October 2001     Vol.2 Issue 10

All Lesson Plans

Lifestyle

Suggested lesson plan for "Kennerly School kids show "respect" with disaster fund drive"

Readability: About sixth grade reading level

Possible hard words: Proper names: Lindbergh School District, Samantha Harris, Friendship Circle, Frank Albenesius, Matt LaGrotta, Bria Williams, Beacon of Character, Samantha and Nicholas Harris
Other words: disaster, patriotic, demonstrate, argument, stenciled, assemblies, disagreements

BEFORE READING: Suggest that the young reader read all the words from the list of possible hard words. Provide help with the words as needed. If no more than three are missed, ask him or her to read the article silently. If four to six words are missed, ask him or her to read the article aloud. If seven or more are missed, volunteer to read the article aloud to him or her. Indicate that questions will follow the reading in all three cases.

DURING READING: For the child reading silently, offer to help with any words if asked. For the child reading aloud, supply words fairly promptly in order to keep the reading fluent. If you read aloud, model fluent and expressive oral reading.

AFTER READING: Use questions such as these to check understanding and stimulate a discussion.

1. What happens each month in the character education program?
2. How does the Friendship Circle work?
3. What is the 'Beacon of Character?"
4. Does your school have a similar program? Do you think it is a good idea to have such programs? Why or why not?

News

Suggested lesson plan for Marissa (Ill.)
students send experiments into space

Readability: About sixth grade level

Possible hard words: Proper names: Marissa High School, Queensland, Australia, Project Aria, Washington University, Southern Illinois University - Carbondale, Melanie Dickey, Chelsea Kinsel, Alyssa Lewis, Amy Hagen, Fred Lewis, Gina Gilley, Lindsey Erb, Huntington College in Indiana, John Brown College in Arkansas, University of Illinois at Champaign
Other words: comparative, duplicate, germinated, fluctuations, equivalent, alternate, symposium, hydroponics, aeronautical, forensics

BEFORE READING: There are twenty-six sets of names and terms in the list above. Have the young reader read the items as you provided help where needed. If no more than three terms call for help, encourage the young reader to read the article silently. If four to seven terms require help, encourage the young reader to read the article aloud to you. If eight or more terms cause difficulty, you offer to read the article aloud. In all instances, note that questions will be raised afterward.

DURING READING: For the silent reader, offer up front to help with any words if asked. For the child reading aloud, supply any words that are problems in order to keep the reading fluent. If you read aloud, model fluent and expressive oral reading.

AFTER READING: Use question such as those following to check comprehension or promote discussion.

1. Describe the project the students are doing in space with NASA.
2. What did the kids do a year ago as part of the total experiment?
3. What did the students find when the two projects were compared?
4. What explanation was offered to explain the differences?
5. How did participation in these science projects seem to influence some of the kids?

Food

Suggested lesson plan for "St. Louis
kids learn cooking as art"

Readability: Sixth grade reading level

Possible hard words: Proper names: Center of Contemporary Art, Chef Mike Johnson, Cafe Mira, Max Jewett, Thomas Lawrence, David Human, Garrett Finazzo, Jared Hampp, Alex Slavin
Other words: culinary, mustache, pepperoni, tortellini, oregano, mayonnaise

BEFORE READING: This is a relatively easy article. Have the young reader read all the names and words from the list, providing any help as needed. Then ask the child to read the article aloud to you. Indicate that a discussion will follow.

DURING READING: Provide help with words if needed to keep the reading fluent.

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

1. How does a cooking class fit in with the usual lessons offered at COCA?
2. What were a couple of things the boys did to make their cooking "artistic"?
3. How did Chef Johnson start the class?
4. What use was made of Butterfinger candy bars?
5. Are you interested in cooking enough to take a class? Why or why not?

Books

This months' book reviews

A New Orleans sightseeing book that
happens to be about teen-age musicians

There aren't too many books for kids that feature young musicians as the main characters. "Jammin' on the Avenue" does just that. It would be for the kid studying music what a sports book is for the young athlete. It does focus on the competition involved for the more talented young musicians as they vie for recognition and scholarships. But the author does a good job of bringing in a number of other themes. She establishes that there should be an element of good sportsmanship in music competition and that a "win at all costs" attitude is not acceptable.

The book should appeal to young readers also because it presents a picture of teen-agers learning to deal with their own insecurities and with interrelationships with their peers. And just for good measure, the author throws in a promotional travelogue touting the food and the sights of historic New Orleans.

Another multiple prize-winning children's book

"Because of Winn-Dixie" is a Newbery Honor book as well as the recent recipient of more than half-a-dozen other national awards, including a "School Library Journal" Best Book of the Year award. The story is written in the words of India Opal Buloni, a young girl being raised by a distracted father, a Southern Baptist preacher, who has just moved to be pastor of a small town church in Florida. Opal's mother had abandoned her husband and daughter when Opal was an infant.

Winn-Dixie is the stray dog who becomes the catalyst for helping Opal overcome her loneliness, finally reach her father and establish a good father-daughter relationship, and develop a sense of her own identity. That's a big order for a dog to fulfill. But it all unfolds in a highly readable manner in Kate DiCamillo's Candlewick Press published paperback.

Another prize-winning book, but one based on traditions and customs foreign to young readers

"Homeless Bird" by Gloria Whelan is a recent National Book Award Winner. It tells the story of Koly, a young girl in India caught up in the custom of arranged marriages. Her particular marriage is an unfortunate one that leads to the young bride's abandonment. She is forced to make her own way in a culture that does not expect young women to be independent and resourceful.

The book does a nice job of presenting the hardships that the young heroine faces as a result of a society's customs, yet does it without being judgmental about the society. A child reader can identify with Koly and her problems and, at the same time, understand how Koly can love her nation and its culture and customs.

Can a modern movie based on special
effects for impact be reduced to print?

Other books reviewed this month have been awarded prizes as outstanding books for children. Not so "Spy Kids." This paperback is clearly an effort to exploit the popularity of a movie of the same name. However, if kids want to read books based on action movie plots, what's wrong with that?

"Spy Kids" has improbable characters and a totally unrealistic plot. That description applies to many action movies today and to many of our regular television shows. There's a good chance, though, that the child who will read such a book because of its popularity as a movie, may just find that books can be just as entertaining as a movie or a TV show. Isn't that what we are trying to do - get our kids to read more and watch movies and TV less?

Outdoors

Suggested lesson plan for "Illinois kids find upkeep of native prairie is big job"

Readability: About sixth grade reading level

Possible hard words: Proper names: Belleville, Gateway Region Environmental Excellence award, Monarch butterflies, Tiffany Koehler, Stephanie Jacobs, Jessica Glatz, Emily Brabenec, Scott Johnson, Don Kniepkanp, Treehouse Wildlife Center
Other words: flourished, pioneers, volunteers, kestrels, circulate

BEFORE READING: Have the young reader read the list of names and words. Provide help where needed. If no more than three words are missed, have the child read the article silently. If four to six words are missed, suggest the child read the article aloud to you. If seven or more are missed, you volunteer to read the article aloud. Let the child know that questions will be raised after the reading.

DURING READING: Indicate to the child reading silently that you will help out with words if asked. For the child reading aloud, provide words as needed to keep the reading fluent. If you read aloud, model fluent and expressive oral reading.

AFTER READING: Stimulate discussion by raising question such as these.

1. How would you describe a native prairie as created today?
2. What are some of the wildlife forms that are found in the Douglas School prairie?
3. What help has the Illinois master gardener provided?
4. What happened to Emily Brabenec's family garden?
5. Have you done any gardening or do you have any interest in it? Detail your answer.

Enrichment

Readability: Sixth grade reading level

Possible hard words: Proper names: Gifted Resource Council, Academic Challenge Cup, Wydown Middle School, Washington University, Susan Flesch, Judy Joerding, Ferguson- Florissant School District, Watercolors a la Monet, Marla Dell, Lego Mindstorm program, Stephen Randoll, Aramaic, Hebrew, Arabic,
Other words: male-dominated, financial aid, participants, accomplished, academically, interaction

BEFORE READING: Have the young reader read the list of possible hard words. If no more than three cause a problem, have the child read the article silently. If four to six are missed, have the child read the article silently. If seven or more are missed, you volunteer to read the article. In all cases, note that questions will be raised after the reading.

DURING READING: For the silent reader, indicate that you will help with words if asked. For the child reading aloud, provide words as necessary to keep the reading fluent. If you read aloud, try to model expressive and fluent oral reading.

AFTER READING: Some follow-up activity questions might include ones such as these.

1. What are some of the 45 different subjects explored at the Learning Labs?
2. About how many kids seem to take advantage of these Learning Labs? What about cost?
3. What are the Learning Labs meant to accomplish?
4. What was used to power the engine in the car described at the end of the article?
5. Do you think any of these Labs would be of interest to you? Which ones? Why?

History

Suggested lesson plan for "Lewis and
Clark project asks kids to look
at history and math questions"

Readability: About sixth grade reading level

Possible hard words: Proper names: Merriwether Lewis, William Clark, Corps of ReDiscovery, Lakota Sioux, Chamberlain, S.D., Jim Sturm, Wydown Middle School, Lewis and Clark Bi-Centennial Expedition, Scott Mandrell, Dakota Wesleyan College, Mitchell Vo-Tech
Other words: expedition, route, re-enactment, unique, drought, plague

BEFORE READING: This is a relatively short article. Have the young reader read the names and words from the list. Help with words where needed. Then suggest that he or she read the article aloud to you. Indicate questions will be raised afterward.

DURING READING: Help with words as needed to keep the oral reading smooth and fluent.

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

1. What kinds of questions are expected to be answered in the Corp of ReDiscovery project?
2. What has teacher Jim Sturm been seeking to do?
3. What special role has teacher Scott Mandrell had in the project?
4. Where did the students finally have to go to find out the correct amount of powder taken on the original expedition?
5. What is of special interest to you in this Bi-Centennial project? Why?

Sports

Suggested lesson plan for "Check out St. Louis Sports Commission's Sports for Kids"

This is a short article and one that consists of definitions and directions. Have the young reader read the article aloud to you. Help out with any words as needed to keep the reading fluent. After the reading, ask the young reader to explain in his or her own words each of the six parts of the Sports for Kids program. (You give the name of each part and ask the child to tell what he or she remembers about it.) Finally, ask if any of these six parts of the program would help out with a specific sports activity the child might be involved in. If appropriate, ask how or why this part of the Sports for Kids Program would help his or her specific activity.