assignments will contribute to your grade and include (among others):

Reflective Journals (RJ) & Critical Thinking Circles – Students complete at least 6 reflective responses to selected readings from the Wadsworth Guide to Reading

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Textbooks (or LibGuide, as assigned by the instructor), and record deep questions to prompt discussion at their Critical Thinking Circles.

Entrance & Exit Letters – Students complete an entrance letter at the beginning and end of the course sharing information about themselves and reflecting on their reading habits.

Effective Reader Inventory – Students complete a self assessment of their reading habits at the beginning and end of the course, compare their scores and reflect on and what this means for their growth as readers.

Pre-Study Activities – Students study the chapter before class and complete pre-reading surveys or outlines of chapters (as assigned by the instructor) and make them available for instructors to check periodically.

Topical Activities & Assignments – Students will work in groups and independently to gather, analyze, and present information on various academic topics (as assigned by the instructor). Examples: o Ancestry Activity – Use mapping as a tool to present information regarding their own

families, a famous individual and/or an individual they have created; alternately students may choose to map a culture. [Mapping & Organizing information (Engage Chp 5)]

o Health Survey – Survey classmates about eating habits (fast food, attitudes, impressions, challenges) or gather information on nutrition and/or common diseases; collecting data and analyzing trends. [Implied main idea & Mapping/Graphing (Engage Chp 7 & Chp 10)]

o Community Environmental Survey – Survey classmates (and/or community members) about the environment (air quality, recycling practices, etc.). Compile and analyze data and trends. Assignment: Create and submit a summary of the data in a variety of graphical forms, include written analysis of graphs. [Evaluating Evidence (Engage Chp 9 & 10)]

o Song Lyrics Activity - Students work in a group to identify a song and research, analyze and present information on the figurative language (metaphor, simile, personification) and tone in the lyrics and present findings to the class with a PowerPoint. [Figurative Language (Engage Chp 8)]

Blackboard & Aplia Online Learning: This course includes in-class and online participation in a variety of locations. Blackboard (Bb) serves as your primary online portal (with information on the course, announcements and quizzes/tests). Supplementary electronic reading options are located in a Library Guide (LibGuide) specifically designed for RDG 100 that links directly out of Blackboard. Also linked out of Blackboard is the Aplia online learning software which provides exercises to build vocabulary and reading comprehension and various pre/post test opportunities to gauge your progress as a reader. Experience has shown that the more time you spend reading and using these resources, the more successful you can be in this class.

Blackboard o Reading/Vocabulary Quizzes – Students complete quizzes in Blackboard for each of

the 10 Chapters and topics covered. You have two opportunities to take each quiz and the highest score will be recorded.

o LibGuide for RDG 100 - This specially designed guide provides link to e-readings that are directly related to this course and may be assigned by the instructor or explored by you.

Aplia Exercises and Tests

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o Diagnostic Pre-Test & Post-Test - The pre and post test on Aplia assesses comprehensive reading skills. Both tests must be completed online.

o Aplia Exercises – All online exercises should be completed by the due dates specified by the instructor.

Other Learning Resources and Strategieso Cengage Brain – As a site directly related to the Engage textbook, students will

find additional practice materials and resources are located at: http://www.cengagebrain.com.

Use all learning resources available – Every week, work to understand the topics and concepts in depth. View the PowerPoint, study vocabulary words, listen to audio reading, watch video, complete reflection journal, take the Blackboard quiz online and complete the Aplia exercises.

Projects: All students will complete one major project to demonstrate their ability to locate, read, comprehend, analyze, organize and communicate their critical understanding of a cultural context pulling from a variety of texts and diverse academic sources. Culture Research Project – Students work individually to identify a culture, research five

areas (population, geography, government, arts, education, and social perspectives). Students work independently but may gather in a group around a common region/culture and then share resources and/or present together to the class. Students prepare, post and present a product representing their research. [Evaluating Evidence (Engage Chp 9); immigration topic]

o Library Research Activity -– Students will actively explore course-based library resources and databases and identify articles and resources directly related to their Culture Research Project. Assignment: Create and submit a synopsis of the journal article.

Midterm Exam: The midterm exam will cover the major concepts, topics and skills covered in the first half of the course (Engage chapters 1-5).

Final Exam: The final exam will be comprehensive and assess both skills and reading comprehension.

Rubrics: Projects and journal responses will be graded according to the associated grading rubrics (Available on Blackboard).

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Course Content (Disciplinary focus of Readings)

Unit 1: Critical Thinking & Effective Reading (Communications) Engaging with Reading Study Strategies Reading as Interaction Increasing Reading Rates

Unit 2: Context Clues, Vocabulary & Main Ideas (Health) Expanding Vocabulary Context Clues Connotations Word Parts

Unit 3: Topics, Main Ideas & Supporting Details (Education & Criminal Justice) Identifying Topics and Main Ideas MAPPS – A Reading Plan Topic Sentences, Main Ideas & Thesis Statements Patterns of Supporting Details (major & minor) Types of Organizational patterns

Unit 4: Reading & Study Strategies Note-Taking Skills Asking Questions/Marking Answers Cornell Note-taking Paraphrasing

Unit 5: The Reading Process & Critical Thinking (Visual Arts, Environmental Science, Computer & Information Science)

Asking Critical Thinking Questions The Critical Thinking Process & Bloom’s Taxonomy Determining Hierarchies, Analyzing Test Questions & Reading Passages Implied Main Ideas - Inferring Meaning from Details Using Prior Knowledge Making Generalizations, Identifying Patterns & Inferring Implied Main Ideas Evaluating Author’s Purpose and Tone 3 Purposes for Reading - PIE Denotation vs. Connotation Literal vs. Figurative Language

Unit 6: Critical Reading & Researching (Psychology) Evaluating Points of View Facts, Opinion, and Bias Sources of Information Interpreting Visual Information - Tables, Charts, Graphs & Images/Photographs

Guide to becoming an Effective Reader1. Engage in active and independent reading2. Analyze a variety of genres for figurative language and literary devices.3. Connect texts with similar themes through writing prompts and peer discussion.4. Discover the Main Idea from text chosen from different genres. 5. Analyze unknown words through contextual study and word study analysis.6. Develop strategies to determine differences between statements of fact and of opinion.7. Draw inferences from a variety of sources.8. Adapt reading speed and reading strategies according to purpose.9. Determine whether the author’s purpose is to entertain, inform, or persuade.10. Apply knowledge of propaganda techniques while reading. 11. Connect themes to self through writing and discussion.

RDG 100 Project Rubric12


Criteria Beginning (0-1)

Developing (2)

Competent (3)

Exemplary (4)

Score

Focus / Content

No/limited purpose or title given for the project. Content is minimal and/or contains several factual errors.

Purpose and title are provided but don’t fully match each other or project. Includes essential information about the topic but there are 1-2 factual errors.

Purpose and title are articulated and match the project focus. Includes essential supporting details about the project and appear to be solid and correct.

Purpose is well articulated and clearly titles the project. Includes clear information, relevant examples and supporting detail directly related to the focus of the project.

Organization, Illustration &

Detail

No clear or logical organizational structure (just lots of facts) and no/inappropriate details or illustration

Uses headings or bulleted lists to organize, but the overall organization of topics is flawed. Points are illustrated with examples or graphics/diagrams that are mismatched or inaccurate.

Content is logically organized for the most part. Points are illustrated appropriately with examples or graphics/diagrams.

Content is well organized using headings or bulleted lists to group related material. Information presented in a clear and logical flow with appropriate formatting and structure.Example/illustrations/graphics accurately clarify specific points directly related to the project.

Research, Sources &Creativity

Very little or no source information was gathered and/or from inappropriate sources. Uses other people's ideas, but does not give them credit.Shows little/no evidence of different ideas/perspectives or original interpretation of the project topic.

Source information collected for some graphics, facts and quotes, but not documented in acceptable format. Uses other people’s ideas (giving them credit), but there is little evidence of appreciation for diverse perspectives, interpretation or original thinking.

Source information gathered from several sources supporting all facts, graphics and quotes. Most is relevant documented in acceptable format. Product includes different perspectives and shows some interpretation, original thought, new ideas and/or insights.

Source information gathered from multiple and appropriate sources and synthesized supporting all facts, graphics and quotes; all documented in acceptable format. Product includes multiple/diverse perspectives, thoughtful interpretation and original thought including creative and inventive Ideas.

Presentation (Oral & Visual)

Delivery uneven and audience attention often lost. Some use of graphics/images, font, color, effects, etc. but these often distract from the presentation.

Delivery not smooth, but able to maintain interest of the audience most of the time. Makes use of graphics/ images, font, color, effects, etc. but these occasionally detract from the presentation.

Rehearsed with fairly smooth delivery that holds audience attention most of the time. Makes good use of graphics/ images, font, color, effects, etc. to enhance to presentation.

Well-rehearsed with smooth delivery that holds audience attention.Makes excellent use of graphics/images, font, color, effects, etc. to enhance the presentation.

Project Assignment-

Specific Requirements

Minimal/no attention to project assignment guidelines regarding format, structure/ organization, content or submission requirements.

Addresses some/most project assignment guidelines regarding format, structure/ organization, content or submission requirements.

Appropriately and completely addresses all project assignment guidelines regarding format, structure/ organization, content or submission requirements.

Addresses or exceeds all project assignment guidelines regarding format, structure/ organization, content or submission requirements.

Scoring/ Grades:

below 3 F (50-59%)

3-7 D (60-69%)

8-12 C (70-79%)

13-17 B (80-89%)

18-20 A (90-100%)

How to Succeed in this Class: A Checklist¨ Read your emails and check in on Blackboard regularly.

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o Your instructor will send out communications to the class via your GTC Gmail account.o Announcements, assignments and grades will be posted to Blackboard periodically.

¨ Attend every class. o If you miss a class, YOU are responsible for learning the material you missed. Read the

book, complete the assignments and learn the material before coming back for the next class.o Note: If you miss more than 10% of class sessions AND have less than a 70 average, you

may be administratively withdrawn from the class.

¨ Be on time and don’t leave early. o If you must leave early, inform your instructor before class.o You must be in class for at least half the class to be counted present for the day.

¨ Bring your books, materials, and assignments to class.

¨ Participate in class activities, problem-solving, and discussions.

¨ Stay focused on the class from beginning to endo Do not pack up early. o Turn off your cell phone and iPod and put any other distractions away. It is important for you

to be focused on Reading (and nothing else) while in the classroom – It will help you learn.

¨ Read your textbook and study the information and examples it provides.

¨ Do your assignments regularly and as due. o As with all college classes, plan on doing at least 2 hours of study outside class for every hour

spent in class.o Use Aplia software Help features and practice opportunities to master each topic. o Out-of-class assignments are a required part of your learning, and you need these scores to

pass this class; make assignments a regular part of your study plan.

¨ Ask for help. o As soon as you have problems - Don’t wait until it is too late to recover from these problems as

you might miss your chance for doing well in (or passing) the course. o Visit the Student Disability Services if you were in Resources or a Special Education program

(IEP/504 Plan) in high school or have a disability (physical or mental), to see if you are eligible for their services Location: SC 105-115 Contacts: phone: 250-8202; email at: [email protected].

o See your instructor before/after class or come by his/her office. o Go to the ASPIRE Learning Zone (ALZ, 104-357, Barton Campus).o Go to a Writing Center (see locations at each campus and schedules at: http://gvltec.edu/instructional_support/).o Use a tutor - Free tutoring services are available at GTC, both through the ALZ on the Barton

campus and Instructional Support Program (ISP) at all campuses. o Contact Your Academic Coach – An Academic Coach will be associated with this course. The

Academic Coach is available to assist students with learning success strategies such as: study skills, time management, and accessing campus resources. Students may connect with their Academic Coach through the ASPIRE Learning Zone (104-357). The ALZ serves as the learning and support center for all Developmental Studies Students.

o Check your Starfish alerts on Blackboard and follow-up.

Additional information on these programs with schedules and locations can be found at the GTC website (www.gvltec.edu) under Tutoring Resources (Academic and Instructional Support/Tutoring Programs) at: http://gvltec.edu/tutoring/.

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http://gvltec.edu/tutoring/

http://www.gvltec.edu/

http://gvltec.edu/instructional_support/

mailto:[email protected]


Greenville Tech Policies and Learning Resources

Greenville Tech has policies and learning resources that have been developed and designed to help learners succeed. The following documents include information and guidelines for how to access resources and complete information on time. It is important that you read through them, understand your opportunities and your responsibilities and make the most of the supportive learning environment that has been designed with your success in mind.

Developmental Studies Department Policies (linked through Blackboard Course Content)

Arts & Sciences Division Policies (linked through Blackboard Course Content)

Important Dates Fall 2012:

August 13, 2012 Classes Begin (M) August 17, 2012 Add/Drop ends for Full Term (F)September 3, 2012 Holiday - Labor Day (M) October 22, 2012 Last Day to Withdraw from Full Term (M) November 5-6, 2012 Student Fall Break (M-T) November 21-25, 2012 Holiday - Thanksgiving (W-U) December 3, 2012 Last Day of Class (M) December 4-10, 2012 Exams (T-M)

Link to Complete List of Important Dates for the 2012-2013 Academic Year.

[Back to ToC]

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https://gvltec.blackboard.com/bbcswebdav/institution/A%26S%20Division/A%26S%20Documents/Arts_and_Sciences_Division_Policies.pdf

https://gvltec.blackboard.com/bbcswebdav/institution/A%26S%20Division/Developmental%20Studies/Developmental_Studies_Department_Policies.pdf


Course & Instructor InformationRDG 100 Critical Reading

Course-Section #:

Meeting Times:

Final Exam:

Instructor:

Contact Information:

Office Hours:

Learning Outcomes: During the course, learners will:1. Engage in active and independent reading;2. Describe and effectively apply the reading process in approaching a variety of texts;3. Employ critical thinking skills through dynamic participation in discussions, group activities, critical

thinking circles and written critique of readings;4. Generate questions and/or notes that demonstrate engagement with readings and appreciation for

cultural diversity;5. Connect library and internet research to readings in order to expand perspectives and comprehension;6. Produce self-reflective written and oral communication that demonstrates comprehension of text;7. Model the strategies of an effective reader.

Required Learning Resources: Available for purchase from GTC Bookstore Required:

Text: Dole, Ivan & Leslie Taggart. Engage: College Reading.1st edition. Stamford, CT: Cengage, 2013.Supplemental Reader: Cengage Learning: The Wadsworth Guide to Reading Textbooks, 3rd Edition.

Stamford, CT: Wadsworth/Cengage, 2013. Software: Aplia Learning Software (Cengage).Other: 3-ring binder (2”), 3-hole notebook (single subject), paper, pens, pencils, highlighters, white-out.

Recommended: Dictionary, headphones.

Blackboard & GTC Gmail: Access through GTC4me (https://gtc4me.gvltec.edu/). Technical Support at: phone: 250-8226 (or toll free: 855-241-8226) or email: [email protected]. Aplia: Access through Blackboard or directly online at: http://aplia.com. Get help and Technical Support at: 1-800/423-0563 or online (chat/email: http://academic.cenegage.com/support).

Grading Scheme: This course will have the following types of assignment/assessments and final grades will be weighted as listed.

Activities/Assignments 25 % Aplia Learning Software 15 % Reading/Vocabulary Quizzes 10 %Midterm 15 %Project 15 %Final Exam 20 %

Last day to withdraw from Full Term Classes:

Before Next Class: On Blackboard: Review and print Course Syllabus, Outline & Info Sheet; Review Department and Division Policies; Complete/Submit Student Information sheet & Entrance Letter; Purchase text & access Aplia.

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http://academic.cenegage.com/support

http://aplia.com/

mailto:[email protected]

https://gtc4me.gvltec.edu/


RDG 100 Course Outline/Schedule

Date Session/Meeting Focus Assignment Due / Assessment /Test

(RJ = Reflective Journal/Questions)

1

Introduction to RDG 100 – Critical Reading Class Introductions Course Syllabus Activity Introduction to Blackboard & GTC Gmail Course Entrance Letter

Complete/submit Entrance Letter

2

Unit 1: Critical Thinking & Effective Reading

Study Strategies

Engaging with Reading (Ch 1) Why is Reading Important Videos, articles, and talking w/ classmates

Student Information SheetEffective Reader InventoryPreview of Ch 1

3 Intro to Computer Learning Environment – Aplia Aplia Pre-Test

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Engaging with Reading (Ch 1) Reading is an Interaction Increasing reading rate

Readings Focus on Communications Mini Presentations

Reading/Vocabulary Quiz Chapter 1Communication App “Analyze Ad”

Mini Project 1 “Ancestry/Who Am I” from Interaction 1-3

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Unit 2: Context Clues, Vocabulary & Main Ideas

Expanding Your Vocabulary (Ch 2) Vocabulary strategies Context Clues Connotations

Preview of Ch 2

6 Word Parts College vocabulary

Reading/Vocabulary Quiz Chapter 2RJ: ”Stress and Stressors” Wadsworth, pp.75-

77Health App “My Real Age”

7 Vocabulary Strategy review

Readings Focus on Health

8Unit 3: Topics, Main Ideas & Supporting DetailsIdentifying Topics and Main Ideas (Ch 3)

MAPPS – A Reading Plan

Preview of Ch 3

9 Computer Lab Aplia Due: Chapters 1-2 due

10 Topic Sentences & Main Ideas Thesis statements in college textbooks

Readings Focus on Education

Education App “Do you play to learn”RJ: ”Cognitive Abilities” Wadsworth, pp. 57-61

11Noticing Patterns of Supporting Details (Ch 4)

Supporting details Major versus Minor details

Preview of Ch 4Reading/Vocabulary Quiz Chapter 3

12 Types of Organizational patterns

Readings Focus on Criminal Justice

Reading/Vocabulary Quiz Chapter 4Criminal Justice App “How Crime Smart are You”

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Unit 4: Reading & Study Strategies Study Strategies

Applying Note-Taking Skills (Ch 5) Ask questions and mark answers

Preview of Ch 5

14 Cornell Notes Paraphrasing

Reading/Vocabulary Quiz Chapter 5Business App: “Best Companies to Work For” RJ:”Exploring the World of Business” Wadsworth, pp. 97-105

15 Review for Midterm Exam Aplia Due: Chapters 3-5 due

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Date Session/Meeting Focus Assignment Due / Assessment /Test

(RJ = Reflective Journal/Questions)

16 MIDTERM EXAM Midterm Exam

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Unit 5: The Reading Process & Critical Thinking

Asking Critical Thinking Questions (Ch 6) The Critical Thinking Process Bloom’s Taxonomy

Preview of Ch 6

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Determining Hierarchies Analyzing Test Questions Reading Passages

Readings Focus on Visual Arts

Reading/Vocabulary Quiz Chapter 6Visual Arts App “Create an Ad”RJ: ”Impressionism” Wadsworth, p.91

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Implied Main Ideas

Inferring Meaning from Details (Ch 7) Inferences Using Prior Knowledge

Preview of Ch 7

20 Computer Lab Aplia Due: Chapters 6-7 due

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Making Generalizations & Identifying Patterns

Inferring Implied Main IdeasReadings Focus on Environmental Science

RJ: “Atmospheric Effects” Wadsworth, pp.137-143Ecological Science App “Climate Change Awareness”

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Analyzing Author’s Tone

Evaluating Author’s Purpose and Tone (Ch 8) 3 Purposes for Reading - PIE Denotation versus Connotation Intensity of words

Preview of Ch 8

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Tone Words Literal versus Figurative Language Tone and Author’s PurposeReadings Focus on Computer & Information Science

Reading/Vocabulary Quiz Chapter 8Computer and Info Science App “Using

Technology to change the World”

24 Research Class in Library Aplia Due: Chapters 7-8 due

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Applying Critical Reading Skills to Arguments

Evaluating Points of View (Ch 9)Mini Presentations

Readings Focus on Psychology

Library Assignment/Culture Research Project Articles & Outline due

Mini Project 2 “Interpret Song Lyrics”

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Unit 6: Critical Reading & Researching Reading Critically

Evaluating Points of View (Ch 9) Facts, Opinion, and Bias Sources of Information

Readings Focus on Psychology

Preview of Ch 9Reading/Vocabulary Quiz Chapter 9 RJ: ”Families” Wadsworth, pp. 225-269Psychology App “Test Yourself”

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Interpreting Visual Information

Interpreting Visuals (Ch 10) Tables, Pie Charts, Line Graphs, Bar

Graphs, Flowcharts, Photographs

Preview of Ch 10Reading/Vocabulary Quiz Chapter 10

28 In Class PresentationsPresentation of Culture Research Project29 Aplia Due: Chapters 9-10 due

30 Last day of class – Review for Final Aplia Post-Test Course Exit LetterEffective Reader Inventory (End)

FINAL EXAM Final Exam

Final Exam: Note: Greenville Technical College, the Developmental Studies Department, and the course instructor reserve the right to change or modify the course content, the number of tests, and/or the type of tests when, in the opinion of the instructor, such action is in the best interest of the instructional process or is dictated by inclement weather or other disruptive circumstances. [Back to ToC]

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Course Assignments, Projects and Tasks

Learning Assessment (Tests, Quizzes and Exams)

Assessments [for reference & integration]

1. Reading Fluency Tests (2)—One is at the beginning and the end of the semester. Student reads privately to teacher maybe during the teacher conference.

2. Internet Activities — Using prompts from book, summarize the IA.3. Summary/Opinion (7): Summarize stories, newspaper articles, etc; answer questions; give

opinion: (Written Assignments, In Your Own Words4. Teacher conference5. Traditional summative assessments/Chapter tests (multiple-choice, fill in the blank, …)6. Computer software assessment/practice (My Reading Lab, Aplia, ??)7. Pre/Post Assessment: Nelson Denny Tests8. Notebook Checks 9. Novel study (Peer literacy circles)10. Oral Presentation11. Portfolios

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Developmental Studies

Lesson Plan

Title: General Daily Lesson Plan Initial Lesson by: Judy Walden Bonnie Mullinix

Course/Unit Focus: RDG 100 Pam Price

Lesson: All

Primary Course Outcome(s): changes with specific lesson

Learning Objectives: By the end of the session, learners will:

1. Identify the topic and its relationship to previous and upcoming topics2. Objectives change for each lesson

3. Practice applying the reading skills associated with the lesson topic.

Materials: Chalk board / white board / smart board (Computer lab, where needed and other materials as required)

Duration: Length of a class period (example: 75 min)

Time Description/Activity

5 minPrior to class, write on the board what section(s) will be covered today and what will be covered in the next class period.

Suggested: Post an entry activity that students can do as they enter the class.

5 min Introduce the focus and topic of the lesson. Ask students what was done last time and describe where this lesson falls in the course (relationship to previous topics &/or upcoming topics). Give (/ask for) an example of why this topic is important (real-life applications).

Make any announcements that need to be made about upcoming quizzes, team/group responsibilities, etc.

[Note: When the announcements are important, remember to update Blackboard and/or email the students as well.]

5-10 min

Review of information from the previous class.

Use varied structure/activities to involve and assess students (see below for ideas & vary what you do from class to class, add your own)

50-55 min

Incorporate a combination of techniques and interactive activities to involve students in actively developing reading skills, working in groups, experiencing concepts, using a variety of learning approaches and styles. Intersperse with brief lecturettes or discussions to highlight key points and/or correct misconceptions.

5 minSum up the important points of the lesson. Restate what will be covered in the next lesson and what assignments students should be working on between classes. Announce any upcoming tests, quizzes or projects.

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Guide & Ideas for Effective Reading Lessons:

Preparation & Board Use

At the beginning of each chapter/section, write the chapter number and name and/or section number and name on the board.

Write each new term and definition on the board.

Review of Last Lesson

Use varied structures/activities to involve and assess students’ knowledge and abilities (see below for ideas & vary what you do from class to class, add your own)

List review questions on board prior to class, or Give a quiz (individually, in groups; graded or ungraded) Give a quiz online (for homework/in class (lab); identify and work with the problems that gave the most

trouble

After the students have had time to work on assigned tasks, review responses by:

Collecting or peer grading quiz & discuss, or Working problems, showing answers on the board, or Having students write answers on the board, or Have students share/compare their results with classmates (such as in a group), “Think/pair/share” – have them think or work through the questions. After they have had time, have

them pair up and share their results with their partner, explaining their thinking & problem solving strategies (instructor rotates among pairs listening/helping where needed)

Class Activities

Use a variety of activities in your class to strategically involve students in actively developing reading skills, solving problems, working in groups, experiencing concepts, using a variety of learning approaches and styles. Use a combination of teaching and learning techniques and select activities that are well-matched to the topic and focus of the lesson. Design your lessons to ensure that students become involved in learning rather than simply taking notes on a lecture. Intersperse brief lecturettes or discussions to highlight key points and/or correct misconceptions.

Selecting Activities

There are many activities that can be selected and techniques that can be used. Select activities that relate to the lesson topic/focus:

Small Groups - Have students work a similar questions at their desk. Encourage them to work with a partner

Teams - Assign working teams (of 3-4 students) to work together. Build teams based on varying levels of expertise (using early diagnostics or other early quiz or placement information). Use these teams regularly and/or shift teams part way through the semester

Jigsaw – Put students into groups where they first answer a set of questions (master it) and then in another group (with all question types represented) where they share their answers and learn how to answer the others.

Peer teaching – have students (in pairs or groups) responsible for preparing for and introducing new concepts/reading skills/topics to the class (rotating responsibility). Allow students to select

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which topic they will be responsible for. Provide some class time and/or support for preparing to present.

Projects – Groups/Teams are given a project to complete that demonstrates their knowledge of key skills and concepts.

Online Software – Individuals work on self-paced activities using online learning software. Many More – insert your ideas for activities here (and share with others!)

After the students have completed an activity, make sure to “process” and discuss it to ensure that:

Answers and concepts are clear Strategies for working through and answering challenging questions are understood by everyone Questions get answered.

Use “Lecturettes” Effectively

A lecturette is a short lecture of no more than 15-20 minutes that are targeted to a specific topic or concept. They can be as short as 2-5 minutes and remain particularly effective in guiding students from one step to the next. Lecturettes can be used to introduce a topic, clarify a common/shared misconception (while working on problems), or to consolidate, highlight and underscore concepts or key points following an activity. Whether they come before, during or after activities, use them strategically and pointedly to support the other activities. As you deliver a lecturette use visuals, the board, text and examples to help students gather complete and relevant notes that will guide them on their next step. (Note: Students have different learning styles and not all students will remember things that are communicated only verbally). Provide a clear and organized presentation that helps students see the connection between ideas shared and the lesson topics/focus.

Review for Test

Include multiple ways for students to review for tests. Just as above, activities including lecturettes Use several and/or change what you do:

Use Review Games (e.g. Jeopardy game) Have students explain reading concepts (individually and/or in groups), asking questions of each other or

the instructoro Write a list of questions over the chapter for review. o Invite students to write & submit test questions (and answers)

Provide incentives: o Students may leave early if they answer all questions (individually or in groups) and show them

to the instructor to confirm accuracy. o Agree to use selections from the best chapter questions submitted by students in the testo Provide participation points

Conclusion

Use your last few minutes of class to sum up the important points of the lesson and remind students of what they’ve done, where they are, and where they are headed. Gather any feedback about the class from students (“muddiest points”, how to clarify, additional needs). Mention what will be covered in the next lesson and what assignments students should be working on between classes. Announce any upcoming tests, quizzes or projects.

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Lesson Plan

Lesson 1: Introduction and Course Survey (1) Initial Session by: Tamiko & Desiree

Course/Unit Focus: Reading 100

Primary Course Outcome(s):

Learning Objectives: By the end of the session, learners will: 1. Survey to get an overview of what’s coming. 2. Learn the 5 W”s-Who, What, When, Where, Why, and How.3. Guess the Purpose : Inform, Persuade, or Entertain .

Materials: Activate Reading book and notebook

Duration: 1 hour and 15 minutes

Time Description/ActivityMaterials &/or

Assessment

15 min Teacher introduction, student introduction, introduction to blackboard, and collect student information sheet.

10 min Review the main 3 purposes when writing a piece: Entertain, inform , and persuade.

15 min Exhaustive Reading Competition. Students pick a number from the box as they walk into class; these will be their groups. Students are challenged to brainstorm the longest list of the things they have read over the past week. Each flip chart paper should have 2 columns; one for the items they read, and the the 2nd column for the purpose (P-I-E). Give out small treats for the winning group that has the highest number.

Long flip chart paper (4-5)

15 min Art Interpretation: Show artwork on the Smartboard. Ask students to come up with and have students reflect in their journals what they see.

15 min Student Entrance Letter

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Lesson Plan

Lesson 4: Exploring the Reading Process (1) Submitted by : D. Dumas

Course/Unit Focus: Reading 100/

Session: 4



1. Materials: Connect textbook and workbookDuration: 1 hour and 15 minutes


Assessment

Previous night’s homework:1) Survey Chapter 1 (instructor chooses a type of surveying)

a) Ch Summary Activity page 23-24 in workbookb) Outline the chapter

2) Review Ch 1 PowerPoint3) Bring in an informative article with at least 10 paragraphs. Do not read the article.4) Complete Interaction 1-105) Aplia Ch 1

5 min Class starter Quiz on Survey of Ch 11) Use small number of questions (5-10)2) Give immediate feedback on scores (IF-AT)

5 min Art Interpretation

10 min Class Intro (Class discussions)a. Ask class what is the purpose of Ch 1. Why is this chapter important

to a reading class? Try not to focus on just the title. b. Discuss Groucho Marx’s joke?c. Share Your Prior Knowledge: “Is there anything you have learned

from watching television that might help you read more effectively at the college level?

Text p.3

5 min Watch the corresponding intro video. (2:09)Listen to the Audio Prep Reading. Have student’s read along. (1:58) Text p. 9

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Cengage Resource website

5 min Int 1-2 Complete then share. Workbook

5 min Discuss “Reading is an Interaction” Text p. 11

5 min Int 1-3 Complete then share.

5 min Int 1-4 Complete then share.

30 min Int 1-5 through Int 1-9: Use article from homework.Teacher circulates and monitors the class. Text p. 15-21

Workbook

5 min Explain homework.1) Show students the steps to watch the video and view the vocabulary

words on CengageBrain.com2) Once watching the video, answer the questions below the video.

Homework1) Reading 1-1 (complete in this order)

a) PreRead (answer questions p. 26)b) Watch video on CengageBrain.com

i) Answer questions below the video. Print or email (instructor choice)

c) Read the Reading 1-1i) Answer questions 1 through 10.

2) Study the highlighted vocabulary words from each reading in Chapter 1.

Assessment Strategies/Comments:

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Lesson Plan

25


Title: Exploring the Reading Process (2) Submitted by : D. Dumas


Session: 4



2. Materials: Connect textbook and workbookDuration: 1 hour and 15 minutes


AssessmentPrevious night’s homework:6) Reading 1-1 (complete in this order)

a) PreRead (answer questions p. 26)b) Watch video on CengageBrain.com

i) Answer questions below the video. Print or email (instructor choice)

c) Read the article 1-1d) Answer question 1-10 that follow the reading.

7) Work on Aplia Ch 1.

5 minClass starter Quiz over Reading 1-1. Use the 10 multiple choice questions from textbook. Students write their answers on a separate sheet of paper (answers only). Students grade their own papers. Students must use a green highlighter during the checking of the quiz. Circle the answer if the answer is wrong. Student writes their score on top of their sheet with same highlighter. Student turns in quiz.

5 minArt Interpretation

20 min1) Review Vocabulary words from the readings. Teacher may choose to

show the flashcards on CengageBrain.com.2) Activity 1-5 Conversational Vocabulary in Context

Index cards or printed vocab words from

CengageBrain.com

15 minActivity 1-6: Detecting the Author’s Purpose: Visual Scenarios

Activity 1-6 cut up handout into slips

of paper

15 minPre Read Reading 1-2. Answer “Pre-Reading the Selection”

Text p. 38-39

8 minWatch video for Reading 1-2 (7:18)

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HW 1) Finish reading “Reading 1-2”. Answer the questions 1-10 and Vocabulary in Context.

8) Survey Chapter 2 (instructor chooses a type of surveying)a) Ch Summary Activity page 73-74 in workbookb) Outline the chapter

9) Review Ch 2 PowerPoint2) Aplia


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Lesson Plan

Unit 2: Context Clues and Expanding Vocabulary Initial Session by: Tamiko Lewis

2a Context Clues

Primary Course Outcome(s): 2. Describe and effectively apply the reading process in approaching a variety of texts; 7. Model the strategies of an effective reader.

Learning Objectives: By the end of the session, learners will: 1. Discuss how to use context clues to identify meaning;2. Identify context clues in sentences and paragraphs;3. Review vocabulary words.

Materials: Engage Reading book and notebook, Word Part Jeopardy for the Smart Board, Slip of paper with prefixes, and roots, markers, note card, and a computer.

Duration: 75 minutes


Assessment

5 min Art Interpretation: show artwork and have students reflect in their journals what they see. Also go to supplementary material in blackboard. http://www.authenticsociety.com/about/ThePersistenceOfMemory_Dali

Art work and notebook

15 min Discuss from the textbook how to find context clues. Read and do activities in the text book on pages 71-74.

Text book/ notebook

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http://www.authenticsociety.com/about/ThePersistenceOfMemory_Dali



Assessment

30 min Introduce Context Clues, hand out worksheet from Instructor Manual and Test Bank (pages 49-51). Have the student come to the board and write their answers.

White Board/Markers Computer/ Textbook

10 min Work on interaction problems in the textbook, pgs 74-77. Textbook/Notebook

15 min Review vocabulary words

Overview of the Chapter/Assign homework.

Textbook/Notebook

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Lesson Plan


2b Word Parts


Learning Objectives: By the end of the session, learners will: 1. Define words by analyzing component parts;2. Match word parts to form words and discuss their definitions.

Materials: Engage Reading book and notebook, Word Part Jeopardy for the Smart Board, Slip of paper with prefixes, and roots, markers, note card, and a computer.



Assessment

5 min Art Interpretation: show artwork and have students reflect in their journals what they see.


15 min Introduce the concept of word parts by writing words on the board and have students try to determine the meaning through their knowledge of the word part.

White Board/Markers Computer/ Textbook

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Assessment

15 min Distribute slips of paper with various prefixes, and roots. Distribute one per student. Have students mix and match their papers to come up with words and definitions they write down on a sheet of paper. Have students come back together as a class and write and discuss the words on the Smart Board.

Handout/Smart board

20-25 min Discuss the purpose and function of word parts. Read and do additional activities in the text book: Interaction problems in the textbook. Make note cards with root words from the book (pages 105-107).

Text book and notebook

15 min Review vocabulary words

Overview of the Chapter/Assign homework

Textbook/notebook

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Lesson Plan


2c Expanding College Vocabulary


Learning Objectives: By the end of the session, learners will: 1. Explore a variety of strategies for expanding vocabulary; 2. Practice vocabulary building strategies.

Materials: Engage Textbook book and notebook, Smart Board, markers, handouts and a computer.


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Assessment

5 min Art Interpretation: show artwork and have students reflect in their journals what they see. Albrecht Dürer: Adam and Eve (19.73.1) | Heilbrunn Timeline of Art History | The Metropolitan Museum of Art


15 min Discuss Vocabulary Strategy. Read and do activities in the text book (pages 106-113)

Text book/ notebook

15 min Introduce the concept of how to the expand the students’ Vocabulary Strategy by writing words on the board and having students try to determine the meaning through their existing knowledge.

White Board/Markers

Computer/ Textbook

15 min Hand out works sheets on Vocabulary strategies from Instructors’ Manual and test bank, pages 44-48.

Handout/

Smart board

10 min Work on interaction problems in the textbook (pages 116-121). Textbook/

notebook

15 min Review vocabulary words and fill in blanks with words (pg 138)

Overview of the Chapter/Assign homework

Textbook/

notebook

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Lesson Plan 30

http://www.metmuseum.org/toah/works-of-art/19.73.1#ixzz1S0yzr5VF



Title: Critical Thinking Circle 1: Deep Questions/Critical Thinking Circles/Reflective Journal

Initial Session by: Crystal Pitrois

Unit 5: The Reading Process & Critical Thinking

Session: 4 Introduction to Critical Thinking Circles and Reflective Journal


1. Generate questions and/or notes that demonstrate engagement with readings and appreciation for cultural diversity.

2. Produce self-reflective written and oral communication that demonstrates comprehension of text.3. Model the strategies of an effective reader.


1. Write a reflection to preview a text and to reflect on a text after reading.2. Create Deep Questions3. Discuss and integrate main topics of readings and other media.

Materials: Lib Guide, Textbook, Smartboard

Duration: One class session


5 mins Leadin – Watch YouTube Video Dove - Campaign for Real Beauty

30 mins Read Amid War, Passion for TV Chefs, Soaps, and Idols. Model Self-questioning as you read together. Model the thinking of an effective reader and use document

viewer to annotate text.

10 mins Discuss Deep Questions and how to create questions that would promote discussion in groups. Ask students to write 5 Deep questions in their Journals relating to the

video, Amid War, Passion for TV Chefs, Soaps, and Idols, and Popular Culture and the Media.

15 mins Ask for volunteers to model Critical Thinking Circle. Use the Fishbowl Method with a group of four students and the Instructor while other students observe. Instructor should guide students if their questions do not promote discussion. Emphasize the

importance of avoiding factual questions and creating questions with depth.

15 mins Summary/Closing: Have students reflect on the Readings in the Reflective Journal for the next class. Introduce and explain rubrics.

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http://www.youtube.com/watch?v=iYhCn0jf46U



Other Critical Thinking Circle Topics are found under Activities

Reflective Journal Rubric and Deep Questions Rubric

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Lesson Plan

Title: Asking Questions_1 Submitted by : D. Dumas


Session:



4. Ask effective questions before, during and after reading5. Search for answers to questions in text6. Effectively and efficiently highlight and mark text7. Apply the levels of Bloom’s Taxonomy to text

Materials: Connect textbook and workbookDuration: 1 hour and 15 minutes


Assessment

Previous night’s

homework

1) Finish reading “Reading 1-2”. Answer the questions 1-10 and Vocabulary in Context.

2) Survey Chapter 2 (instructor chooses a type of surveying)a) Ch Summary Activity page 73-74 in workbookb) Outline the chapter

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3) Review Ch 2 PowerPointContinue working on Aplia

5 min Starter Quiz: Go over answers for Reading 1-2 (#1-10)

5 minClass starter Quiz over Reading 2-1. Use the 10 multiple choice questions from textbook. Students write their answers on a separate sheet of paper (answers only). Students grade their own papers. Students must use a green highlighter during the checking of the quiz. Circle the answer if the answer is wrong. Student writes their score on top of their sheet with same highlighter. Student turns in quiz.


5 minClass Intro (Class discussions)

d. Ask class what is the purpose of Ch 2. Why is this chapter important to a reading class? Try not to focus on just the title.

e. Discuss the jokes and questions about twins on page 51?Share Your Prior Knowledge:

Text p.51

25 min 3) Take the Curiosity Inventory on page 52 and add scores. (5min)4) Watch video Mythbusters Rube Goldberg Machine (4:04)5) Take responses from students on the question that follows the video?” Is

curiosity the only quality that a person needs in order to be successful in meeting a goal? Based on this video, what would you say? Why? (Critical Thinking Level 5, Evaluate)” (5 min)

6) Listen to the Audio Prep Reading, “Cultivating Curiosity”, by Elizabeth Svoboda. Have students read along. (5:48)

7) Complete Interaction 2-1. (5 min)

Text p. 52-54


5 minDiscuss “Asking Questions to Establish Your Purpose for Reading”

Text p. 56

20 minComplete the following Interactions with a partner in your workbook.Interaction 2-2Interaction 2-3

Text p. 58-59

HW 3) Complete Interactions 2-4, 2-5, and 2-64) Take Reading Quiz online in Blackboard.5) Continue with Aplia


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http://college.cengage.com/english/1428264078_dole/student/chapter2/video/video1.html


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Lesson Plan

Title: Asking Questions_2 Submitted by : D. Dumas


Session:



8. Ask effective questions before, during and after reading9. Search for answers to questions in text10. Effectively and efficiently highlight and mark text11. Apply the levels of Bloom’s Taxonomy to text


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AssessmentPrevious night’s homework:10)


10 minGo over Interactions 2-4,2-5,2-6 from homework.

30 minStudents should work in pairs. Activity 2-1 “General vs Specific”Activity 2-2 “ Topping Off with a Topic”Activity 2-3 (optional)Activity 2-4 “Too much, too little, just right” HighlightingActivity 2-5 Bloom’s Taxonomy

Cengage Instructor’s Manual

15 minWatch video for Reading 2-1 Reading 2-1: Trained by Inmates, New Best Friend for Disabled Veterans (pages 77-80) (10:12)

Discuss the question that follows: What is the most important job that service dogs do for the people they assist? Why is this the most

important? (Critical Thinking Level 5, Evaluate)


20 min Reading 2-1: Complete the Pre-Reading the Selection.(Don’t read yet)Read the selection and answer the questions in class.

HW 6) “Reading 2-2”. Watch video, PreRead, and take quiz on Blackboard. 11) Survey Chapter 3 (instructor chooses a type of surveying)

a) Ch Summary Activity page 73-74 in workbookb) Outline the chapter

12) View Ch 3 PowerPoint7) Continue to work on Aplia.


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What is the most



Lesson Plan (Session Plan)

Title: Word Part Group Activity Initial Session by: Crystal Pitrois

Course/Unit Focus: Word Parts and Stems

Session: 6

Primary Course Outcome(s): Model the strategies of an effective reader.Learning Objectives: By the end of the session, learners will:

1. define words by breaking down the words into their parts.

Materials: Word parts found under Supplemental Materials

Duration: 35 mins

TimeObjective

#/SummaryDescription/Activity

Materials &/or

Assessment

5 mins Leadin – Introduce the concept of word parts by writing words on the board and having students try to determine the meaning through their knowledge of the word parts. Ex: trichromatic, dissection, triplicate, homogenous Explain how the student can use the parts of words to unlock the meaning of words they don’t know.

30 mins Distribute slips of paper with various prefixes, suffixes, and roots. Distribute one per session per student. Have students

mix and match their papers to come up with words and definitions they write down on a sheet of paper. Have students come back together as a class and write and

discuss the words on the Smart Board.

Word Parts

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Developmental Studies36


Lesson Plan

Title: Word Parts Initial Session by: Tamiko & Desiree


Session:

2. Primary Course Outcome(s): Model the strategies of an effective reader.


1. Define words by breaking down the words into their parts.

Materials: Activate Reading book and notebook, Word Part Jeopardy for the SmartBoard, Slip of paper with prefixes, and roots.Duration: 1 hour and 15 minutes


Assessment


Art Work and journal

5 min Introduce the concept of word parts by writing words on the board and have students try to determine the meaning through their knowledge of the word part.

White board and markers

30 min Play word part jeopardy for students to become familiar with prefixes, suffixes, and roots.

30 min Distribute slips of paper with various prefixes, and roots. Distribute one per session per student. Have students mix and match their papers to come up with words and definitions they write down on a sheet of paper. Have students come back together as a class and write and discuss the words on the Smart Board.

Paper, markers, and smart board

10 min Work on interaction problems in the textbook. Make note cards with root words from the book. Pages 105-107.

Textbook and note cards

5 min Journal-Read from The Readers Corner. The Readers Corner


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Lesson Plan

38


Lesson: Read, View, Think, Talk, and Write Initial Session by: Tamiko & Desiree



1. Finding the main idea, Supporting Detail, Authors Purpose, Fact and Opinion.


1.Think about the idea in the reading selections.2. Talk about the idea in the reading selections.3.Write about the idea in the reading selections.

Materials: Activate Reading book and notebookDuration: 1 hour and 15 minutes


Assessment



5 min You Tube Video on Chapter topic. Computer and Projector

15 min Read from the book about Main idea, Supporting Detail, Authors Purpose, Fact and Opinion.


15 min Work on interaction problems 1.10 from the textbook. Have students write their goals.


15 min Michael Jackson reading and questions from the textbook. Text book and notebook

10 min Guided Reading Sheets, Tutoring Ideas from Instructor manual book. Instructor manual book

5 min Journal-Read from The Readers Corner. The Readers Corner

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Lesson Plan

40


Title: Understanding Paragraph Structure-1 Submitted by : D. Dumas


Session:



3. Analyze paragraphs by using the MAPPS strategy4. Identify topics and main ideas of paragraphs5. Construct maps and outlines





5 minClass Intro (Class discussions)

f. Ask class what is the purpose of Ch 4. Why is this chapter important to a reading class? Try not to focus on just the title.

g. What is the “Main Thing”?Share Your Prior Knowledge:

p.151

20 minPrep Reading

8) Watch Prep Reading Video: “Your thoughts create your future”. (4:22)9) Take responses from students on the question that follows the video

“Think about the messages in this video. Are they good examples of the future vision that Covey discusses in paragraphs 2 and 3 of "The Passion of Vision"? Why or why not?” (Critical Thinking Level

3, Apply) (5 min)10) Listen to the Audio Prep Reading, “The Passion of Vision”, by Stephen

Covey. Have students read along. (4:36)Complete Interaction 4-1. (5 min)


Lesson Plan

41

Think about the m




Session:








20 min11) Activity, 4-4, and 4-5

30 minInteractions 4-6, 4-7, and 4-8

HW


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Lesson Plan

42




Session:




Materials: Connect textbook and workbook

Duration: 1 hour and 15 minutes




25-30 minComplete Interactions: 4-9, 4-10, 4-11, 4-12, 4-13

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Lesson Plan

43


Title: Discovering Meaning through Submitted: James Williams, II Structure: Concepts Visual Learners Subject/Unit Focus:

Purpose of Activity: Use this strategy to assists visual learner’s ( application). To activate students prior knowledge when introducing Topic, Main Idea, and Details. Objectives (s): The student will activate prior knowledge while being introduced to Topic, Main idea, and Supporting Details.

Materials Needed: One single sheet of note book paper and a pencil.

Research Base: This is based on schema theory and activating prior knowledge. However, there is no empirically-based research on this strategy, only the author’s own successful experiences. He believes that “at-risk students benefit from concrete application of strategies.

Procedure: When introducing Topic, Main Idea, and Details, have the students go through the following steps: 1. What do we already know

Have the students draw a picture to symbolize what they already know about a topic, Main Ideas, and Details.

2. Talking about what we know

Have the student share their drawings with at least two other students and discuss similarities and differences between their drawings.

3. How do we know what we know

Hold a class discussion about what has influenced this prior knowledge and why there are differences in what the student knows.

4. Organizing what we know in words

Brainstorm a list about the features expressed in the different pictures. Then develop a concept map from the list, which can be embellished later.

5. Reading to learn

Introduce the text and have students read silently. Encourage discussion between the Topic, Main Ideas, and Details.

6. Integrating learning

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After the discussion, have the students return to their original drawings and make new drawings to incorporate any new information. Labeling is optional.

7. Sharing and comparing

Have the students share their after drawings with other classmates and emphasize the reason(s) for change. Encourage them to refer to the original text source to support their reasons for changing their drawings.

8. House Model

The Instructor can show the model of a house to illustrate this point. The Instructor will use this model in the Writing Process.

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Lesson Plan

Lesson: Data and Visual Aids Initial Session by: Tamiko Lewis/Desiree Dumas

Course/Unit Focus:

Primary Course Outcome(s): Recognizing Patterns of Organization


1. Art Interpretation2. Patterns of Organizations Activity3. Words and Definitions

Materials: Text, Paper, Pencil, Pen/handout/ Reading Book.

Duration: 1hr 15min

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TimeObjective #/

SummaryDescription/Activity

Materials &/or Assessment

5 min Objective 1 Art Interpretation Computer, projector Paper/pencil

15 min Objective 2 Handout- Have class divide into groups and cut out and match the patterns of organizations with their definitions and examples.

Text/Paper/pencil/

Scissors/handout

30-45 min

Objectives 3 Look up word definitions from the chapter Textbook/paper

15 min Objectives 4 Quiet Reading Time Text/Reading Book, Notebook

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Title: Using and Integrating Visual Information Initial Session by: Crystal Pitrois

Course/Unit Focus: Health Graph

Session:

Primary Course Outcome(s): 1. Engage in active and independent reading.2. Describe and effectively apply the reading process in approaching a variety of texts.3. Employ critical thinking skills through dynamic participation in discussions, group activities,

literacy circles and written critique of readings.4. Model the strategies of an effective reader.

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12. Use and integrate visual information.13. Create a variety of graphs by gathering and interpreting data.

Duration: 1 hour and 45 Minutes

TimeObjective


Materials &/or

Assessment

45 mins 1,3 Discuss different types of graphs and have students interpret them from Chapter 8.

Computer and projector

30 2 Show the YouTube Video Dove – Campaign for Real Beauty. Have the students read The Mass Media and Body Image

before class. They should break into groups and brainstorm questions to find out how fellow students’ body Images are

being affected by the Mass Media. They will use these questions to survey students outside of class and create 3

graphs based on the data they find from these surveys.

Graph Rubric

30 2 Allow Students to present their graphs and findings to the class.

Presentation Rubric

Assessment Strategies/Comments: Graph and Presentation Rubric

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Lesson Plan

Title: Distinguishing Fact and Opinion Initial Session by: Tamiko & Desiree


Session:

14. Primary Course Outcome(s): Model the strategies of an effective reader.


2. Tell the difference between fact and opinion.

Materials: Activate Reading book and notebook,Duration: 1 hour and 15 minutes


Assessment


Art Work and journal

10 min Quick Review of chapter 8 Textbook

20 minExplain homework.1) Show students the steps to watch the video and view the

vocabulary words on CengageBrain.com2) Once watching the video, answer the questions below the video.

Computer

25 min Int 9-2 Complete then share pgs 433-435

Int 9-3 Complete then share pg 435



Textbook and notebook

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Title: Research Project Lead-in Initial Session by: Crystal Pitrois

Course/Unit Focus: Library Research

Session: 23


15. Describe and effectively apply the reading process in approaching a variety of texts.16. Employ critical thinking skills through dynamic participation in discussions, group activities,

literacy circles and written critique of readings.17. Connect library and internet research to readings in order to expand perspectives and

comprehension.


Participate in a class project culminating in a PowerPoint to display and organize research.

Materials: Smart Board and Internet Access

Duration: 1 class


This class should be conducted as a precursor to the individual Culture Research Project.

1 hours Ask the students to conduct a class research project guiding them through the process of Library database research, reading and evaluating the research, synthesizing data, and creating a PowerPoint presentation along with Works Cited sheet to organize and display the research they have found. Highlight the importance of paraphrasing and how to avoid plagiarism. Instructor should facilitate rather than lead project, leaving the class to determine the important points and how the details found in the journal articles should be organized.

15 minutes

Review the process of research paying close attention to the idea of properly citing sources and avoidance of plagiarism. Introduce students to the Culture Research Project and discuss rubric.

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Title: Tone, Propaganda, and Bias Initial Session by: Crystal Pitrois

Course/Unit Focus: Denotation/Connotation using Propaganda and Bias

Session: 24


4. Model the strategies of an effective reader.


18. Choose the tone of a given reading19. Describe how denotation and connotation affects the reader20. Distinguish between propaganda21. Determine Author’s Bias

Materials: Artwork depicting different types of tone.

Duration: 1 hr 15 mins

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TimeObjective


Materials &/or

Assessment

15 mins Leadin : Show artwork depicting different moods. Music can also be used to discuss words related to Tone.

1 Hr 1 Use the Propaganda and Bias Powerpoint and the Activities within to expound on Tone.

Reflective Journal Rubric

Assignment 1 Have students read Casebook Reading 1 on p. 566 and give examples of denotation and connotation and

Author’s Bias.

Students should have at

least 5 examples of denotation

and connotation

and write 150 words

explaining the bias of the

author.


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Lesson Plan

Song Lyrics Project Initial Session by: Desiree & Tamiko (draft write-up Bonnie)


Primary Course Outcome(s): 5. Employ critical thinking skills through dynamic participation in discussions, group activities, literacy circles and written

critique of readings.6. Generate questions and/or notes that demonstrate engagement with readings and appreciation for cultural diversity.7. Connect library and internet research on readings in order to expand perspectives and comprehension.8. Produce self-reflective written and oral communication that demonstrates comprehension of text.

Learning Objectives: By the end of the session, learners will: 3. Share a song project consisting of a series of PowerPoint slides and media providing background on the

artist, song and presenters and analyzing lyrics; 4. Define and provide examples for figurative language (similes, metaphors…) in specific song lyrics and

identify sources for presentation content ;5. Present in clear and confident voice and balance presentation responsibilities across team members; 6. (suggested: provide feedback to fellow students and identify what was learned in the presentation in both

content, form and format).Materials: Multimedia Computer & LCD Projection capability, Internet Access & Individual evaluation forms (& Project rubric).Duration: 1 hour and 15 minutes

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5 min Intro & Preparations - Instructor introduces the session and invites teams to come load their presentations and prepare their materials for presenting to the class.

45-50 min

Presentations - Student (individuals and pairs/teams) present their song lyric projects identifying the some background on the artist & song (life, awards...), background of the student-presenters. Impressions and interpretations of the lyrics are shared along with figurative language, similes and metaphors found in the lyrics. (4-5 pairs/individuals at 5-10 min each)

10 min (Suggestion – include:) Discussion/Comments – Fueled by audience observations, students and guests discuss what they saw in the presentations and learned about the focus of the assignment

Things to consider including: Feedback for Students? Questions from audience? What did students-audience message like and learn?

5 min Students hand in self/individual evaluation forms and grab some celebratory snacks.

Assessment Strategies/Comments: Project Rubric & Assessment guide & Individual evaluation forms (attached)



Title: Research Project Lead-in Initial Session by: Crystal Pitrois

Course/Unit Focus: Library Research

Session: 23



literacy circles and written critique of readings.14. Connect library and internet research to readings in order to expand perspectives and

comprehension.


Participate in a class project culminating in a PowerPoint to display and organize research.53


Materials: Smart Board and Internet Access

Duration: 1 class


This class should be conducted as a precursor to the individual Culture Research Project.

1 hours Ask the students to conduct a class research project guiding them through the process of Library database research, reading and evaluating the research, synthesizing data, and creating a PowerPoint presentation along with Works Cited sheet to organize and display the research they have found. Highlight the importance of paraphrasing and how to avoid plagiarism. Instructor should facilitate rather than lead project, leaving the class to determine the important points and how the details found in the journal articles should be organized.

15 minutes

Review the process of research paying close attention to the idea of properly citing sources and avoidance of plagiarism. Introduce students to the Culture Research Project and discuss rubric.



Title: Figurative Language Initial Session by: Crystal Pitrois

Course/Unit Focus: Chapter 10

Session:

Primary Course Outcome(s): 1 Engage in active and independent reading.


literacy circles and written critique of readings.11. Model the strategies of an effective reader.


22. Recognize types of Figurative Language

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Materials: Video from Discovery Earth and Youtube (See below)

Duration: 1 hour and 30 Minutes

TimeObjective


Materials &/or

Assessment

30 mins 1 Discuss the different types of Figurative Language in the text.

30 mins 1,2,3 Read as a class Ray Bradbury’s All Summer in a Day All Summer in a Day

15 mins 2,3 Working in groups, have students find an example of the types of Figurative Language in the text in the short story.

Groups should report back at beginning of next class.

15 mins 1,2,3 Have groups present their findings to the class. SmartBoard


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ActivityTitle: Information Literacy Submitted by: Crystal Pitrois

Subject/Unit Focus: Reading 100

Purpose of Activity: The learner will demonstrate the ability to use research techniques as taught in the Library’s Information Literacy class.

Objective(s) addressed (optional): During this activity, learners will:

Connect library and Internet Research to readings in order to expand perspectives and comprehension.

Description of Activity:

After the Library Information Literacy Course, the learner will be asked to choose a country or geographical region. The learner will research the country and prepare and present a PowerPoint

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Presentation using the information found during the research. Research data will include population, social and political climate, cultural perspectives, artistic perspectives including examples of music, art, and/or drama from the region.

Materials Needed: Information Literacy Course

References: Databases found linked to the library website

Support Materials: Rubric

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Lesson Plan

Lesson: Culture Project Initial Session by: Tamiko Lewis/Desiree Dumas

Course/Unit Focus:

Primary Course Outcome(s): CULTURE PROJECT

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1. Present their culture projects2. High lighting3. Art Interpretation

Materials: Text, Paper, Pencil/Pen and Reading Book.

Duration: 3 Objectives/1hr 15min

TimeObjective #/

SummaryDescription/Activity

Materials &/or Assessment

5 min Objective 1 Art Interpretation Paper/pencil

15 min Objective 2 Highlighting Activity Text/Paper/pencil/

highlighting

30-45 min

Objectives 3 Project Presentation Culture Project Project Material paper

15 min Objectives 4 Quiet Reading Time/Hand out Text/Reading Book

ANCESTRY PROJECT In this project you will learn to Research and do Presentations.

Project Requirements: Description of Activity: 1. STUDENTS WILL TALK WITH FAMILY MEMBERS TO GATHER INFORMATION ABOUT THEIR ANCESTORS. (NAMES, BIRTH DATES, MARRIAGES, AND DEATHS OF ANCESTORS.)

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2. RECORD THE INFORMATION ON A GENEALOGICAL CHART. (POSTER PAPER) 3. YOU WILL ALSO BE REQUIRED TO TYPE A ONE PAGE SUMMARY OF SOME INTERESTING STORIES ABOUT THEIR FAMILY. SOME OF THESE STORIES MAY BE TRUE, AND OTHERS MAY BE PART OF A FAMILY MYTH. 4. YOU WILL ALSO BE REQUIRED TO BRING 5 TANGIBLE THINGS TO CLASS THAT REPRESENT YOURSELF AND YOUR FAMILY. 5. WHEN ALL OF THE ITEMS ARE COMPLETED YOU WILL PRESENT YOUR RESEARCH PROJECT TO THE CLASS. 6. Everything may be all included in a PowerPoint Presentation.

Support Materials: RUBRIC WILL BE USED PRESENTATION 5 PTS 5 ITEMS 25 PTS Chart/POSTER 15 PTS PARAGRAPH 5 PTS

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Connect: College Reading Chapter 9 Example Class Flow (MWF)

(Fact/Opinion, Patterns of Organization)

(5-10 min)

Start with quote on p. 429. Either read it or have a student read it out loud.

1. Ask what does the quote mean (short verbal group discussion)

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2. Ask how does the visual reinforce the idea of the quote (ch. 8)3. Have students write a short paraphrase of the quote to turn in (ch. 7) * * have

students do at end of class and turn in as they leave (gives tangible evidence of their understanding and paraphrasing ability)

(10-15 mins)

Have students get out a separate sheet of paper while you bring up slide 1 of Ch 9 PowerPoint (PPT)

1, Ask “since your job is to take notes, how would you structure your notes? In other words, what pattern of organization is reflected (ch. 5). Should say compare/contrast. And the paper is most easily divided into a “T-Chart”

2. Ask to write what they already know about what makes a fact a fact and an opinion an opinion. Give 2-3 minutes; then ask what they wrote. Confirm but do not correct at this point. Say “we’ll see in a minute”

3. Work through the next PPT slide getting interaction (raising hands or verbal) on the headlines. (make sure all know “spineless”; if not, make a note card – p. 104-105)

4. Next, discuss the PPT slide “Facts.” Have students compare what they wrote and add anything missing or correct anything wrong. Emphasize that facts are proven T or F (ex: earth flat, incorrect movie time, someone’s name called wrongly)

5. Discuss PPT slide “Opinion.” Be sure to emphasize the compare and contrast pattern shown and how their notes should mirror this.

6. Revisit headlines and discuss as needed (on headline # 3 talk of how often facts and opinions exist together – parallel.

7. Discuss next F/O PPT slide and give possible synonyms to objective (factual, neutral, informative, denotative) and subjective (personal, emotional, connotative)

(5-10 min)

Pair work for “Choose A Partner Slide.” Give 2 minutes and then have each group offer a fact sentence. Ask other groups to see if they agree if it is or is not a fact. Do same for opinion. (if wrong, ask how can make it a fact)

On opinion sentences ask “what makes this an opinion?” (preview of adjective, qualifier, superlative, comparative, etc).

(5-10 min)

Have same pairs practice Interaction 9-2 (p. 433) and 9-3 (p. 435)

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(5 min)

Discuss Sentence stem boxes on pp. 434 & 435 (why does each stem indicate a fact or opinion)

Next time will discuss the 5 factors that affect F/O.

HW: Book: Prep Reading and Interaction 9-1; Aplia: Questions 1-2, and 7 (Reading 1). Also note cards on “spineless” (if relevant)

(10 min)

Watch video (make sure to play through ad prior to showing in class). Ask to listen for fact vs. opinion. Discuss after video is done. Then discuss answers to Prep Reading and get thoughts (randomly ask if what they said was F or O and why)

(45 min)

Start PPT on slide 11.

1. Discuss Adjective slide2. Show purple box on p, 437. Discuss how adjectives can be sometimes fact and sometimes

opinion. EX: “abnormal” F – Abnormal psychology; O – “you are abnormal!”3. Have small groups to work through Interaction 9-5, then discuss.4. Work through qualifier slides and p. 440. 5. Work through Interaction 9-8, each student taking one, and discuss as needed.6. Discuss Superlative and Comparative slides and p. 442. Work through interaction 9-9 as an

entire class discussion. Especially point out # 1 how stats can show info but not really proof “better” which is based on emotion; how # 4 can be proven wrong (Google search shows a “ghost pepper” to be hottest), so can be proven right or wrong); #s 5 and 7 clarify what is meant by “deadliest” and “rainiest”

7. Work through Sources of Information slides and pp. 445-447. 8. Have them do Interaction 9-11 individually (clarify who Mitch Albom is, as some may not know) 9. Emphasize how American Idol reflects sources: who are judges, competitors and audience?10. Wrap up with discussion of “Tips for Better Reading” and “Stay Objective!” slides, and close with

final quote. Emphasize how important integrity is in academic writing and personal life. Have students come up with examples

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* if have class time left. Have students write one fact and opinion statement for reach of the 5 factors discussed individually to check understanding.

HW: Book: Reading 9-1, pp. 452-463. Only do Critical Thinking question (CT ?) # 2 (on separate sheet to turn in for evaluation)

Also note cards on “ubiquitous” and one other word of choice from reading

(10 min)

Students discus their multiple-choice answers and their proof (why) for each of the comprehension questions with classmates for Reading 9-1. Circulate to check that students did annotate passage and do work; check in with each student as needed.

(15-25 min)

1. Talk through the Pre-Reading questions2. Discuss 10 comprehension questions, including the “why.” Ask for specific proof from student;

do model the answer for some. Stress annotating and paraphrasing, depending on which fits best based on their situation (reading a chapter vs. taking a test).

3. Have pairs or small groups do CT ? # 3.4. Solicit answers for CT ? # 5 as a class.5. Work through vocab and ask for context clues and each word’s definition. Take up note cards.6. Show the video with this reading. Ask students to focus on the facts and opinions stated

through out the video. Also ask an inference question of what happened to the two female pirates mentioned. (specifically Anne Bonnie)

(Rest of class)

Have students work through pp. 448-451

Or

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08Fall


Handouts from IM: 9-B, 9-C, 9-D.

Assign the other for HW. Also finish Aplia (which is due by Sunday night at 11 pm).

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Entrance Letter to RDG 100-_________ Instructor:____________________________

Directions:

This letter is an introduction letter to me so that I will be able to better guide you in the class. Please state your feelings, attitudes, or beliefs toward reading. What do you believe are your strongest and weakest reading skills? Are you excited, nervous, hesitant, or neutral as we are about to start the course? Are there particular topics that you would like to cover? What do you like to read in your spare time? Do you have all of your textbooks and materials? Please share any questions, comments, or concerns that you have. This letter is private and no other student will read it; however, I may share its content anonymously with other instructors as part of our curriculum revision work. You will receive 100 points for completing this assignment; points will not be deducted for grammar mistakes.

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Date:_________________

Dear ___________________________________,

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Sincerely,

Student’s Name ____________________________


Activity

Title: Activity 1-1 Getting to Know You: Reading Survey Submitted by: D. Dumas

Duration: 30 minutes Type: Individual Groups

Subject/Unit Focus: College Success

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Purpose of Activity:

Objective(s) addressed (optional):


See Activity 1-1 Handout on page14 for the survey. Have students get in groups and share with one another one or two things from their surveys. After about a 10-minute discussion, ask each student to introduce another student in the group and share something that he or she learned from them. Feel free to ask follow up questions to keep the discussion lively and interactive. Ask students to hand in their surveys and remind them that the same survey will be given out at the end of the term to see which responses have changed. See Activity 1-1 Handout on page 14.

Materials Needed: Long white flip chart paper, tape, markers, whiteboards, Smartboard, computer (anything the students/groups need to present)

References: Cengage Connect Teacher’s Manual

Support Materials: Activity 1-1 from Connect Teacher’s Manual


Activity

Title: Activity 1-2 Pair and Share Prior Knowledge Submitted by: D. Dumas

Duration: Type: Individual Groups

Subject/Unit Focus: College Success

64





Have students pair up and use the “Activity1-2” handout to discuss how prior knowledge helped them learn something that they’re good at doing. See Activity 1-2 Handout on page 15.





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Activity

Title: Activity 1-3 A Letter to My Prior Self Submitted by: D. Dumas


Subject/Unit Focus:




Students can complete it in class and simply turn it in to you, or you can use it as an opportunity for a class discussion. It also serves as an opportunity for you to get a writing sample from each student early in the class. See Activity 1-3 Handout on page 16.





Activity66


Title: Activity 1-4 Finding Resources Submitted by: D. Dumas


Subject/Unit Focus:




Following is a discovery exercise by which new students can locate beneficial college assistance centers. The effectiveness of this exercise will increase if you make arrangements ahead of time with the various groups on campus, letting them know that students will be coming in and asking particular kinds of questions. Students in groups of three or four will identify up to 5 places (you decide how many) on campus where they can get information about how to reach their goals. Once they arrive at each center they will need to ask an administrator how that center can help them plan for the future. They must collect some information (such as lab hours or a list of resources offered), they must make an appointment for the future (perhaps to get a tour of how a reference system works), and ask for a signature to verify the completion of their visit.Following is a handout for this exercise in which you should write or type the names ofcenters that you want students to visit. Just remember that it’s a good idea also to let studentspick one or two of the places on their own. Examples of the types of resource centers studentmight visit include career centers, course counseling and advisement, reading labs, tutoringcenters of any kind, writing and math centers, library reference departments, etc. See Activity1-3 Handout on page 17.




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Activity

Title: Activity 1-5: Conversational Vocabulary in Context Submitted by: D. Dumas


Subject/Unit Focus:




After covering the highlighted vocabulary words from Chapter 1, put each new vocabulary word on one side of an index card and its definition on the other side. Have the class divide into groups. Randomly give one person in each group an index card, keeping the definition concealed. Ask the person who has the index card not to reveal the definition to the group.Ask all the groups each to have a conversation around a topic that you have selected. Eachperson is to use that group’s vocabulary word at least once in the conversation. At the end ofthe time allotted for the activity, the person holding the index card will ask the rest of thegroup the definition of the word. Ask students how they figured out the meaning of thevocabulary word by using the conversational context clues. Point out various aspects of theskill being used, such as synonyms, antonyms, or the general sense of the conversation. Whenthese scenarios come up later in a reading, students may be ready to transfer the skill fromspoken language to written.

Some possible topics:How was your weekend?RelationshipsAttending collegeMy careerFamily life


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Activity

Title: Activity 1-6 Detecting the Author’s Purpose: Visual Scenarios

Submitted by: D. Dumas


Subject/Unit Focus:




Providing a visual format for students to see and discuss helps them see that college-level reading involves more than just words. It involves the scenarios that those words describe. The ability to work with scenarios is a type of prior knowledge, therefore, that students should connect to before plunging into complex written text. Following is an exercise that introduces the idea of the “author’s purpose” in just such a non-written context.

First, write the following questions at the top of the blackboard:“What do you notice about the way I’ve grouped these scenarios?”“What similarities do they have?”

Next, have students pair up. Pass out one of the incomplete scenarios (next page) to each pair.

See Activity 1-6 Handout on page 18. Give each pair 5-10 minutes to complete writing theunfinished scenario. Next, ask each pair, one at a time, to either read or present their scenario.

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As each pair finishes, collect their written scenario and tape it to the board beneath the writtenquestions, without disclosing why you are placing their scenario in one of three columns (seebelow). After all scenarios are read aloud and taped to the board in their respective columns,ask students the two questions: “What do you notice about the way I’ve grouped thesescenarios? What similarities do they have?” Students will have a variety of answers. Afterthere has been some discussion, write the labels above each column:ENTERTAIN PERSUADE INFORM.To assess students’ understanding assign students to create one of their own scenarios forhomework and bring it back the next session. See Activity 1-6 Handout on page 18.Some possible topics:How was your weekend?RelationshipsAttending collegeMy careerFamily life





Activity

Title: Activity 1-7: What’s My Author’s Purpose? Submitted by: D. Dumas


Subject/Unit Focus:



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This is another activity to reinforce the skill of identifying the author’s purpose. You’ll have to gather a number of newspaper and magazine articles, each preferably less than 500 words. Make an answer key for yourself that shows the author’s primary purpose for each article. Distribute the articles to your students. In class, ask each student to write the title and source publication of his or her on the article on the board. Once all the titles are written, have students attempt to guess the author’s purpose: to inform, persuade, or entertain. Finally, have students who have read each article to confirm whether or not the class’s author’s purpose was correct.





Activity

Title: Activity: 1-8: Monitor Your Comprehension Submitted by: D. Dumas


Subject/Unit Focus:




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This is an activity to help your students to self-monitor as they read. This activity is based on Table 1.1 Learning Tasks to Accomplish While Reading on page 19 in Chapter 1. See Activity Handout 1-8 on page 20 for a handout you can photocopy and complete with your students.




Developmental Studies72


Activity

Title: Activity 1-9: Reviewing the Passage Submitted by: D. Dumas


Subject/Unit Focus:




After the class has read a passage, you can lead a class discussion about the passage. Make sure to address prior knowledge relevance, and significance.Also, you may want to ask students:

what they found difficult about a reading assignment, if anythingwhat they did to help improve their reading comprehensionwhether it worked for themif applicable, what changes might make their strategy work better





Activity73


Title: Critical Thinking Circle 2 Topic and Introduction Submitted by: Crystal Pitrois

Duration: 10-15 mins Type: Group Discussion

Subject/Unit Focus: Questioning – Session Plan 5

Purpose of Activity: Critical Thinking Circles

Objective(s) addressed: During this activity, learners will employ critical thinking skills through dynamic participation in discussions, group activities, critical thinking circles and written critique of readings.


Introduce the readings “Cultivating Curiosity” and “An Open Door, a Forest” with Jane Goodall Sixty Minutes. Hint at the “trait curious” person in the “Cultivating Curiosity” reading and how that might relate to the work of Jane Goodall or the environmentalists in “An Open Door, a Forest”. Guide questions might include, “What kind of curiosity would cause someone to devote their lives to a cause like Jane Goodall or another environmentalist?” “What types of subjects might grab your attention like that and why?”

Developmental Developmental Studies

Activity



Subject/Unit Focus: Questioning – Session Plan



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http://www.youtube.com/watch?v=k5Q6-hh49mU

http://www.youtube.com/watch?v=k5Q6-hh49mU



Begin Discussion with Frida Kahlo’s “Two Fridas” (PBS has an explanation of the painting http://www.pbs.org/weta/fridakahlo/worksofart/index.html. Focus on Kahlo’s expression of being from two different cultures as you guide the students through the discussion. Critical Thinking Circle 2 is based on this painting and the readings “Does Language Shape Culture?” in the textbook and “Speaking to the Identity of Chinese Children in the US” from the LibGuide.


Activity



Subject/Unit Focus: Main Ideas




After Introducing “Main Idea,” have students as their discussion topics choose the Main Idea and the Supporting opinions that support that Main Idea as the focus of the questions for “Obama and the Politics of Outsourcing.” You might want to show a clip from the TV Show “Outsourced” from YouTube as a LeadIn to this Critical Thinking Circle.


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http://www.pbs.org/weta/fridakahlo/worksofart/index.html

http://www.library.csi.cuny.edu/dept/history/lavender/graphics/two_fridas.jpg


Activity



Subject/Unit Focus: Implied Main Ideas




Introduce the activity with a video clip from the documentary SuperSize Me. The entire documentary can be found on You Tube. The Deep Questions should stem from a selection from Fast Food Nation: The Dark Side of the All-American Meal. The entire book can be found as an E-book in the Lib Guide. You can also use excerpts from the text as a supplement to Implied Main Idea.


Activity



Subject/Unit Focus: Reading & Studying Strategies



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These questions should integrate the reading in the text “Big Five Dimensions of Personality,” “Sizing up Emotions,” and “The Death of Ivan Illych”. The Tolstoy short story should be read in class as the vocabulary might be a bit advanced for the Developmental Reading student. Questions that guide the students in this activity could be related to Ivan Illych and how his emotions and personality can be analyzed using the information the students read about in the expository readings.


Activity



Subject/Unit Focus: Visual Information




You could begin this activity with a segment of the TV shows “Extreme Makeover” or “The Swan.” The reading for the Deep Questions and Critical Thinking Circles should integrate the reading in the text “Our Bodies and Culture” and “Children, Adolescents, and the Media” found in the LibGuide. Questions to guide the students could be “How does media shape body image?” You could also refer back to the video previously watched “Dove Campaign for Real Beauty.”

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Activity



Subject/Unit Focus: Fact & Opinion




Have the students choose an article for each side of the argument in the LibGuide (Acculturation and Assimilation). You may want to explain what these two concepts mean depending on the schema and background knowledge of the class. Their questions should include questions from both sides of the argument. You can also use this link to further develop students’ knowledge of Fact and Opinion in the context of framing arguments.


Activity



Subject/Unit Focus: Author’s Tone



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Students should read the text reading “Why I Want a Wife?” and choose either “The Future of Feminism is with Men” or “Can You Tell What’s on Her Mind?” in the LibGuide. They will develop their Deep Questions from these readings. You can also use these readings to develop instruction in Tone.

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Activity



Subject/Unit Focus: Evaluating Evidence




Students should read the text reading “An Excerpt from An Inconvenient Truth.” “All Summer in a Day” in the LibGuide is a great reading to be read aloud in class. They will develop their Deep Questions from these readings.

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Deep Questions/Critical Thinking Circle Rubric Checklist

Student Name _________________________________

Session Number (Title of Reading) ________________________________

Points _____ out of possible __10____

______ 5 questions (1 point each)

______ Questions are relevant to the readings

______ Questions encourage discussion

______ Questions integrate all assigned readings

______ Student participated actively in Critical Thinking Circle (2 pts each

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Reflective Journal Rubric Checklist

Student Name _________________________________

Session Number (or Title of Reading)________________________________

Points _____ out of possible _10__

*Each item is 2 pts each*

______ Reflection is substantive and thoughtful

______ Reflection is relevant to the readings

______ Reflection is well-organized and non-repetitive

______ Reflection demonstrates comprehension of readings

______ References all assigned readings

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Reading 100Writing Journal Prompts

Direction. Select one of the topics below. Then write about that topic in your journal. Be honest in your writing. Take about fifteen minutes for this task. Good luck! (1.) Imagine you had a hundred dollars, but you couldn’t keep it. You had to give it away to a person or charity. Who would you give it to? What would you want them to do with it?

(2.) Invent a new kind of sandwich. Describe what is on it and how you would make it.

(3.) If you could have lunch with any famous person who would it be? What would you talk about with this person?

Biographical Research Report

A biography is a true story of a person’s life written by another person. Good biographers research subjects extensively in order to present information accurately. The writer, or biographer, interviews the subject if possible and researches the person’s life. Biographers often focus on remarkable or admirable aspects of their subjects. Although biographers often present the subject in a favorable way, they also strive for a balance between fact and interpretation. Usually, biographers also must decide which facts and which parts of a subject’s life to include. After getting a general overview of your subject, you should develop a purpose statement, which are simply one or two sentences that state what you plan to accomplish in your paper. Write your purpose statement on a note card. This purpose statement will not actually appear in your final paper, but you may reword it as part of your introduction. The next step is to develop a preliminary outline to help guide your research. A preliminary outline is simply an informal list of ideas to cover in your paper in the order that you plan to cover them. Sample Outline The Life and Political Influence of Eva Durant Peron I. Early life A. Birth

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B. Family C. Education

II. Early Career A. Model B. Actress C. Radio actress

III. Marriage

Be sure that your paper has an Introduction and a conclusion. The thesis statement (your purpose statement in its revised form) is often the last sentence in the introduction. Prepare the bibliography, or Works Cited page, following the MLA guidelines. This gives the reader complete information about the sources used in the paper.

[Back to ToC]

WORD PARTS SHEET

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al

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ship

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Art Interpretation Guidelines

1. Choose a art medium (artwork, music, a quote, …)

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2. Display the artwork either on the Smartboard via the Internet, overhead projector, or show a real-life painting.

3. Give students quiet time.4. Have students write in their journal their thoughts on the following:

a. Title: What title would you give this piece?b. Tone: What tone is the creator trying to display? How do you feel after viewing or

hearing?c. Come up with 2 questions that you aren’t sure about on the piece?d. When do you think it was created?

5. Sharing strategies:a. All students one by one: Instructor can have every student to share one thing that they

wrote. Always acknowledge that each answer is unique.b. Volunteers only share: This may be good for lack of time.c. Teacher may give hints to spark conversation.

6. Reveala. Instructor reveals the actual author’s/creator’s name, title, and any other background

information.7. Wrap-Up

a. Always conclude with how interpreting art is synonymous with critical reading. The processes are really identical!

[Back to ToC]

[Back to ToC]

Art Interpretation

Reading involves interpretation. Building an individual’s ability to interpret visual and musical arts can help him/her to appreciate and understand the multiple meanings before them. Critical Reading

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sessions are best begun with entry activities drawn from the examples below that actively engage clas members in appreciating and interpreting various artistic forms.

Visual Art Connections

Directions: Show students one of the works of art listed below. Follow with small group or whole class discussion.

Art Works:

1. The Persistence of Memory by Dali - This dreamscape of melted watches, barren landscape and ants might get students thinking about the mind, memory, and time.

Instructor Questions to Start Discussion:

What do you notice in this painting? What stands out to you?

This painting is called The Persistence of Memory. What does persistent mean?

What do you think the artist’s message is? http://www.authenticsociety.com/about/

ThePersistenceOfMemory_Dali

The Persistence of Memory poster, the painting depicting the famous 'melting clocks' or 'melting watches' images has made Salvador Dali one step closer to the international popularity. It is probably the most recognizable surrealist painting in the world. Dali sometimes referred to his paintings as "hand-painted dream photographs" and The Persistence of Memory can certainly be characterized as such.

The drooping pocket watches possibly suggest the irrelevance of time during sleep. In other words, when we are asleep, or not conscious, the time does not persist, only memories do. This distortion of time can be easily observed by just about anyone who ever attempted to think about their own dreams.

Some art historians theorize that the painting may be a visual depiction of the idea behind the Einstein's theory of relativity: that time itself is relative and not fixed. But that's quite possibly a shot in the dark. The painting's meaning strongly suggests psychoanalytical values, those to do with the research of Sigmund Freud. Dali himself hasn't shown much interest in painting from science until after World War II, when the Hiroshima atomic bomb made an impression on him and began nuclear (or 'atomic') period of his work, in which the painter focused on adding elements to his paintings that suggested atomic composition of what is known as matter. This can be further acknowledged by another painting Dali painted later in his life called The Disintegration of The Persistence of Memory (oil on canvas, c. 1952 to

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1954), where he literally takes the contents of this painting apart suggesting the end of the importance of psychoanalysis, which is replaced by the knowledge of subatomic particles, a concept that supersedes psychology as a higher form of existence.

2. Guernica by Pablo Picasso - This abstract black and white painting depicts the violence of war. Its name refers to the bombing of the city of Guernica during the Spanish Nationalist Wars. It is considered to be an important pacifist statement.

http://en.wikipedia.org/wiki/Guernica_(painting)

Guernica is a painting by Pablo Picasso. It was created in response to the bombing of Guernica, Basque Country, by German and Italian warplanes at the behest of the Spanish Nationalist forces, on 26 April 1937, during the Spanish Civil War. The Spanish Republican government commissioned Picasso to create a large mural for the Spanish display at the Paris International Exposition at the 1937 World's Fair in Paris.

Guernica shows the tragedies of war and the suffering it inflicts upon individuals, particularly innocent civilians. This work has gained a monumental status, becoming a perpetual reminder of the tragedies of war, an anti-war symbol, and an embodiment of peace. On completion Guernica was displayed around the world in a brief tour, becoming famous and widely acclaimed. This tour helped bring the Spanish Civil War to the world's attention.


Describe what you see in this painting. What would you infer is the subject of this painting? What is the mood or tone of the painting? How does the lack of color contribute to the mood? What

symbols might there be?

3. Adam and Eve by Albrecht Durer (1507) and Adam and Eve by Tamara Lempicka (1932)

Juxtaposing a very realistic, traditional portrayal of this classic subject with a soft cubist version allows students to compare, contrast, and infer connections between changes in Western society and resultant changes in art.

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Guernica

Artist Pablo Picasso

Year 1937

http://en.wikipedia.org/wiki/Spanish_Civil_War


http://en.wikipedia.org/wiki/Anti-war

http://en.wikipedia.org/wiki/1937_World's_Fair

http://en.wikipedia.org/wiki/Exposition_Internationale_des_Arts_et_Techniques_dans_la_Vie_Moderne_(1937)

http://en.wikipedia.org/wiki/Mural

http://en.wikipedia.org/wiki/Second_Spanish_Republic


http://en.wikipedia.org/wiki/Spain_under_Franco

http://en.wikipedia.org/wiki/Military_aircraft

http://en.wikipedia.org/wiki/Kingdom_of_Italy_(1861%E2%80%931946)

http://en.wikipedia.org/wiki/Nazi_Germany

http://en.wikipedia.org/wiki/Basque_Country_(greater_region)

http://en.wikipedia.org/wiki/Basque_Country_(greater_region)

http://en.wikipedia.org/wiki/Bombing_of_Guernica

http://en.wikipedia.org/wiki/Pablo_Picasso



http://en.wikipedia.org/wiki/File:PicassoGuernica.jpg



Can you infer what the subject of these paintings is? Both paintings portray the same subject. How would you say these two images are alike? How would you say they are different? One image was painted in 1507 and one in 1932. Which is which? How can you tell? How does this change in style represent what we have been reading about the ‘Lost Generation’?

Adam and Eve, 1504Albrecht Dürer (German, 1471–1528)Engraving

9 7/8 x 7 7/8 in. (25.1 x 20 cm)Fletcher Fund, 1919 (19.73.1)

Under the influence of Italian theory, Dürer became increasingly drawn to the idea that the perfect human form corresponded to a system of proportion and measurements. Near the end of his life, he

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http://www.metmuseum.org/toah/hd/anat/hd_anat.htm

http://www.flickr.com/photos/12793394@N07/2058330996/


wrote several books codifying his theories: the Underweysung der Messung (Manual of measurement), published in 1525, and Vier Bücher von menschlichen Proportion (Four books of human proportion), published in 1528, just after his death. Dürer's fascination with ideal form is manifest in Adam and Eve. The first man and woman are shown in nearly symmetrical idealized poses: each with the weight on one leg, the other leg bent, and each with one arm angled slightly upward from the elbow and somewhat away from the body. The figure of Adam is reminiscent of the Hellenistic Apollo Belvedere, excavated in Italy late in the fifteenth century. The first engravings of the sculpture were not made until well after 1504, but Dürer must have seen a drawing of it. Dürer was a complete master of engraving by 1504: human and snake skin, animal fur, and tree bark and leaves are rendered distinctively. The branch Adam holds is of the mountain ash, the Tree of Life, while the fig, of which Eve has broken off a branch, is the forbidden Tree of Knowledge. Four of the animals represent the medieval idea of the four temperaments: the cat is choleric, the rabbit sanguine, the ox phlegmatic, and the elk melancholic. Before the Fall, these humors were held in check, controlled by the innocence of man; once Adam and Eve ate from the apple of knowledge, all four were activated, all innocence lost.

Source: Albrecht Dürer: Adam and Eve (19.73.1) | Heilbrunn Timeline of Art History | The Metropolitan Museum of Art

4. The Scream by Edvard Munch - This famous abstract painting of a screaming figure on a bridge against a blood red sky is considered to be strongly emotive as a representation of fear/phobia/terror.)


Have you ever seen this image before? In what circumstances?

What do you notice about this image? What tone does it evoke? How does the artist create that

tone? from Wikipedia: The Scream (Norwegian: Skrik; created in 1893–1910[1]) is the title of expressionist paintings and prints in a series by Norwegian artist Edvard Munch, showing an agonized figure against a blood red sky . The landscape in the background is the Oslofjord, viewed from the hill of Ekeberg, in Oslo (then Kristiania), Norway.

Edvard Munch created several versions of The Scream in various media. The Munch Museum holds one of two painted versions (1910, see gallery) and one pastel. The National Gallery of Norway holds the other painted version (1893, shown to right). A fourth version, in pastel, is owned by Norwegian businessman Petter Olsen. Munch also created a lithograph of the image in 1895.[2]

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Artist Edvard Munch

Location National Gallery, Oslo

http://en.wikipedia.org/wiki/The_Scream#cite_note-munchMuseum-1

http://en.wikipedia.org/wiki/Lithography

http://en.wikipedia.org/wiki/Petter_Olsen

http://en.wikipedia.org/wiki/National_Gallery,_Oslo

http://en.wikipedia.org/wiki/Munch_Museum

http://en.wikipedia.org/wiki/Norway

http://en.wikipedia.org/wiki/Oslofjord

http://en.wikipedia.org/wiki/Edvard_Munch

http://en.wikipedia.org/wiki/Norway

http://en.wikipedia.org/wiki/Painting

http://en.wikipedia.org/wiki/Expressionism

http://en.wikipedia.org/wiki/The_Scream#cite_note-return-0



http://www.metmuseum.org/toah/hd/engr/hd_engr.htm

http://www.metmuseum.org/toah/works-of-art/49.97.114

http://en.wikipedia.org/wiki/File:The_Scream.jpg


5. The Flower Carrier by Diego Rivera - This painting shows a man on his knees as a woman loads a basket of flowers on his back. The implications of hard work are opposed with the vividness of the colors and the fact that his load is of flowers, a living, delicate burden.

http://www.bing.com/images/search?q=The+Flower+Carrier+by+Diego+Rivera&go=&qs=ns&form=QBIR


What do you notice about this painting? What does it show? What do you notice about the relationship between the male

and female figures? What might the artist’s message be?

6. Contemplation of Justice by James Earle Fraser - This statue stands outside the U. S. Supreme Court. It depicts a seated female figure holding a blindfolded statue which is said to represent the equity of justice.


What does this statue show? What might the figure symbolize? This statue is outside of the U. S. Supreme Court, and it is titled Contemplation of Justice. What does

contemplation mean? Now what do you infer the artists’ message is? Should justice be blind? How just is the U. S. Court System?

7. Composition with Red, Yellow, Blue, and Black (1921) by Piet Mondrian - This classic color block painting is a nonrepresentational grid of lines and primary colors. This particular painting is one of a series, any one of which may be used for this activity.


What do you see? What might the artist’s message be? What is the appeal of this painting? The artist of this painting said he was trying to show

basic beauty through harmony and rhythm. What is harmonious and rhythmic about this painting?

http://en.wikipedia.org/wiki/Piet_Mondrian

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http://en.wikipedia.org/wiki/Piet_Mondrian

http://www.bing.com/images/search?q=The+Flower+Carrier+by+Diego+Rivera&go=&qs=ns&form=QBIR

http://i.ebayimg.com/02/!BjcZZh!BGk~$(KGrHqQH-DYEs-Rl9So5BLTk0F)Rcw~~_3.JPG

http://en.wikipedia.org/wiki/File:Mondrian_Composition_II_in_Red,_Blue,_and_Yellow.jpg


When the war ended in 1919, Mondrian returned to France, where he would remain until 1938. Immersed in the crucible of artistic innovation that was post-war Paris, he flourished in an atmosphere of intellectual freedom that enabled him to embrace an art of pure abstraction for the rest of his life. Mondrian began producing grid-based paintings in late 1919, and in 1920, the style for which he came to be renowned began to appear. In the early paintings of this style the lines delineating the rectangular forms are relatively thin, and they are gray, not black. The lines also tend to fade as they approach the edge of the painting, rather than stopping abruptly. The forms themselves, smaller and more numerous than in later paintings, are filled with primary colors, black, or gray, and nearly all of them are colored; only a few are left white.

During late 1920 and 1921, Mondrian's paintings arrive at what is their definitive and mature form to casual observers. Thick black lines now separate the forms, which are larger and fewer in number, and more of them are left white than was previously the case. This was not the culmination of his artistic evolution, however. Although the refinements became more subtle, Mondrian's work continued to evolve during his years in Paris.

In the 1921 paintings, many of the black lines (but not all of them) In the 1921 paintings, many of the black lines (but not all of them) stop short at a seemingly arbitrary distance from the edge of the canvas, although the divisions between the rectangular forms remain intact. Here too, the rectangular forms remain mostly colored. As the years passed and Mondrian's work evolved further, he began extending all of the lines to the edges of the canvas and he also began to use fewer and fewer colored forms, favoring white instead.

8. The Banjo Lesson by Henry Ossawa Tanner

http://en.wikipedia.org/wiki/Henry_Ossawa_Tanner

Henry Ossawa Tanner, The Banjo Lesson, 1893. Oil on canvas, 49" × 35½". Hampton University Museum.

In 1893 on a short return visit to the United States, Tanner painted his most famous work, The Banjo Lesson, in Philadelphia. The painting shows an elderly black man teaching what is assumed to be his grandson how to play the banjo. This deceptively simple-looking work explores several important themes. Blacks had long been stereotyped as entertainers in American culture, and the image of a black man playing the banjo appears throughout American art of the late 19th century. Thomas Worth,[8] Willy Miller, Walter M. Dunk, Eastman Johnson and Tanner’s own teacher Thomas Eakins had tackled the subject in their artwork. [7] These images however are often reduced to a minstrel type portrayal. Tanner works against this familiar stereotype by

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http://en.wikipedia.org/wiki/Henry_Ossawa_Tanner#cite_note-Shaw.2C_Thomas_M.-6

http://en.wikipedia.org/wiki/Henry_Ossawa_Tanner#cite_note-Woods.2C_Naurice_Frank.2C_Jr..2C_Ph.D.-7

http://en.wikipedia.org/wiki/Hampton_University

http://en.wikipedia.org/wiki/Henry_Ossawa_Tanner

http://en.wikipedia.org/wiki/File:Henry_Ossawa_Tanner_-_The_Banjo_Lesson.jpg


producing a sensitive reinterpretation. Instead of a generalization the painting portrays a specific moment of human interaction. The two characters concentrate intently on the task before them. They seem to be oblivious to the rest of the world which magnifies the sense of real contact and cooperation. Skillfully painted portraits of the individuals make it obvious that these are real people and not types. In addition to being a meaningful exploration of human qualities, the piece is masterfully painted. Tanner undertakes the difficult endeavor of two separate and varying light sources. A natural white, blue glow from outside enters from the left while the warm light from a fireplace is apparent on the right. The figures are illuminated where the two light sources meet; some have hypothesized this as a manifestation of Tanner’s situation in transition between two worlds, his American past and his newfound home in France.[7]

Painting style

Tanner is often regarded as a realist painter,[9] focusing on accurate depictions of subjects.[10] While his early works, such as "The Banjo Lesson" were concerned with everyday life as an African American, Tanner's later paintings focused mainly on the religious subjects for which he is now best known. [6] It is likely that Tanner's father, a minister in the African Methodist Church, was a formative influence in this direction.[4]

Why is the background light? Where do you think they are located inside the house or outside? What do you think the name of the print is called? Come up with other questions?

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http://en.wikipedia.org/wiki/Henry_Ossawa_Tanner#cite_note-Matthews.2C_Marcia-3

http://en.wikipedia.org/wiki/Henry_Ossawa_Tanner#cite_note-Springfield-5

http://en.wikipedia.org/wiki/Henry_Ossawa_Tanner#cite_note-9

http://en.wikipedia.org/wiki/Henry_Ossawa_Tanner#cite_note-8

http://en.wikipedia.org/wiki/Realism_(arts)

http://en.wikipedia.org/wiki/Henry_Ossawa_Tanner#cite_note-Shaw.2C_Thomas_M.-6


Classical www.freeclassicmusic.com

Invite students to listen to classical music and write about what they hear.

Popular Music from the early 20th Century

Turn On and Tune In to the music that changed the world.Do you want to listen to some wonderful background music while you read?The years from 1900 till 1950 saw the greatest evolution in music that this world has ever seen. For five hundred year previous, the European Masters ruled the music world. Beethoven, Brahms, Chopin and others were the stars of music. But the first half of the twentieth century saw music transition from classical through Blues, Jazz, Ragtime, Big Band, Swing and the birth of Rock and Roll. The performers below are in no particular order, to encourage you to try not only your favorites, but also to explore the performers that you are not familiar with.

1.Benny Goodman 2.Arturo Toscanini 3.Peggy Lee 4.Guy Lombardo

5.Lil Armstrong 6.Louis Armstrong 7.Cleveland Orchestra 8.Al Jolson

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http://free-classic-music.com/Al-Jolson.php

http://free-classic-music.com/Al-Jolson.php

http://free-classic-music.com/Cleveland-Orchestra.php

http://free-classic-music.com/Cleveland-Orchestra.php

http://free-classic-music.com/Louis-Armstrong.php

http://free-classic-music.com/Louis-Armstrong.php

http://free-classic-music.com/Lil-Hardin-Armstrong.php

http://free-classic-music.com/Lil-Hardin-Armstrong.php

http://free-classic-music.com/Guy-Lombardo.php

http://free-classic-music.com/Guy-Lombardo.php

http://free-classic-music.com/Peggy-Lee.php

http://free-classic-music.com/Peggy-Lee.php

http://free-classic-music.com/Arturo-Toscanini.php

http://free-classic-music.com/Arturo-Toscanini.php

http://free-classic-music.com/Benny-Goodman.php

http://free-classic-music.com/Benny-Goodman.php

http://www.freeclassicmusic.com/


9.Bing Crosby 10.Danny Kaye 11.Johannes Brahms 12.BettyHutton

13.Dennis Day 14.Ludwig van Beethoven 15.Nat King Cole 16.The Andrews Sisters

17.Artie Shaw 18.Belle Baker 19.The Dorsey Brothers 20.Glenn Miller

21.Xavier Cugat 22.Count Basie 23.Alice Faye 24.Bill Monroe

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http://free-classic-music.com/Bill-Monroe.php

http://free-classic-music.com/Bill-Monroe.php

http://free-classic-music.com/Alice-Faye.php

http://free-classic-music.com/Alice-Faye.php

http://free-classic-music.com/Count-Basie.php

http://free-classic-music.com/Count-Basie.php

http://free-classic-music.com/Xavier-Cugat.php

http://free-classic-music.com/Xavier-Cugat.php

http://free-classic-music.com/Glenn-Miller.php

http://free-classic-music.com/Glenn-Miller.php

http://free-classic-music.com/Dorsey-Brothers.php

http://free-classic-music.com/Dorsey-Brothers.php

http://free-classic-music.com/Belle-Baker.php

http://free-classic-music.com/Belle-Baker.php

http://free-classic-music.com/Artie-Shaw.php

http://free-classic-music.com/Artie-Shaw.php

http://free-classic-music.com/Andrews-Sisters.php

http://free-classic-music.com/Andrews-Sisters.php

http://free-classic-music.com/Nat-King-Cole.php

http://free-classic-music.com/Nat-King-Cole.php

http://free-classic-music.com/Ludwig-van-Beethoven.php

http://free-classic-music.com/Ludwig-van-Beethoven.php

http://free-classic-music.com/Dennis-Day.php

http://free-classic-music.com/Dennis-Day.php

http://free-classic-music.com/Betty-Hutton.php

http://free-classic-music.com/Betty-Hutton.php

http://free-classic-music.com/Johannes-Brahms.php

http://free-classic-music.com/Johannes-Brahms.php

http://free-classic-music.com/Danny-Kaye.php

http://free-classic-music.com/Danny-Kaye.php

http://free-classic-music.com/Bing-Crosby.php

http://free-classic-music.com/Bing-Crosby.php


25.Perry Como 26.Frankie Trumbauer

http://en.wikipedia.org/wiki/Diana_Ross The Queen Of Soul Aretha Franklin

27. 28.

29.Michael Jackson

http://www.myplaydirect.com/michael-jackson/items/track Go to the sight and click on songs. ABC song focuses on reading, writing, and math. Picture can also be used for art interpretation

30.Billie Holiday

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http://www.myplaydirect.com/michael-jackson/items/track

http://en.wikipedia.org/wiki/Diana_Ross

http://free-classic-music.com/Frankie-Trumbauer-Orchestra.php

http://free-classic-music.com/Frankie-Trumbauer-Orchestra.php

http://free-classic-music.com/Perry-Como.php

http://free-classic-music.com/Perry-Como.php

http://en.wikipedia.org/wiki/File:Nobel_Peace_Prize_Concert_2008_Diana_Ross1.jpg


http://en.wikipedia.org/wiki/Billie_Holiday

http://www.pandora.com/#/

31.Sammy Davis Jr.http://en.wikipedia.org/wiki/Sammy_Davis,_Jr

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http://en.wikipedia.org/wiki/Sammy_Davis,_Jr

http://www.pandora.com/#/

http://en.wikipedia.org/wiki/Billie_Holiday

http://astore.amazon.com/billie_holiday-20/detail/B00006AWJC

http://en.wikipedia.org/wiki/File:Sammy_Davis_Jnr_Allan_Warren.jpg


Culture Research Project

This project is divided into steps, each step worth a specified percentage of final grade.

Step One: (10 percent)

After an explanation of library database research, you will be required to choose a culture/geographical region in which you have interest. You will need to get Instructor approval to proceed.

Step Two: (30 percent)

Collect and print at least 5 articles from library databases which relate to your geographical region/culture. Be sure that you address the following topics: Geographical data, Population data, Climate data, Information on government/political structure, the Arts (you can focus here on a famous artist in the region), current event topic, socio-economic perspectives, and another topic of your choice of interest. These articles will be due and brought to class on the date specified on syllabus or by instructor.

Step Three: (20 percent)

Your instructor will assign you to groups during this class period based on your research. You will share the research you have found in your groups.

Step Four: (40 percent)

Create a presentation using Microsoft PowerPoint. Each slide must focus on one of the topics above with an introduction and conclusion slide for a total of 10 slides. Your presentation to the class should last at least 5 minutes. Each slide must contain at least five pieces of information

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related to each topic. Each slide must also have a visual of some kind (photograph or other visual aid). You must also present an MLA Works Cited sheet citing all articles you have used in the presentation.

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