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YoungSaintLouis.com
January 2001 Vol. 2, Issue 1 Lesson Plans
Profile Suggested lesson
plan for “Paralysis couldn’t
Readability: Fifth grade level Possible hard words: Proper names: Dana Meyer, Les Petits, Tarbes, France, Michael Weise Other words: hereditary, scoliosis, concession, paralysis, tournament BEFORE READING: Go through the short list of words above, helping out as needed. Since this is a relatively easy article, suggest the young reader read it aloud to you. Note that questions will be asked after reading. DURING READING: Help out in any way needed to keep the reading as smooth and fluent as possible. AFTER READING: Use questions such as following to promote discussion and check for comprehension.
Lifestyle
Suggested lesson
plan for “Local kids
Readability: Above sixth level Possible hard words: Proper names: World Bird Sanctuary, Dennis Cooke, Liz Lyons, Missouri Conservation Commission, Trailnet, Inc. Other words: spectators, consultant, migrate, endangered species, elimination, pesticides, anticipate, diameter BEFORE READING: Help the reader anticipate what will be in the article by having him or her call the words from the list. Help with any words that cannot be pronounced correctly. Suggest the reader read the article aloud to you and indicate you will help out with any words that are unknown while reading. Tell the reader that the article will be discussed afterward. DURING READING: Keep the oral reading as fluent as possible by quickly supplying any words that impair fluency. AFTER READING: Use the following questions or similar ones to stimulate a discussion of the article and to check for comprehension.
Suggested lesson
plan for “O’Fallon
Readability: Sixth grade level Possible hard words: Proper names: Christina Kernan, John Robert Powers agency, Michael Chiklis, Diane Hardin Other words: audition, debut, callback, rehearsals, episode, audience, architect BEFORE READING: Indicate to the young reader that this article is about a local middle school student who landed a role in a TV sitcom. Have him or her read the names and words from the list. If the child has trouble with five or fewer words, have him or her read the article aloud to you. If the child misses six or more of the names and words, you volunteer to read the article to the child. Indicate that questions will be asked after the reading. DURING READING: If the child reads the article, you supply words wherever needed in order to keep the reading fluent. If you read it aloud, model expressive and fluent reading. AFTER READING: Use questions such as the following to promote discussion and check comprehension.
Books
A great little book about cats and their care Barron’s is a publisher of educational and self-help books. The little book “Cats” is an excellent example of what this publisher can do. Interestingly, the book was first published in German in 1998 and later translated into English in 1999 for the American market. The well-written text and the beautiful color pictures show a real respect and appreciation for the topic being dealt with – cats. At $6.95 the price is right. With several books about cats to choose from at the bookstore, this is the one that catches your eye. The book has brief descriptions of the characteristics and color photos of a number of the major breeds of housecats popular today. Just about every pertinent topic is covered, including choosing the right kitten from the litter, toilet training, dealing with undesirable habits, care and feeding, car travel, and acclimating your cat to other pets. This is not expressly a kid’s book. It has an adult tone and uses the technical vocabulary appropriate to the topic. Nevertheless, most kids would find it irresistible. If you are thinking about acquiring
a cat for your home, this is a great book to read through along with your
child beforehand. If you already have a cat in the household, this
is a great book for helping your child to better respect and appreciate
the family pet. It might just motivate him or her into helping out more
with the cat’s care. As a bonus, if you are a real cat lover yourself,
you’re likely to enjoy the book.
Nancy Drew – parents’ review I would guess that many adults would be surprised to find out that Nancy Drew books are still being published. Nancy Drew, along with the Hardy Boys and the Tom Swift series, were popular during the Great Depression. Apparently, publishers aren’t about to let go of a good thing. “Nancy Drew: The Secret in the Stars,” is number 154 in the list of Nancy Drew titles. The Nancy Drew of the year 2000 is quite a different girl from the Nancy Drew of the 1930’s. She’s not 80 or 90 years old, of course. But she is 18, dating a college boy, and driving a Mustang convertible. She is still a young woman who has a great curiosity and a drive to solve mysteries. She has had martial arts training and can take care of herself. She is an assertive young woman very much of the 21st century. As a parent, you might be relieved to find out Nancy Drew’s behavior is in many ways much more the norm of the 1930’s than the post sexual revolution days of 2000. She is respectful and courteous to older adults, a loyal friend to her companions, and, apparently, never has a catty thought or makes a nasty comment to anyone. “The Secret of the Stars” showcases
Nancy Drew’s many good qualities in a plot that’s very much a 21st century
one. It involves the young reader in astronomy without ever appearing to
be anything more than an adventure and mystery story. Probably, the stories
would appeal to girls more in the 11 to 13 year age range, rather than
to the 8 to 10 range. The publisher reports the readability as 6th
grade.
How about a role model for your daughter that’s a clone? “Replica: The Beginning” is number 14 in a series of science fiction books written for middle school girls. The heroine in the series is twelve-year-old Amy, who knows she is a clone created in a science laboratory in Washington, D.C. The government-funded secret project had been discontinued, but twelve clones, identical to Amy, had disappeared around the country. Amy had ended up in California, the much-loved and well-adjusted foster daughter of one of the female scientists who had worked in the project. The suspense and conflict in the stories is related to the fact that there are uncaring and unscrupulous scientists who know about the project and, even years later, want to exploit the young girls for their own career advantage. Amy and her counterparts are girls who are exceptionally intelligent and physically stronger than most girls of their age. In Amy’s case, she is a modest and unassuming young girl who has high principles and always tries to do the right thing. We have, then, a series of paperback
books aimed at intermediate grade girls. The books have a science-based
flavor and a heroine who is not only super smart and super strong, but
is super good, along with her other assets. She loves and obeys her
foster mother, is courteous and respectful to adults, and is well liked
by her middle-school peers. She copes very well with the trials and
tests that occur regularly in her adventure-filled life. As a parent,
what more could you ask from the books your daughter chooses as part of
her recreational reading? Show me a TV series that even comes close.
A modern adventure
story for boys
“The Maze,” written by Will Hobbs and published by Avon Books in paperback in 1998, is an exceptionally realistic adventure novel for boys. Its main character is a kid in trouble that some people would write-off as a bad boy. This kid happens to fall in with a reclusive environmentalist who can remember the hard times he had while growing up. Without being obvious about it, the story line shows how the two end up helping each other become more complete human beings. “The Maze” has an absorbing plot that keeps a reader involved as the main character goes from one problem to another. With events that involve releasing young condors into the wild and hang gliding off cliffs in the wilds of Utah, you would think that the story verges on fantasy. Symbolism is not lacking, either. The maze represents not only the canyons in which the action takes place, but the complexities in the main character’s life. The soaring condors and the hang gliders riding the thermals represent the young character’s trying to break free of the entanglements that seem to keep him down in life. But with all the near fantasy and the symbolism, the novel includes a kind of nitty-gritty realism that would have strong appeal for a young male reader. The harsh environment and the physical challenges that the story figures have to confront mask the near-sentimentality of the novel. “The Mask” is certainly a novel that
any parent should be pleased to see his or her son read and enjoy.
It should appeal to that adult who wants to share a good read in common
with a pre-teen or young teen-ager.
News
Suggested lesson
plan for “Life Christian
Readability: About sixth grade Possible hard words: Proper names: Louis Doiron, Capt. Meriwether Lewis, Lt. William Clark, President Thomas Jefferson, Taylor Rohan, Candice Todd, Torie Bub, E. D. Hirsch, Christi Checkett, David Meyer, John Merz Other words: diaries, ingredients, refrigeration, multi-experiences, participated, wampum, transform BEFORE READING: The primary objective of the lesson is to improve the reader’s reading fluency. Ask the reader to read the names and words for the possible hard words list. A high level performance would be to read the list accurately with trouble with no more than two words. A middle level performance would be trouble with no more than five words. Trouble with six or more would signal that the article might be difficult for the reader. With only two errors, suggest the reader read the article silently. With three to five errors, suggest the reader read the article aloud to you. With six errors, you volunteer to read the article aloud. Indicate the article will be discussed after the reading. DURING READING: In instances where the child is reading, offer any help needed to keep the reading smooth and fluent. When you read, try to model fluent and expressive reading. AFTER READING: Use questions similar to the following to check comprehension and stimulate discussion of the article.
Professor E.D. Hirsch wrote his book, “Cultural Literacy: What Every American Needs to Know,” in 1987. The book is based on Hirsch’s belief that if all Americans have a core of common knowledge from school and other experiences, they will communicate more easily and the country would be more unified. During the 13 years since it was published, the book has attracted a lot of attention--some of it favorable and some of it not. Hirsch has broken down his idea of “core knowledge” into a series of textbooks for each elementary school grade. He gives teachers, parents and tutors a checklist of what lessons he thinks should be introduced to children at different ages. Over a 1,000 schools across the country have adopted at least a part of his program into their teaching plans. Life Christian School in southwest St. Louis County is one of those. Some of the sharpest criticism of Hirsch’s ideas on essential knowledge come from people who think the University of Virginia English professor puts too much emphasis on literature and achievements from white, European authors. They say Hirsch has ignored the achievements of different groups, including African-Americans, Hispanics, Asians and Native Americans. Much of the criticism centers on what’s NOT on his list of essential knowledge. For instance, he mentions the history of such Mississippi River cities as New Orleans and Memphis but doesn’t include information about St. Louis. The question of whether you agree with Hirsch’s ideas of essential reading is open to personal interpretation. But, even critics feel the controversy has been helpful in focusing attention on what is being taught in American schools. If you’re interested in learning more about Hirsch’s ideas, his book is quite short and very easy to read. The essential information about the book is: “Cultural Literacy: What Every American Needs to Know,” by E.D. Hirsch. Published by Houghton Mifflin, Co.,
1987, 251 pages.
Games
Answers to Puzzles and Games Young Saint Louis - January
#2 Young Saint Louis - January
Letters "ice"
Lewis and Clark
Sports Suggested lesson
plan for “Youngsters
Readability: Above sixth level Possible hard words: Proper names: John Marshall, Danielle Metzger, Cameron Hall, Jay Henges Range and Training Center, Ralph Redstone, Jim Engel Other words: tournament, competition, orienteering, topographical map, categories, equipment, 20-gauge shotgun, 22. caliber, accuracy, parental permission BEFORE READING: Take the young reader through the list of names and words, offering help where needed. If the reader has difficulty with fewer than three, suggest that he or she read the article silently. If three to five are missed, suggest that he or she read it aloud to you. If six are missed, you offer to read it aloud. Indicate the article will be discussed afterward. DURING READING: In all instances, be ready to supply words causing difficulty. In the case of your reading aloud, be ready to define any words that the young reader seems to not understand. AFTER READING: Use the following questions or similar ones to stimulate discussion and/or check for comprehension or understanding.
Suggested lesson
plan for “Her most important
Readability: Sixth Grade level Possible hard words: Proper names: Stephanie McNair, AllowanceNET, Catholic, Nickelodeon TV Channel Other words: participate, negotiate, monitor, diabetes, carbohydrates, cello BEFORE READING: There are ten words and names on the list of possible hard words. Ask the young reader to read the list. Help pronounce any that cause difficulty. Use this performance to gauge how easy or difficult the article is likely to be for the reader. The goal of the lesson is to develop fluency in reading. If only two words cause problems, encourage the reader to read the article silently. If three or four words are missed, suggest that the young reader read the article aloud. If five or more cause difficulty, you volunteer to read the article aloud. In all instances, tell the reader to be prepared to discuss the article. DURING READING: For the silent reading, be prepared to pronounce or explain the meaning of any word, if asked. For the oral reading, supply any words that impair fluent reading. If you read the article aloud, model fluent and expressive oral reading. In addition, be ready to briefly define any terms that seem to be unfamiliar to the child, while trying to keep the reading as fluent as possible. AFTER READING: Use questions such as the following to check for understanding and stimulate discussion.
Suggested lesson
plan for “Her most important
Readability: Sixth Grade level Possible hard words: Proper names: Stephanie McNair, AllowanceNET, Catholic, Nickelodeon TV Channel Other words: participate, negotiate, monitor, diabetes, carbohydrates, cello BEFORE READING: There are ten words and names on the list of possible hard words. Ask the young reader to read the list. Help pronounce any that cause difficulty. Use this performance to gauge how easy or difficult the article is likely to be for the reader. The goal of the lesson is to develop fluency in reading. If only two words cause problems, encourage the reader to read the article silently. If three or four words are missed, suggest that the young reader read the article aloud. If five or more cause difficulty, you volunteer to read the article aloud. In all instances, tell the reader to be prepared to discuss the article. DURING READING: For the silent reading, be prepared to pronounce or explain the meaning of any word, if asked. For the oral reading, supply any words that impair fluent reading. If you read the article aloud, model fluent and expressive oral reading. In addition, be ready to briefly define any terms that seem to be unfamiliar to the child, while trying to keep the reading as fluent as possible. AFTER READING: Use questions such as the following to check for understanding and stimulate discussion.
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