LESSON TWO: Green Light
Music is used as a metaphor for reading fluency exercising mood as a result of the tempo/rate. Students have exposure to a variety of texts.
R1D Read grade-level instructional text with fluency, accuracy, and appropriate expression; adjusting reading rate to difficulty and type of text.
L2S In discussions and presentations speak clearly and stay on topic, use appropriate tone of voice, rate of speech, fluency/inflections and eye contact.
§ Sources of literature
o CD Player
o Record Player
§ Handouts provided
o Exit slip for formative assessment
o Music Tempo Sheet
§ Words to know
o reading rate
Exit slip number two
1. Lead a discussion of how different types of music relate to different types of reading.
Group students ahead of time. Enlist the help of the media specialist for access to a variety of text throughout this unit.
What type of music do you enjoy? (students brainstorm and teacher records responses)
What are other types of music people enjoy?
How does the pace/speed affect your mood?
How does this compare to reading?
2. Partner students to rank music from slowest to fastest using the Lesson Two Music Tempo sheet. Students record these on a sheet of paper.
Brainstorm the variety of media students come into contact with daily—from media as basic as pictures on a billboard and magazines to media as complex as movies and computer animation. Use overhead transparencies of magazine covers, comic strips, political cartoons, etc. Use paintings by artists such as Andy Warhol, DaVinci, Charles Shultz, etc.
3. Students identify changes in mood based on types of tempo/rate of music.
4. Explain the purpose of exploring the crate of mixed texts. Discuss and review what was discovered on the exit slips about student understanding of rate. Students review various types of texts and consider where and how their rate changes.
If possible, play short excerpts of a variety of music showing different rates to create various moods.