June 2004     Vol.5 Issue 6

All Lesson Plans

Stock Market

Suggested lesson plan for “Local team
wins twice in stock market competition”

Possible hard words: Proper names: Justin Hoffman, Corey Jenkins, Alex Giovanoni, Mark Twain, Tom Sawyer, LaSalle Springs Middle School, St. Raphael the Archangel School, Abercrombie and Fitch, Hollister, Martha Stewart
Other words: skeptical, principal, retailer, portfolio, narrator, conservative, minimize, fraud

BEFORE READING: Have the young reader read the entire list of possible hard words. Help out where needed but keep track of the number of items needing help. If no more than three needed your assistance, ask the young reader to read the article silently. If four to six items needed your help, ask the young reader to read the article aloud to you. If seven or more items called for help, you volunteer to read the article aloud. In all three cases note that questions will be asked after the reading.

DURING READING: For the silent reader, offer to help out with words if asked for help. For the one reading aloud, supply troublesome words fairly quickly in order to keep the reading fluent. If you read aloud, model smooth, fluent oral reading.

AFTER READING: Use questions such as the following in order to check understanding and to promote a discussion of the article.

1. Why was Mark Twain considered “skeptical” about investing in the stock market?
2. What did the team do before investing in a stock?
3. Why does “selling short” seem to be a bad idea?
4. Would you be interesting in playing the investment game? Why or why not?

Profile

Suggested lesson plan for
“Collinsville kid wins Achiever award”

Possible hard words: Proper names: Kalina Kutriansky, Robert Reeves, Bulgaria, Boyko, Ena
Other words: accomplishments, traditionally, mountainous, volunteer

BEFORE READING: Have the young reader read the items from the list of possible hard words in order to familiarize him or her with the article and prepare for reading it. Since there are few difficult items, ask the young reader to read the article aloud and be prepared to discuss it afterward.

DURING READING: If there are any names or words that seem to impair fluency, supply them fairly quickly.

AFTER READING: Use questions such as those that follow to check comprehension and stimulate some discussion.

1. Why was selection as student council vice-president unusual for Kalina?
2. Name as many activities as you can that Kalina participates in.
3. Why did Kalina have to drop out of cheerleading and basketball?
4. Which of Kalina’s activities would you be most interested in for yourself? Why?

Books

This month's book reviews

Kids get a look into the great
depression and small town life

Richard Peck’s “A Long Way From Chicago” is a novel written in an unusual format. Each chapter, almost a free-standing short story in itself, represents one summer’s experiences as two siblings visit grandma’s house during the years of the Great Depression. The visitors, reluctant at the beginning of their visits, gain insight into and appreciation for their Grandma and her life style as they mature into young adulthood. Peck’s almost slapstick humor serves to make vivid the characters and the aura of Midwest small town life in the 1930’s. Any adult with rural or small town connections from his or her youth would find the little book an entertaining read just as much as a young reader will find it to be.

A stark orientation to life for
a girl in Afghanistan under the Taliban

Middle grade children in America today are reminded daily that their country is involved in wars in strange countries such as Iraq and Afghanistan. The book, “The Breadwinner” by Deborah Ellis, helps bring to life what similar-aged children were experiencing in Taliban-dominated Afghanistan. Although the book paints a fairly stark picture of civilian life in a war-torn country, the author is writing for children and she is careful in her selection of incidents to describe. “The Breadwinner” is a good choice for children who are trying to better understand some of the things they hear about in the daily news.

An eleven-year-old tells stories to calm his little brother

An eleven-year-old in a troubled family situation feels responsible for his six-year-old brother. Archie makes up adventure stories to distract his little brother Oggie’s attention from their troubles and to calm his fears. Things get complicated when real life adventures start to rival the action in the comic book type stories that Archie was making up. Children’s author, Janet Taylor Lisle, makes a good case for taking responsibility as well as for the power of story telling and writing.

A young girl tries to make her life
more interesting by writing about it

Sandwiched between a twelve-year-old brother and a two-year-old little sister, nine-year-old Lizzie thinks her life is pretty boring. After finding her mother’s old portable typewriter and hearing about how her mother used it years before to help pay for a trip around the world, Lizzie decided to make her own life more interesting by writing about it, using the same old typewriter. She finds that by shading the facts just a little bit, a dull life can seem quite interesting, even hilarious. Children’s author, Mary Eccles, in her book “By Lizzie” attempts to draw young readers into finding as much fun in writing as she does.

Sports

Suggested lesson plan for “Jefferson
County kids lead skateboard project”

Possible hard words: Proper names: Citizenship Education Clearing House, Bobby Propes, Jefferson County Commissioners, Ashley Bruce, Brandon Null, Mitchell Gossage, Jackie Glick, Christopher Rowley
Other words: petition, circulated, involvement, guitar, essay

BEFORE READING: To help prepare the young reader for reading the article, have him or her read the list of possible hard words. Help out where needed. Then, ask the young reader to read the article aloud to you and be prepared to discuss it.

DURING READING: If any words or names still cause a problem, supply them quickly to help keep the reading reasonably fluent.

AFTER READING: Use question such as these to check comprehension and to stimulate discussion of the article.

1. What was the purpose of the Citizenship Education Clearing House project at Northwest Valley Middle School?
2. What two places was Ashley Bruce’s petition for funds submitted?
3. What did the kids have to do to win a trip to visit the county courthouse in Hillsboro?
4. Have you ever been part of a petition drive? Describe.

History

Suggested lesson plan for
“Local kids set for national history day”

Possible hard words: Proper names: Lexi Panopoulos, Kristin Wahl, Rachel Ampleman, St. Raphael the Archangel School, Christy Connor, Defiance, Richard and Gloria Barrett, Boonesborough, Ky., Shoshoni, Battle of Gettysburg
Other words: frontiersman, reputation, previous, dismantled, rearrange

BEFORE READING: To help prepare the young reader for reading the article, have him or her read the list of possible hard words. Provide help if needed. Afterward ask the young reader to read the article aloud to you and be ready o answer questions about it.

DURING READING: Provide any troublesome words quickly in order to keep the oral reading reasonably fluent.

AFTER READING: Use questions to check understanding and to promote a discussion of the article. Examples follow.

1. Why was Lexi especially motivated to do an exhibit on Daniel Boone?
2. Describe what you think the exhibit looked like.
3. Why is the trip to Baltimore especially exciting for the kids?
4. Why do the kids think they will do better in the competition this year than last year?

Environment

Suggested lesson plan for “Kids
help develop conservation area”

Possible hard words: Proper names: Sappington Elementary School. Claire Gempp Davidson Conservation Area, Taylor Noce, Joe Sartorius, Madeline Sartorius, Will Richards
Other words: commercially, caterpillar, salamander, ecology, mulberry, environment

BEFORE READING: To acquaint the young reader with the vocabulary in the article, have him or her read the list of possible hard words. You help out where help appears to be needed. Next, ask the child to read the article aloud and be prepared to discuss it.

DURING READING: Be quick to supply troublesome words in order to keep the oral reading reasonably fluent.

AFTER READING: Use questions such as the following to assess comprehension.

1. What are some of the features of the Claire Gempp Davidson Conservation Area?
2. What do you think it means to say the land might have been “developed commercially and lost forever?”
3. What are the stages in the life cycle of a butterfly?
4. Are you interested in participating in maintaining a wildlife conservation area? Why or why not?

Music

Suggested lesson plan for “University
City girl gets aid with music lessons”

Possible hard words: Proper names: Saidah Kindall, Bellerive Elementary School, Whitaker Foundation, Brian Kellum, Cameron Youth Orchestra, Queeny Park, Hameed, Mustafa, Yusef, Aisha Designs
Other words: mandatory, dedication, underwrite, embarrassing, neonatal, premature

BEFORE READING: Have the young reader read the possible hard words list. Provide any help needed while keeping track of the number of items requiring your help. If no more than three call for assistance, ask the young reader to read the article silently. If four to six items call for help, ask the young reader to read the article aloud. If seven or more items require help, you offer to read the article aloud. In all instances point out that questions will be raised after the reading.

DURING READING: For the silent reader offer to help out with names or words if asked for help. For the child reading aloud, supply troublesome items quickly in order to keep the reading fluent. If you read aloud, model expressive, fluent oral reading.

AFTER READING: Use questions to check comprehension and promote some discussion of the article. Examples follow.

1. What does Saidah think is her strength as far as her music goes?
2. What was Saidah’s most embarrassing moment?
3. How does music fit into Saidah’s career plans?
4. Do you want to become more involved in music? Why or why not?

Broadway Diary

Suggested lesson plan for “Neil’s
Broadway debut is “awesome”

Possible hard words: Proper names: Neil Shastri, Bombay Dreams, Bollywood, India, Munna, Tanvir Gupal, Tony, London, Webber, Sperreng Middle School, Chinese-Americans
Other words: alternate, matinee, version, promote, preview, rehearsals, reaction, carnival

BEFORE READING: To gain some idea of how easily the young reader can read the article, have him or her read the list of possible hard words. Provide help as needed and keep track of the number of items requiring assistance. If no more than three call for help, have the young reader read the article silently. If four to six items require help, ask the young reader to read the article aloud to you. If seven or more items need your help, you offer to read the article aloud. In all three instances, point out that questions will be asked afterward.

DURING READING: For the silent reader, offer up front to help with any names or words if asked for help. For the one reading aloud, supply troublesome words fairly quickly in order to keep the reading fluent. If you read aloud, model fluent oral reading.

AFTER READING: Use questions such as the following to check comprehension and stimulate a discussion of the article.

1. Why do two different kids have to be ready to play the role of Munna?
2. What kinds of things does Neil do as part of his job other than perform on stage?
3. Why is Neil’s life easier now that the play is in its formal run?
4. Do you think you would like to be a Broadway performer? Why or why not?