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January 2004 Vol.5 Issue 1
Suggested
lesson plan for
"Lots of music, lots of instruments"
Possible hard
words: Proper names: Amy Rosenthal, Kenneth R. Mares Scholarship,
Webster University Community Music School, Sarite Brown, Suzuki,
Susan McDonald, Sandra Geary, John Burroughs, Aspen, Colorado,
Accolay, Bach, Debussy, Deuxieme Arabesque, Chopin, Nocturne
in C-sharp Minor, St. John's Mercy Medical Center
Other words: piano, flute, viola, cello, spokesperson, duet,
recital, orchestra, complicated, associated, ensembles, quartets,
extra-curricular, radiologist
BEFORE READING:
Have the young reader read the lengthy list of possible hard
words. You provide help with the names and words as needed
and keep track of how many call for assistance. If no more
than five call for help, ask the young reader to read the
article silently. If six to eight require help, ask the young
reader to read the article aloud to you. If nine or more items
cause difficulty, you offer to read the article aloud to the
young reader. In all three instances, point out that questions
will be raised after reading and the article will be discussed.
DURING READING:
For the silent reader, offer to help with any words or names
if you are asked. For the child reading aloud, supply troublesome
words fairly quickly in order to keep the oral reading as
fluent as possible. If you read aloud, model fluent and expressive
oral reading.
AFTER READING:
Use questions such as the following to check understanding
and stimulate discussion.
- What were
Amy's first two instruments and how young was she when she
started with each of them?
- What comes
along with winning the Kenneth R. Mares Scholarship?
- Why does Amy
get more nervous at recitals than she did at an earlier
time?
- What other
kinds of activities is Amy involved in other than music?
- Do you think
it is a good idea for Amy to have career plans other than
as a musician? Why?
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