May 2005 Vol. 6 Issue 5

All Lesson Plans

Young Achievers

Suggested lesson plan for "2005 Gateway Young Achievers"

This article is unusual in that it lists a number of proper names and then gives a brief description of the activities of six of the middle school age kids on the list. It is suggested that you have the young reader read the article aloud after first telling him or her that you will help out, especially with any of the names in the article. Questions that might be used after the reading are:

1. What kind of awards were available to kids nominated for the Young Achiever program?
2. What kinds of activities seemed to make kids eligible for the awards?
3. Which activities listed most appealed to you as something you do or might do?
4. Do you think this kind of competition is a good thing ? Why do you think so?

WHM Art

Suggested lesson plan for "Kids learn teamwork, creativity with art"

Possible hard words:

Proper names: Jamie and Shane Downing, Brad and Laurie Walkenhorst, Florissant, Jada Burks, Alicia Reese, James J. Egan, Larina Haley, Danielle Dawson

Other words: unique, garishly, ambitious, vegetarian, recruited, individuality

BEFORE READING: To determine how easy or how difficult the article is likely to be for a young reader, have him or her read the list of possible hard words. Help out with names and words that seem to stymie the child's attempts to pronounce them. Keep track of the number of items that require your help. If no more than three items require assistance, ask the child to read the article silently. If four to six items call for assistance, ask the child to read the article aloud to you. If seven or more items require help, you offer to read the article aloud to the child. In all three instances point out that questions will be raised after the reading.

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

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

1. Why was the club founded in the first place?
2. Why are some of the club's project considered "different?"
3. What were the kids told to "say" with their banners this year?
4. Who you like to participate in something like this art club? Why or why not?

School Night at Fox

Suggested lesson plan for "25 groups at Performing Arts Night at Fox"

Possible hard words:

Proper names: McKinley CJA Symphonic Wind Ensemble, Madison Elementary Honors Choir, Jason Harris, Bob Dorries, Ally Hany, Jasmine Furnace, Yan Zhu, John Berger, Mark Clark, Autumn Jacobs, Nicholas Usoroh, Carlos Prado

Other words: percussion, spectators, soprano, ensemble, endorsement

BEFORE READING: To assess how easy or difficult the reading will be for the young reader, have him or her read the list of possible hard words. Because the list seems to be heavy with proper names, ask the child to read the article aloud to you. Point out that questions will be raised after the reading.

DURING READING: Supply any names or words fairly quickly that seem to be interfering with reading fluency.

AFTER READING: Use questions such as the following to check understanding and promote discussion.

1. What does the co-conductor sometimes do to help convince the kids that they really know the music?
2. What seems to be clearly evident that all the kids have to do between instrumental performances?
3. For the choir members, what kinds of things are required beyond just singing ability?
4. Would you like to be a performer in a group such as those described? Why or why not?

Mark Twain Books

Suggested lesson plan for "Two local kids help make final list"

Possible hard words:

Proper names: Sara Ponder, Kelly Murphy, Casey, Rebecca Schuder, Elvis Presley, Missouri Association of School Librarians

Other words: complicated, memorabilia, indefinitely

BEFORE READING: In order to give him or her some idea of what the article includes, have the young reader read the short list of possible hard words. Then ask the reader to read the article to you and be ready to discuss it afterward.

DURING READING: Provide any troublesome word fairly quickly in order to keep the reading fluent.

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

1. Briefly describe what the Mark Twain List is and how kids participate in making it up.
2. Are there books that kids like that do not make the list?
3. Name some of the categories of books that the girls in the article said they liked.
4. Would you use the Mark Twain list to help you make your reading selections? Why or why not?

Muny Kids

Suggested lesson plan for "Local kids prepare for The Muny's 2005 season"

Possible hard words:

Proper names: Tess Boyer, Glen Carbon, Ill., Nicholas Oliveri, Clayton, Laura Bush, Gershwin, Julliard, Cincinnati College of Art and Music

Other words: publicity, troupe, promotional, medley, soprano, auditions

BEFORE READING: Have the young reader read the 14 items from the list of possible hard words. Help out with any that require your assistance, but keep track of the number of the items that require help. If no more than three require assistance, ask the child to read the article silently. If four to six need help, ask the child to read the article aloud to you. If seven or more items require your help, you offer to read the article aloud to the child. In all three instances, point out that questions will be raised after the reading.

DURING READING: For the silent reader, simply point out that you will help out with any words or names if asked for help. For the one reading aloud, supply any words fairly promptly that seem to be impairing reading fluency. If you read aloud, model expressive, fluent oral reading.

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

1. What are the Muny kids required to do besides performing in the actual shows?
2. Does The Muny have much of a history of using young kids in its shows?
3. What kinds of backgrounds have Nicholas and Tess had in performing before audiences?
4. Would you like to perform in a Muny show? Why or why not?

Girls' BB

Suggested lesson plan for "Sparks head for basketball nationals"

Possible hard words:

Proper names: St. Louis Crusaders, Breanna McLaughlin, Ebony Davis, Alneshia Day, Claude Ussery, Kahlis Lahai-Pumagoi, Leslie and Heather Damper

Other words: prevail, consecutive, versatility, qualification, nucleus

BEFORE READING: To acquaint the young reader with names and words to be met in the article, have him or her read the list of possible hard words. Provide help as needed. Then ask the reader to read the article aloud to you and be ready to discuss it afterward.

DURING READING: Provide help with any names or words that seem to be impairing reading fluency.

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

1. What accomplishments show that the St. Louis Sparks are an unusual basketball team?
2. How do we know that if the Sparks had lost in the District Finals, they would have had another chance against the Crusaders?
3. Besides basketball skills, what other things are important, according to seventh grade player, Kalia.
4. What is your attitude toward playing basketball for a team?

History Day

Suggested lesson plan for "Wydown students excel in documentary films"

Possible hard words:

Proper names: Wydown Middle School, Nate and Alex Townsend, Ellie Bullard, Aaron Praiss, William Behrend, Orson Wells, Adolph Hitler, Aryan, Jesse Owens, John Carlos, Janet Baldwin, Bob Costas, June Wuest-Becht

Other words: documentary, classification, controversial, inspiration, alien, architect

BEFORE READING: To determine how easy or how difficult the article might be for the reader, have him or her read the list of possible hard words. Help out with the words and names, but keep track of the number of items that require your help. If no more than three items required your assistance, have the young reader read the article silently. If four to six required help, ask the young reader to read the article aloud. If seven or more items needed help, you volunteer to read the article aloud. In all three instances, point out that questions will be raised after the reading.

DURING READING: For the silent reader, simply point out that you will help 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 fluent, expressive oral reading.

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

1. Why did Nate pick the World Wide Web as his topic for a documentary?
2. What was memorable about the 1938 radio drama by Orson Wells?
3. Why were the 1936 and the 1968 Olympics picked for Aaron and William's documentary film?
4. Would you have any interest in trying to produce a documentary film? Why or why not?

Books

This Month's Book Reviews

A sentimental and inspiring novel
about a Jewish immigrant girl

"A Time for Angels" by Karen Hesse may be a children's book but it is not light reading. Its heroine, young Hannah Gold, must deal with more setbacks and trials in a few months of her life than many adults have to face in a lifetime. As is pointed out in the kids' review, Hannah is coping not only with the problems of impoverished immigrants living in tenements, but with the consequences of a World War and a pandemic disease that is killing off people all around her.

That Hannah, a brave heroine, is able to overcome the obstacles she faces is a tribute to the human angels who help her, as well as to the one in spirit form which appears at critical points in her trouble-filled life. The rich detail and sensitively-drawn characters in this book will make it a memorable read for young readers.

Combining history, adventure, and an environmental preservation message

A sanitized version of a famous bandit's escapades

Joaquin Murieta was a Mexican bandit who terrorized gold seekers in the California for the early 1850's. "Bandit's Moon" by award-winning children's author Sid Fleishman is a fictional version of part of the bandit's activities. The story is told in the first person by Annyrose Smith, a young orphan girl who masquerades as a boy, is captured by Murieta, and, while in captivity, teaches the outlaw to read. The story is humorously told as it presents Murieta as basically a good guy who was forced into banditry by the circumstances of the times. The publisher reports the book is for 9 to 12 year-olds and is written at a 5.8 readability level.

"Extreme Sports" that you may not want your kid to imitate

Gary Paulson is a prolific writer of kids books, many of which have been award-winning publications. "How Angel Peterson Got His Name" purports to be an autobiographical account of five different events that Paulson remembers from his childhood in the post-World War II era of northern Minnesota. Each story is told in a humorous and clearly exaggerated vein. If there is any downside to such a publication, it only would be in that it might encourage some young male readers in conducting their own stupid and dangerous stunts.

The publisher reports an interest level of 10 and up and a readability level of 6.2.