5-A-1+Group+E

Sarah, Here is what I thought of....change/delete whatever you want to :-)

Jeanine, I just did some minor editing to 'clean up' the page. Your ideas are fantastic! Another great project completed. :) ~Sarah

Thanks so much for all your hard work! Jeanine **
 * Sarah,


 * Happy Tho Married -**

This recording was chosen for the humor that relayed through the comedian. This would be a good piece to share with students when discussing entertainment for families before television. Students may or may not have heard of families listening to radio programs in evening but this would be a good example of what might have been a program on the radio. Although it was published almost 100 years ago, the content is still entertaining and would therefore be effective with students.


 * Describe at least 5 ways the recording you selected could be used in the classroom. Try to expand ideas for different subject areas and/or grade levels. For each lesson idea, include a brief description of how this activity could help promote critical thinking skills in students.**

1. Students could see that comedy was always used a form of entertainment. Not all the students would get the humor in the married theme but older students probably would. Some students may be able to relate what the comedian is saying to their parents or grandparents.

2. Students could use this recording to develop their own radio comedy show. They could do it in pairs or solo.

3. A study of monologues through time could also be one area of study for students.Students could compare and contrast monologues from the radio only era and when television was introduced.

4. Students could also document what they think the comedian is trying to convey through his monologue. Also students could answer the question of why would a comedian create a monologue about marriage?

5. Students could illustrate or act out a particular section of the monologue to help better understand it or help explain it to others.

6. Another activity that could be a random list of ideas from trees to the Sears Tower be put into a bowl and have students blindly choose a topic. Inform students that they will be given 60 seconds to perform their monologue. They have basically all the freedom they need to complete their monologue.

7. Students could conduct interviews with adults about the positives and challenges of marriage. They could then listen to this audio recording and compare/contrast their interview notes with the points mentioned in the monologue.

8. Students could research different ways humor is conveyed (slapstick, "knock knock" jokes, sarcasm, etc.), then listen to this recording and identify the primary type of humor used. They could then write a short humorous piece about something from their own lives.

9. Students could analyze the speaker's tone, pace, and volume in this sound recording. They could "grade" him on his speaking ability. Then students could give a short speech to the class and evaluate themselves and others.