September 2004     Vol.5 Issue 9

All Lesson Plans

Forest Park

Suggested lesson plan for "Asking
for kids' help in BioBlitz inventory"

Possible hard words: Proper names: Marguerite Garrick, St. Louis Mycological Society
Other words: unique, rejuvenated, naturalists, aquatic, lichens, bio-diversity, demonstrations, lobbyist

BEFORE READING: In order to help a young reader anticipate the vocabulary in the article, have him or her read the list of possible hard words. Provide help where needed. Afterward ask the young reader to read the article aloud to you and be ready to discuss it after the reading.

DURING READING: Supply any words fairly quickly that seem to be impairing fluency.

AFTER READING: Use questions to promote discussion of the article. Examples follow.

1. What are some of the things that search groups will be looking for?
2. Who will use the results of the search and for what purpose?
3. How are the lakes in Forest Park different from before?
4. Would you have any interest in being part of the BioBlitz? Why or why not?

Conservation

Suggested lesson plan for "Kids
seek high conservation rating?

Possible hard words: Proper names: Heather, Aaron and Travis Gemmell, Lisa, Missouri Conservationist, Pevely, Holocaust Museum, Mastodon
Other words: archery, survival, siblings, exception, salamander, watercress, mimosa, predators, swallowtail, pedestal

BEFORE READING: To determine how difficult or easy a young reader might find 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 calling for help. If no more than three items require assistance, ask the young reader to read the article silently. If four to six items require assistance, ask the young reader to read the article aloud to you. If seven or more items appear to cause problems, you offer to read the article aloud to the young reader. In all three instance, point out that questions will be asked after the reading.

DURING READING: For the silent reader, offer to help out with any words if asked. For the one reading aloud, supply fairly quickly any words that appear to be impairing fluency. 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. What does it mean to say the Frontiers program combines learning and service projects?
2. How does their home contribute to the Gemmell kids interest in Missouri wildlife?
3. Why did it take three tries before the Gemmels had a successful butterfly garden?
4. Does the Missouri Conservation Frontiers program sound like something you would be interested in? Why or why not?

Holiday Art

Suggested lesson plan for "Local
kids' artwork helps Glennon kids"

Possible hard words: Proper names: Kara Boschert, Claire Mueller, Eugene Morganthaler, Cardinal Glennon Children's Hospital, Hanukkah, Kwansaa, Chorale, Dimensions Dance Studio, Appalachian Trail
Other words: finalist, commemorate, menorah, animation, doodling

BEFORE READING: Have the young reader read the list of names and words. Provide help as needed. Ask the child to read the article aloud to you and be prepared to discuss it.

DURING READING: Provide any words fairly quickly that seem to be impairing fluent reading.

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

1. What is the purpose of the design contest?
2. What was unusual about Eugene's holiday drawing?
3. What other activities do some of the contestants get involved in?
4. Would you enjoy designing a holiday card? Why or why not?

Books

This month's book reviews

Comedians, even fifth-grade ones,
aren't necessarily happy people

As is true with many kids' books, the plot of "My Life as a Fifth-Grade Comedian" may not be as frivolous as the title and cover illustration suggest. In the behind the scenes plot, Bobby, the perennial class clown, is coping with parental discord and the possible loss of an older brother. The father is guilty of being harshly judgmental of his sons and using sarcastic humor in his criticisms of them. The mother is angry because she is aware of the father's trait and blames him at least partially for driving one of the sons out on the street.

Not the least of fifth-grade Bobby's problems is trying to understand his own use of sarcastic humor and his taking on responsibility to help improve his parents' relationship and, hopefully, bring his outcast brother back into the family. Needless to say, this is pretty heavy stuff for a kids' book.

A teacher's absence provides a
growing-up opportunity for sixth graders

Author Ralph Fletcher in "Flying Solo" builds a story of kids' developing some mature insights around their being unexpectedly left on their own to manage their sixth grade classroom. The range of abilities to accept social responsibility as it exists in a typical sixth grade classroom is illustrated very well. It is not unusual for kids to act out in defiance of what they see as an overly-structured and confining school environment. In this story, however, the group's original act of defiance turns out not only to be benign but positive in its outcomes.

A kids' book of short stories written
by a distinguished children's novelist

There are many authors who would agree that it's easier to write novels than to write short stories. A writer with the unusual name Avi is author of "What do Fish Have to Do with Anything? And other stories." Avi has received numerous awards for his children's books, including the Newbery Medal. He is quoted in this book of seven stories as saying that writing a short story "is like lighting your way through a dark cave with a tiny birthday candle. The flame may be small, but in the darkness, if the writer has done the job, how bright the light!" Avi has done the job in this little book.

A girl copes with a physical
disability and parental discord

"Stranded", written by Ben Mikaelsen, is a multi-layered children's novel. There is adventure enough for any reader since the story is set in the Florida Keys and is centered around sea-related activities. The paperback also deals with the struggles of a twelve-year old girl, missing a lower right leg, in her efforts to bring her estranged parents together while she tries to be as "normal" as any other kid. Of course, another purpose of the novel is to promote human accountability in mankind's apparent rush to ruin the habitat for other creatures in the environment.

A characteristic of good children's literature is that books tend to do more than just tell a good story. "Stranded" is included on lists for children's choice awards throughout the country, indicating that critics and readers feel that the author is accomplishing his goals.

Final Four

Suggested lesson plan for "'Madness'
lessons lead up to men's tourney"

Possible hard words: Proper names: San Antonio, Newton's 3rd Law of Physics, Sculpting Motion
Other words: customized, preview, ratio, percentages, reaction, 3-dimensional, principles

BEFORE READING: To help the young reader anticipate some of the vocabulary to be met in the article, have him or her read the short list of possible hard words. Help out where needed. Afterward, ask the child to read the article aloud to you and be prepared to respond to questions about it.

DURING READING: Quickly supply any words that seem to be impairing fluency.

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

1. What do the Middle School Madness activities serve to preview?
2. What are some of the activities expected to be open to kids during the Middle School Madness program?
3. Why is this year's Madness program expected to draw even more participation than in the past?
4. Do you have any interest in participating in the Middle School Madness activities? Why or why not?

Sports

Suggested lesson plan for "Ballwin
Boy has fine tennis summer"

Possible hard words: Proper names: Brandon Davis, Zane Simmons, Oklahoma, Frontenac Racket Club, Mac MacDonald. Andy Roddick, Roger Federer
Other words: entrants, competitive, confidence, consistent, tendency

BEFORE READING: Ask the young reader to read the list of names and words, providing any help if needed. Since the article is fairly easy reading, ask the young reader to read it aloud to you. Point out that questions will be raised after the reading.

DURING READING: If any words seem to inhibit reading fluency, supply their pronunciation fairly quickly.

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

1. What was unusual about Brandon's reporting his single best experience?
2. Why do you think Brandon's parents played some part in his becoming interested in tennis?
3. What kind of player does Brandon say gives him the most trouble?
4. Are you interested in tennis? Why or why not?

Entertainment

Suggested lesson plan for
"Air show fun and sharks too"

Possible hard words: Proper names: Chesterfield, Golden Knights Parachute Team, Anhesuser-Busch Clydesdales, Faust Park, Purina Farms, Double Vee-Tuskagee Airmen, Boeing Company, Greg Raposo, Richard Marx, Ryan Cabrera and Avion Other words: uniform, seminars, aerial, static, mural, helicopters

BEFORE READING: In order to help a young reader prepare 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 ready to discuss it afterward.

DURING READING: Supply any words fairly quickly that appear to be impairing fluency.

AFTER READING: Use questions to check comprehension and promote a discussion of the article.

1. What kind of air show will be provided?
2. What other types of entertainment will be available?
3. Who were the Tuskegee Airmen?
4. Which will you find more interesting - the air show or the Live Shark Show? Explain why.

Profile

Suggested lesson plan for
"Overseas mission work by Achiever"

Possible hard words: Proper names: Michael Arb, Fenton, Thailand, Cynthia, Caleb, Debbie Wheeler, Taryn, Minnesota, Haiti, Guatemala, Rwanda, Indonesia, Chicago
Other words: orphanage, missionaries, celebration, disadvantaged, universal

BEFORE READING: As a way to determine how difficult reading of the article might be for a young reader, have him or her read the list of possible hard words. Provide help where needed and keep count of the number of times you have to help with a word or name. Of the eighteen items, if three or fewer cause a problem, ask the young reader to read the article silently.

If four to six cause difficulty, ask the young reader to read the article aloud to you. If as many as seven items cause problems, you offer to read the article aloud. In all three instances indicate that questions will be raised after the reading.

DURING READING: For the silent reader, point out that you will help with any words or names if asked for help. For the child reading aloud, provide troublesome words fairly quickly in order to keep the reading fluent. If you read aloud, model smooth, expressive oral reading.

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

1. What did Michael help to build in each of his two trips to Thailand?
2. What did Michael consider to be the most fun on the mission trips?
3. Do you think that throwing ice water on the workers was a good idea? Why or why not?
4. What did Michael think was a universal language for kids everywhere?