Lamar State College-Port Arthur

The QEP Quest:

In Search of the

Rings of Reading

Written by Dr. Laura Stafford

Directed by Dr. Laura Stafford

Lamar State College-Port Arthur Production Script 1500 Procter Street August –November 2012 Port Arthur, Texas 77641-0310

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Episode 1: The Search Begins

Theme music played at beginning of each episode—LOGO—Scrolling message over picture of Monroe

Building (Star Wars style) Narrator Reads: “On the campus of Lamar State College-Port Arthur, the jewel on

the Sabine, it is a dark time for students as exams approach…” Fade into scene in the front section of the

Library boy sitting at round table with books spread in front of him.

1A:

BOY (#1) CLOSE UP -- picking up a book, looking through it, frustrated going to another one.

(Camera PULL BACK wider as three girls come up to him, from the left side of screen. Girl 1 and 2 stay on

the left, Girl 3 X to right behind him.)

Girl #2: Hey Dylan how’s it going?

Boy: Horrible. I have so much to read before my exams. I can’t seem to make any sense of it all and there’re

so many vocabulary words to remember that it’s all a big jumble in my head.

Girl #3: Sounds like you need a break. Why don’t you come with us to see the softball game.

Girl #4: Yeah, the weather is perfect for the game. You can always study later.

Boy: No, you don’t understand. I’ve got to finish my history chapter, biology & psychology notes, a short story

for English, and learn a vocabulary list from the play Macbeth. I’ve got exams coming up in all these subjects

and I’m just not ready. You better go on without me. Sorry.

Girl #3: Well, ok. But I heard there’s going to be a pick-up basketball game at the gym tonight, so maybe you

can join us later.

Boy: Sounds fun, but I just can’t make any promises.

Girl #4: That’s ok, good luck.

Girl #2: See you later, (pat him on his shoulder and X back to exit left)

--------------1B

Camera: Cut to see Dr. Monroe to the right side of shot putting book back on shelf. Boy (shakes head and

big sigh and picks up Macbeth and tries find vocabulary words.) Dr. Monroe comes up to the Boy’s side , R

of screen

Boy: I sure wish I knew a way to improve my reading skills.

Dr. Monroe: I couldn’t help overhearing your conversation with your friends.

Boy: Oh, I’m sorry Dr. Monroe, were we too loud?

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Dr. Monroe: No, no, not at all; but I do think your situation is a prime example of why our campus committee

selected reading improvement as our QEP focus. Are you familiar with our QEP project ?

Boy: No sir, what does QEP mean?

Dr. Monroe: It stands for “Quality Enhancement Plan” and it is part of our Reaffirmation for Accreditation. To

find out more about our QEP project, I’d like you to meet some very unique Specialist on our campus known

as the 3 Sisters of Reading.

(Dr. Monroe gestures with his left hand to where the 3 Sisters will be at the end of the long table. Camera

cuts to them)

-------------1C

(special music theme of the Three sisters; have the cauldron of dry ice at end of long table in the front of

library section)

Sister 1: Come closer boy, we will tell you the past, the present and the future.

(Boy moves into shot from down left)

Sister 2: In 2010 the QEP Idea Generation Committee determined the general topic through the use of

discussion focus groups and surveying of campus stakeholders including community members, students, staff,

and faculty.

Sister 3: Then in 2011 the QEP Development Committee refined the focus of the QEP to improve student

reading comprehension and vocabulary acquisition.

Boy: Great, that’s what I need to be: a smart reader with the ability to understand and remember vocabulary

terms. Then I can ace these exams!

Sister 1: In fact that is why 2012 the faculty named our QEP program, Seahawks SOAR which stands for

Students Obtaining Achievement in Reading.

(Sisters are dropping the letters S O A R into the cauldron and then letters R E A D as they continue to

speak)

Sister 2: The QEP Implementation Committee refined the purpose of the QEP: to improve students’ reading

comprehension skills by integrating reading strategies into targeted courses, and by supporting reading-

focused activities on campus.

Sister 3: Therefore, we are sending you on a quest to find the 6 Rings of Reading. (Ring Theme music)

Boy: Are you making a potion that will guide me to these Rings of Reading?

Sister 2: Oh, no, this is our world famous Cajun Alphabet Soup!!

Sister 1: It has quite a kick to it ( as she pour hot sauce into). What to try some??

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Boy: No, thanks. Tell me more about these rings I need to find.

Sister 3: There are 6 magical techniques that can help you with all the different types of books and materials

you want to read and remember and the rings appear when a technique has been mastered. Now go boy,

leave us to our lunch.

---------------1D

(Camera cuts back to Dr. Monroe who is seen packing some the boy’s books in his book bag at the round

table. Boy enters into the frame from right)

Boy: Dr. Monroe, How will I find the rings?

Dr. Monroe: They are already around you. Students use these techniques every day. You must open your eyes

to see them. Look for Arthur, the Seahawk, here on campus and he will be your guide. We want you to SOAR.

(stepping toward the left of frame bring the boy with him so that the boy’s book bag is in the right of

frame)

(Camera : close up )

Boy: (Turns back to grab backpack) Ok, let me get my book bag and I’ll follow you….

(Special sound effect Dr. Monroe is gone)

Boy: Wait, Dr. Monroe, where did you go? (Louder) Come back, how will I find the Seahawk?

DR. MONROE Voiceover

Seek the Rings of Reading. Arthur the Seahawk will help you SOAR to Success!!

(Camera cuts to exit door and we see the Seahawk leaving the library – Arthur Seahawk Theme music till

end of episode)

Boy: ( sees Seahawk leaving library—SHOUTS) Wait Arthur! I need to talk to you! ( shot of Boy approaching

library counter where Librarians are working)

LIBRARIANS : Shhhhh. Quiet please. People are reading.

Boy: Sorry. I’m on a quest! (as he is dashing out)

---------1E

(Camera: Cut to outside Library steps – boy coming thru doors)

Boy: Arthur! Arthur! Where could that Seahawk have gone so fast?

(students approaching up stairs and goes to ask them)

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Boy: Did you see a big blue bird just go by?

Student #5: You mean the Seahawk? Yes, he raced by us heading to the Student Success Center.

Boy: Thanks! I’ve got to catch him. (he takes off)

Student #6: Good luck, that Seahawk is fast! I wonder what he wants with the Seahawk anyway?

Student #5: Beats me.

(exit music )

Episode 2: In Search of KWL

Theme music played at beginning of each episode—LOGO—Scrolling message over picture of Monroe

Building (Star Wars style) Narrator Reads: “The Seahawk leads the student to the Student Success Center as

he searches for the Ring of Reading known as KWL…” Fade into scene of the boy entering the Student Success

Center.

------------ 2A

(Camera: Cut to boy entering the SSC Testing Lab)

Boy: (Asking at desk) I’m on a quest to find the Rings of Reading. You haven’t by chance seen a big blue

Seahawk, have you?

Karole Borel: Well, actually yes, he’s helping in room 107 with a reading study group.

Dayna Hyatt: If you want to join them you may, they are in the first classroom across the hall.

Boy: Thanks! (exits )

(Camera cut to hall and we see backside of the Seahawk entering room down the hall to the right)

Boy: Wait Arthur, I need to talk to you.

(Cut to entering room,- Cut to inside room the Seahawk waves for him to come in, group in session with

instructor and couple of students. Tiffany, Micah, Dylan; with Dylan in the seat on the isle. Three sister

music)

---------- 2B

Stephanie Armstrong (SA): Come on in. Take a seat anywhere. We are just about to start this study session

over KWL.

Boy: Wow, that’s great thanks.

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SA: KWL is a reading strategy that can be used in any class that has reading assignments. The K stands for

what you already know, the W for what you want to know or learn and the L for what you have learned after

you read the passage. (Shows chart )

Obviously these two are pre-reading strategies, you have to fill these two out first; with the Want column you

can add to it as you read.

Looking at your hand out what is the title?

Boy: The title is Coffee and Its Processing.

SA: That’s right, so what do we already know about coffee or coffee processes.

Student #9 : It’s first form is beans

SA: Good, so it comes from beans.

Student #10 : Must have it every morning

SA: A must.

Boy: Starbuck’s makes a fortune selling it.

SA: It’s expensive. What else do we know about coffee?

Student #10: There are different types of coffee.

SA: Right, there are different types such as caffeinate, decaffeinated, flavored, strengths.

SA: Now, looking at our Want to know column, we can guide our chart by doing a little crossover with SQ3R

by surveying the text as well. So by previewing or surfing the text what do we see? We have already read the

title, what about the formatting?

Student #9: There are 3 paragraphs.

Student #10: There are some words in bold in the 2nd & 3rd paragraphs. Wet process and Dry process.

SA: Good. So we will want to know the difference. So we will leave some space and write Wet process on our

chart and leave some space and write Dry process. Any thing you notice at the beginning?

Student #9: There is a short phrase separated by a comma saying “the coffee plant,”.

SA: Right, we know it comes from beans, but we want to know what kind of plant. Let’s put that in our Want

column. So let’s read that first sentence.

Student #9: The coffee plant, an evergreen shrub or small tree of African origin, begins to produce fruit 3 or 4

years after being planted.

SA: Ok, now we know it is an evergreen shrub/tree, African origin and when does it produce?

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Student #10: 3 or 4years after being planted. That’s a long time.

SA: So what does the text cover next?

Boy: It says “The fruit is hand-gathered when it is fully ripe and a reddish purple color. The ripened fruits of

the coffee shrubs are processed where they are produced to separate the coffee seeds from their covering

and from the pulp. Two different techniques are used: a wet process and a dry process.

SA: So a question for the Want column could be, how does it look when it is ripe or finally ready?

Boy: Reddish purple in color.

SA: That goes in the learned column. So now we will look at the two techniques that process the coffee.

Since it is a process we should number the steps in the process. So let’s read about the wet process.

Boy: First, the fresh fruit is pulped by a pulping machine. Some pulp clings to the coffee, however, and this

residue is removed by fermentation in tanks. The few remaining traces of pulp are then removed by washing.

The coffee seeds are then dried to a moisture content of about 12 percent either by exposure to the sun or by

hot-air dryers. If dried by the sun, they must be turned by hand several times a day for even drying.

SA: so number 1 is pulped, next it goes into tanks, 3 it gets washed. Nobody likes dirty coffee. What is step 4?

Student #10: dried to 12% by sun or hot –air drying.

SA: Right, and if it is done by sun the 5th step is to turn it by hand. Notice it is important to leave enough space

on your chart to keep the column lined up for easy use in studying. Let’s look at the dry process. Tell me what

you see in that section that would be in the Learned column.

Student #9 : First, the whole fruit are dried by sun or hot air dryers.

Student #10: Next, it requires more time to dry to the 12% moisture content.

SA: ok, what’s the last step?

Boy: The seeds are mechanically freed from their coverings.

SA: Now the great thing about having it neat and lined up is that this Want and Learn becomes your study

guide. You can cover up what you’ve Learned and quiz yourself.

Boy: Great this is just what I needed.

(Seahawk appears next to him and Arthur taps him on the shoulder and hands him a ring—but as BOY

opens his hand and looks at the ring (CLOSE UP) Arthur leaves.)

Student #10: (leans in close to Boy reaching for the ring)“Precious, my Precious!”

Boy: No, you don’t; it’s mine! Wait for me, Arthur! (Boy Exits after Arthur….theme music end of episode)

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Episode 3: In Search of Concept Definition Maps

Theme music played at beginning of each episode—LOGO—Scrolling message over picture of Monroe

Building (Star Wars style) Narrator Reads: “The student follows the Seahawk into the Madison Monroe

building searching for the next Ring of Reading…” Fade into scene of the boy meeting a student in hallway

bottom of stairs.

-------------- 3A

Boy: I’m looking for the Seahawk. Have you seen him?

Student #3: Well, actually, Dylan, I saw him upstairs going into the lab. You know, the one at the end of the

hall on the left.

Boy: Ok, great. Got to go. See you later. (He goes up the stairs)

Student #3: (shakes head as he exits shot)

--------------3B

(Boy enters class and sits down next to Jaciel)

Boy: Did you see the Seahawk come in here?

Student # 14: No, what are you talking about?

(Boy shrugs it off and gets lecture book out)

Stacy Shultz (SS): I’m going to show you a concept map today. Concept maps are ways to write down ideas

not just for reading and how to dissect what you’re reading but also how to take all that information and turn

it into a piece of writing. It’s a way to take a topic and break it into all its details. Now you have the paragraph

in front of you it talks about the theory of the “4” humors by Hippocrates. So what we’re going to do is we’re

going to take the four humors and we’re going to break them apart so that you can understand each one

individually and why they are like they are. You can make your own concept map on the page provided.

So since you have read this section, who can tell me how many there were?

Boy: There were four: black bile, yellow bile, blood, and phlegm.

SS: Right, Hippocrates decided that he could classify individuals based on those four colors. So let’s take them

one at a time. If a person had excessive black bile, they were considered to be melancholic; some people still

say melancholy, but we’ll use the big word and I’ll put it up here (draws circle on board) and put the word

melancholic in here. Now we know in order to be melancholic you had a lot of black bile in your body. The

other thing we know about black bile is that you’re very pessimistic. You’re just sad and depressed and just

ugh, so right here I’m just going to draw a sad face because you’re very sad because the adjective they use

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there is depressed. So the person was melancholic. They had a lot of black bile, they were depressed, and they

were sad.

The next word is choleric and I’m going to write it right here. And in order to be this you had a lot of yellow

bile. What do you think of when you hear yellow?

Student # 4: When I think of yellow I think of happy and sunshiny,

SS: Yeah, I know. But not for Hippocrates. This person was quick-tempered, they were irritable, they were

grouchy, so what kind of face are they going to get? They’re going to get grrrr.

Student #13: Eyebrows, they need eyebrows.

SS: There we go, perfect. So over here I can say quick-tempered. What does it mean to be quick-tempered?

Boy: impatient.

SS: I’m sure nobody in here knows anyone that is quick-tempered or irritable. I just don’t know how to relate

to that. The next one that we’re going to talk about is sanguine. This person was considered to have a lot of

blood. When I think of blood I tend to think of red. They don’t call it red, they call it blood. That was the

reference that they made. So we’re going to put blood and over here I’m going to put red because to me it

could be red, it could also be a hint of purple, but this person was considered to be happy. They were

optimistic and cheerful. What does it mean to be optimistic?

Student #14: It means to look on the brighter side of life.

SS: Right. Don’t you know that person who is always cheerful on Monday mornings when nobody else is?

That’s what it means. They always can see the bright side of things.

Boy: The cup is always half full not half empty.

SS: That’s them. And then the last one, phlegmatic. This person, ironically enough, had excess phlegm. That is

what they were known for. They had excess phlegm. Phlegm is kind of a yucky color but we’re just going to call

it white. When you think of just a white room, does it have anything interesting in it?

Student #4: No, it’s kinda boring.

SS: Yes, they’re just kind of there and that’s what this person is. This person is considered to be unemotional

and so therefore to me their face is just kind of there. They’re not happy, they’re not sad, they’re just they’re

just there. They’re very also unemotional; so they’re also uninvolved. They are basically the complete opposite

of Mr. Yellow Bile over here. So by taking the theory of the four humors by Hippocrates and we do them in a

concept map like this. It is a way that you can learn each one and you can learn attributes of each one so that

when you are asked questions you want to have your thoughts categorized and you can also create questions

based on the structure that has been laid out by the concept map.

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Boy: It’s really easy to see all the parts now that they are drawn out like this. It’ll be so much easier to

remember them too.

(The Seahawk appears behind the boy and taps him on the shoulder- Ring music)

Boy: Thanks, I know I can use this one in a lot of different classes. Let me put this with my other ones and you

can take me to the next….. (bird exits out the door) Wait up, you can’t just leave me here. (Exit music)

Episode 4: In Search of Context/Content Clues

Theme music played at beginning of each episode—LOGO—Scrolling message over picture of Monroe

Building (Star Wars style) Narrator Reads: “On his way to his English class the student catches a glimpse of

the Seahawk ahead of him in the hallway…” Fade into scene, medium shot of boy and Dr. Stretcher by

mailboxes.

----------4A

Boy: Dr. Stretcher, did you see the Seahawk go by?

Dr. Stretcher: Sure did. Just went around the corner.

Boy: Thanks.

------------4B

(Camera cut to boy entering classroom.)

Boy: Did the Seahawk just come in here?

Michelle Judice (MJ): Not that I noticed, Dylan.

(other students in place, Dylan takes seat on isle in front)

MJ: Today we are going to look in our textbook pg. 669 at the story “One More to the Lake” by E.B. WHITE .

We will continue to use strategy known as context clues, if we come across words we don’t know. So don’t

hesitate to throw out your ideas. Who is the audience?

Student # 17: Educated readers.

MJ: Right, and now what language style is used?

Student #16: It says Elegant, but I’m not really sure I know what to expect, except it won’t be street talk.

MJ: Good point. Notice the strategy: lulls the reader into a mood of quiet reminiscence, and then drops the

bombshell. Wonder what that bombshell will be? Does it make you curious? What other stories of E.B. White’s

are you familiar with?

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Boy: Didn’t he write Stuart Little?

MJ: Right. Any other?

Student #16: Charlotte’s Web, I think.

MJ: Good. You may also be familiar with this story, too. As we see in the text, on the top of p. 670 this essay

ends with a bang, not a whimper. So, what does that make you think is going to happen?

Boy: Sounds like something exciting will happen.

MJ: The writer tackles what might seem at first glance, a humdrum subject—have you ever heard the word

humdrum used before? What do you think it means?

Student #17: Is it dull or boring? I have heard my grandmother use it before.

MJ: Right. What we just used were Context Clues. When you are not familiar with a word in a sentence;

examine the words around it to determine its meaning. Look at the beginning of the story it says August 1941,

what does that say to you about time?

Boy: It was written about 70 years ago, that’s nearly a whole generation ago. So some of the words may be

different from what we use today.

MJ: Right. Vocabulary has changed. The words we are using today in 70 years are going to be so different. So

let’s get started. Who’s up, Dana?

Student # 16: One summer, along about 1904, my father rented a camp on a lake in Maine and took us all

there for the month of August. We all got ringworm from some kittens and had to rub Pond’s Extract on our

arms and legs night and morning, and my father rolled over in a canoe with all his clothes on; but outside of

that the vacation was a success and from then on none of us ever thought there was any place in the world

like that lake in Maine.

MJ: Let’s backup, got ringworm. what’s ringworm? Anyone ever heard of ringworm?

Boy: yep, it makes circles on your skin.

MJ: What happens when you get that circle?

Student #16: It itches and is contagious.

MJ: It itches, it’s contagious and your hair falls out. Ringworm. Yeah, Now, Pond’s Extract? Anyone have a

grandma? Pond’s Extract? What is Pond’s?

Student # 17: Isn’t that an old school medication.

MJ: Yea, like a medicated facial cream. Pond’s on our arms and legs. We still use stuff like that, but what do

we use now?

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Student #16: Noxema or Calamine lotion.

Boy: There’s still a Pond’s Lotion, my grandma uses it.

MJ: Ok, Good, see 70 years later, Pond’s still in business. Good for them. Let’s go on. Dylan …

Boy: We returned summer after summer—always on August 1 for one month. I have since become a salt-

water man…

MJ: What’s that mean, salt-water man?

Boy: He doesn’t like the lake anymore, he likes fishing…

MJ: Where?

Student # 16: at the beach or ocean.

MJ: Ok, off the coast of Maine, what ocean.

Boy: Atlantic.

MJ: Atlantic right up the coast of Maine.

Boy: but sometimes in summer there are days when the restlessness of the tides and the fearful cold of the

sea water and the incessant wind that blows across the afternoon and into the evening make me wish for the

placidity of a lake in the woods.

MJ: Oo, oo two good words; incessant wind?

Student #17: it’s constant.

MJ: good, good, wish for the placidity? What does that mean?

Student # 17: calm

MJ: if something is placid it is calm, smooth, placidity. Go on.

Boy: A few weeks ago this feeling got so strong I bought myself a couple of bass hooks and a spinner and

returned to the lake where we used to go, for a week’s fishing and to revisit old haunts.

MJ: What’s that mean? Old haunts?

Student #17: old memories

MJ: places that haunt your memories. Ok one more, Tracy.

Student #17: I took along my son, who had never had any fresh water up his nose and who had seen lily pads

only from train windows. On the journey over to the lake I began to wonder what it would be like. I wondered

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how time would have marred this unique, this holy spot—the coves and streams, the hills that the sun set

behind, the camps and the paths behind the camps.

MJ: Ok, marred? When something is marred what is it?

Student #17: Scared.

MJ: Like a scare. How time would have marred; Give me another synonym?

Student #16: Touched.

MJ: Touched, give me another word? Marred this unique and holy spot..

Boy: Effected?

MJ: Effected, nice, what else?

Student #17: Changed.

MJ: Good. So you can see that if you think about what surrounds the unfamiliar word you can associate

synonyms that will give you a clearer meaning.

(Camera cuts to the doorway with the Seahawk standing there)

MJ: Do you have something for someone here?

(Seahawk goes to Dylan, who is standing and gives him the Ring – Ring music)

MJ: Congratulations Dylan, I knew you could do it.

Student # 16: It’s beautiful! So shiny. Give it me, it’s my birthday.

Boy: No, no, you’ll get your own soon. I’ve got to go. Arthur, wait for me! (Exits room-exit music)

Episode 5: In Search of SQ3R?

Theme music played at beginning of each episode—LOGO—Scrolling message over picture of Monroe

Building (Star Wars style) Narrator Reads: “In his continuous search for the next Ring of Reading we find the

student already in class taking notes…” Fade into scene of the boy at desk and teacher at the podium.

Jamie Clark (JC): Today, we want to look at improving reading comprehension, not trying to teach you how to

read, you know how to do that, but to work on some way to improve your comprehension. What does

comprehension mean?

Boy: Understanding something.

JC: You’re right, it’s basically understanding the concepts and then being able to show that I understand these

concepts by your performance; either performing well on your tests or being able to solve the problem when

asked to. Now let’s look at SQ3R (Draws the letters on the board)

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S stands for survey, Q question, Read, Recite, Review.

This is not only a reading strategy, it is an overall study system created in the 1940s by Francis Robinson. This

is system that can work for you if you follow it word for word but you can adapt it to fit your needs in different

subjects, whether it is a science, government or math class. Adapt it to meet your needs.

Let’s look at the first one, SURVEY. Now this is something I’m going to do before I read word for word. I

consider this a Preview, more or less. I’m not hard core reading each word in the chapter or assignment. Now

remember you will have 3 elements when looking at a book or an assignment: we’re going to have front

matter, chapter elements, and back matter. What will we see in each of these areas. So what do we usually

see at the beginning of a book or chapter?

Student #15: our book has a preface and a table of contents

JC: Right , we’re glancing over these to get a main idea of what’s covered. Then we flip through pages rapidly

not reading word for word. We are noticing the chapters and we’ll look at chapter elements. So let’s look at

Chapter 5, page 186 in your class materials. So what jumps out at you?

Student # 14: The font is bigger sometimes.

Student # 16: The headings or subtitles are in different colored ink. That jumps out.

Boy: There can be tables or pictures.

JC: Right, they’re supposed to and it is meant to catch your attention and you want to check these elements

out. So what do you see at the back of the chapter or back of the text book?

Student #14: We see review questions, or summaries.

Student #15: There’s a glossary of key terms and the index.

JC: Right, these are all things we are taking into account before we get into our hardcore reading. Now the

second stage is the Q, the QUESTION , I put these two together as part of the Preview and I can develop

questions about the elements that I am seeing as I SURVEY. We can turn our Chapter headings into Questions.

It may sound like your English class because we are asking the same How, Why, Where, When, What. It’s

pretty simple. So survey your Chapter on classical conditioning and tell me what are some questions that

come to mind?

Student #16: Who was Ivan Pavlov?

Boy: What is Conditional Conditioning?

Student #14: What are the Elements of Classical Conditioning?

JC: We’ve gone through the first two steps and now when you go to the third step to READ the material and

you are taking an Active approach to the reading process by finding the answer to the questions you asked.

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When you go to the RECITE step we need to consider how soon we should recite the new material you’ve

been exposed to?

Boy: Well you’ve told us before it needs to be on a daily basis or at least within 24 hrs. right?

JC: Absolutely, because after 24 hrs. we tend to distort things or lose them. So you can recite the information,

the easiest is to say it out loud. Now I don’t mean that you memorize it like a speech, but that you can talk

about the information with your family, your classmates. Rehash some of the things that you’ve gone over.

This is going to help you improve your comprehension and help your memory when you need to retrieve it at

a later date. You can silently rehearse the answers as well, but you can also use other senses. Use your sense

of touch by writing it down, your vision by seeing it written, and by saying it out loud so you are using much

more that one sense and it is the most effective way to learn and remember your material. This brings us to

the last stage REVIEW. Once again just like RECITE was within 24 hrs or on a daily basis. How soon should we

start reviewing the information?

Student #15 : I guess just before the test isn’t enough is it?

JC: Well, I think it’s going to be the same answer as Recite, within 24 hrs. And then weekly, biweekly.

Remember to REVIEW SOON AND REVIEW OFTEN. So what does SQ3R mean to you, Dylan?

Boy: Survey, Question, Read, Recite, Review.

(Special effect sound as the Seahawk appears taking the teachers place and he steps over and gives Boy the

ring. Other students act surprised.)

Boy: Great, I’ve got another one! (Ring music – then bird exits )

Student #14: What is it?

Boy: It’s a Ring of Reading. I don’t have them all yet. (sees bird leave) Wait, Where are you going now?? (Boy

exits through door)

(Camera cut to hall where the boy meets the Deans)

---------------5B

Boy: did you see the Seahawk, just now?

Dr. Gonge: Yes, he went through those doors. (pointing to the exit doors)

(Camera cut to Dr. Cammack coming through the doors)

Boy: I am looking for the Seahawk, have you seen him?

Dr. Cammack: I did see him going towards the Parker Center. If you hurry you might catch him.

(Exit music as boy goes through the doors.)

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Episode 6: In Search of Selective Underlining/Annotation

Theme music played at beginning of each episode—LOGO—Scrolling message over picture of Monroe

Building (Star Wars style) Narrator Reads: “The lure of a pick-up game has distracted our student in his

search for the next Ring of Reading or so it seems …” Fade into scene of the gym full of students in study

groups.

(Camera pans the gym where the 3 teams are gathered in study groups- in the bleachers and on the floor-

boy enters running in)

-------------------6A

Boy: I thought there was pick-up game. What’s going on?

Athlete #1: We’ve got a big history test coming up.

Athlete #2: Yeah, we’re trying to study so keep it down.

Boy: Oh my gosh, I forgot. I have that history test too.

Athlete #3: Well, come on and join us. You can look at my notes.

-------------------------6B

(Coach Madison and Chandra Brooks enter)

Coach: Ok, listen up. We’re going win the big one this week!

Athlete #1: Coach, we don’t have a game scheduled for this week.

Coach: I mean the really big one; that history test. I’ve brought in a specialist who can set the game plan for

success!

Chandra Brooks (CB): That’s right; Ladies and Gentleman as you have heard by now the big one is fast

approaching. Our game plan must be designed for defeat. First, we must gather the necessary materials.

You’ll need a pencil or pen or multi-colored highlighters and the textbook. Does everyone have something to

write with? (may just attach those things to her clothes)

All: Yes, mam!

CB: Good, now Coach if I may, (takes game board from him and turns it around showing the window

pattern) As an assisting device we will use what I like to call the “window” or Writing in details or words which

will help you to see through to the passage to information that will assist you in your comprehension of the

text read. Now Coach if I may, (takes game board from him and turns it around showing the window

pattern) I see you’ve got your study passage out already and you can draw your own window in that large side

margin.

17

Next the game plan is to follow the process with these steps.

Step 1

As you read, using a pen or pencil, underline the important details that identify who or what, when, where,

how, or other important information. After you have used step one with a paragraph, several paragraphs, or

even a whole page, reread to color code the different details using the multicolored highlighter. For example,

highlight who or what ; people or things or who or what in yellow, highlight times and dates in green, highlight

maybe places in blue, and so on. Are you getting the concept? OK Use yellow for?

Athlete #2: People or things.

CB: Right, how about green?

Boy: That’s for times and dates.

CB: You’ve got it. What can be in blue?

Athlete # 3: Places.

CB: Way to score! Next use your window to map out your information. (using the board) Who can give me a

what or a who?

Boy: A what would be the internment of Japanese Americans.

CB: How many?

Athlete #2: 120,000

CB: Ok; who can give me a when; when did this occur?

Athlete # 1: World War II

CB: Right; I’ll write it in here and you will also be able to use your window, if you’ve highlighted right because

its color coded now. As you go through your paragraphs, finally, your window is filled in. Are you seeing the

success; are you seeing defeating the big one?

All: Yeah.

CB: This will also give you the perfect opportunity to reread, review information at a glance using your

window as well as check for comprehension and summarizing for tests. Why look whose here (the Seahawk

appears and tosses the Ring of Reading – Ring music- to CB who gives it to the Boy) You are ready to SOAR

aren’t you, Seahawks? (all give each other high fives as the exit music plays)

18

Episode 7: In Search of Quizlet

Theme music played at beginning of each episode—LOGO—Scrolling message over picture of Monroe

Building (Star Wars style) Narrator Reads: “One last Ring of Reading remains to be found as our student

returns to the Library fearful that it may be too elusive …” Fade into scene of the boy stopping a student on

the steps of the Library.

------------------------7A

Student #14: Dylan, what’s the matter? You look kinda down.

Boy: I’ve been all over campus and I haven’t seen the Seahawk at all today. I just need one more Ring of

Reading to complete the quest Dr. Monroe sent me on and I’m afraid I’ve failed.

Student #14: You’re in luck today. I just came out of the Library’s computer lab and the Seahawk is there.

Boy: Are you kidding me?

Student #14: No, I mean he’s the only big blue bird around.

Boy: Thanks.

(Boy rushes into Library)

--------------------7B

(Camera cut to long shot of Boy entering Computer Lab, shot tightens as he comes down center aisle and

sits in last station. Nick, Tiffany, Bandon in the row of computer stations. Shelia standing over Nick.)

Boy: Am I too late to join in on the session?

Shelia Guillot (SG): No, not at all we were just getting started. Here we are at the Lamar State College home

page. So we want to do one of our reading strategies by going to Quizlet.com. Key in www.quizlet.com. Go to

quizlet.com and when you get to the home page you click on Create a Set. Here you can title your flash cards,

you can take all of your vocabulary words and their definitions and create flash cards.

Boy: This is so cool.

SG: Since we’re working on Psychology class material, the first thing to do is to name your flash cards by

identifying the class; so type in General Psychology 2301 and then the description of what it is. What chapter

do these words come from?

Student # 12: Chapter 1.

SG: Ok, we’ll type in Chapter 1. Then you come down here. What you have to do here, is you have to tell it

what language are we using? We’re going to be using English to English and now we are ready to create our

flash cards. You will type in your first word. What’s the first word?

19

Student # 12: Structuralism.

SG: So you type in structuralism. Then you hit tab and then you can type in your definition; which is?

Student # 9: to study conscious experience and its structure.

SG: Good, then you hit tab and you’re ready for your second word which is?

Student #11: Gestault Psychology; and then I hit tab to type in the definition which is - to describe the

organization of mental processes. “The whole is greater than the sum of its parts.”

SG: Right. And you just keep going along. You hit tab and you type in your next word and what is so great

about this is once you’ve typed it in, it’s here for you to continue to use. So all semester, when you get ready

for your final at the end of the semester, all your work is done. So next we have functionalism. What’s its

definition?

Boy: To study how the mind works in allowing an organism to adapt to the environment.

Student #11: The next word is psychoanalysis and its definition is “To explain personality and behavior; to

develop techniques for treating mental disorders.”

SG: Great. And the last word we’re going to put in is what?

Student #12: behaviorism.

Student # 9: And its definition is “To study only observable behavior and explain behavior through learning

principles.

SG: So once you have them all in, we’re done. We’ve typed them all in and if you want to continue on you just

keep hitting tab and it’ll keep adding rows as long as you need them. So now we can click on continue and it

saved our information and it’s asking us do we want to create a user name.

To Create a user name -- use your Lamar username. And your password, pick whatever password uh whatever

password you want to use. Your Lamar password would be the easiest thing for you. Put your Lamar email.

Tell them you agree with the Terms of Service and tell them to sign up. You do have to put in your birthday.

And the reason they want the birth date is that they know it’s you. So when you come back into it, if you’ve

forgotten your username and password, they use the birth date to find you. You’re almost done so you’ve

pretty much created everything you need to do.

Right here’s your flash cards. That’s all you need. So we can continue to free Quizlet. Now you’re in here.

Here’s your vocabulary words.

Boy: How cool. It’s got the word and definition and you can click on both sides so it only shows you one side.

SG: Right. So you can tell it you want term first. Gives you the term and then you can mentally say to yourself,

20

This is what this term means, click to flip and you can see if you’re right or wrong. You can tell it if you want to

study the spelling of the terms, learn the terms, or even test yourself.

Student # 9: How can we test ourselves?

SG: It automatically takes all of your terms and it creates written questions, multiple choice, true/false. So

you can study how the mind works. You can type in your answer. So this is functionalism. What’s really neat is

if you misspell it, it will tell you you’re wrong. This is structuralism. And then down here to study only

observable behaviors is behaviorism. Describe the organization of mental processes is the Gestault

psychology. True/false-psychoanalysis the study of how the mind works. Say true and you can check your

answers. If you’re wrong, it will come up and tell you so. I misspelled functionalism so it said I’m wrong but

actually my answer’s correct. But it lets you know if you are right or wrong. And if you want to change up the

type of test, right here at question type you can tell it you want them all to be true/false, tell it to reconfigure,

and now your test is strictly true/false test. This is a great way to keep studying and it helps reinforce your

vocabulary and then you’re ready. And then at the end of the semester, you put all of your terms together and

you’re ready for your final. They even have an app you can download to your smart phone and study anytime.

Boy: Thanks. This is really going to help me ace my vocabulary tests.

-----------------------7C

(Special effect sound --The Seahawk appears and lays the ring on the table. Then Seahawk disappears.

Close up of Boy’s face happy , but then he stands and takes other rings out of his pockets and holds them

all)

Boy: Oh no, I’ll never be able to keep up with all these rings (shaking his head).

(Special effect sound for Seahawk Fairy Godmother to appear)

SFG: Why Dylan, there’s no need to be unhappy? You have completed your quest and found all 6 of the Rings

of Reading.

Boy: Who are you?

SFG: Why Dylan, I am your Seahawk Fairy Godmother and I can solve your dilemma with a simple wave of my

wand. (Special effect sound and the 6 rings disappear and he is holding the Seahawk SOAR wristband) Now

you can wear your Seahawks SOAR wristband to help you remember all the reading strategies you’ve learned.

Use them in all your classes and remember: Students Obtain Achievement in Reading! Wear your wristband

with Seahawk pride and go tell your friends how they too can SOAR to success.

Boy: Oh, thank you, Seahawk Fairy Godmother. I’ll do it right away.

(Camera cut to boy of steps of the Library with all participants shouting Seahawks SOAR! With their

wristbands in the air and wearing their spirit shirts)

The End

21

QEP Instructional Videos November 2012 CAST LIST

1. Dylan Kilday 2. Becca Jo Stephens 3. Cynthia Layfield 4. Samantha Carry 5. Ronnie Thakkar 6. Karen Beck 7. Karole Borel 8. Dayna Hyatt 9. Tiffany Thomas 10. Micah Menard 11. Nick Bishop 12. Brandon Thomas 13. Kadie Lancaster 14. Jaciel Lozoya 15. Shelbie Pellegrin 16. Dana Howard 17. Tracy Henderson Basketball Team-18; Softball Team-13; Dance Team-13 Arthur, The Seahawk Dr. Monroe Dr. Cammack Dr. Gongre Dr. Stretcher Stephanie Armstrong Stacy Shultz Chandra Brooks Michelle Judice Jamie Clark Shelia Guillot Chad Clark Myra Thompson Coach Madison Coach Edwards Brooke Ancelet Dr. Laura Stafford Allie Howard Shooting Schedule is posted on Dr. Stafford’s office door (PAC 140). Be early not late!!!!