LANCE ARMSTRONG: TOUR DE FRANCE Julie Vitulano

Lance Armstrong/Tour de France

Lesson 1:   Meaning through context

Aim:  How can we find meaning through context?

Instructional Objectives:  Students will be able to learn new vocabulary through context clues.    Students will be able to create their own biking tour route. Students will be able to draw a timeline of Lance Armstrong's life.

Materials:  Computer with Internet access, printer, notebook, pen, vocabulary handout

Motivation:  After explaining what a stacked deck is the teacher asks the students to read the second sentence in the first paragraph of the article and try to define the word 'brash' based on the rest of the sentence.
http://nytimes.com/learning/general/featured_articles/990730friday.html

Development:

1. Teacher reads the first eight paragraphs that represent the introduction to the article.

2. Students are given the vocabulary handout (Document:  Vocabulary-Lance Armstrong)   and are instructed to reread the article to themselves.  As they do so, they try to glean the definition of the words from the context.

3. The answers are reviewed and the pronunciation is modeled by the teacher
and chanted by the class.

4. After the vocabulary is reviewed, the class turns its attention to the map. 
http://sportsillustrated.cnn.com/cycling/1999/tour_de_france/map/.  The students are asked to write a description of the race's course based on the map.

5. Students go to http://aolsvc.maps.aol.com/travel  or some other Internet map service and print out a map of one of the states of the United States.  They then trace a route similar to the Tour de France. They must end the route in the capital of the state they chose.

6. In pairs students try to guess which state their partner chose by asking questions.

Homework:  Printouts of the article are given and the students are asked to read the next section of the article up to "Armstrong is not on medication now.." (page 4 in the middle).  They then draw a time line of the significant events in Armstrong's life as presented in the article.

Lance Armstrong/Tour de France

Lesson 2  - Identifying contrasting elements

Aim:  How can we contrast Lance Armstrong's difficulties and achievements?

Instructional Objectives:  Students will be able to read with understanding the article "The Ultimate Overachiever:  Lance Edwards Armstrong".  Students will be able to contrast the difficulties and achievements of Mr. Armstrong.

Materials:  Computer with Internet access and word processing program, notebook, pen.

Motivation:  Students are directed to review their homework assignment, the time line of Armstrong's life and put a minus sign next to an event which was difficult and put a plus next to an event which was an achievement.

Homework Review:  A student comes to the board and draws a time as the class is surveyed for input.

Development:

1. Students work in pairs to finish reading the conclusion of the article aloud.
There are six paragraphs left beginning with "Armstrong is not on medication
now."  The partners take turns reading the paragraphs aloud to each other.

2.  Students are given the  multiple choice comprehension questions. (This handout is Multiple Choice-Lance Armstrong.)   They are instructed to read the article a second time and answer the questions.

3.  Finally students draw a 'T' bar in their notebooks and  list the difficulties on one side and the achievements on the other.

Homework:  Students chose either a difficulty in their own lives or an achievement and write a paragraph describing it.

Lesson 3:  Paraphrasing

Aim:  How can we paraphrase the quotes in the article, "The Ultimate Overachiever:  Lance Edwards Armstrong"?

Instructional Objectives:  Students will be able to paraphrase the quotations in the article to use as the theme of their essay.  Students will be able to use the Internet tools to help them paraphrase.

Materials:  Computer with Internet access, printer, notebook, pen.

Motivation:  Teacher dictates the following,  "We have nothing to fear but fear itself."  The students are asked to write a brief explanation of what that means to them.

Homework Review:  Students switch homework paragraphs with their partner and read each other's examples of difficulties and achievements.

Development:

1. Students are asked to define 'paraphrase'.  Teacher elicits reasons why
writers use paraphrasing. Answer: to explain and to avoid plagiarism.

2. Students are directed to underline quotations in the article that summarize,
highlight, or illuminate a special characteristic of Lance Armstrong.

"I've been on my deathbed, and I'm not stupid."
"Lance's whole life has been against all odds."
"It was kind of like an iceberg.  You saw this kind of peak, but you
knew there was much below the surface."
The cancer disappeared  "a miracle."
"It's not just the convalescence of the body, but it's the convalescence of the
spirit as well."
"You have to get your priorities right."

3. Teacher demonstrates how the use of a dictionary and a thesaurus will help the students paraphrase the quotations.

4.  The handout on the different words for 'said' is reviewed.  The teacher asks the students: What happens when you use different words instead of repeating the word 'said' many times?  (The handout on the different words to use instead of 'said' is in the "Said Document.")

5. After these quotations have been identified, the students are asked to explain,
or rephrase these quotation.  To facilitate this part of the lesson, the students are reminded to use the dictionary and the thesaurus that are part of their
Internet provider program.

Homework:  Students are to review  yesterday's homework and underline any words that are used more than once.  Then they rewrite the paragraph using some new words to expand their vocabulary.  They will use dictionaries and thesauruses.

Lesson 4:  Synthesizing material for an essay

Aim:  How can we make connections to develop our essay?

Instructional Objectives:  Students will be able to synthesize their work so far to write an essay on Lance Armstrong.  Students will to be able to identify and use transitional words and phrases to make connections in their  reading and writing.

Materials:  copy of article, T-bar lists, homework, multiple choice questions and answers, quotations and paraphrases, time line, computer with word processing program, printer, printer, notebook, pen.

Motivation:  Teacher writes the following words and phrases: For example; In conclusion; Then; Upon first reading; The second; Also; However; On the other hand; In my experience; In contrast  on the board and asks the students to relist them in a logical order.

Homework Review:  A student is asked to read the first and second homework.  Then he or she is asked which one is preferred and why.

Development:

1. Students are asked to read the related article about Lance Armstrong
And jot down any transitional words or phrases, they may find.
        URL  http://nytimes.com/learning/general/featured_articles/990730Afriday.html

2. Next students review the "Useful Transitions and Linking Expressions" worksheet (This handout is in Lance Armstrong Useful Transitions document.)

3. Students write a draft of their essay on Lance Armstrong using appropriate
transitional words and phrases.

Homework:  Students review and revise their drafts.  They use the check list to be sure they have met the requirements of the assignments. (The check list is in - Lance Armstrong Check list.)

Lance Armstrong/Tour de France

Lesson 5:  Peer review and publication

Aim:  How can we write a report on Lance Armstrong?

Instruction Objectives:   Students will be able to review their classmates writing and give positive feedback and suggestions for improvement.  Students will be able to publish their essays.

Materials:  Computer with word processing program, Internet access, notebook, pen.

Motivation:  The steps of  the writing process are reviewed:  prewriting; outlining; drafting; editing; peer reviewing; publishing.

Development:

1.  Students review the guidelines for writing this report, namely;

a.  report on the difficulties and victories of Lance Armstrong
b.  include specific, relevant, and accurate information from the article and the map to develop your report
c.  use a tone and level of language appropriate for a report to your Physical Education class
d.  be sure to indicate any words taken directly from the text by using quotation marks or referring to the author
e.  follow the conventions of standard written English
 

2.  Students rewrite their essays.  The teacher reminds them that use of one of  the quotations may make an interesting introduction or conclusion to their essays.

3. Students e-mail their report to a classmate.  Peer review is accomplished via e-mail.

4. After final review, students print and/or publish their essays on a website.

Extension:  As a test or for homework, students complete the Test on Transitional Words.  (This handout is in - Test Armstrong Document.)