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APPROACHES TO READING

The following series of reading activities use this article on the Coachella Valley Music and Arts Festival. They are meant to expose students to skimming, scanning and reading for detail. Additionally, the activities aim to highlight the reason for using each reading appraoch. Though I have not had a chance to use this article or these activities in class as of yet, I would like to at some point.

SECTION ONE: PRE-TEXT

Intro/Lead-in:

Teacher shows the first minute of the following video to students.

Teacher asks students if they know where this video was taken. Teacher will ask students if they have ever been to a music festival before. Teacher will ask students who have been what they thought of the festival.

 

First task:

Teacher puts a few pictures up for students to consider. Teacher pairs students up and has them discuss why they think people go to music festivals. If possible, each pair has at least 1 student who has been to a music festival.

Sources: http://ow.ly/4nhMkO, http://ow.ly/4nhMlg and http://ow.ly/4nhMmI

Sources: http://ow.ly/4nhMoh, http://ow.ly/4nhMoF and http://ow.ly/4nhMp1

Sources: http://ow.ly/4nhMtU, http://ow.ly/4nhMuS and http://ow.ly/4nhMvx

SECTION TWO: TEXT

Skimming:

Teacher instructs students to skim the text, withholding the headline. Teacher gives students a set time limit to insure they do not read word-for word (for example, between 5-7 minutes). Teacher tells students to pay attention to the writer’s attitude towards music festivals.

 

Teacher asks students to pick the article headline from the following three choices:

 

  1. Yay! Coachella Is Finally Here!

  2. Yes, Coachella Is Still Going On

  3. Why Coachella Is The Worst

 

Teacher has students discuss their selected headline in pairs. Teacher then reveals the headline.

 

Scanning:

Teacher provides students with the following questions to scan for answers to.

 

  1. What is the full name of Coachella? Coachella Valley Music and Arts Festival

  2. How many tickets to Coachella were sold last year? 198,000

  3. What are some notable things mailed from the Coachella Post Office? Tax returns and wedding invitations

  4. What clothing items are recommended for female festivalgoers? Bucket bag, openwork knit lace tops, flora-embroidered military shorts, straw hats, chokers, flower crowns

  5. Leonardo DiCaprio was spotted wearing a hat from what college? University of Michigan

  6. What band reunited at Coachella following a 2011 break up? LCD Soundsystem

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General points:

Teacher asks the students to summarize the author’s opinion of Coachella. Students are given a few minutes to re-read and write down key details. Teacher then pairs students up to discuss their thoughts.

 

Finer points:

Teacher asks the students to compare the writer’s opinion of music festivals with their own. Things to keep in mind:

 

  1. Are music festivals about the music?

  2. Are music festivals about being seen?

  3. Are all music festivals the same?

 

Teacher gives the students a few minutes to read and consider their opinion. Students are then paired up to discuss their opinions on festivals like Coachella.

 

Language Items:

Teacher provides students with a list of words to define given the context of their use in the article.

 

  1. Festival circuit

  2. Accessible

  3. Commercialized

  4. Intermediary

  5. Campground

  6. Aesthetic

  7. Chokers

  8. Canoodling

  9. Frenzy

  10. Frontman

 

Students are then paired up to compare their definitions. After comparing in pairs, pairs are combined into groups of 4.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION THREE: POST-TEXT

Debate:

Teacher will tell students to think about everything they’ve read and discussed so far. Teacher writes the following on the board:

 

Music festivals like Coachella are about the music.

 

Teacher then asks students if they agree or disagree. Teacher splits class in half (putting as many students on the side they personally chose as possible). Teacher instructs students to meet in their groups and discuss why they agree/disagree. They are to take notes on the reasons they come up with. Teacher then tells students they will be having a debate.

 

Debate structure: Students for each side sit in row of desks facing each other. Teacher explains they have 2 minutes to present their opening argument, then the other side will respond (2 minutes). Sides will receive 2 points for a fully expressed argument (teacher’s discretion). Students will receive 1 point for addressing other side’s argument. Students are instructed to make notes during other side’s argument. After each side goes, teacher gives each group 3 minutes to formulate a response. Each side then gives their second round argument (2 minutes). Teacher once again instructs students to take notes during other side’s argument. Teacher gives each group 2 minutes to discuss their final argument. Each side gives final, closing argument (1 minute). Side with most points at the end wins.

 

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