The Hundred Penny Box

Sample Plan for Teaching a Story

People sometimes ask how I teach reading. This section is to answer that question. I don't consider myself an outstanding teacher of reading, but this worked well in the middle grades as a basic plan and could be used to prepare to teach any story or chapter.

The story I'm using for this demonstration is The Hundred Penny Box by Sharon Bell Mathis. It's a great book to introduce at the 3rd, 4th or possibly 5th grade level. I used it in 4th grade.

1. First, I read through the story myself, making notes of vocabulary words I expect the students might not know and writing down ideas for introducing the story, questions for discussion, topics for writing assignments, etc. I made up a form to fill out for each story as I read.
2. Next, I look up the vocabulary words I've chosen (no more than 20 a week) and write down the definitions as they fit in the context of the story. Be sure you know the correct pronunciation of each word chosen.
3. I prepare an overhead and a study sheet for the day I will introduce the story.
4. For this particular story, I made the following notes:
   • Ideas for introducing the story:
     • Talk about dialect and figures of speech, "John just spit you out."
     • Talk about autobiography v. biography.
   • Places referenced: Atlanta, Chicago. Find these on a map.
   • Time: 1874 - present. Look at the timeline in Facts Plus and note the order of events during this time. Aunt Dew will refer to many of these.
   • Characters: Aunt Dewbet, Michael, Ruth. Find their pictures in the book.
   • Other books to show/share: Books by Sharon Bell Mathis.
   • Discussion questions:
     • Was it right for mama to try to get Aunt Dew to start a new life?
     • How did each of the characters feel about the situation and what did they try to do to resolve the problems?
   • Writing assignment: Students do a time line of their lives with pennies, writing one major incident for each years. Magnifi-Cent Memories
5. Introduce the story and the vocabulary. To introduce the vocabulary, I put up the overhead. I pronounce the first word correctly and have the students, en masse, pronounce it after me. Listen and correct pronunciation if necessary. I then give the definition, sometimes acting it out, showing an example, or asking students to apply the word. I then say the word and have them say it correctly after me before moving on to the next word. I introduce no more than 10 words a day. A vocabulary study sheet is provided for students to take home and study.
6. As soon as several words have been introduced, I give a definition and see if the students can supply the word (chosen from the overhead). Once all words have been introduced, we do a short drill at the beginning of each reading period that week in which I read the list in order and have them repeat each word, pronounced correctly. I then give definitions, which may include acting out the word, and they provide the correct word.
7. Any student who can use any of the words appropriately in conversation that week is applauded.
8. Read the story, discuss, do something related in the areas of writing, art or drama. In this case, the assignment was Magnifi-Cent Memories. Glue a penny with the date of each of the years you've been alive on the paper (use cover stock). Write a highlight from that year (i.e. I was born. We moved to Colorado. I broke my arm.)
9. On Friday, students take a vocabulary test. Words must be spelled correctly or they're only worth half credit. This encourages correct copying and careful work. I get most of the grades from these tests and although they don't measure everything important learned, the grades average out pretty accurately.

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