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What Would You Write a Book About?

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What Would You Write a Book About?

Do you enjoy storytelling? Do you like hearing your family member’s stories about growing up? Do you like telling your friends and family stories, whether real or make believe?

In “An 8-Year-Old Wrote a Book and Hid It on a Library Shelf. It’s a Hit.,” Alyssa Lukpat writes about an elementary schooler who wanted to share his story with the world:

During his Christmas break, Dillon Helbig, an 8-year-old boy from Boise, Idaho, wrote a book that he wanted everyone to read.

He had spent a long time on it — four days to be exact — and filled 81 pages of an empty journal with a richly illustrated tale about how he gets transported back in time after a star atop his Christmas tree explodes.

But he did not have a book deal. (He’s only in second grade, after all.) So when his grandmother took him to the Lake Hazel branch of the Ada Community Library in Boise at the end of December, he slipped the sole copy of his book onto a shelf containing fiction titles.

“I had to sneak past the librarians,” said Dillon, who says “li-berry” instead of “library.”

Over the next month, a series of circumstances made the book one of the library’s most sought-after titles and also inspired children in Boise to write their own stories.

The book, “The Adventures of Dillon Helbig’s Crismis” by the author “Dillon His Self,” had drawn so much attention by the end of January that 56 people were on the waiting list to check it out, said Alex Hartman, the manager of the library branch.

If every person kept the book for four weeks, the maximum borrowing time, the last person on the list would have to wait more than four years to read Dillon’s tale.

Students, read the entire article, then tell us:

  • What is your reaction to the article? Would you like to read Dillon’s book?

  • Have you ever shared a story, either through spoken word or in writing, with a big audience? If so, what was the story? What was it like to share it with so many people? If not, would you ever want to?

  • If you were to write your own book, what would you write about? What genre would you choose? Who would be the main characters and what would be the themes? What would be the central conflict? Write a back cover blurb, or summary, of your imagined book.

  • Do you think more libraries should accept books written by children and teenagers? Why or why not?


Want more writing prompts? You can find all of our questions in our Student Opinion column. Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘She Interviews Celebrities Before School. And She’s Only 11.’

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Lesson of the Day: ‘She Interviews Celebrities Before School. And She’s Only 11.’

This lesson is a part of our Accessible Activities feature, which aims to welcome a wider variety of learners to our site and to The Times. Learn more and tell us what you think here.


Featured Article: “She Interviews Celebrities Before School. And She’s Only 11.” by Gina Cherelus

Jazlyn Guerra, known to her fans as Jazzy, has interviewed celebrities including Alicia Keys, Tom Holland and Jay-Z. What’s more, she’s only 11 years old.

In this lesson, you will learn about how this self-styled “kid reporter” got her big break, the kinds of questions she asks her subjects and what she does in her downtime. Then, you will come up with questions for your own dream celebrity interview.

Have you ever watched “Jazzys WorldTV” on YouTube, Instagram or TikTok? Are there any other “kid reporters” that you follow on social media?

Before reading the article, watch one of Ms. Guerra’s interviews. You can watch this interview with Jay-Z from the featured article, or you can browse one of her channels linked above.

  • What is your favorite question that Ms. Guerra asked? What would you like to ask the celebrity she interviewed?

  • What do you think could be fun or exciting about being a kid reporter? What do you think might be difficult?

Look at the eight words below that appear in the featured article. Define as many of them as you can.

1. self-styled
2. scored
3. spunky
4. pet peeve
5. rapport
6. subjects
7. garnered
8. catapult

You can find out what all the words mean, and practice using them, by checking out this list on Vocabulary.com.

Read the article, or follow along with the PDF, then answer the following questions:

1. The article begins with a section titled “Claim to Fame.” What do you think “claim to fame” means in this context? What is Ms. Guerra’s claim to fame?

2. How did Ms. Guerra start as a kid reporter?

3. Why was Ms. Guerra’s interview with Jay-Z special?

4. What is the next project Ms. Guerra is working on? If you could carry out any assignment as a young journalist, what would you want to do?

5. How has Ms. Guerra’s online popularity affected her experience in school?

If you could talk to any celebrity — a movie star, a musician, a talk-show host, an athlete or a local celebrity — whom would you choose? What questions would you ask that person?

All good journalists research their subjects before conducting an interview to make sure they come up with thoughtful, interesting and fresh questions. Spend 10 minutes researching your celebrity. You might read articles or an online biography, watch a video interview or listen to a podcast with the person.

Then, using some of the interview skills you saw Ms. Guerra demonstrate, come up with five questions for your celebrity. For example, Ms. Guerra often connects her questions to her experiences as a young person. What is something this celebrity could illuminate for you and other young people?

What could you ask your interview subject about his or her childhood or making a big break? What might you want to know about how the person works or trains? What is something you read about the person online that you would like to know more about?

Bonus: You might use these skills to interview someone in your own community. Then, write a profile of the person and submit it to our Profile Contest by Feb. 16.


Want more Lessons of the Day? You can find them all here.

Teenagers in The Times: January 2022

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Teenagers in The Times: January 2022

Here is the January edition of Teenagers in The Times, a roundup of the news and feature stories about young people that have recently appeared across sections of NYTimes.com. We publish a new edition on the first Thursday of each month.

For ideas about how to use Teenagers in The Times with your students, please see our lesson plan and special activity sheet, both of which can be used with this or any other edition.

_________

Education

_________

Civics, Politics, Economics and Business

‘Why Was I Born a Girl?’ An Afghan Poem Inspires U.S. Students

A Zoom connection between high schoolers in Afghanistan and San Diego opens a window for mutual support.

She Flew Around the World in 155 Days. She’s Only 19.

When Zara Rutherford landed on Thursday, she became the youngest woman to circumnavigate the globe solo. “I’m just happy to finally also be in the same spot for a few months,” she said.

Dorms Pop Up in Spain as More Students Seek Housing Away From Home

The country’s student population has become increasingly mobile, fueling investments in accommodations, largely funded by foreign capital.

Facing a Shortage of Truck Drivers, Pilot Program Turns to Teenagers

A federal apprenticeship program will train thousands of new truck drivers who are as young as 18.

In Arkansas, Trans Teens Await an Uncertain Future

Even as the medical community grapples with how best to provide care to transgender adolescents, some states seek to ban it outright.

Why More American Children Are Dying by Gunfire

Toddlers are discovering guns under piles of clothes and between couch cushions. Teenagers are obtaining untraceable ghost guns made from kits. Middle school students are carrying handguns for protection.

Survivor993 Is Not Alone: Lawsuits Show Abuse at School for At-Risk Teens

The Family Foundation School, closed in 2014, has long faced accusations of using improper methods. Decades later, lawsuits submitted under the Child Victims’ Act have exposed rampant claims of physical, emotional and sexual abuse.

My Young Mind Was Disturbed by a Book. It Changed My Life.

“Books are not inert tools of pedagogy. They are mind-changing, world-changing,” writes the author of this Opinion essay.

Why the ‘Euphoria’ Teens Listen to Sinead O’Connor, Tupac and Selena

The hit HBO show’s maximalist, era-jumping soundtrack is unconcerned with realism, packing in dozens of songs, from the underground to the instantly recognizable.

A Memoir of a Young Girl’s Survival Amid Mounting Horrors

In “Mala’s Cat,” Mala Kacenberg describes her time hiding out in the forest during World War II after losing her family.

In ‘Naomi,’ a Black Girl Comes of Age Heroically

The teen superhero of this CW series is one of several young female comic book characters taking center stage in their own adventures in 2022.

The Girl Detective Goes Digital

The graphic novelist Kristen Radtke imagines Nancy Drew stories if they existed in the age of the internet.

‘Belle’ Review: Soaring and Singing Over the Online Rainbow

In this gorgeous anime, a high school student journeys into a virtual world and finds herself amid cute, kooky and menacing fellow users.

‘Futura’ Review: Youth, Italian Style

Three filmmakers travel Italy in the midst of the pandemic, listening to young people talk about their fears and aspirations.

_________

What’s Going On in This Picture? | Feb. 7, 2022

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What’s Going On in This Picture? | Feb. 7, 2022

1. After looking closely at the image above (or at the full-size image), think about these three questions:

2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

3. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.

4. On Thursday afternoons, we will reveal at the bottom of this post more information about the photo. How does reading the caption and learning its back story help you see the image differently?

We’ll post more information here on Thursday afternoon. Stay tuned!


More?

• See all images in this series or slide shows of 40 of our favorite images — or 40 more.

• Learn more about this feature in this video, and discover how and why other teachers are using it in their classrooms in our on-demand webinar.

• Find out how teachers can be trained in the Visual Thinking Strategies facilitation method.

Students 13 and older in the United States and the Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Expanding Retrieval Practice for Preschoolers

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Expanding Retrieval Practice for Preschoolers

By Megan Sumeracki

Today’s post features a set of experiments conducted by Catherine Fritz and colleagues (1) with preschool children. We have actually cited this paper a few times on our blog, when we covered why the spacing effect has failed to make it into mainstream practice (Part 1, Part 2), and when I wrote about whether retrieval practice is likely to help all of our students learn (see here). However, we have yet to write in detail about the design and results of the experiments in this paper, and we know there is interest in understanding how the most effective learning strategies may work for different types of learners.

Compared to older children, preschool children are easily distracted, are poor at predicting how much they will remember, and tend to forget things quickly (1). Preschool children also do not tend to attempt to adopt effective learning strategies on their own. Given all of this, it is important to understand whether relatively simple strategies, like spacing and retrieval practice, can be implemented in preschool classrooms to help preschool children retain more of what they are learning in school.

Interestingly, the four of us Learning Scientists have observed that when speaking to preschool-aged children, adults often tend to implement retrieval practice naturally (even if they are not intentionally using the strategy). When talking with very young kids, we often say things like “what color is this?” or “what does the cow say?”. Given that, at least anecdotally, many are already doing this with preschool-aged children, it is useful to know whether this truly helps them learn and remember, like it does for older kids. If so, then teachers and parents can use spaced retrieval even more with preschool-aged children.

The goal of this set of experiments was to investigate whether spaced retrieval practice with preschool children would help them learn. Specifically, the authors tested expanding retrieval practice, where the first retrieval attempts are closely spaced, and the amount of space between subsequent retrieval attempts gets larger (i.e., the spacing expands).

Experiment 1: Design and Procedure

Mystery Money

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Mystery Money

Use your imagination to write the opening of a short story or poem inspired by this photo — or, tell us about a memory from your own life that this image makes you think of.

Post it in the comments, then read the related article to learn the real story.


Want more Picture Prompts? Find them all in this column.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Word of the Day: pro bono

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Word of the Day: pro bono

The term pro bono has appeared in 68 articles on NYTimes.com in the past year, including on Dec. 15 in “For This Theater Leader, a Mission That Goes Beyond the Stage” by Bob Morris:

… After his first community theater production, which, he said, sold out its 500 seats for several nights to racially diverse audiences, he directed three more shows for the Players. Then he said he was told that the diversity funding the company had been receiving had ended. So, the company said goodbye.

He recalled wondering, “What am I going to do with all these actors I brought into the theater?”

With a nudge from several of his early supporters, he decided to incorporate. A lawyer did the paper work pro bono. But without a permanent home (an old white van served as a storage unit, a dressing room and more) and even with positive reviews for his shows (performed at churches and community centers), the pressure was overbearing, as was the debt.

Can you correctly use the term pro bono in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how pro bono can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try one of our monthly vocabulary challenges.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

Is Taking the SAT a Necessary Step in Preparing for Post-High School Life?

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Is Taking the SAT a Necessary Step in Preparing for Post-High School Life?

What do you know or what have you heard about the SAT? Have you taken the test, or will you take it someday?

How do you feel about standardized tests in general? How well do you think the scores reflect what you or other students have learned and the skills you have? What have been your experiences in taking tests like the SAT, ACT, PSAT or tests administered by your state that all students have to take at certain grade levels?

In “Put Down Your No. 2 Pencils. Forever,” Stephanie Saul writes about changes to the SAT that are on the horizon and shifts in the role this test has played in college admissions over the past several years:

The SAT will soon be taken exclusively on a computer, the College Board announced on Tuesday, ending an era in which high schoolers have had to make sure their No. 2 pencils were sharpened and their answer bubbles were completely filled in.

The exam, which students will complete on laptops or tablets at testing centers, will also be shortened from three hours to two hours. The changes will begin in 2024 in the United States and in 2023 in other countries.

The College Board is trying to retool the exam that has stressed out millions of students in the face of questions about whether college admissions tests are fair, or even necessary.

A growing number of colleges have eliminated the requirement that applicants submit scores from the SAT or the competing ACT, and the trend of “test-optional” admissions accelerated greatly during the coronavirus pandemic. More than 1,800 schools did not require standardized test scores for 2022 admissions, according to the nonprofit organization FairTest.

The number of SAT test takers declined from 2.2 million high schoolers who graduated in 2020 to 1.5 million in the class of 2021, according to the College Board. About 1.7 million students in the class of 2022 have taken the test to date.

In addition to its transition to a digital test, the College Board will also allow calculators on the entire math section, shorten reading passages and reflect a wider range of topics.

The author also includes an argument from a critic of the SAT and a response from the College Board, the organization that administers it:

In recent years, the SAT has come under increasing criticism from those who say that standardized tests handicap poor and minority students, partly because they may not have access to expensive test preparation classes.

Bob Schaeffer, executive director of FairTest, which questions the use of standardized tests in college admissions, said in a statement that the shift to a digital SAT “does not magically transform it to a more accurate, fairer or valid tool for assessing college readiness.”

In response to criticism of its test, the College Board has said that SAT scores serve to strengthen the applications of many students who test better than their high school grade-point averages would indicate.

Students, read the entire article, then tell us:

  • If you plan to go to college, and if submitting an SAT or ACT score with your application is optional, would you still take the test? Why or why not?

  • What do you think of forthcoming changes to the SAT that are outlined in the article? Who, if anyone, do you think will benefit from them? Do you think that the changes will lead to more students taking the test? Why or why not?

  • How do you respond to Bob Schaeffer’s criticism of the SAT? Is it valid? What, if anything, do you think should be done to make the test more fair?

  • Why do you think many colleges and universities have made the SAT and ACT optional?

  • Tell us about your experiences with standardized tests. Do you think they do a good job of assessing skills and knowledge that will be valuable to you and to society as a whole? Or do you think they often fail to measure your true understanding of, or ability with, a subject area? How much pressure do you feel to do well on them? How much of a role do you think they should play in determining an individual’s abilities, or in measuring the worth of a teacher or school? Why?


Want more writing prompts? You can find all of our questions in our Student Opinion column. Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Brady

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Brady

What information is this graph conveying? It was published on Feb. 2, 2022. How does it relate to or comment on current events? What is your reaction to it?

Before you look at the related article, we will tell you that there are four graphs in all. Take a guess: What do you think could be the headline of the article that features all these graphs? (And if you’re really knowledgeable on the topic, what additional graphs do you think the article included?)

Tell us in the comments, then visit this related article to see if you were right, and to learn more.


Want more Picture Prompts? Find them all in this column.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Weekly Accessible Learning Activities: Football Vocabulary, Cold-Water Plunges, Comics Reporting

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Weekly Accessible Learning Activities: Football Vocabulary, Cold-Water Plunges, Comics Reporting

Each Wednesday we shine a spotlight on five student activities that support a broad range of learners. In this week’s roundup of accessible activities, we invite students to learn how to illustrate their feelings, reflect on their experiences with cold water, meet a Times comics reporter, listen to the pronunciation of a new word and use football vocabulary in context.

Note: To learn more about this new weekly feature, read our introductory post. Please share your thoughts in the comments section or by emailing us at LNFeedback@nytimes.com.


1. Illustrate a feeling.

In this Lesson of the Day, students will learn about how an artist created an illustration to represent the word “languishing.” Then, they will illustrate a pervasive feeling they experienced during the pandemic and illustrate a word or feeling they would like to carry with them into 2022.

2. Reflect on experiences with cold water.

This Student Opinion question asks students to share how they feel when they encounter cold water — whether an ice-cold drink, a cold shower or a frigid swimming pool. Students can share their responses with their classmates, or in the comments section.

3. Learn about the work of a comics reporter.

Have you ever wanted to see the behind-the-scenes experience of a New York Times reporter? What about of a New York Times comics reporter? Students can read a comic by the Times reporter George Gene Gustines and the artist Bill Walko, about learn how Mr. Gustines researches and writes about comics. Looking for more teaching resources? We have a whole lesson plan based on this comic.

4. Learn — and listen to — a new word.

This week Word of the Day debuted a new feature: audio word pronunciation. Going forward students will not only be able to learn a new word from The Times and write their own sentence, but they will also be able to listen to the pronunciation of the word from Vocabulary.com.

5. Practice using football-related vocabulary terms.

This vocabulary quiz allows N.F.L. lovers to show off their knowledge as they practice sports-related reading comprehension and vocabulary skills.