RDG 100: CRITICAL READING
COURSE KIT
August 2012
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.
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.
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
1a.
1b.
1c.

(Communications)
Introduction to Critical Reading
Engaging with Reading
Reading as Interaction – Study Strategies
Increasing Reading Rates
Unit 2: Context Clues and Expanding Vocabulary
(Health)
2a. Context Clues & Connotations
2b. Word Parts
2c. Expanding Vocabulary
Unit 3: Topics, Main Ideas & Supporting Details
(Education & Criminal Justice)
3a. Identifying Topics and Main Ideas

MAPPS – A Reading Plan
3b. Topic Sentences, Main Ideas & Thesis Statements
3c Supporting Details & Organizational Patterns
Unit 4: Reading & Study Strategies
4a. Note-Taking Skills

Asking Questions/Marking Answers
4b. 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 Passages
5c. Implied Main Ideas - Inferring Meaning from Details

Using Prior Knowledge
5d. Making Generalizations, Identifying Patterns & Inferring Implied Main Ideas
5e. Evaluating Author’s Purpose and Tone

3 Purposes for Reading - PIE
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3 RDG 100: Critical Reading Course Kit

Denotation vs. Connotation
5f. 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/Photographs
6c. 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
Understanding Paragraph Structure -2
Understanding Paragraph Structure -3
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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4 RDG 100: Critical Reading Course Kit
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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5 RDG 100: Critical Reading Course Kit
Journal Writing Prompts
Biographical Research Report
Words Parts Sheet
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6 RDG 100: Critical Reading Course Kit
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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7 RDG 100: Critical Reading Course Kit
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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8 RDG 100: Critical Reading Course Kit
Arts and Sciences Division
Developmental Studies
RDG 100
Critical 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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9 RDG 100: Critical Reading Course Kit
Other: 3-ring binder (2”), 3-hole notebook (single subject), paper, pens, pencils, highlighters, whiteout.
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
Aplia Learning Software
Reading/Vocabulary Quizzes
Midterm
Project
Final Exam
Grades:
A: 90-100%
B: 80-89%
25 %
15 %
10 %
15 %
15 %
20 %
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
Textbooks (or LibGuide, as assigned by the instructor), and record deep questions to prompt
discussion at their Critical Thinking Circles.
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10 RDG 100: Critical Reading Course Kit




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
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.
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11 RDG 100: Critical Reading Course Kit

Other Learning Resources and Strategies
o 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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12 RDG 100: Critical Reading Course Kit
Course Content
(Disciplinary focus of Readings)
Unit 1: Critical Thinking & Effective Reading




Unit 2: Context Clues, Vocabulary & Main Ideas




(Communications)
Engaging with Reading
Study Strategies
Reading as Interaction
Increasing Reading Rates
(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 Reader
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Engage in active and independent reading
Analyze a variety of genres for figurative language and literary devices.
Connect texts with similar themes through writing prompts and peer discussion.
Discover the Main Idea from text chosen from different genres.
Analyze unknown words through contextual study and word study analysis.
Develop strategies to determine differences between statements of fact and of opinion.
Draw inferences from a variety of sources.
Adapt reading speed and reading strategies according to purpose.
Determine whether the author’s purpose is to entertain, inform, or persuade.
Apply knowledge of propaganda techniques while reading.
Connect themes to self through writing and discussion.
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13 RDG 100: Critical Reading Course Kit
RDG 100
Criteria
Focus /
Content
Organization,
Illustration &
Detail
Research,
Sources &
Creativity
Presentation
(Oral & Visual)
Project
AssignmentSpecific
Requirements
Scoring/
Grades:
Project Rubric
Beginning
Developing
Competent
Exemplary
(0-1)
(2)
(3)
(4)
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.
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.
Purpose and title are
articulated and match the
project focus. Includes
essential supporting details
about the project and
appear to be solid and
correct.
Content is logically
organized for the most
part. Points are illustrated
appropriately with
examples or
graphics/diagrams.
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.
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.
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.
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.
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.
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.
No clear or logical
organizational structure
(just lots of facts) and
no/inappropriate details
or illustration
below 3 F
(50-59%)
3-7 D
(60-69%)
8-12 C
(70-79%)
13-17 B
(80-89%)
Score
18-20 A
(90-100%)
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14 RDG 100: Critical Reading Course Kit
How to Succeed in this Class: A Checklist
 Read your emails and check in on Blackboard regularly.
o
o
Your instructor will send out communications to the class via your GTC Gmail account.
Announcements, assignments and grades will be posted to Blackboard periodically.
 Attend every class.
o
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.
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
o
If you must leave early, inform your instructor before class.
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 end
o
o
Do not pack up early.
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
o
o
As with all college classes, plan on doing at least 2 hours of study outside class for every hour
spent in class.
Use Aplia software Help features and practice opportunities to master each topic.
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
o
o
o
o
o
o
(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: sharon.bellwood@gvltec.edu.
See your instructor before/after class or come by his/her office.
Go to the ASPIRE Learning Zone (ALZ, 104-357, Barton Campus).
Go to a Writing Center (see locations at each campus and schedules at: http://gvltec.edu/instructional_support/).
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.
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.
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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15 RDG 100: Critical Reading Course Kit
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
August 17, 2012
September 3, 2012
October 22, 2012
November 5-6, 2012
November 21-25, 2012
December 3, 2012
December 4-10, 2012
Classes Begin (M)
Add/Drop ends for Full Term (F)
Holiday - Labor Day (M)
Last Day to Withdraw from Full Term (M)
Student Fall Break (M-T)
Holiday - Thanksgiving (W-U)
Last Day of Class (M)
Exams (T-M)
Link to Complete List of Important Dates for the 2012-2013 Academic Year.
[Back to ToC]
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16 RDG 100: Critical Reading Course Kit
Course & Instructor Information
RDG 100 Critical Reading
Course-Section #:
Meeting Times:
Final Exam:
Instructor:
Contact Information:
Office Hours:
Learning Outcomes: During the course, learners will:
1.
2.
3.
4.
5.
6.
7.
Engage in active and independent reading;
Describe and effectively apply the reading process in approaching a variety of texts;
Employ critical thinking skills through dynamic participation in discussions, group activities, critical
thinking circles and written critique of readings;
Generate questions and/or notes that demonstrate engagement with readings and appreciation for
cultural diversity;
Connect library and internet research to readings in order to expand perspectives and comprehension;
Produce self-reflective written and oral communication that demonstrates comprehension of text;
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: 8226@gvltec.edu.
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
Aplia Learning Software
Reading/Vocabulary Quizzes
Midterm
Project
Final Exam
Last day to withdraw from Full Term Classes:
25 %
15 %
10 %
15 %
15 %
20 %
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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16
17 RDG 100: Critical Reading Course Kit
RDG 100 Course Outline/Schedule
Date
Session/
Meeting
1
Focus
Introduction to RDG 100 – Critical Reading

Class Introductions

Course Syllabus Activity

Introduction to Blackboard & GTC Gmail

Course Entrance Letter
Unit 1: Critical Thinking & Effective Reading
Study Strategies
2
Engaging with Reading (Ch 1)

Why is Reading Important

Videos, articles, and talking w/ classmates
Assignment Due / Assessment /Test
(RJ = Reflective Journal/Questions)
Complete/submit Entrance Letter
Student Information Sheet
Effective Reader Inventory
Preview of Ch 1
3
Intro to Computer Learning Environment – Aplia
Aplia Pre-Test
Reading/Vocabulary Quiz Chapter 1
Communication App “Analyze Ad”
4
Engaging with Reading (Ch 1)

Reading is an Interaction

Increasing reading rate
Readings Focus on Communications
Mini Presentations
Unit 2: Context Clues, Vocabulary & Main Ideas
5
6
Expanding Your Vocabulary (Ch 2)

Vocabulary strategies

Context Clues

Connotations


Word Parts
College vocabulary

Vocabulary Strategy review
7
9
10
Identifying Topics and Main Ideas (Ch 3)

MAPPS – A Reading Plan
Computer Lab

Topic Sentences & Main Ideas

Thesis statements in college textbooks
Readings Focus on Education
11
Noticing Patterns of Supporting Details (Ch 4)

Supporting details

Major versus Minor details

12
Types of Organizational patterns
Readings Focus on Criminal Justice
Unit 4: Reading & Study Strategies
Study Strategies
13
14
15
Preview of Ch 2
Reading/Vocabulary Quiz Chapter 2
RJ: ”Stress and Stressors” Wadsworth, pp.7577
Health App “My Real Age”
Readings Focus on Health
Unit 3: Topics, Main Ideas & Supporting Details
8
Mini Project 1 “Ancestry/Who Am I” from
Interaction 1-3
Preview of Ch 3
Aplia Due: Chapters 1-2 due
Education App “Do you play to learn”
RJ: ”Cognitive Abilities” Wadsworth, pp. 57-61
Preview of Ch 4
Reading/Vocabulary Quiz Chapter 3
Reading/Vocabulary Quiz Chapter 4
Criminal Justice App “How Crime Smart are
You”
Preview of Ch 5
Applying Note-Taking Skills (Ch 5)

Ask questions and mark answers


Cornell Notes
Paraphrasing
Review for Midterm Exam
Reading/Vocabulary Quiz Chapter 5
Business App: “Best Companies to Work For”
RJ:”Exploring the World of Business”
Wadsworth, pp. 97-105
Aplia Due: Chapters 3-5 due
17
18 RDG 100: Critical Reading Course Kit
Date
Session/
Meeting
Focus
16
MIDTERM EXAM
Assignment Due / Assessment /Test
(RJ = Reflective Journal/Questions)
Midterm Exam
Unit 5: The Reading Process & Critical Thinking
17
18
Asking Critical Thinking Questions (Ch 6)

The Critical Thinking Process

Bloom’s Taxonomy

Determining Hierarchies

Analyzing Test Questions

Reading Passages
Readings Focus on Visual Arts
Preview of Ch 6
Reading/Vocabulary Quiz Chapter 6
Visual Arts App “Create an Ad”
RJ: ”Impressionism” Wadsworth, p.91
Implied Main Ideas
19
20
21
Inferring Meaning from Details (Ch 7)

Inferences

Using Prior Knowledge
Computer Lab

Making Generalizations & Identifying
Patterns

Inferring Implied Main Ideas
Readings Focus on Environmental Science
Preview of Ch 7
Aplia Due: Chapters 6-7 due
RJ: “Atmospheric Effects” Wadsworth,
pp.137-143
Ecological Science App “Climate Change
Awareness”
Analyzing Author’s Tone
22
23
Evaluating Author’s Purpose and Tone (Ch 8)

3 Purposes for Reading - PIE

Denotation versus Connotation

Intensity of words

Tone Words

Literal versus Figurative Language

Tone and Author’s Purpose
Preview of Ch 8
Reading/Vocabulary Quiz Chapter 8
Computer and Info Science App “Using
Technology to change the World”
Readings Focus on Computer & Information Science
24
Research Class in Library
Applying Critical Reading Skills to Arguments
25
Evaluating Points of View (Ch 9)
Mini Presentations
Readings Focus on Psychology
Unit 6: Critical Reading & Researching
Reading Critically
26
Evaluating Points of View (Ch 9)

Facts, Opinion, and Bias

Sources of Information
Aplia Due: Chapters 7-8 due
Library Assignment/Culture Research
Project Articles & Outline due
Mini Project 2 “Interpret Song Lyrics”
Preview of Ch 9
Reading/Vocabulary Quiz Chapter 9
RJ: ”Families” Wadsworth, pp. 225-269
Psychology App “Test Yourself”
Readings Focus on Psychology
Interpreting Visual Information
27
Interpreting Visuals (Ch 10)

Tables, Pie Charts, Line Graphs, Bar
Graphs, Flowcharts, Photographs
28
In Class Presentations
Presentation of Culture Research Project
29
30
Last day of class – Review for Final
FINAL EXAM
Preview of Ch 10
Reading/Vocabulary Quiz Chapter 10
Aplia Due: Chapters 9-10 due
Aplia Post-Test
Course Exit Letter
Effective Reader Inventory (End)
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.
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18
19 RDG 100: Critical Reading Course Kit
Course Assignments, Projects and Tasks
Learning Assessment (Tests, Quizzes and Exams)
Assessments [for reference & integration]
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
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.
Internet Activities — Using prompts from book, summarize the IA.
Summary/Opinion (7): Summarize stories, newspaper articles, etc; answer questions; give
opinion: (Written Assignments, In Your Own Words
Teacher conference
Traditional summative assessments/Chapter tests (multiple-choice, fill in the blank, …)
Computer software assessment/practice (My Reading Lab, Aplia, ??)
Pre/Post Assessment: Nelson Denny Tests
Notebook Checks
Novel study (Peer literacy circles)
Oral Presentation
Portfolios
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19
20 RDG 100: Critical Reading Course Kit
Developmental Studies
Lesson Plan
Title:
General Daily Lesson Plan
Initial Lesson by: Judy Walden
Bonnie Mullinix
Pam Price
Course/Unit Focus: RDG 100
Lesson: All
Primary Course Outcome(s): changes with specific lesson
Learning Objectives: By the end of the session, learners will:
1.
3.
Identify the topic and its relationship to previous and upcoming topics
2. Objectives change for each lesson
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
5 min
Description/Activity
Prior 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
5 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.
Sum 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.
20
21 RDG 100: Critical Reading Course Kit
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
21
22 RDG 100: Critical Reading Course Kit



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 instructor
o 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 test
o 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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22
23 RDG 100: Critical Reading Course Kit
Developmental Studies
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.
2.
3.
Survey to get an overview of what’s coming.
Learn the 5 W”s-Who, What, When, Where, Why, and How.
Guess the Purpose : Inform, Persuade, or Entertain .
Materials: Activate Reading book and notebook
Duration: 1 hour and 15 minutes
Time
15 min
Description/Activity
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.
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
Materials &/or
Assessment
Long flip chart
paper (4-5)
Student Entrance Letter
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23
24 RDG 100: Critical Reading Course Kit
Developmental Studies
Lesson Plan
Lesson 4: Exploring the Reading Process (1)
Submitted by : D. Dumas
Course/Unit Focus: Reading 100/
Session: 4
Primary Course Outcome(s):
Learning Objectives: By the end of the session, learners will:
1.
Materials: Connect textbook and workbook
Duration: 1 hour and 15 minutes
Time
5 min
5 min
10 min
Description/Activity
Materials &/or
Assessment
Previous night’s homework:
1) Survey Chapter 1 (instructor chooses a type of surveying)
a) Ch Summary Activity page 23-24 in workbook
b) Outline the chapter
2) Review Ch 1 PowerPoint
3) Bring in an informative article with at least 10 paragraphs. Do not
read the article.
4) Complete Interaction 1-10
5) Aplia Ch 1
Class starter Quiz on Survey of Ch 1
1) Use small number of questions (5-10)
2) Give immediate feedback on scores (IF-AT)
Art Interpretation
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
24
25 RDG 100: Critical Reading Course Kit
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
Cengage Resource
website
5 min
5 min
5 min
5 min
30 min
Int 1-2 Complete then share.
Discuss “Reading is an Interaction”
Workbook
Text p. 11
Int 1-3 Complete then share.
Int 1-4 Complete then share.
Int 1-5 through Int 1-9: Use article from homework.
Teacher circulates and monitors the class.
Text p. 15-21
Workbook
5 min
Homework
Explain homework.
1) Show students the steps to watch the video and view the vocabulary
words on CengageBrain.com
2) Once watching the video, answer the questions below the video.
1) 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 1-1
i) Answer questions 1 through 10.
2) Study the highlighted vocabulary words from each reading in Chapter 1.
Assessment Strategies/Comments:
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Developmental Studies
Lesson Plan
25
26 RDG 100: Critical Reading Course Kit
Title:
Exploring the Reading Process (2)
Submitted by : D. Dumas
Course/Unit Focus: Reading 100
Session: 4
Primary Course Outcome(s):
Learning Objectives: By the end of the session, learners will:
2.
Materials: Connect textbook and workbook
Duration: 1 hour and 15 minutes
Time
5 min
5 min
20 min
15 min
15 min
8 min
Description/Activity
Materials &/or
Assessment
Previous 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 1-1
d) Answer question 1-10 that follow the reading.
7) Work on Aplia Ch 1.
Class 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.
Art Interpretation
1) Review Vocabulary words from the readings. Teacher may choose to
show the flashcards on CengageBrain.com.
2) Activity 1-5 Conversational Vocabulary in Context
Activity 1-6: Detecting the Author’s Purpose: Visual Scenarios
Pre Read Reading 1-2. Answer “Pre-Reading the Selection”
Index cards or
printed vocab
words from
CengageBrain.com
Activity 1-6 cut up
handout into slips
of paper
Text p. 38-39
Watch video for Reading 1-2 (7:18)
26
27 RDG 100: Critical Reading Course Kit
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 workbook
b) Outline the chapter
9) Review Ch 2 PowerPoint
2) Aplia
Assessment Strategies/Comments:
[Back to ToC]
Developmental Studies
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.
2.
3.
Discuss how to use context clues to identify meaning;
Identify context clues in sentences and paragraphs;
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
Time
5 min
Description/Activity
Art Interpretation: show artwork and have students reflect in their
journals what they see. Also go to supplementary material in
blackboard.
Materials &/or
Assessment
Art work and
notebook
http://www.authenticsociety.com/about/ThePersistenceOfMemory_Dali
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
27
28 RDG 100: Critical Reading Course Kit
Materials &/or
Assessment
Time
Description/Activity
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.
10 min
Work on interaction problems in the textbook, pgs 74-77.
15 min
Review vocabulary words
White
Board/Markers
Computer/
Textbook
Textbook/
Notebook
Textbook/
Notebook
Overview of the Chapter/Assign homework.
[Back to ToC]
Developmental Studies
Lesson Plan
Unit 2: Context Clues and Expanding Vocabulary
Initial Session by: Tamiko Lewis
2b Word Parts
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.
2.
Define words by analyzing component parts;
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.
Duration: 75 minutes
Time
Description/Activity
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.
Materials &/or
Assessment
Art work and
notebook
White
Board/Markers
Computer/
Textbook
28
29 RDG 100: Critical Reading Course Kit
Materials &/or
Assessment
Time
Description/Activity
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.
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).
15 min
Review vocabulary words
Handout/
Smart board
Text book and
notebook
Textbook/
notebook
Overview of the Chapter/Assign homework
[Back to ToC]
Developmental Studies
Lesson Plan
Unit 2: Context Clues and Expanding Vocabulary
Initial Session by: Tamiko Lewis
2c Expanding College Vocabulary
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.
2.
Explore a variety of strategies for expanding vocabulary;
Practice vocabulary building strategies.
Materials: Engage Textbook book and notebook, Smart Board, markers, handouts and a computer.
Duration: 75 minutes
29
30 RDG 100: Critical Reading Course Kit
Time
Description/Activity
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)
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.
15 min
Hand out works sheets on Vocabulary strategies from Instructors’
Manual and test bank, pages 44-48.
10 min
Work on interaction problems in the textbook (pages 116-121).
Materials &/or
Assessment
Art work and
notebook
Text book/
notebook
White
Board/Markers
Computer/
Textbook
Handout/
Smart board
Textbook/
notebook
15 min
Review vocabulary words and fill in blanks with words (pg 138)
Textbook/
Overview of the Chapter/Assign homework
notebook
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Developmental Studies
30
31 RDG 100: Critical Reading Course Kit
Lesson Plan
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
Primary Course Outcome(s):
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.
Learning Objectives: By the end of the session, learners will:
1.
2.
3.
Write a reflection to preview a text and to reflect on a text after reading.
Create Deep Questions
Discuss and integrate main topics of readings and other media.
Materials: Lib Guide, Textbook, Smartboard
Duration: One class session
Time
5 mins
Description/Activity
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.
31
32 RDG 100: Critical Reading Course Kit
15 mins
Summary/Closing: Have students reflect on the Readings in the Reflective Journal
for the next class. Introduce and explain rubrics.
Assessment Strategies/Comments:
Other Critical Thinking Circle Topics are found under Activities
Reflective Journal Rubric and Deep Questions Rubric
[Back to ToC]
Developmental Studies
Lesson Plan
Title:
Asking Questions_1
Submitted by : D. Dumas
Course/Unit Focus: Reading 100
Session:
Primary Course Outcome(s):
Learning Objectives: By the end of the session, learners will:
4. Ask effective questions before, during and after reading
5. Search for answers to questions in text
6. Effectively and efficiently highlight and mark text
7. Apply the levels of Bloom’s Taxonomy to text
Materials: Connect textbook and workbook
Duration: 1 hour and 15 minutes
Time
Description/Activity
Materials &/or
Assessment
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33 RDG 100: Critical Reading Course Kit
Previous
night’s
homework
5 min
5 min
5 min
5 min
25 min
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 workbook
b) Outline the chapter
3) Review Ch 2 PowerPoint
Continue working on Aplia
Starter Quiz: Go over answers for Reading 1-2 (#1-10)
Class 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.
Art Interpretation
Class 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:
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)
5 min
20 min
HW
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)
Discuss “Asking Questions to Establish Your Purpose for Reading”
Complete the following Interactions with a partner in your workbook.
Interaction 2-2
Interaction 2-3
Text p.51
Text p. 52-54
Cengage Resource
website
Text p. 56
Text p. 58-59
3) Complete Interactions 2-4, 2-5, and 2-6
4) Take Reading Quiz online in Blackboard.
5) Continue with Aplia
Assessment Strategies/Comments:
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34 RDG 100: Critical Reading Course Kit
[Back to ToC]
Developmental Studies
Lesson Plan
Title:
Asking Questions_2
Submitted by : D. Dumas
Course/Unit Focus: Reading 100
Session:
Primary Course Outcome(s):
Learning Objectives: By the end of the session, learners will:
8.
9.
10.
11.
Ask effective questions before, during and after reading
Search for answers to questions in text
Effectively and efficiently highlight and mark text
Apply the levels of Bloom’s Taxonomy to text
Materials: Connect textbook and workbook
Duration: 1 hour and 15 minutes
Time
Description/Activity
Materials &/or
Assessment
Previous night’s homework:
10)
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35 RDG 100: Critical Reading Course Kit
5 min
10 min
30 min
15 min
Art Interpretation
Go over Interactions 2-4,2-5,2-6 from homework.
Students 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” Highlighting
Activity 2-5 Bloom’s Taxonomy
Cengage
Instructor’s Manual
Watch video for Reading 2-1 Reading 2-1: Trained by Inmates, New Best
Friend for Disabled Veterans (pages 77-80) (10:12)
Cengage Resource
website
What is the most important job that
service dogs do for the people they assist? Why is this the most
Discuss the question that follows:
important? (Critical Thinking Level 5, Evaluate)
20 min
HW
What is the most
Reading 2-1: Complete the Pre-Reading the Selection.(Don’t read yet)
Read the selection and answer the questions in class.
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 workbook
b) Outline the chapter
12) View Ch 3 PowerPoint
7) Continue to work on Aplia.
Assessment Strategies/Comments:
[Back to ToC]
Developmental Studies
35
36 RDG 100: Critical Reading Course Kit
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
Time
Objective
#/Summary
5 mins
30 mins
Description/Activity
Materials
&/or
Assessment
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.
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
[Back to ToC]
Developmental Studies
Lesson Plan
Title: Word Parts
Initial Session by: Tamiko & Desiree
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37 RDG 100: Critical Reading Course Kit
Course/Unit Focus: Reading 100
Session:
2.
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: Activate Reading book and notebook, Word Part Jeopardy for the SmartBoard, Slip of paper with
prefixes, and roots.
Duration: 1 hour and 15 minutes
Time
Description/Activity
Materials &/or
Assessment
Art Work and
journal
5 min
Art Interpretation: show artwork and have students reflect in their
journals what they see.
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.
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
White board and
markers
Assessment Strategies/Comments:
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38 RDG 100: Critical Reading Course Kit
Developmental Studies
Lesson Plan
Lesson: Read, View, Think, Talk, and Write
Initial Session by: Tamiko & Desiree
Course/Unit Focus: Reading 100
Primary Course Outcome(s):
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39 RDG 100: Critical Reading Course Kit
1.
Finding the main idea, Supporting Detail, Authors Purpose, Fact and Opinion.
Learning Objectives: By the end of the session, learners will:
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 notebook
Duration: 1 hour and 15 minutes
Time
Description/Activity
Materials &/or
Assessment
Art work and
notebook
5 min
Art Interpretation: show artwork and have students reflect in their
journals what they see.
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.
Text book and
notebook
15 min
Work on interaction problems 1.10 from the textbook. Have students
write their goals.
Text book and
notebook
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.
5 min
Journal-Read from The Readers Corner.
Instructor manual
book
The Readers
Corner
Assessment Strategies/Comments:
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40 RDG 100: Critical Reading Course Kit
Developmental Studies
Lesson Plan
Title:
Understanding Paragraph Structure-1
Submitted by : D. Dumas
Course/Unit Focus: Reading 100
Session:
Primary Course Outcome(s):
Learning Objectives: By the end of the session, learners will:
3.
Analyze paragraphs by using the MAPPS strategy
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41 RDG 100: Critical Reading Course Kit
4. Identify topics and main ideas of paragraphs
5. Construct maps and outlines
Materials: Connect textbook and workbook
Duration: 1 hour and 15 minutes
Time
Description/Activity
Materials &/or
Assessment
Previous night’s homework:
13)
5 min
5 min
20 min
Art Interpretation
Class 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:
Prep 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
p.151
“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)
Think about the m
(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)
Developmental Studies
Lesson Plan
Title:
Understanding Paragraph Structure-2
Submitted by : D. Dumas
Course/Unit Focus: Reading 100
Session:
Primary Course Outcome(s):
Learning Objectives: By the end of the session, learners will:
6.
Analyze paragraphs by using the MAPPS strategy
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42 RDG 100: Critical Reading Course Kit
7. Identify topics and main ideas of paragraphs
8. Construct maps and outlines
Materials: Connect textbook and workbook
Duration: 1 hour and 15 minutes
Time
Description/Activity
Materials &/or
Assessment
Previous night’s homework:
14)
5 min
20 min
30 min
Art Interpretation
11) Activity, 4-4, and 4-5
Interactions 4-6, 4-7, and 4-8
HW
Assessment Strategies/Comments:
[Back to ToC]
Developmental Studies
Lesson Plan
Title:
Understanding Paragraph Structure-3
Submitted by : D. Dumas
Course/Unit Focus: Reading 100
Session:
Primary Course Outcome(s):
Learning Objectives: By the end of the session, learners will:
9.
Analyze paragraphs by using the MAPPS strategy
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43 RDG 100: Critical Reading Course Kit
10. Identify topics and main ideas of paragraphs
11. Construct maps and outlines
Materials: Connect textbook and workbook
Duration: 1 hour and 15 minutes
Time
Materials &/or
Assessment
Description/Activity
Previous night’s homework:
15)
5 min
25-30 min
Art Interpretation
Complete Interactions: 4-9, 4-10, 4-11, 4-12, 4-13
[Back to ToC]
Developmental Studies
Lesson Plan
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.
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44 RDG 100: Critical Reading Course Kit
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
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
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45 RDG 100: Critical Reading Course Kit
The Instructor can show the model of a house to illustrate this point.
The Instructor will use this model in the Writing Process.
[Back to ToC]
Developmental Studies
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
Learning Objectives: By the end of the session, learners will:
1.
2.
3.
Art Interpretation
Patterns of Organizations Activity
Words and Definitions
Materials: Text, Paper, Pencil, Pen/handout/ Reading Book.
Duration: 1hr 15min
Time
Objective #/
Summary
5 min
Objective 1
Description/Activity
Art Interpretation
Materials &/or
Assessment
Computer, projector
Paper/pencil
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46 RDG 100: Critical Reading Course Kit
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
[Back to ToC]
Developmental Studies
Lesson Plan
(Session Plan)
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.
Learning Objectives: By the end of the session, learners will:
12. Use and integrate visual information.
13. Create a variety of graphs by gathering and interpreting data.
Duration: 1 hour and 45 Minutes
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47 RDG 100: Critical Reading Course Kit
Materials
&/or
Assessment
Time
Objective
#/Summary
45 mins
1,3
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
Description/Activity
Discuss different types of graphs and have students
interpret them from Chapter 8.
Computer and
projector
Assessment Strategies/Comments: Graph and Presentation Rubric
[Back to ToC]
Developmental Studies
Lesson Plan
Title: Distinguishing Fact and Opinion
Initial Session by: Tamiko & Desiree
Course/Unit Focus: Reading 100
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48 RDG 100: Critical Reading Course Kit
Session:
14. Primary Course Outcome(s): Model the strategies of an effective reader.
Learning Objectives: By the end of the session, learners will:
2.
Tell the difference between fact and opinion.
Materials: Activate Reading book and notebook,
Duration: 1 hour and 15 minutes
Time
5 min
10 min
20 min
25 min
Materials &/or
Assessment
Description/Activity
Art Interpretation: show artwork and have students reflect in
their journals what they see.
Quick Review of chapter 8
Art Work and
journal
Textbook
Explain homework.
1) Show students the steps to watch the video and view the
vocabulary words on CengageBrain.com
2) Once watching the video, answer the questions below the video.
Int 9-2 Complete then share pgs 433-435
Computer
Textbook and
notebook
Int 9-3 Complete then share pg 435
Int 9-4 Complete then share pg 436
Int 9-5 Complete then share pg 438
[Back to ToC]
Developmental Studies
Lesson Plan
(Session Plan)
Title: Research Project Lead-in
Initial Session by:
Crystal Pitrois
Course/Unit Focus: Library Research
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49 RDG 100: Critical Reading Course Kit
Session: 23
Primary Course Outcome(s):
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.
Learning Objectives: By the end of the session, learners will:
Participate in a class project culminating in a PowerPoint to display and organize research.
Materials: Smart Board and Internet Access
Duration: 1 class
Time
Description/Activity
This class should be conducted as a precursor to the individual Culture Research Project.
1 hours
15
minutes
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.
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.
[Back to ToC]
Developmental Studies
Lesson Plan
(Session Plan)
Title: Tone, Propaganda, and Bias
Initial Session by:
Crystal Pitrois
Course/Unit Focus: Denotation/Connotation using Propaganda and Bias
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50 RDG 100: Critical Reading Course Kit
Session: 24
Primary Course Outcome(s):
4. Model the strategies of an effective reader.
Learning Objectives: By the end of the session, learners will:
18.
19.
20.
21.
Choose the tone of a given reading
Describe how denotation and connotation affects the reader
Distinguish between propaganda
Determine Author’s Bias
Materials: Artwork depicting different types of tone.
Duration: 1 hr 15 mins
Time
Objective
#/Summary
Leadin : Show artwork depicting different moods.
Music can also be used to discuss words related to
Tone.
15 mins
1 Hr
Assignment
Description/Activity
Materials
&/or
Assessment
1
Use the Propaganda and Bias Powerpoint and
the Activities within to expound on Tone.
Reflective
Journal Rubric
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.
1
Assessment Strategies/Comments:
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51 RDG 100: Critical Reading Course Kit
[Back to ToC]
Developmental Studies
Lesson Plan
Song Lyrics Project
Initial Session by: Desiree & Tamiko
(draft write-up Bonnie)
Course/Unit Focus: Reading 100
Primary Course Outcome(s):
5.
6.
7.
8.
Employ critical thinking skills through dynamic participation in discussions, group activities, literacy circles and written
critique of readings.
Generate questions and/or notes that demonstrate engagement with readings and appreciation for cultural diversity.
Connect library and internet research on readings in order to expand perspectives and comprehension.
Produce self-reflective written and oral communication that demonstrates comprehension of text.
Learning Objectives: By the end of the session, learners will:
3.
4.
5.
Share a song project consisting of a series of PowerPoint slides and media providing background on the
artist, song and presenters and analyzing lyrics;
Define and provide examples for figurative language (similes, metaphors…) in specific song lyrics and
identify sources for presentation content ;
Present in clear and confident voice and balance presentation responsibilities across team members;
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52 RDG 100: Critical Reading Course Kit
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
Time
Description/Activity
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)
Developmental Studies
Lesson Plan
(Session Plan)
Title:
Research Project Lead-in
Initial Session by:
Crystal Pitrois
Course/Unit Focus: Library Research
Session: 23
Primary Course Outcome(s):
12. Describe and effectively apply the reading process in approaching a variety of texts.
13. Employ critical thinking skills through dynamic participation in discussions, group activities,
literacy circles and written critique of readings.
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53 RDG 100: Critical Reading Course Kit
14. Connect library and internet research to readings in order to expand perspectives and
comprehension.
Learning Objectives: By the end of the session, learners will:
Participate in a class project culminating in a PowerPoint to display and organize research.
Materials: Smart Board and Internet Access
Duration: 1 class
Time
Description/Activity
This class should be conducted as a precursor to the individual Culture Research Project.
1 hours
15
minutes
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.
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.
Developmental Studies
Lesson Plan
(Session Plan)
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.
9. Describe and effectively apply the reading process in approaching a variety of texts.
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54 RDG 100: Critical Reading Course Kit
10. Employ critical thinking skills through dynamic participation in discussions, group activities,
literacy circles and written critique of readings.
11. Model the strategies of an effective reader.
Learning Objectives: By the end of the session, learners will:
22. Recognize types of Figurative Language
Materials: Video from Discovery Earth and Youtube (See below)
Duration: 1 hour and 30 Minutes
Materials
&/or
Assessment
Time
Objective
#/Summary
30 mins
1
30 mins
1,2,3
Read as a class Ray Bradbury’s 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.
Description/Activity
Discuss the different types of Figurative Language in
the text.
All Summer in a
Day
SmartBoard
Assessment Strategies/Comments:
[Back to ToC]
Developmental Studies
Activity
Title:
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:
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55 RDG 100: Critical Reading Course Kit
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
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
[Back to ToC]
[Back to ToC]
Developmental Studies
Lesson Plan
55
56 RDG 100: Critical Reading Course Kit
Lesson: Culture Project
Initial Session by:
Tamiko Lewis/Desiree Dumas
Course/Unit Focus:
Primary Course Outcome(s): CULTURE PROJECT
Learning Objectives: By the end of the session, learners will:
1.
2.
3.
Present their culture projects
High lighting
Art Interpretation
Materials: Text, Paper, Pencil/Pen and Reading Book.
Duration: 3 Objectives/1hr 15min
Time
Objective #/
Summary
5 min
Objective 1
15 min
Objective 2
Materials &/or
Assessment
Description/Activity
Art Interpretation
Highlighting Activity
Paper/pencil
Text/Paper/pencil/
highlighting
30-45
min
Objectives 3
Project Presentation Culture Project
15 min
Objectives 4
Quiet Reading Time/Hand out
Project Material
paper
Text/Reading Book
[Back to ToC]
ANCESTRY
PROJECT
In this project you will learn to Research and do
Presentations.
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57 RDG 100: Critical Reading Course Kit
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.)
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
[Back to ToC]
Connect: College Reading Chapter 9 Example Class Flow (MWF)
(Fact/Opinion, Patterns of Organization)
(5-10 min)
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58 RDG 100: Critical Reading Course Kit
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)
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).
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59 RDG 100: Critical Reading Course Kit
(5-10 min)
Have same pairs practice Interaction 9-2 (p. 433) and 9-3 (p. 435)
(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 slide
2. 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.
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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
* 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 questions
2. 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
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Or
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).
Fall
08
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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
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62 RDG 100: Critical Reading Course Kit
receive 100 points for completing this assignment; points will not be deducted for
grammar mistakes.
Date:_________________
Dear ___________________________________,
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Sincerely,
Student’s Name ____________________________
Developmental Studies
Activity
Title:
Activity 1-1 Getting to Know You: Reading Survey
Duration:
30 minutes
Submitted by:
D. Dumas
Type: Individual Groups
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63 RDG 100: Critical Reading Course Kit
Subject/Unit Focus: College Success
Purpose of Activity:
Objective(s) addressed (optional):
Description of Activity:
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
Developmental Studies
Activity
Title:
Activity 1-2 Pair and Share Prior Knowledge
Duration:
Submitted by:
D. Dumas
Type: Individual Groups
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64 RDG 100: Critical Reading Course Kit
Subject/Unit Focus: College Success
Purpose of Activity:
Objective(s) addressed (optional):
Description of Activity:
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.
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 1-2 from Connect Teacher’s Manual
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Developmental Studies
Activity
Title:
Activity 1-3 A Letter to My Prior Self
Submitted by:
D. Dumas
Type: Individual Groups
Duration:
Subject/Unit Focus:
Purpose of Activity:
Objective(s) addressed (optional):
Description of Activity:
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.
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 1-3 from Connect Teacher’s Manual
Developmental Studies
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Activity
Title:
Activity 1-4 Finding Resources
Duration:
Submitted by:
D. Dumas
Type: Individual Groups
Subject/Unit Focus:
Purpose of Activity:
Objective(s) addressed (optional):
Description of Activity:
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 of
centers that you want students to visit. Just remember that it’s a good idea also to let students
pick one or two of the places on their own. Examples of the types of resource centers student
might visit include career centers, course counseling and advisement, reading labs, tutoring
centers of any kind, writing and math centers, library reference departments, etc. See Activity
1-3 Handout on page 17.
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 1-4 from Connect Teacher’s Manual
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Developmental Studies
Activity
Title:
Activity 1-5: Conversational Vocabulary in Context Submitted by:
Duration:
D. Dumas
Type: Individual Groups
Subject/Unit Focus:
Purpose of Activity:
Objective(s) addressed (optional):
Description of Activity:
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. Each
person is to use that group’s vocabulary word at least once in the conversation. At the end of
the time allotted for the activity, the person holding the index card will ask the rest of the
group the definition of the word. Ask students how they figured out the meaning of the
vocabulary word by using the conversational context clues. Point out various aspects of the
skill being used, such as synonyms, antonyms, or the general sense of the conversation. When
these scenarios come up later in a reading, students may be ready to transfer the skill from
spoken language to written.
Some possible topics:
How was your weekend?
Relationships
Attending college
My career
Family life
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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 1-5 from Connect Teacher’s Manual
Developmental Studies
Activity
Title: Activity 1-6 Detecting the Author’s Purpose: Visual Scenarios
Submitted by:
D. Dumas
Duration:
Type: Individual Groups
Subject/Unit Focus:
Purpose of Activity:
Objective(s) addressed (optional):
Description of Activity:
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.
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See Activity 1-6 Handout on page 18. Give each pair 5-10 minutes to complete writing the
unfinished scenario. Next, ask each pair, one at a time, to either read or present their scenario.
As each pair finishes, collect their written scenario and tape it to the board beneath the written
questions, without disclosing why you are placing their scenario in one of three columns (see
below). 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 these
scenarios? What similarities do they have?” Students will have a variety of answers. After
there 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 for
homework and bring it back the next session. See Activity 1-6 Handout on page 18.
Some possible topics:
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 1-6 from Connect Teacher’s Manual
Developmental Studies
Activity
Title: Activity 1-7: What’s My Author’s Purpose?
Submitted by:
Duration:
Type: Individual Groups
D. Dumas
Subject/Unit Focus:
Purpose of Activity:
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70 RDG 100: Critical Reading Course Kit
Objective(s) addressed (optional):
Description of Activity:
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.
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 1-7 from Connect Teacher’s Manual
Developmental Studies
Activity
Title: Activity: 1-8: Monitor Your Comprehension
Submitted by:
D. Dumas
Duration:
Type: Individual Groups
Subject/Unit Focus:
Purpose of Activity:
Objective(s) addressed (optional):
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71 RDG 100: Critical Reading Course Kit
Description of Activity:
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.
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 1-8 from Connect Teacher’s Manual
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Developmental Studies
Activity
Title: Activity 1-9: Reviewing the Passage
Submitted by:
D. Dumas
Duration:
Type: Individual Groups
Subject/Unit Focus:
Purpose of Activity:
Objective(s) addressed (optional):
Description of Activity:
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 anything
they did to help improve their reading comprehension
whether it worked for them
if applicable, what changes might make their strategy work better
what
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 1-9 from Connect Teacher’s Manual
Developmental Studies
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73 RDG 100: Critical Reading Course Kit
Activity
Title: Critical Thinking Circle 2 Topic and Introduction
Duration: 10-15 mins
Submitted by: Crystal Pitrois
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.
Description of Activity:
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
Title:
Critical Thinking Circle 3 Topic and Introduction Submitted by: Crystal Pitrois
Duration: 10-15 mins
Type: Group Discussion
Subject/Unit Focus: Questioning – Session Plan
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.
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Description of Activity:
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.
Developmental Studies
Activity
Title:
Critical Thinking Circle 4 Topic and Introduction Submitted by: Crystal Pitrois
Duration: 10-15 mins
Type: Group Discussion
Subject/Unit Focus: Main Ideas
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.
Description of Activity:
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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75 RDG 100: Critical Reading Course Kit
Developmental Studies
Activity
Title:
Critical Thinking Circle 5 Topic and Introduction Submitted by: Crystal Pitrois
Duration: 10-15 mins
Type: Group Discussion
Subject/Unit Focus: Implied Main Ideas
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.
Description of Activity:
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.
Developmental Studies
Activity
Title:
Critical Thinking Circle 6 Topic and Introduction Submitted by: Crystal Pitrois
Duration: 10-15 mins
Type: Group Discussion
Subject/Unit Focus: Reading & Studying Strategies
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.
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Description of Activity:
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.
Developmental Studies
Activity
Title:
Critical Thinking Circle 7 Topic and Introduction Submitted by: Crystal Pitrois
Duration: 10-15 mins
Type: Group Discussion
Subject/Unit Focus: Visual Information
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.
Description of Activity:
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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Developmental Studies
Activity
Title:
Critical Thinking Circle 8 Topic and Introduction Submitted by: Crystal Pitrois
Duration: 10-15 mins
Type: Group Discussion
Subject/Unit Focus: Fact & Opinion
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.
Description of Activity:
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.
Developmental Studies
Activity
Title:
Critical Thinking Circle 9 Topic and Introduction Submitted by: Crystal Pitrois
Duration: 10-15 mins
Type: Group Discussion
Subject/Unit Focus: Author’s Tone
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.
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Description of Activity:
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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Developmental Studies
Activity
Title:
Critical Thinking Circle 10 Topic and Introduction Submitted by: Crystal Pitrois
Duration: 10-15 mins
Type: Group Discussion
Subject/Unit Focus: Evaluating Evidence
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.
Description of Activity:
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 100
Writing 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
B. Family
C. Education
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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.
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WORD PARTS SHEET
a
super
anti
sur
dis
over
il
out
im
in
ir
mal
mis
non
ob
un
ante
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83 RDG 100: Critical Reading Course Kit
pre
post
inter
sub
under
ion
ize
ish
ence
ate
y
ment
en
ent
ness
ly
al
ous
ship
ity
ile
ify
ive
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ic
mar
ped
sol
mort
vis
terr
chrono
dict
prim
centr
medi
equi
circul
fin
meter
graph
Art Interpretation Guidelines
1. Choose a art medium (artwork, music, a quote, …)
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?
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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. Reveal
a. 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!
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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
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.
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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:
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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/ThePersist
enceOfMemory_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 "handpainted 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
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.
Guernica
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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_(painti
ng)
Artist
Pablo Picasso
Year
1937
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.
Instructor Questions to Start Discussion:
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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.
Instructor Questions to Start Discussion:

Can you infer what the subject of these paintings is? Both paintings portray the same subject.
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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, 1504
Albrecht 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
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.
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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.)
Instructor Questions to Start Discussion:
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

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]
Artist
Edvard Munch
Location
National Gallery, Oslo
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
Instructor Questions to Start Discussion:



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?
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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.
Instructor Questions to Start Discussion:



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.
Instructor Questions to Start Discussion:


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
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
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
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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 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
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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]



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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?
Music
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
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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
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
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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
25.Perry Como
26.Frankie Trumbauer
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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
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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Culture Research Project
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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
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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