he lesson plan that I chose was one that I felt showed text structure and is found at http://faldo.atmos.uiuc.edu/CLA/LESSONS/3802.html.The structure of the whole document was systematic and flowed well. The grammar used was appropriate and was utilized in a complimenting way. When I read this lesson plan I felt comfortable in its instruction and was not left asking myself; what did that mean? I liked the separation of the text into separate parts. Giving the lists of materials, a list for the body and so on was put forth very clearly, more so than if all of that information had been put into paragraph form.
             The semantic structure in this lesson plan is theme/rheme type of structure in that the theme or topic is what comes first and then the rheme is second. The rheme is when you use words to describe the theme mentioned earlier.
             The organization of information is laid out in such a way that every paragraph of list leads nicely into the next. This gives for good flow and cohesion and doesn't leave roadblocks in between paragraphs.
             All through out the lesson plan the author uses key words and set them in upper case letters. This is a simple way of emphasizing importance on the words or phrases he feels important. I like this lesson plan and feel that it is easy to follow but I have done this experiment many times before so it's easy for me. But for someone who is doing this for the first time it may require rereading it two or more times.
             As far as the Maine Results that are addressed in this lesson plan I found that the following where noted. This exercise can display some aspects of motion and how forces can effect fluids. It can also apply to the use of scientific reasoning where the students must explain why certain components of a substance may separate out at differing degrees during the
             experiment. This can in turn require a lot of analyzing of the problem also. The implications of science and techn
             ...