El Paso Times from El Paso, Texas • 26

y'lUllCa Sunday, Sept 23, 2007 Assistant City Editor Laurie Miiller, 546-6124, ourschoolselpasotimes.com mo Book club FOR MIDDLE SCHOOL "THE CASTLE IN THE ATTIC," by Elizabeth Winthrop HI JduGuU 15 In "The Castle in the Attic," GECU puts branch in high school Mrs. Phillips, the housekeeper who has cared for William since he was born, decides to return to England to be near her family. As a Workshop GECU officials, along with its student employees, will present a free workshop about paying for college at 6 p.m. Thursday at the Canutillo High School auditorium, 6675 S. Desert.

Information: 774-1715. parting gift, she gives William a beloved toy castle that has been in her family for genera- tions. The castle, which is placed in William's attic, seems mysterious and strange. As William plots how to keep Mrs. Phillips from leaving him, he discovers the magic of the cas-I tie and finds himself off on a fantastic quest to another land, where he encounters an evil wizard and a fiery dragon.

Discussion points Ask students to describe William's family. What is William's relationship with Mrs. Phillips? Discuss what Mrs. Phillips means when she says, "If I go now, your mother and father I will spend more time with you. You and we're almost too close.

It leaves other people out." William's father tries to make up for Mrs. Phillip's ab- sence. Ask the class to discuss whether he succeeds. How is William's family different from Jason's family? Discuss the elements of trust in the book. How does true friendship require trust? At what point in "The Castle in the Attic" does William realize that he can trust Jason By Michael D.

Hernandez El Paso Times Credit scores, annual percentage rates, certificates of deposit. Ah, the hip language of teens, or at least for the four Canutillo High School seniors who have been toiling away at the area's first student-run GECU branch, which is at their campus. The credit union in the West El Paso school provides students, educators and staff with services that include transactions for savings and checking accounts as well as small loans. Working at the credit union has given the young tellers a firsthand look at the world of finance, and it has drawn attention from others at the campus. "Since I started working here, a lot of my friends have been asking me 'how do you start an account? How do you get a loan? How do you build your credit?" said Frank Molina, 17, who is also the kicker for the football team.

"Now, some of the coaches go to me to ask about CDs and interest rates. They'll even ask me to stay a little after practice to talk about that," he said. The four students who work at the credit union are paid, receive credit through the school's Career and Technology Education program and must have passing grades in other subjects to participate. Each student was put through GECU's teller training program, which took up much of their summer break. Canutillo High senior Jessica Soto said joining the student staff at the GECU branch has given her an invaluable early start in business, which will be her major in college.

Balancing her high-school studies with athletics, student council and the part-time job has been challenging, but Soto said she enjoys her new role. "This has been a great opportunity for me," she said. "I can tell you that it's not a boring job at all." Allowing students to learn the nuances of banking has been the best part of the partnership between the Canutillo Inde- pendent School District and GECU, said Patricia Araujo, coordinator of the school's Career and Technology Education program. "On-the-job training gives students a totally different aspect than just teaching them in a classroom," Araujo said. "This is a real job for the students with real rules and regulations.

There is nothing better than for them to learn in the real world." Cori Kroesser, GECU's sales and service supervisor for the branch, said the four students are doing more than drawing paychecks. They are sharing their knowledge with others at the school and starting their classmates down the path to financial responsibility. "We are primarily here to teach students how they can save and build for their financial future," Kroesser said. "It's much more difficult to establish and have good credit that it is to ruin credit." The credit union at Canutillo High School is not open to the public, and has a security cameras and a guard. Though it has operated since the start of the school year, it will celebrate its grand opening Oct.

1. Each of the four students at the branch also works part-time at GECU's branch at 1500 N. Resler, where a fifth Canutillo High student is employed as a clerk. Michael D. Hernandez may be reached at mhernandezelpasotimes.com; 546-6151.

Victor Calzada Ei Paso Times with his secret? Mrs. Phillips tells William, "Believe in yourself and be your own spotter." How does being your own spotter require trust in oneself? Source: Random House.com. Cori Kroesser, right, GECU branch sales and service supervisor, watches Jessica Soto, bottom left, work at the GECU office at Canutillo High School. Behind Soto are Erika White and Ernesto Munoz. 22 1 For more information on how you can use this curriculum with the El Paso Times and USA weekend, log on to elpasotimes.comeducation yrm "WT! p-ij ufm 1 Monthly Theme: Civics The Bill of Rights On Sept.

25, 1 789, the first United States Congress adopted 12 amendments to the Constitution and sent them to the states for ratification. (Ten of the amendments became the Bill of Rights.) The addition of the Bill of Rights to the Constitution was hotly contested. Federalists framers who backed the Constitution and its complex system of government felt that the way the new government was organized would sufficiently protect the rights of citizens. Anti-federalists framers who were wary of a strong national government wanted a bill of rights added to the Constitution so that the government's power over citizens would be further limited. Eventually, the Anti-Federalists agreed to support the Constitution if the Federalists agreed to add a bill of rights.

Skim a copy of the Bill of Rights (go to: Next, look through the paper and find three examples of citizens exercising rights covered in the Bill of Rights. Below, list the right, explain it in your own words and describe the example you found in the newspaper. Finally, describe what you think would happen if the right was not specifically protected in the Bill of Rights. Associated Press Right Explanation Example Unprotected Cover Story: Fall TV Preview Learning areas: prediction, comparison, creative thinking In this issue of USA WEEKEND, five seasoned TV critics evaluate this fall's offerings. The group gives a big thumbs up to Pushing Daisies, a show about a baker who can bring the dead back to life.

Caveman, called "the worst of the worst," gets a thumbs down. Questions for discussion: In your opinion, how do great TV shows differ from terrible ones? Give specific examples. What are your favorite shows? How well are they written and acted? Why do you think networks premiere most new shows in the fall instead of in another season? What methods can a network use to develop an audience for a new show? This week, read a book for 30 minutes. Right afterward, watch TV for 30 minutes. In a journal entry, explain how the two experiences differed and what the benefits andor drawbacks are of each.

Lesson: According to the critics interviewed for the USA WEEKEND article, three new shows (Chuck, Pushing Daisies and Reaper) have lead actors who are "geeks." Moreover, several movies about socially awkward people opened last summer. Why do you think movies and shows that celebrate these types of characters have become so popular? Look through the newspaper and spot a trend that could become a theme for movies and TV shows next year. Then, in one paragraph, describe a mock TV program inspired by the trend. Make A Difference Day 4: Courage learning areas: relationships, language arts, cooperative learning The word "courage" often brings to mind images of soldiers fighting for their country or firefighters rescuing people. However, there are many other ways to be courageous.

For example, it requires courage to stand up for someone who is being picked on at school or to stick to your beliefs even when others ridicule them. Having the courage to do the right thing and be your own person can make a difference in the lives of others. If you stick up for someone, you give that person hope. When you stand up for yourself, you inspire others to do the same. Questions for discussion: What courageous acts have you witnessed? When have you acted with courage? Are there ever situations in school that require a person to have courage? Why is it sometimes difficult to stand up for yourself or a peer? How can you overcome these difficulties? Lesson: In pairs, look through the paper for people who have acted with courage.

Find as many examples as you can. Write down each person's name and the courageous decision she or he made. Also explain how the person's action affected or could affect the lives of others. Next, list five interesting words from your notes and combine lists with another pair. In your new groups of four, use all the words on your combined list in an inspirational skit, entitled, "Courage can make a difference." When you have finished creating and rehearsing, present your skit Click on it: Name Times In Education For more ideas on how you can make a difference, go to: www.makeadifferenceday.com elpasotimes.comeducation In USA WEEKEND Magazine 2007 ulne 2007 I mm CodrNC.