1This non-reading lesson involves a current events topic from our work in NIE. The topic was Afghanistan and the discussion centered around how the USA and the International Community could help the new President of Afghanistan to rebuild their war torn country. The strategies for
teaching critical thinking in a reading lesson involve: After an introductory
discussion, the students were asked to read a story about Afghanistan. After the students completed their 10 questions, they were engaged by the instructor in the critical thinking phase of he lesson. The instructor used this part of the lesson to ask an probe discussion topics, evidence to support their arguments, why the Afghan government should accept our offer of help,and the cause and effect resulting from our efforts. The instructor made an outline from the discussion and use this outline as a lead in to a follow-up lesson on how to write an essay. 2Brian DeFluri Last Friday I was
concerned with creating a website for our class with content strictly
taken from each of our students. They chose every aspect of the page from
the background to the content of the page. With their input the site became
pretty involved and full of great content. The students helped created
it from scratch and used their own prior knowledge and net surfing experience
to make a well designed website. Many of my students already have basic
website created by basic on-line web building tools. 3Barbara Stoner I found one article, Literary Forensics-Handwriting Analysis on the web in The Crime Library. The second article, Real or Fake? Scientist Takes on the World of Art Forgeries, was also on the web from a New York Academy of Sciences Press Release. (Scanning caused some auxiliary distortion) I chose these articles because of the content as well as the wording. I would make up a handout similar to the one in the sample lesson to standardize the format for comparing and contrasting. 4Francine Moses 5Materials: Warm Up: Lesson: Stop after every other
paragraph and discuss with the class the message of Conclude by summarizing
the speech and having students summarize the speech.
This is really using
the reading of document to introduce a unit of study in
Submitted By: Additional Suggestions
By Chuck Klinger: 6Most of this lesson plan came from the teaching text titled, Ready to Read, by Janet S. Fenholt, Published by South-Western Publishing Company. I used it in my Even Start Class and it always was well received. This lesson was in preparation to pre-writing a resume. Our class always tried to attend one job fair every year too. Objective: To provide reading experience using the newspaper for job-hunting. Introduction: Students need to be aware that using the newspaper is a good source to look for a job. Students need to know how to read the help wanted section of the newspaper and understand the abbreviations in the ads. Materials needed: Employment classified advertisements from various local newspapers will be provided. Job search periodicals from the local area and an Inquirer Philadelphia Job Monitor handout will be provided. Activity: Have students write a list of the ways they might be able to earn money. They are to determine if they are qualified for the jobs they will be looking for in the newspaper. Students will be put into small groups and each group will have various job search reading materials handed out to them. Students will read Philadelphia Job Monitor handouts from the Philadelphia Inquirer. Students in the group will match their lists of job skills with the "Help Wanted" columns in the newspapers. Students will circle and discuss what they can match in terms of qualifications. The groups will help each other recognize each other's skills. The next activity is to have the students search through the ads for new words, and they are to write down as many new words as they can. Also, students are to write down any abbreviations they see in the classified job ads. Evaluation: Ask the students what they have learned about reading the Employment Classified Advertisements? Ask how has this lesson changed their game plan for a job search? Nancy Ash 7Five types of
Figurative Language
|
| Metaphor |
a comparison between two objects | Your eyes are stars! |
| Simile |
a comparison between two objects | Your eyes are like stars! |
| Hyperbole |
a large exaggeration | Your eyes are as bright as stars! |
| Personification |
giving an inhuman thing human qualities | The stars are envious of your eyes! |
| Onomatopoeia |
words that sound like their meaning | Wooosh! The stars penetrated the earth's atmosphere. |
The above are examples of five types of literary devices.
Exercise: Identify each of the figurative devices used below:
1. ______________________ He has a swelled head.
2. ______________________ A fluttering forest of feathers
3. ______________________ It smells like rotten eggs.
4. ______________________ Spot, the dog, planned a devious plan for the cat.
5. ______________________ "Hey! Cabbage for brains! I'm talkin' to you!"
6. ______________________ "You wanna take a trip? Pow! Zoom! To the moon!"
7. ______________________ Bugs Bunny
8. ______________________ She liked liver and onions more than life itself.
9. ______________________ Alice ran as fast as she could.
10. ______________________ Alice is as fast as a cheetah.
11.______________________ The Bowie knife is as American as the half-ton pickup truck.
12. .______________________ The exhilarating ripple of her voice was a wild tonic in the rain.
13.______________________ Her forward movement was steady and driving like the advance of a heavy truck.
14.______________________ The trees cried out as the cold northerly wind swept through their branches.
15.______________________ A sleeping child gives me the impression of a traveler in a far country.
16.______________________ The L.A. Ram's defense moved forward with the speed and grace of a steamroller.
17.______________________ Why don't you bore a hole in yourself and let the sap run out?
18.______________________ This computer manual is so easy that a child of two could understand it.
19.______________________ The moon hung beyond the reach of the clouds.
20._____________________
She has the eyes of a cat.
Assignment. Create two examples each of the types of figurative
language covered in the lesson.
Metaphor
1.
2.
Simile
1.
2.
Hyperbole
1.
2.
Personification
1.
2.
Onomatopoeia
1.
2.
Matching. Match the term in Column 1 to the definition in Column 2.
| Column 1 | Column 2 |
| 1. Metaphor | A. Giving an inhuman thing human qualities |
| 2. Simile | B. A large exaggeration |
| 3. Hyperbole | C. A comparison between two objects |
| 4. Personification | D. Words that sound like their meaning |
| 5. Onomatopoeia | E. A comparison between 2 objects using like or as |
Title: Reading Practice - text analysis.
Learning Objectives: Students will learn how to analyze a portion of fiction.
Previous Lesson: Reading and writing activities from other assigned Mark Twain works. Class discussion on the reading and writing activities.
Materials: Short passage from a well-known piece of fiction, i.e., a passage from Huckleberry Finn.
Timeline: One half hour to one hour time periods.
Activities: Students will read the passage and answer prepared questions that will bring additional information to the text about Mark Twain's life. Instructor would also prepare questions for the students based on analyzing and synthesizing text from other works of Mark Twain.
Evaluation:
Students would be evaluated on their ability to answer the synthesis
questions.
Linda Hinman, Ella Morin, Beryle Palmatier, Marilyn Talboys
This past year I facilitated a class of potential members of a new Therapuetic Community. We devoted one session to the completion of a Recovery Questionaire. Ten of the fifty questions were devoted to the importance of self-help groups for remaining clean and sober. Each student was given an AA Big Book and for our next meeting they were given the assignment of finding a story that inspired them. During our next meeting each student was given the opportunity to read several passages from their selection and we would discuss it as a group. To this lesson I would now add the video, History Of Alcoholics Anonymous and have each student select a special saying or sentence from the founders Bill W. and Dr. Bob.
March 27, 2002
Geography
Maps – The Indian Peninsula and Mt. Everest
Through the study of maps, students will be able to recognize different land
features such as plains, plateaus, and mountains.
Using the area of the Indian Peninsula, the students will learn of the features of the area from sea level to the highest peak of Mt. Everest.
The reading during this lesson is limited to reading maps, looking at the legends on them to see various elevations, and learning the vocabulary words.
After studying the maps and discussing the features of Mt. Everest in particular, I would like to introduce a story called “Death on Mt. Everest.”
(taken from True Tales from the Mountains, p. 87-93, Steck-Vaughn 2000)
This story is an account of the “deadliest day” in Mt. Everest’s history – May 10, 1996 – when 19 people were trapped by a blizzard near the summit and several lives were lost.
By reading this story, students can gain a more accurate feel for the size of the mountain as well as the challenges that people encounter as they try to reach the summit of Everest more than five miles up.
This lesson will also allow the student to think about the difference between walking five miles across town and climbing 5 miles straight up. What challenges will your body face? How long will it take? What changes as we climb to higher altitudes?
* I have not actually developed a lesson for this yet, these are the ideas that I have generated so far.
1) Writing Practice
2) Content Areas: Writing (with reading extension)
3) Goal: Students gain practice writing a persuasive essay in 45 minutes using skills previously learned (brainstorming, organizing, intro, conclusion, body paragraphs, scoring rubric, etc.); Gain comfort in using rubric to evaluate writing.
4) Materials and Equipment: Clock, essay prompt, writing materials
5) Target Audience: GED level writing students nearly ready to test
6) Number of Students: Any
7) Delivery Method: Review writing concepts (see C above), ask for questions, give assignment (use 45 minutes to write essay, etc.) Give time to write. Trade papers and have students evaluate peer work according to rubric, score student work.
8) Evaluation: Use rubric to evaluate writing
9) Reading Extension: After reviewing writing concepts, give newspaper to students. In pairs students locate and choose one letter to editor and evaluate it according to rubric. Look for main idea, supporting details, etc. Then proceed with student timed writing practice. Share results and scores with larger group
a) Goal for Extension: Become comfortable locating main idea and details in real writing. Evaluate quality of writing. Locate opinion page within newspaper using table of contents
b) Additional Materials Needed: Enough complete newspapers for students to locate and choose 1 letter to editor per pair.
c) Evaluation based on group presentation
"USA Today" graph - specifically info on "Who major league baseball fans root for" from May 1, 2002, page C1
The graph on this page shows the following data: 13.2% of baseball
fans root for the New York Yankees, 10.0% for the Atlanta Braves,
4.2% for the Los Angeles Dodgers, 4.1% for the Chicago Cubs, and
3.7% for the St. Louis Cardinals.
There are 30 major league baseball teams. Questions to be answered,
at least with possible answers, are: Why do the highest percentages
of fans root for the Yankees? A mathematical question would be
if the fans were evenly distributed between the 30 teams, what
would be the percentage of fans for each team to the nearest tenth?
Learning question: Answer the two questions posed in the paragraph; then formulate an original question with a projected answer.
Suzanne Shaffer - Using prefixes & suffixes as context clues
Materials needed: reading selection, highlighters, and handout with prefix/suffix explanations with associated practice activity.
Reading Practice – Text Analysis
Objectives: Students will learn how to analyze portions of fiction
Materials: Excerpt from either a classic like Mark Twain or a modern novel by John Grisham (this will depend on the make up of the class)
Time Needed: One half hour
Activities: Students will read selected passage and answer questions that have been prepared – this will bring in additional information on the lives of the author and other selections written by that author.
Evaluation: Instructor evaluates students on ability to answer questions.
Jessica Pierson
Since the majority of my students present with automaticity problems, I would provide, on a regular basis, several timed readings beginning with shorter ones and proceeding to longer ones. Seventy-five percent of them would be fiction, and twenty-five percent would be non-fiction, to correspond with the actual content of the official test.
During a particular lesson including a timed reading, I would have the students follow up a timed reading with activities involving analysis, evaluation, and sythesis skills to increase the time and depth spent on ONE piece.
Food and Nutrition
As a class, discuss nutrition and food labels and the information contained on them. Break into small groups or pairs.
Pass the big box of food labels around from group to group. Have each group pick out three labels.
Ask the groups to answer the following questions for each food label:
Students
will then search for unfamiliar food additives, chemicals or
ingredients using Ask the Dietician, from “alcohol”
to “zinc” and Nutrition essentials including quizzes
and “ask the nutritionist” at:
http://www.ivillage.com/topics/food/0,10707,165823,00.html
Devote 15-20 minutes to silent reading of the questions and
answers on the Web Sites or the Web page printouts.
Break the class into groups and have them discuss what they have read. Ask each student to report on a Q & A that they found interesting, surprising, or hard to believe.
Kate Muthler
The reading assignment that I have chosen is the lyrics from the song “Candle in the Wind” by Elton John, written in memory of Princess Diana. (www.pazu.com/diana) After the students read the lyrics, we will discuss some about Princess Diana’s life, death, Elton John, and the reason he chose this song to rewrite. I will ask some open ended and leading questions to determine the scope of their prior knowledge of the song and subject. We will then dive into the lyrics. For example, I may have them pinpoint a part in the song that describes what she did for people all over the world with her charity/volunteer work. I will then have the students try to determine the feelings of the artist as he wrote this song. I may have them write a small essay about their feelings as they read this song. They could also research more about her life or death, and write an essay about their research.
Objective:
To assist learners in developing critical-thinking and brainstorming
skills by using daily reading materials, writing skills and
group activities.
Individual Activity:
Class Activity:
Group Activity:
Materials:
Philadelphia Daily News Article
Web-based KYW Article
Pen, pencil, and paper
Outcome: Learners will have exposure to group
interaction, utilization of critical-thinking skills, writing
from notes, and problem solving skills and techniques. Also,
learners will have exposure to the use of daily interaction
of reading and the relationship to writing.
Read the articles: