Week Three Reading)

8/14/2019 Week Three Reading)

1/8

Pre-reading strategies Week 4

1.Topic = Pre-reading strategies. Activity: identify the genre.

2. Procedures = introduce some different pre-reading strategies (previewing,

predicting, visualizing, text-connections and genre). Elicit brief

explanations and descriptions. 20 Minutes

- Previewing: reviewing titles, section headings, and photo captions to

get a sense of the structure and content of a reading selection

-Predicting: using knowledge of the subject matter to make predictions

about content and vocabulary; using knowledge of the text type and

purpose to make predictions; using knowledge about the author to

make predictions about writing style, vocabulary, and content.

-Visualizing: purposefully creating mental images while and after a

reading. Involves picturing in your mind what is happening in the text.

-Text connections: relating ones own background experiences to an

unfamiliar text. These connections generally form three categories:

text to self (ones personality), text to text (another book previously

read) and text to world (or culture).

a) Tell students that they are going to learn one more pre-reading strategy.

Show them the following text on the board, take turns reading and ask

them if they can identify the kind ofwriting (travel writing). Introduce

the word genre if they dont know it. Some other ways we can describe

genre are as: subject, theme, topic or writing style. Brainstorm a

list of 10-12 different genres. 20 minutes

1) Fairy tales

2) Travel writing

3) News reports4) Recipes

5) Biography

6)Autobiography

7) History report

8) Emails

9) Love letters

10) Business writing
http://www.readwritethink.org/lesson_images/lesson229/visualizing.pdfhttp://www.readwritethink.org/lesson_images/lesson229/visualizing.pdf


2/8

.

I thought for sure I would fall off the back

of the motorcycle and tumble down the

mountain.

The mountain is in a region called Sikka

on the island of Flores, Indonesia. I am en

route to a small village in the community

of Nua Mbalu to visit a child I have been

sponsoring for the last two years through

the Plan USA Childreach program. I am

on this motorcycle because, after driving 3

hours in an SUV from Maumere through

magnificent lush landscape, the road ends.

I have one arm firmly clutching the waist

of my driver Teddy, this districts Plan

representative. My other arm holds a large

bag of rice I bring as a gift. My backpack

is stuffed to its limit with cooking oil and

school supplies. This may be part of the

reason I am falling off this motorcycle.

The other would be, this is not actually a

path, but a rain indented crevice, naturally

cut through the dense jungle and enhanced

by the foot traffic of the occasional

villager. The air becomes crisp and smells

of earth

and green as we ascend the mountain for

the next hour in our convoy of two bikes

ours and another carrying my translator,

Tirza and her Plan associate, Tony. Except

for the occasional call of a bird, there is no

noise other than the motorbikes, but as we

near the village Teddy and Tony begin to

honk the horns. This is meant as a heads

up to the villagers who know we are

coming and have prepared something

special. Now I hear the sounds of

unfamiliar music and excited voices. Im

nervous!

The village is nothing more than a group of

20 small huts scattered comfortably

between trees as if they had always been

there .It has been decorated in my honor.

Two huge palm fronds at either side of the

entrance meet in the center. Blue and white

crepe paper twirls across the middle. The

entire population stands at the other side in

expectation. Huge eyes follow my every

move. I try to smile, and they stare back in

fascination. I am the first westerner they

have ever seen!

b) Next, show students these genre posters (they look nice

printed in colour!) and ask about the different genres (its
http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/PDF%20Files/Genre%20Posters/Poetry.pdfhttp://hill.troy.k12.mi.us/staff/bnewingham/myweb3/PDF%20Files/Genre%20Posters/Bio.pdfhttp://hill.troy.k12.mi.us/staff/bnewingham/myweb3/PDF%20Files/Genre%20Posters/Fantasy.pdfhttp://hill.troy.k12.mi.us/staff/bnewingham/myweb3/PDF%20Files/Genre%20Posters/Mystery.pdfhttp://hill.troy.k12.mi.us/staff/bnewingham/myweb3/PDF%20Files/Genre%20Posters/Science%20Fiction.pdfhttp://hill.troy.k12.mi.us/staff/bnewingham/myweb3/PDF%20Files/Genre%20Posters/Poetry.pdfhttp://hill.troy.k12.mi.us/staff/bnewingham/myweb3/PDF%20Files/Genre%20Posters/Bio.pdfhttp://hill.troy.k12.mi.us/staff/bnewingham/myweb3/PDF%20Files/Genre%20Posters/Fantasy.pdfhttp://hill.troy.k12.mi.us/staff/bnewingham/myweb3/PDF%20Files/Genre%20Posters/Mystery.pdfhttp://hill.troy.k12.mi.us/staff/bnewingham/myweb3/PDF%20Files/Genre%20Posters/Science%20Fiction.pdf


3/8

pretty easy to figure!) but then ask them to think about the

associations that they have for these genres. What else do

they expectfor this kind of writing? For example when we see

a fairy tale we automatically expect that it will contain some

of the following elements: Once upon a time, a happyending (or a moral), fictional characters, etc. Alert students to

this as a tool they can use in their pre-reading. Simply

recognizing the genre and thinking about the associations can

help tell students what to expect. 15 minutes

c) Make like a kitkat bar.This means take a break.

d) Cooperative activity:jigsaw. The class could be divided into

groups of 3 or 4 (whichever works best for the size of the

class). Each member of the group reads a short article (there

are 4 different samples of genre writing). Each learner works

with the text alone at first, rereading, checking vocabulary,

asking for clarification, and figuring out the genre. Then, the

group discusses the reading together and draws up a list of a

few features that might be typical or characteristic of this

genre.

Next, the learners are assigned to a group where each

member has read a different article. At this point, each learner

gives a verbal summary of the article he or she read AND

explains what features are included in this genre. Other group

members can ask questions or offer insights. The result of the

whole activity is that a great deal of information can belearned and learners have not only read but also

communicated at great length. 45 minutes

e) As a follow up activity to the jigsaw, the teacher can ask

learners, pairs, or small groups to write a summary of the

articles they have read. Or to try their hand at their own genre

writing.


4/8

Definition fromDictionary.com:

Genre (noun) 1: a kind of literary or artistic work 2: a style of expressing yourself in

writing [syn: writing style, literary genre] 3: a class of artistic endeavor having a

characteristic form or technique.

Genre pre-reading

Sample 1

Lessons from the Titanic

From the comfort of our modern lives we tend to look back at the

turn of the twentieth century as a dangerous time for sea travellers. With

limited communication facilities, and shipping technology still in its infancy

in the early nineteen hundreds, we consider ocean travel to have been a

risky business. But to the people of the time it was one of the safest forms

of transport. At the time of the Titanics maiden voyage in 1912, there had

only been four lives lost in the previous forty years on passenger ships on

the North Atlantic crossing. And the Titanic was confidently proclaimed to

be unsinkable. She represented the pinnacle of technological advance at

the time. Her builders, crew and passengers had no doubt that she was

the finest ship ever built. But still she did sink on April 14, 1912, taking1,517 of her passengers and crew with her.
http://www.dictionary.com/http://www.dictionary.com/http://www.dictionary.com/


5/8

The RMS Titanic left Southampton for New York on April 10, 1912.

On board were some of the richest and most famous people of the time

who had paid large sums of money to sail on the first voyage of the most

luxurious ship in the world. Imagine her placed on her end: she was larger

at 269 metres than many of the tallest buildings of the day. And with nine

decks, she was as high as an eleven storey building. The Titanic carried

329 first class, 285 second class and 710 third class passengers with 899

crew members, under the care of the very experienced Captain Edward J.

Smith. She also carried enough food to feed a small town, including

40,000 fresh eggs, 36,000 apples, 111,000 lbs of fresh meat and 2,200 lbs

of coffee for the five day journey.

RMS Titanic was believed to be unsinkable because the hull was

divided into sixteen watertight compartments. Even if two of these

compartments flooded, the ship could still float. The ships owners could

not imagine that, in the case of an accident, the Titanic would not be able

to float until she was rescued. It was largely as a result of this confidence

in the ship and in the safety of ocean travel that the disaster could claim

such a great loss of life.

Genre pre-reading

Sample 2

The Bear Princess

Once upon a time there was a King and queen who had no children. They

ruled a splendid kingdom and the queen was famous for her beauty and her

long shining golden hair which reached to her feet; but nevertheless she

spent all her time wishing for a child just like herself. Then finally after many

years the queens wish was granted: a child was born, a lovely little girl with

shining golden hair just like her mother's.

The whole kingdom celebrated, but at the christening the visiting fairies

became troubled. It was the custom in those days for the fairies to tell the

fortune of the new baby, but this time the fairies just whispered and shook

their heads.

Go on, the king urged them. Do you see some misfortune for our baby?

Have we forgotten to invite someone?


6/8

Do we need to get rid of all the spindles? said the queen. Good riddance,

I'd say.

No, sighed the eldest fairy, it is not spindles this time. We are not sure what

strange fate is in store for Princess Preziosa. Only, in spite of all the riches of

your palace, it seems that she will find her happiness alone in the woods.

Wearing nothing but a fur coat, added the youngest fairy; but everyone

immediately shushed her, saying it was not nice to wear fur. Unless you're a

bear, or something, said the youngest fairy.

Oh, hush!

Since there were no prohibitions to be broken, everyone soon forgot the

fairies prophecy except for one old nurse, a little gray lady who took care ofthe princess while she was a baby. And as Preziosa grew up, the old woman

continued to visit and bring her lotions and perfumes and dress her golden

hair.

When Princess Preziosa was almost grown, a tragedy struck the kingdom.

The queen fell ill, and the best doctors of the world could not save her life. As

she lay dying, the queens mind wandered, and she said to the king, Promise

me that no other woman will sit on my throne, unless she has golden hair justas long as mine. In his grief, the king made the promise; and the queen died

content.

Genre pre-reading

Sample 3

Nelson Mandela

Nelson Rolihlahla Mandela was born in a village near Umtata in the Transkei

on the 18 July 1918. His father was the principal councilor to the Acting

Paramount Chief of Thembuland. After his father s death, the young

Rolihlahla became the Paramount Chief s ward to be groomed to assume

high office. However, influenced by the cases that came before the Chief s

court, he determined to become a lawyer. Hearing the elders stories of his

ancestors valour during the wars of resistance in defense of their fatherland,

he dreamed also of making his own contribution to the freedom struggle of his

people.


7/8

After receiving a primary education at a local mission school, Nelson Mandela

was sent to Healdtown, a Wesleyan secondary school of some repute where

he matriculated. He then enrolled at the University College of Fort Hare for

the Bachelor of Arts Degree where he was elected onto the Student's

Representative Council. He was suspended from college for joining in aprotest boycott. He went to Johannesburg where he completed his BA by

correspondence, took articles of clerkship and commenced study for his LLB.

He entered politics in earnest while studying in Johannesburg by joining the

African National Congress in 1942.

At the height of the Second World War a small group of young Africans,

members of the African National Congress, banded together under the

leadership of Anton Lembede. Among them were William Nkomo, Walter

Sisulu, Oliver R. Tambo, Ashby P. Mda and Nelson Mandela. Starting out with

60 members, all of whom were residing around the Witwatersrand, these

young people set themselves the formidable task of transforming the ANC into

a mass movement, deriving its strength and motivation from the unlettered

millions of working people in the towns and countryside, the peasants in the

rural areas and the professionals.

Their chief contention was that the political tactics of the old guard' leadership

of the ANC, reared in the tradition of constitutionalism and polite petitioning ofthe government of the day, were proving inadequate to the tasks of national

emancipation. In opposition to the old guard', Lembede and his colleagues

espoused a radical African Nationalism grounded in the principle of national

self-determination. In September 1944 they came together to found the

African National Congress Youth League (ANCYL).

Mandela soon impressed his peers by his disciplined work and consistent

effort and was elected to the Secretaryship of the Youth League in 1947. By

painstaking work, campaigning at the grassroots and through its mouthpiece

Inyaniso' (Truth) the ANCYL was able to canvass support for its policies

amongst the ANC membership.

Genre pre-reading

Sample 4

Ambers Summer Soup

Ingredients:
http://www.anc.org.za/ancdocs/history/ancylman.htmlhttp://www.anc.org.za/ancdocs/history/ancylman.html


8/8

you will need:

frozen(but already cooked) chicken

fresh tomatoes

zuccini and squash

salt,pepper, parsley flakes, chicken boulion cubes, frank's red hot hot sauce,

butter, diced garlic

water, and egg noodles.

Preparation:

1. Melt butter in a large pan and add 1 spoon of diced garlic.

2. Sautee frozen chicken, tomatoes, squash and zucchini in the butter and

garlic.

3. Boil water and egg noodles in a pot and add 2-3 chicken bouillon cubes.

4. Add sauted chicken and veggies in the broth and add salt, pepper, parsley

flakes and frank's red hot sauce.

Documents

Week Three Reading)