September 2002     Vol.3 Issue 9

All Lesson Plans

News

Suggested lesson plan for "Kids' voting 2002 matches up with September 11 anniversary"

Readability: Eighth grade reading level

Possible hard words: Mehlville, Clayton, Ferguson-Florissant, Fox C-6, Francis Howell, Jennings, Normandy, Parkway, Ritenour, University City, St. Louis Public Schools, President George W. Bush, Judy Burnette, Principal Bill Eydman, Rogers Elementary School
Other words: disaster, presidential, congressional, coordinate, participation, tabulate, broccoli, controversial, campaign

BEFORE READING: There are twenty-four items on the list of possible hard words. Have the child read the list with your providing help as needed. If no more than four of the items require your help, encourage the child to read the article silently. If five to eight items require your assistance, ask the child to read the articles aloud to you. If as many as nine items require help, you volunteer to read the article aloud to the child. In each case, point out that questions will be raised after reading.

DURING READING: For the silent reader, indicate that you will help out with any names or words if asked for help. For the child reading aloud, you provide words as needed to keep the reading reasonably fluent. If your are reading aloud, model expressive, fluent oral reading.

AFTER READING: Use questions such as these to check for understanding and stimulate discussion of the article.

1. Why was Kids' Voting 2002 scheduled for September 11?
2. What is the "wish tree'?
3. How were broccoli and ice cream used to prove that it is important for everyone to vote?
4. Do you think Kids' Voting 2002 is worthwhile? Why or why not?

Outdoors

Suggested lesson plan for "You can
have a look at Missouri's prairie history"

Readability: About sixth grade reading level

Possible hard words: Proper names: Missouri Department of Conservation, Missouri Botanical Garden, Shaw Nature Reserve, Gray summit, Tom Meister, Pacific, Osage Indians.
Other words: pioneer, tranquilizer, reservations, previous, demonstration, scavenger hunt, tomahawk, medicinal

BEFORE READING: Have the young reader read the names and words from the list above. Provide any help needed. Suggest that the young reader read the article aloud to you and be prepared to discuss it afterward.

DURING READING: Supply any words fairly quickly that seem to impair fluent oral reading.

AFTER READING: Stimulate discussion and check for understanding by using questions such as the following>.

1. What seems to be the purpose of the Prairie Day event?
2. Why won't there be live bison at the event this year?
3. What are some of the stations and activities that are to be shown at the event?
4. Would you like to attend the Prairie Day event? Why or why not?

Food

Suggested lesson plan for "Which wild
plants in Missouri make good food?"

Readability: Fourth grade reading level

Possible hard words: Proper names: "Eleven Commandments of Wild Edible Foods", Keri Lanning, Missouri Department of Conservation, Soulard, Jerusalem artichokes
Other words: naturalist, bulrushes, rootstocks, tubers, chickweeds, thistles, amaranth, watercress, vitamins, aromatic, distinctive, persimmon, dandelion, graduated, experimentation, poisonous, uncontaminated

BEFORE READING: Have the young reader read the list of possible hard words, while you provide help as needed. Of the twenty-two items on the list, if no more than three cause difficulty for the young reader, ask him or her to read the article silently. If four to six terms cause problems, suggest that the young reader read the article aloud to you. If there is a problem with seven or more terms, you volunteer to read the article aloud. In all instances, point out that questions will be raised afterward.

DURING READING: For the child reading silently, offer to help with any words if asked. For the child reading aloud, supply any words fairly promptly that seem to be impairing fluency. If you read aloud, model expressive and fluent oral reading.

AFTER READING: To check understanding and promote discussion, use questions such as the following.

1. Why is it important to follow the "Eleven Commandments of Wild Edible Foods"?

2. Where should you limit your search for edible plants?

3. Why is it better to pick the potato-like plants in the fall?

4. Which of the suggestions for eating plants would you be most willing to try? Why?

Books

This month's book reviews

A compelling kid's novel about Philadelphia's yellow fever epidemic of 1793

"Fever 1793" is an award winning historical novel for kids authored by Laurie Halse Anderson. Through the eyes and voice of fourteen-year-old Mattie Cook, readers are introduced to life in Philadelphia when that city was the seat of the new nation's government. How Mattie and the entire city managed to survive a terrible outbreak of yellow fever in the summer of 1793 makes up the content of the novel. This story of how a typical young teenager rises to heroic heights in the face of a terrible tragedy in history should really involve a young reader of today.

Any adult giving it a quick read will also be rewarded by vividly experiencing a little known historical event.

• Buy this book from Amazon.com

A book by a children's author who
has been called a "magic realist"

"Skellig" is the first children's book written by David Almond. His second book, "Kit's Wilderness" was reviewed in the February 2002 issue of Young Saint Louis.com. A British author, his first book won numerous awards on both sides of the Atlantic. His second matched his first in critical acclaim, again both in Britain and the U.S.

His works have been hard for reviewers to categorize, since he lets the reader decide what is fact and what is imagination on the part of his characters. Almond would take exception to that observation, since he clearly believes that individual perceptions are real in and of themselves.

The reader pretty much has to accept the reality or existence of "Skellig", the strange creature that gives his name to the book. In "Kit's Wilderness", however, it is much more plausible to explain supernatural phenomena in terms of a collective consciousness or awareness of past events that seems to be embedded in our human genes. Such a mature adult explanation doesn't seem to apply in "Skellig". The creature is either real or is contrived in the imaginations of two kids, influenced by events around them that they do not understand.

As you can tell from this little bit of discussion, "Skellig" is not a typical kid's book. It would be a good idea if you read this one and prepare yourself to discuss it with your boy or girl who reads it. I suggest you let the child explain it to you first, so that you're not interjecting your adult analysis before the child presents his or her interpretation. After all, it is meant to be a kid's book.

• Buy this book from Amazon.com

A sea story and voyage of discovery
for a teenager and five of her relatives

As in any good children's novel, a young main character is trying to find his or her way in an adult world. Adversity helps the young hero or heroine discover strengths of which he or she was previously unaware. In Sharon Creech's novel, "The Wanderer", thirteen-year-old Sophie sets out to cross the Atlantic Ocean on a fairly decrepit sailing ship along with five male relatives from her adopted family. By voyage's end, all six of them, Sophie and her three uncles and two cousins, come to know themselves much more fully than before they set out to sea. Orphaned Sophie, finally, is secure in her place as a full member of the family.

"The Wanderer" is a Newbery Honor book by an author who earlier won the Newbery Medal for her book, "Walk Two Moons."

• Buy this book from Amazon.com

A late summer family outing turns
into a night of terror

Peg Kehret, author of "Earthquake Terror," knows how to bring to life a vacationing family's worst fears. She also knows how kids like to read about how another kid takes charge in the absence of adults and acts responsibly, even heroically, in the face of a potentially life-threatening disaster. Twelve-year-old Jonathan is scared to death in the face of the dangers that surround him and his little sister, just like any normal kid would be scared. Yet, he manages to do the right thing under pressures that no twelve-year-old should have to experience.

It would be an unusual young reader that could be induced to put this book down before reaching its exciting conclusion. Is this short paperback a children's classic? No. Is it worthwhile reading? Definitely, yes.

• Buy this book from Amazon.com

Health

Suggested lesson plan for "Rockwood South Middle School kids plan Red Ribbon Week"

Readability: Sixth grade reading level

Possible hard words: Proper names: Doubletree Hotel, Chesterfield, Ginny Shaller, Mary Corsair, Tony Moraldo, Heather Haberberger, Megan Campbell, Marjorie Powers, London Hansbrough
Other words: comprehensive, statistics, pompoms, community, orchestra

BEFORE READING: Have the young reader read the list of possible hard words. Provide help with the words as needed. Suggest that the child read the article aloud and be ready to discuss it afterward.

DURING READING: Supply any troublesome words fairly quickly as needed to keep the reading reasonably fluent.

AFTER READING: Use questions similar to these to check understanding and stimulate discussion.

1. What was the purpose of the "Grim Reapers" activity at school?
2. What is the overall purpose of "Red Ribbon Days"?
3. What kinds of other activities were the kids involved in at school and after school?
4. Does your school have any activities similar to Red Ribbon Days? Describe them.

Music

Suggested lesson plan for "A financial
boost for private music lessons"

Readability: Seventh grade reading level

Possible hard words: Proper names: Jolene Hibbler, Normandy Middle School, Whitaker Foundation, Marie Brown, Tricia Oates, Johann Sebstian Bach, AmerenUE Bright Star, Missouri Botanical Gardens.
Other words: unique, orchestra, subsidizes, dedication, solos, motivated, initiatives

BEFORE READING: Have the young reader read the items from the list of possible hard words. Offer help where needed, while keeping track of the number of problems. If there are no more than three items that cause a problem, ask the young reader to read the article silently. If there is a problem with four to six items, suggest that the young reader read the article aloud to you. If seven are more items are found to be troublesome, you offer to read the article aloud. In all three instances, point out that questions will be raised after the reading.

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

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

1. What are the conditions for receiving financial assistance from the music lesson program?
2. What seem to be the advantages coming from private lessons rather than just receiving lessons at school?
3. How does music training seem to relate to achievement in other school subjects?
4. Would you have any interest is receiving more training in music? Why or why not?

Education

Suggested lesson plan for "Kid's Cardinal stadium study gets national attention"

Readability: Above sixth grade reading level

Possible hard words: Proper names: Nathan Strauss, San Diego, Drew Trovillion, Governor Holden, John Burroughs School
Other words: geographic, environmental, pollution, developers, reversal, techniques, topography, groundwater, profiled, evolving

BEFORE READING: To obtain some idea of how difficult this article might be for a reader, have the child read the list of possible hard words. Help out with any words where needed. If no more than three seem to cause a problem, ask the young reader to read the article silently. If four to six words cause a problem, suggest the young reader read the article aloud to you. If seven or more are problems, you volunteer to read the article aloud. In all cases, point out that questions will be raised afterward.

DURING READING: For the silent reader, offer to help with any words if asked. For the child reading aloud, supply words fairly quickly that seem to be troublesome. If you read aloud, model smooth and fluent oral reading.

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

1. Described the study that the two boys conducted.
2. What change from the developer's plan did the boys recommend?
3. What makes you think Nathan is good in mathematics?
4. Why did Nathan make up the word "exsponger" for his title of the paper on "mad cow" disease?

Profile

Suggested lesson plan for "Volunteer work continues for Young Achiever"

Readability: Sixth grade reading level

Possible hard words: Proper names: Ben Levinson, University City, Brittany Woods Middle School, Frank, Deborah, Zachary Levinson
Other words: scholarship, volunteer, qualify. encyclopedia, application, competition, technology

BEFORE READING: There is a relatively short list of possible hard words. Have the young reader read the list as you help with any troublesome words. Then, suggest that the child read the article aloud to you. Indicate that questions will be raised after the reading.

DURING READING: Supply troublesome words fairly promptly in order to keep the reading fluent.

AFTER READING: To check comprehension and promote some discussion, use questions such as these that follow>

1. What kind of help did Ben offer at the summer day school?
2. What help does Ben provide computer users at the library?
3. List some of the other activities that Ben gets involved in?
4. Do you think Ben deserves an achiever of the year award? Why or why not?