Instructor: Glasgow

Rodney W. King Nov. 15, 2002 Class: EDCI 592a Instructor: Glasgow Re: lesson plan

Subject : Reading

Topic: Analytical Reading

Objectives: Analyzing and critiquing characters in a play. Comparing conditions of the setting to those in ones personal life Recognizing dysfunctions in characters, as well as in oneself and personal friends Analyzing one’s personal style and label characters in a setting with their style

Procedure: a. Prior to reading The Effect of Gamma Rays on Man in the Moon Marigolds, the students will do the following activities: MUSIC EXPERIMENT 1. Students will individually be brought to a stereo system set with earphones (conducting an experiment and the students are told they will be participants) The student is instructed to rate the music on a scale from 1 to 5 (l is least liked, while 5 is most liked)-the music will be instrumental starting with keyed organ music, to increase in tempo, to increase in bass, etc. b. READING THE ARTICLE FROM SCHOLASTIC NEWS MAGAZINE (NOV, 2002) –“Frogs, the Indicator Species The students will read the article about frogs and their ability (through deformities) to gauge the healthiness of an environment. As they read the article, they are to write 4 to 5 questions from the article that they would like answered. The article will be discussed and perhaps, the students can use the internet to access (AskJeeves.com) to answer their questions c. The students are then assigned the book. d. Following the reading, the students are asked how the music experiment might symbolize the book or the characters within it. (hopefully, they will mention something about music becoming stressful and uncomfortable when too many sounds or qualities are blended in it as compared to the stresses of characters and the stimulus’s they encounter that make life stressful or nerve racking) e. They are then asked why the teacher chose the Frog article(again, the students might answer that the deformities in humans sometimes grows out of being surrounded by neurotic behavior or unhealthy role models. Some grow normal mutations that enhance their lives in overwhelming circumstances, while others grow deformities-physical reactions, phobias, etc f. The students are then give a personality inventory. Myers-Briggs Type Indicator (www.southwestern.com) . The are to explore and determine where they fall on the scale. They are then to predict where they think Ruth, Beatrice and Tillie may fall and why. g. One of the extension activities will be playing Remote. The teacher review the buttons on a remote, fast forward , rewind, mute , pause , stop, etc. One student is asked to be the remote while the other is the movie. As the remote pushes play, the student makes a prescribed move. Fast forward will be making the movement repeatedly and quickly, stop is understood, pause is to cease temporarily, etc. The student is asked to give a percentage (of their day) they spend in those modes. (How long are they moving and thinking faster than a normal space, how long do they just daydream, etc. They are then to rate Tillie, Ruth and Beatrice h. The final activity will be asking the students to reflect on how fortunate it would be for all second grade children to have supporting environments. Perhaps, the teacher can set up a buddy system where her students can help tutor, befriend, read to, etc. in their school system

Evaluation: close observation, inventories, activity observations