1. According to the directions on the (map, sign, bottle), what_____?
2. Give students written instructions in paragraph form. Then list the instructions, rearranging the order. Have students write the correct number of each step in a space to the left of the direction.
Objective 3: Summarize a variety of written texts.
ˇ Identify stated main idea. (Suggested topic: dance publications)
1. What is the main ideal of this (passage/story)?
2. The first paragraph is mainly about________.
ˇ Identify implied main idea.
1. A possible title for this (article, paragraph, essay) is_____.
2. A good topic sentence for this paragraph is_____.
ˇ Identify the best summary. (Suggested topics: dance publications or dance reviews)
1. Which of these is the best summary of the (passage)?
Objective #4: Perceive relationships and recognize outcomes in a variety of written texts.
ˇ Identify cause and effect. (Suggested topics: dance publications or ballets)
1. A (character) decided to do (something) because_____.
2. Which of the following (events) wan an effect (of another event)?
3. One result of using (a product) is (someone) can probably_____.
ˇ Predict probable future outcomes. (Suggested topics: contest results, dance publications, washing instructions for costumes)
1. What is the most likely outcome of the (game, exam, story)?
2. If (objects) are used in ways the author suggests, they will_____.
3. On can tell from the passage that (name) is most likely to _____.
Objective #5: The student will analyze information in a variety of written tests in order to make inferences and generalizations.
ˇ Interpret graphs, charts, diagrams, and tables. (Suggested topics: ordering informa tion, formation diagram, timelines)
1. According to the (table), how are the (events) similar?
2. Based on the information on the (chart)______
3. Which entry in the time line of (Gussie Nell Davis') life best represents his commitment to (event)?
ˇ Make inferences and draw conclusions. (Suggested topic: dance articles)
1. Based on the information in the passage(s)/map), one can conclude_____.
2. The author of this passage gives the reader reason to believe____.
3. Based on the information in the (article), which two groups agree?
4. Which word best describes the tone of this passage?
ˇ Make generalizations. (Suggested topics: dance publications)
1. The author of this passage gives you reason to believe that_____.
2. According to this passage, which is probably true of these
3. Based on this passage, one can assume the (group) does not have____.
*Evaluate and make judgments. (Suggested topics: stretching and warming up)
1. What are some of the (benefits/problems)_____.
2. What do you think about____? Why?
3. The author provides evidence that_____.
ˇ Describe plot, setting, character, and mood in literary selections.
(Suggested topic: Ballets)
1. In this passage, Maria experienced conflict with_____.
2. The setting of this story is______.
3. The mood of the second paragraph could be described as _____.
Objective #6: The student will recognize points of view, propaganda, and /or statements of fact and nonfact in a variety of written texts.
ˇ Point of view and purpose. (Suggested topics: editorials, letters, articles)
1. One can tell from the passage that the author views (characters) with_____.
2. One reason the author ended the passage the way he did was to _____.
3. John Doe, the writer of the first letter, makes the point _____.
ˇ Forms of propaganda. (Suggested topic: dance articles)
1. Which of the following (phrases from an advertisement) reveals the writers' attitude toward (something)?
2. According to the above passage, one reason to use (a product) is_____.
ˇ Fact and nonfact. (Suggested topic: editorial, articles)
1. Which of the following is an opinion expressed in the passage and shown in the time line?
2. Three facts:
3. An opinion in the first paragraph is______.
Objective 1 and 6 - TAAS Reading
Directions: Read the article, "En Croix", and answer the following questions.
________1. In this passage, the word ensemble means -
a. a national advisory board
b. an individual group within a drill team
c. a particular church organization
d. a musical group dedicated to preserving the dance form called jazz
________2. In this passage, the work underwritten means -
a. special devotionals will be written
b. insurance policies will be made available to all members
c. membership fees do not exist
d. supported or sponsored by a community group
________3. The author probably wrote this passage in order to -
a. explain why dance is important in religious activities
b. organize a new club to compete with FCA
c. strengthen moral, ethical, and Christian values within the dance/drill team industry
d. promote spiritual links in summer camps.
Objective 2 - TAAS Reading
Directions: Read the article, "Attitude Adjustment", and answer the following questions.
________1. In order to adjust an improper attitude, the director must first -
a. take time to dwell on the negative situation
b. find any positive feedback on the negative situation
c. set goals ahead of time
d. take a deep breath and relax
________2. To "head off" any major attitudes before a new season begins, a
director should -
a. plant "negative seeds" to find possible problem areas within the team
b. plant "positive seeds" ahead of time to correct any small forms of
c. worry about hurt feelings that could result in improper behavior
d. disregard any negative area and focus on dancing only
________3. (You write a third question.)
Objective 3 - TAAS Reading
"Dancing Like a Lady"
Directions: Read the article and answering the following questions.
________1. The main idea of this article is -
a. that some of the new moves in the dance/drill team industry do not portray the image we should want for young ladies of today
b. that some of the new moves performed by dance/drill teams are exciting and dynamic
c. that beautiful smiles and polished dances are exciting for audiences to watch
d. that dances are not accepted by audience unless it encourages
_________2. According to Joyce Pennington, -
a. you should judge all choreography according to what your audience likes
b. choreography should be judged by the performers' peers
c. choreography and music should not be edited because the new moves in the dance/drill industry are what audiences and performers want
d. the director should be the "editor" of all choreography before it goes to the performance area _________3. (You write a third question.)
Assignment #2 for directors. Find an article in your director's notebook and write 3 questions. If you need help, refer to the TAAS Reading Stems/Questions handout.