Transition to Common Core Standards Grade 6 English Language Arts Module 2 Teacher Support Materials N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN Educational Services – CISS January 2014 Dear English Teachers, The enclosed materials are provided to support your successful instruction of the required ELA Learning Module for Semester 2 as you address the focus Common Core State Standards (CCSS) for this module. While we recognize that you will be introducing additional standards during semester 2, the SBAC-like District Performance Task (Assessment) being developed in collaboration with lead teachers will focus on the CCSS listed on the ELA Module 2 for your grade level. This second integrated Reading/Writing Assessment will be delivered in early March and must be administered and entered into EduSoft by May 30, 2014. The teacher packet includes copies of the selections found in the student packet that support the required novel for module 2, as well as instructional resources to assist you during this transition to CCSS. Student packets (in class sets of 40) contain materials not found in the 2002 Timeless Voices Edition of Prentice Hall that are needed for Module 2: Additional informational and literary reading selections Graphic organizers Materials for formative assessments Collaboration with lead English teachers began last fall and is ongoing. We want to recognize the outstanding work done by the following teachers for their contributions to these modules which aid in transitioning to the rigorous expectations of the CCSS and the new Smarter Balanced assessments. Ralph Bedwell – Kennedy High School Curt Douglas – El Cerrito High School Lynn Bernhardt – Hercules Middle School Stephanie Fitch – Richmond High School Caroline Braun – DeAnza High School Lucy Giusto- Hercules Middle School Tuyen Bui – Richmond High School Jessica Jones – Hercules High School Sofia Close – Middle College High School Igor Litvin – Hercules High School Timothy Crugnale – DeAnza High School Dingane Newsom – Crespi Middle School Laura Curtis – Pinole Middle School Madison Schmalz – Richmond High School Lynne Dirk – Hercules Middle School Chris Silva – El Cerrito High School Please take the time to complete the feedback form so we can use this information to refine and enhance what was produced for next year. Once again thank you in advance for what you all do on a daily basis to ensure that our children are achieving. Sincerely, Lyn Potter, Director – Educational Services Sonja Neely-Johnson – Coordinator – Educational Services N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN Educational Services – CISS WCCUSD English Language Arts: Transition to CCSS Grade 6 - Semester 2 January 22, 2014 – June 6, 2014: The teacher-developed ELA Module 2 (semester 2) includes a novel supported by PH and other resources and activities. There will be an integrated Reading/Writing district assessment based on the essential question of this module. The second assessments will be delivered to sites by mid-March and need to be completed prior to the end of Quarter 4 (by May 30, 2014). Please pace the required 4-6 week module accordingly. Semester 2 Module – Grade 6 Essential Question: What qualities help us in the pursuit of our dreams? Recommended Text: Dragonwings by Laurence Yep Supporting Prentice Hall Selections *ONLY in new CCSS Edition (TE p.); Additional Supporting Primary and Secondary Sources (provided) **BOTH new TE and Timeless Voices SE; No asterisk – ONLY in Timeless Voices (SE p.) “Breaker’s Bridge” (SE 393 only) “The Drive-in Movies”** (TE 46, SE 558) “Jackie Robinson – Justice at Last”** (TE 422, SE 325) “A Backwoods Boy”** (TE 448, SE 316) “Song of the Open Road” (SE 302 only) Dragonwings: Historical Context Historical Photograph: Inspections on Angel Island “The New Colossus” – Emma Lazarus ”Boost Intelligence by Focusing on Growth” - Melinda Wenner Moyer Jackie Robinson and The Integration of Baseball – Scott Simon: Overview & Excerpts “Luck vs. Perseverance” – Tyler H. Jolley Instructional Strategies (see reverse) Formative Assessments (see reverse) Exit Slips Close reading Collaborative Conversations Deconstructing Complex Text Common Core ELA Focus Standards for 2nd Semester Module and Assessment: Reading Standards for Literature and Information Text R.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. R.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. R.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative….; analyze the impact of a specific word choice on meaning and tone. R.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Writing Standards W.6.1 Write arguments to support claims with clear reasons and relevant evidence. W.6.2 a-f Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of content… W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Speaking and Listening Standards SL.6.1 Engage effectively in a range of collaborative discussions with diverse partners, building on other’s ideas and expressing their own clearly. SL.6.1c Pose and respond to specific questions with elaboration and details by making comments that contribute to the topic, text, or issue under discussion. SL.6.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study. Language Standards All Language Standards L.6.1-6 N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN Educational Services – CISS COMMON CORE-ALIGNED INSTRUCTIONAL STRATEGIES Task Standards Addressed Suggested Reading Selection Task Description Close Reading “The New Colossus” Students will tackle the complexities of Emma Lazarus’ poem “The New Colossus” by reading and re-reading the passage while the teacher asks guiding questions and assigns tasks related to specific lines in the poem. Materials for this close reading are provided in the teacher packet. RL.6.1-4, 6 W.6.9 SL.6.1 L.6.4-6 Close Reading Teacher choice Close Reading Strategy Tool Kit outlines additional close reading annotation strategies which can be used with other selections. RL.6.1-5 Collaborative Conversation Historical photograph of Angel Island RI.6.2 Students will work with a partner and examine the photo to determine its connection to the novel and its relevance in California SL.6.1-2 history. W.6.9 Deconstructing Complex Text Jackie Robinson and the Integration of Baseball and other selections Students will use a graphic organizer to annotate this reading selection citing evidence of how specific words or sentences support the central idea. Also, see Common Core Companion Workbook pages 116 -122 for additional graphic organizers and teaching strategies that support students in analyzing key details of a text. R.6.2 RI.6.3 W.6.2 Formative Assessment Dragonwings and other selections Students will write an argument that addresses the question: Is “luck” merely chance, or do persistence and opportunity play a role? Exit Slips are provided for this assignment. W.6.1 N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN Educational Services – CISS Dragonwings (Laurence Yep): Historical Context Setting: 1903-1910; family farm in China; Oakland, CA There are a lot of geographical shifts for Moon Shadow, and the move from China to America is a pretty huge one. He leaves the hard work but comfort of his small family farm and finds himself in a foreign land rife with racial tension and cultural shifts. During the late 1800s, many Chinese immigrants were coming to the United States, which many native-born Americans found very threatening. Particularly in California, white workers feared that Chinese immigrants would take away their jobs. As a result, laws like the Chinese Exclusion Act of 1882 were passed. What this means for Moon Shadow, immigrating to the United States two decades after the Exclusion Act is passed, is that there's definitely that sense of fear and anger toward Chinese people. Those mindless "Ching Chong Chinaman" taunts that Jack throws at Moon Shadow are not unique to the world within this book (Ch.7.41-44). Moon Shadow has to embark on a new life in a foreign country, but he has to figure it out while adapting to a land where people will treat him poorly because they associate him with larger political conflicts going on. Granted, this is not a one-way street of xenophobia; Moon Shadow has plenty of ungenerous assumptions about non-Chinese people, too (they are called "white demons," after all). Bottom line: the setting is super important to contextualize Yep's larger message of belonging within our real world and history. W.6.2 Write informative/explanatory texts to examine a topic and convey ideas…. Task: In your own words, synthesize the information above about the historical context of Laurence Yep’s Dragonwings in a well-structured paragraph that includes a topic or thesis statement and concrete details. Source: http://www.shmoop.com/dragonwings/setting.html N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN Educational Services – CISS Inspections on Angel Island – Collaborative Conversation Activity Angel Island is the west coast's equivalent to Ellis Island, but located here in the San Francisco Bay area. It has a dark, but important history because the island was used to imprison Chinese immigrants and to hold them indefinitely and without cause (early 1900s). In Dragonwings, Moon Shadow must pass through inspections on Angel Island. Working with a partner, examine the photo showing this kind of inspection closely, and share your thoughts with each other. Source: http://libraryschool.libguidescms.com/content.php?pid=410093 Then answer the question below. What inferences can you draw about how Moon Shadow must have felt when he experienced this kind of inspection by looking at this picture? My thoughts… N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN My partner’s thoughts… Educational Services – CISS The New Colossus 1 Not like the brazen giant of Greek fame, 2 With conquering limbs astride from land to land; 3 Here at our sea-washed, sunset gates shall stand 4 A mighty woman with a torch, whose flame 5 Is the imprisoned lightning, and her name 6 Mother of Exiles. From her beacon-hand 7 Glows world-wide welcome; her mild eyes command 8 The air-bridged harbor that twin cities frame. 9 "Keep ancient lands, your storied pomp!" cries she 10 With silent lips. "Give me your tired, your poor, 11 Your huddled masses yearning to breathe free, 12 The wretched refuse of your teeming shore. 13 Send these, the homeless, tempest-tost to me, 14 I lift my lamp beside the golden door!" 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ŝƌĞĐƚŝŽŶƐĨŽƌdĞĂĐŚĞƌƐͬ'ƵŝĚŝŶŐYƵĞƐƚŝŽŶƐ&Žƌ^ƚƵĚĞŶƚƐ ,ŽǁŝƐƚŚĞƐƚƌƵĐƚƵƌĞŽĨƚŚĞƉŽĞŵĂĐůƵĞƚŽƵŶƉĂĐŬŝŶŐŝƚƐ ŵĞĂŶŝŶŐ͍ dŚŝƐĨŝƌƐƚĐĞŶƚƌĂůĐŽŶĐĞƌŶĂŝŵƐƚŽŐƵŝĚĞƐƚƵĚĞŶƚƐƚŽƌĞĐŽŐŶŝnjĞ ƚŚĞĐƌƵĐŝĂůƌŽůĞƚŚĂƚƚŚĞƐƚƌƵĐƚƵƌĞŽĨƉŽĞƚƌLJƉůĂLJƐŝŶ ƵŶƉĂĐŬŝŶŐ ŝƚƐŵĞĂŶŝŶŐ͘LJůŽŽŬŝŶŐĂƚŝƚƐƌŚLJŵĞƐĐŚĞŵĞĂŶĚƐLJŶƚĂdž͕ ƐƚƵĚĞŶƚƐĐĂŶ͞ĐŚƵŶŬ͟ƚŚĞƚĞdžƚŝŶƚŽŵĞĂŶŝŶŐĨƵůƐĞĐƚŝŽŶƐĨŽƌ ƐƵďƐĞƋƵĞŶƚĂŶĂůLJƐŝƐ͘ dĞdžƚhŶĚĞƌŝƐĐƵƐƐŝŽŶ EŽƚůŝŬĞƚŚĞ ďƌĂnjĞŶ ŐŝĂŶƚŽĨ'ƌĞĞŬĨĂŵĞ͕ tŝƚŚĐŽŶƋƵĞƌŝŶŐůŝŵďƐ ĂƐƚƌŝĚĞ ĨƌŽŵůĂŶĚƚŽůĂŶĚ͖ ,ĞƌĞĂƚŽƵƌƐĞĂͲǁĂƐŚĞĚ͕ƐƵŶƐĞƚŐĂƚĞƐƐŚĂůůƐƚĂŶĚ ŵŝŐŚƚLJǁŽŵĂŶǁŝƚŚĂƚŽƌĐŚ͕ǁŚŽƐĞĨůĂŵĞ /ƐƚŚĞ ŝŵƉƌŝƐŽŶĞĚ ůŝŐŚƚŶŝŶŐ͕ĂŶĚŚĞƌŶĂŵĞ DŽƚŚĞƌŽĨ džŝůĞƐ͘&ƌŽŵŚĞƌ ďĞĂĐŽŶͲŚĂŶĚ 'ůŽǁƐǁŽƌůĚͲǁŝĚĞǁĞůĐŽŵĞ͖ŚĞƌŵŝůĚĞLJĞƐ ĐŽŵŵĂŶĚ dŚĞĂŝƌͲďƌŝĚŐĞĚ ŚĂƌďŽƌ ƚŚĂƚƚǁŝŶĐŝƚŝĞƐĨƌĂŵĞ͘ Η<ĞĞƉ͕ĂŶĐŝĞŶƚůĂŶĚƐ͕LJŽƵƌ ƐƚŽƌŝĞĚƉŽŵƉ͊ΗĐƌŝĞƐƐŚĞ tŝƚŚƐŝůĞŶƚůŝƉƐ͘Η'ŝǀĞŵĞ LJŽƵƌƚŝƌĞĚ͕LJŽƵƌƉŽŽƌ͕ zŽƵƌ ŚƵĚĚůĞĚ ŵĂƐƐĞƐLJĞĂƌŶŝŶŐƚŽďƌĞĂƚŚĞĨƌĞĞ͕ dŚĞ ǁƌĞƚĐŚĞĚ ƌĞĨƵƐĞ ŽĨLJŽƵƌ ƚĞĞŵŝŶŐ ƐŚŽƌĞ͘ ^ĞŶĚƚŚĞƐĞ͕ƚŚĞŚŽŵĞůĞƐƐ͕ ƚĞŵƉĞƐƚͲƚŽƐƚ ƚŽŵĞ͕ /ůŝĨƚŵLJůĂŵƉďĞƐŝĚĞƚŚĞŐŽůĚĞŶĚŽŽƌ͊Η ƐŚĂŵĞůĞƐƐ ƉĞƌƐŽŶƐ ďĂŶŝƐŚĞĚ ĨƌŽŵƚŚĞŝƌ ŶĂƚŝǀĞůĂŶĚ ĐĞůĞďƌĂƚĞĚ ŵĂŐŶŝĨŝĐĞŶĐĞ ŐĂƌďĂŐĞ ǀŝŽůĞŶƚ ǁŝŶĚƐƚŽƌŵ ϯ͘'ƵŝĚĞĚŝƐĐƵƐƐŝŽŶŽĨƚŚĞ ƉŽĞŵ ǁŝƚŚĂƐĞƌŝĞƐŽĨƐƉĞĐŝĨŝĐƚĞdžƚͲĚĞƉĞŶĚĞŶƚƋƵĞƐƚŝŽŶƐĂŶĚƚĂƐŬƐ͘ ƐƐƚƵĚĞŶƚƐŵŽǀĞƚŚƌŽƵŐŚƚŚĞƐĞƋƵĞƐƚŝŽŶƐ ĂŶĚƚĂƐŬƐ͕ďĞƐƵƌĞƚŽĐŚĞĐŬĨŽƌĂŶĚƌĞŝŶĨŽƌĐĞ ƚŚĞŝƌƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨĂĐĂĚĞŵŝĐǀŽĐĂďƵůĂƌLJŝŶƚŚĞĐŽƌƌĞƐƉŽŶĚŝŶŐƚĞdžƚ;ǁŚŝĐŚǁŝůůďĞ ďŽůĚĨĂĐĞĚ ƚŚĞĨŝƌƐƚƚŝŵĞŝƚĂƉƉĞĂƌƐŝŶƚŚĞƚĞdžƚͿ͘ƚƚŝŵĞƐƚŚĞƋƵĞƐƚŝŽŶƐ ƚŚĞŵƐĞůǀĞƐ ŵĂLJ ĨŽĐƵƐŽŶĂĐĂĚĞŵŝĐǀŽĐĂďƵůĂƌLJ͘ ;YϭͿtŚĂƚŝƐƚŚĞƌŚLJŵĞƐĐŚĞŵĞŽĨƚŚĞƉŽĞŵ͍ tŚĂƚĚŽĞƐƚŚĂƚƌĞǀĞĂůĂďŽƵƚƚŚĞƐƚƌƵĐƚƵƌĞŽĨ ƚŚĞƉŽĞŵ͍ ƐŬƐƚƵĚĞŶƚƐƚŽůŽŽŬĂƚƚŚĞĨŝŶĂůǁŽƌĚŝŶƚŚĞĨŝƌƐƚůŝŶĞŽĨƚŚĞƉŽĞŵ;͞ĨĂŵĞ͟ͿĂŶĚƐĞĞŝĨŝƚ ƌŚLJŵĞƐǁŝƚŚĂŶŽƚŚĞƌĨŝŶĂůǁŽƌĚŽĨĂůĂƚĞƌ ůŝŶĞ;ƐͿ;͞ĨůĂŵĞ͕͟ ͞ŶĂŵĞ͕͟ ĂŶĚ͞ĨƌĂŵĞ͟Ϳ͘ƐŬ ƐƚƵĚĞŶƚƐƚŽĂƐƐŝŐŶĞĂĐŚŽĨƚŚĞƐĞƚŚĞůĞƚƚĞƌ͕ĂŶĚƚŚĞŶŐŽďĂĐŬƚŽƚŚĞƐĞĐŽŶĚůŝŶĞĂŶĚ ƌĞƉĞĂƚƚŚĞƉƌŽĐĞƐƐ͕ŐĞŶĞƌĂƚŝŶŐƚŚĞƌŚLJŵĞƐĐŚĞŵĞŽĨƚŚĞƉŽĞŵ;Ϳ͘ dŚĞ ƐĐŚĞŵĞƌĞǀĞĂůƐƚŚĂƚƚŚĞƉŽĞŵŝƐĂŶ/ƚĂůŝĂŶƐŽŶŶĞƚ͕ǁŝƚŚƚŚĞĨŝƌƐƚĞŝŐŚƚůŝŶĞƐƐĞƚƚŝŶŐƚŚĞ ƐƚĂŐĞĨŽƌƚŚĞ ǁŽƌĚƐŽĨƚŚĞƐƚĂƚƵĞŝŶƚŚĞ ĨŝŶĂůƐŝdž͘ ;YϮͿtŚĂƚ ŽƚŚĞƌŝŶĨŽƌŵĂƚŝŽŶŝŶƚŚĞƉŽĞŵƌĞǀĞĂůƐƚŚĞƐƚƌƵĐƚƵƌĞ͍ dĞĂĐŚĞƌƐƐŚŽƵůĚĚŝƌĞĐƚƐƚƵĚĞŶƚƐƚŽƉĂLJĂƚƚĞŶƚŝŽŶƚŽƚŚĞƉƵŶĐƚƵĂƚŝŽŶǁŝƚŚŝŶƚŚĞƉŽĞŵ͕ ǁŚŝĐŚ ƌĞǀĞĂůƐƐĞǀĞƌĂůĐƌƵĐŝĂůƐƚŽƉƉŝŶŐŽƌƚƌĂŶƐŝƚŝŽŶƉŽŝŶƚƐǁŝƚŚŝŶƚŚĞƐŽŶŶĞƚ͘dŚĞƌĞŝƐĂ ƉĞƌŝŽĚƚŚĂƚĚŝǀŝĚĞƐůŝŶĞƐϴĂŶĚϵ͕ƌĞŝŶĨŽƌĐŝŶŐƚŚĞƌŚLJŵĞƐĐŚĞŵĞŶŽƚĞĚĞĂƌůŝĞƌ͕ĂƐǁĞůůĂƐĂ ƐĞŵŝͲĐŽůŽŶďĞƚǁĞĞŶůŝŶĞƐϮĂŶĚϯ͕ĚŝǀŝĚŝŶŐƚŚĞƌĞũĞĐƚŝŽŶŽĨƚŚĞŽƉĞŶŝŶŐŝŵĂŐĞ;͞EŽƚ͙͟Ϳ ǁŝƚŚĂƉŽƐŝƚŝǀĞƌĞƉůĂĐĞŵĞŶƚ;͞,ĞƌĞ͙͟Ϳ͘ ĞŶƚƌĂůŽŶĐĞƌŶηϮ ŝƌĞĐƚŝŽŶƐĨŽƌdĞĂĐŚĞƌƐͬ'ƵŝĚŝŶŐYƵĞƐƚŝŽŶƐ&Žƌ^ƚƵĚĞŶƚƐ ;YϯͿ dŚĞĨŝƌƐƚĞŝŐŚƚůŝŶĞƐŽĨƚŚĞƉŽĞŵ ĐŽŵƉĂƌĞƚǁŽƐƚĂƚƵĞƐ͘tŚĂƚůŝŶĞƐĂƌĞĂďŽƵƚƚŚĞĨŝƌƐƚ ƐƚĂƚƵĞ ĂŶĚǁŚĂƚůŝŶĞƐƚŚĞƐĞĐŽŶĚ͍tŚĂƚĐŽŵƉĂƌŝƐŽŶƐĂƌĞŵĂĚĞ͍ tŚĂƚĐĂŶǁĞĚĞĚƵĐĞĂďŽƵƚƚŚĞƐƚĂƚƵĞƐŝŶƚŚĞƉŽĞŵ͍ dŚĞƉŽĞŵĞůůŝƉƚŝĐĂůůLJŽĨĨĞƌƐĂĚĞƐĐƌŝƉƚŝŽŶŽĨďŽƚŚƐƚĂƚƵĞƐďLJ ǁĂLJ ŽĨĐŽŶƚƌĂƐƚŝŶŐƚŚĞŵĂŐĂŝŶƐƚŽŶĞĂŶŽƚŚĞƌ͕ǁŚŝůĞ>ĂnjĂƌƵƐ ŝŶĐůƵĚĞƐĂĚĚŝƚŝŽŶĂůŝŶĨŽƌŵĂƚŝŽŶƌĞŐĂƌĚŝŶŐŬĞLJĐŚĂƌĂĐƚĞƌŝƐƚŝĐƐ ĂďŽƵƚƚŚĞĨŽĐĂůƐĞĐŽŶĚƐƚĂƚƵĞ͘ dĞdžƚhŶĚĞƌŝƐĐƵƐƐŝŽŶ EŽƚůŝŬĞƚŚĞ ďƌĂnjĞŶ ŐŝĂŶƚŽĨ'ƌĞĞŬĨĂŵĞ͕ tŝƚŚĐŽŶƋƵĞƌŝŶŐůŝŵďƐ ĂƐƚƌŝĚĞ ĨƌŽŵůĂŶĚƚŽůĂŶĚ͖ ,ĞƌĞĂƚŽƵƌ ƐĞĂͲǁĂƐŚĞĚ͕ƐƵŶƐĞƚŐĂƚĞƐƐŚĂůůƐƚĂŶĚ ŵŝŐŚƚLJǁŽŵĂŶǁŝƚŚĂƚŽƌĐŚ͕ǁŚŽƐĞĨůĂŵĞ /ƐƚŚĞ ŝŵƉƌŝƐŽŶĞĚ ůŝŐŚƚŶŝŶŐ͕ĂŶĚŚĞƌŶĂŵĞ DŽƚŚĞƌŽĨ džŝůĞƐ͘&ƌŽŵŚĞƌ ďĞĂĐŽŶͲŚĂŶĚ 'ůŽǁƐǁŽƌůĚͲǁŝĚĞǁĞůĐŽŵĞ͖ŚĞƌŵŝůĚĞLJĞƐ ĐŽŵŵĂŶĚ dŚĞĂŝƌͲďƌŝĚŐĞĚ ŚĂƌďŽƌ ƚŚĂƚƚǁŝŶĐŝƚŝĞƐĨƌĂŵĞ͘ ƐŚĂŵĞůĞƐƐ ƉĞƌƐŽŶƐ ďĂŶŝƐŚĞĚ ĨƌŽŵƚŚĞŝƌ ŶĂƚŝǀĞůĂŶĚ dŚĞĨŝƌƐƚƚǁŽůŝŶĞƐĂƌĞĂďŽƵƚŽŶĞƐƚĂƚƵĞĂŶĚƚŚĞŶĞdžƚƐŝdžĂƌĞĂďŽƵƚƚŚĞƐĞĐŽŶĚ͘^ƚƵĚĞŶƚƐ ƐŚŽƵůĚďĞĂďůĞƚŽĐŽŶƚƌĂƐƚ;͞EŽƚůŝŬĞ͟ͿƚŚĞ͞ďƌĂnjĞŶ͟ƋƵĂůŝƚŝĞƐŽĨƚŚĞĨŝƌƐƚƐƚĂƚƵĞǁŝƚŚƚŚĞ ͞ŵŝůĚ͟ĨĞĂƚƵƌĞŽĨƚŚĞƐĞĐŽŶĚ ;ƚŚŽƵŐŚŝƚŝƐĂůƐŽ͞ŵŝŐŚƚLJ͟Ϳ͖ƚŚĞĨŝƌƐƚƐƚĂƚƵĞŝƐ'ƌĞĞŬ͕ǁŚĞƌĞĂƐ ƚŚĞƐĞĐŽŶĚ ĐĂŶďĞŝŶĨĞƌƌĞĚƚŽďĞŝŶŵĞƌŝĐĂ;͞,ĞƌĞĂƚŽƵƌ͟Ϳ͖ƚŚĞĨŝƌƐƚƐƚĂƚƵĞŝƐ ͞ĐŽŶƋƵĞƌŝŶŐ͟ ǁŚĞƌĞĂƐƚŚĞƐĞĐŽŶĚŽĨĨĞƌƐĂ͞ǁŽƌůĚͲǁŝĚĞ ǁĞůĐŽŵĞ͖͟ĂŶĚůĂƐƚůLJƚŚĞĨŝƌƐƚ ƐƚĂƚƵĞŝƐĨĂŵŽƵƐǁŚĞƌĞĂƐƚŚĞƐĞĐŽŶĚŚĂƐLJĞƚƚŽďĞĞƌĞĐƚĞĚĂƚƚŚĞƚŝŵĞƚŚĞƉŽĞŵǁĂƐ ǁƌŝƚƚĞŶ;͞ƐŚĂůůƐƚĂŶĚ͟Ϳ͘ŽƚŚƐƚĂƚƵĞƐ͕ŚŽǁĞǀĞƌ͕ĐŽŶŶĞĐƚŝŶƐŽŵĞĨĂƐŚŝŽŶƚǁŽƉůĂĐĞƐͶ ͞ĂƐƚƌŝĚĞĨƌŽŵůĂŶĚƚŽůĂŶĚ͟ŝŶƚŚĞĐĂƐĞŽĨƚŚĞĨŝƌƐƚƐƚĂƚƵĞ͕ĂŶĚ͞ƚǁŝŶĐŝƚŝĞƐĨƌĂŵĞ͟ƚŚĞ ŚĂƌďŽƌƚŚĂƚƚŚĞƐĞĐŽŶĚƐƚĂƚƵĞƐĞĞƐǁŝƚŚŚĞƌ͞ĞLJĞƐ͘͟ ^ŝĚĞďĂƌ͗ dŚĞŽůŽƐƐƵƐŽĨZŚŽĚĞƐ dĞĂĐŚĞƌƐĐĂŶĂƚƚŚĞŝƌ ĚŝƐĐƌĞƚŝŽŶ ĚĞĐŝĚĞǁŚĞƚŚĞƌŽƌŶŽƚƚŽƌĞǀĞĂůƚŚĞĂůůƵƐŝŽŶ>ĂnjĂƌƵƐ ŵĂŬĞƐƚŽƚŚĞŽůŽƐƐƵƐŽĨZŚŽĚĞƐ;͞ďƌĂnjĞŶŐŝĂŶƚŽĨ'ƌĞĞŬĨĂŵĞ͟ͿĂŶĚĞǀĞŶƐŚŽǁƐƚƵĚĞŶƚƐ ĂĂƌƚŝƐƚƐ͛ƌĞĐŽŶƐƚƌƵĐƚŝŽŶŽĨƚŚĞƐƚĂƚƵĞ;ƉƉĞŶĚŝdžͿ͘ ;YϰͿ tŚĂƚĐĂŶǁĞĚĞĚƵĐĞĂďŽƵƚƚŚĞůŽĐĂƚŝŽŶŽĨƚŚĞƐĞĐŽŶĚƐƚĂƚƵĞ͍ tŚĂƚŽƚŚĞƌ ĐŚĂƌĂĐƚĞƌŝƐƚŝĐƐŽĨƚŚĞƐĞĐŽŶĚƐƚĂƚƵĞĂƌĞƌĞǀĞĂůĞĚŝŶƚŚĞŽƉĞŶŝŶŐϴůŝŶĞƐ͍ >ĂnjĂƌƵƐŐŝǀĞƐƐĞǀĞƌĂůĐůƵĞƐĂƐƚŽƚŚĞůŽĐĂƚŝŽŶŽĨƚŚĞƐƚĂƚƵĞ͕ĨƌŽŵƚŚĞƚŚŝƌĚůŝŶĞͶ͞,ĞƌĞĂƚ ŽƵƌƐĞĂͲǁĂƐŚĞĚ͕ƐƵŶƐĞƚŐĂƚĞƐƐŚĂůůƐƚĂŶĚ͟ͶĚĞƐĐƌŝďŝŶŐƚŚĞƐƚĂƚƵĞĂƐŽǀĞƌůŽŽŬŝŶŐƚŚĞ ŽĐĞĂŶͶƚŽŵĞŶƚŝŽŶŽĨƚŚĞ ĞLJĞƐŽĨƚŚĞ ƐƚĂƚƵĞĂƐ ͞ĐŽŵŵĂŶĚŝŶŐͬdŚĞĂŝƌͲďƌŝĚŐĞĚŚĂƌďŽƌ͘͟ ^ŚĞĂůƐŽƌĞǀĞĂůƐƚŚĂƚƚŚĞƐƚĂƚƵĞŝƐƚŚĞĨŝŐƵƌĞŽĨĂǁŽŵĂŶ͞ǁŝƚŚĂƚŽƌĐŚ͟ ĂŶĚƚŚĂƚƚŚĞƐƚĂƚƵĞ ŝƐƐĞĞŶĂƐ Ă͞DŽƚŚĞƌ͟ƚŽĞdžŝůĞƐͶĂŶŝŵĂŐĞƚŚĂƚŝƐĐŽŶƐŝƐƚĞŶƚǁŝƚŚƚŚĞĚĞƐĐƌŝƉƚŝŽŶŽĨƚŚĞ ƐƚĂƚƵĞ͛ƐƚŽƌĐŚĂƐŽĨĨĞƌŝŶŐĂ͞ǁŽƌůĚͲǁŝĚĞǁĞůĐŽŵĞ͘͟ ĞŶƚƌĂůŽŶĐĞƌŶηϯ ŝƌĞĐƚŝŽŶƐĨŽƌdĞĂĐŚĞƌƐͬ'ƵŝĚŝŶŐYƵĞƐƚŝŽŶƐ&Žƌ^ƚƵĚĞŶƚƐ ^ƚƵĚĞŶƚƐƚƌĂŶƐůĂƚĞƚŚĞǁŽƌĚƐŽĨƚŚĞ ƐĞĐŽŶĚ ƐƚĂƚƵĞŝŶƚŽƚŚĞŝƌŽǁŶ͘ tŚĂƚŝƐƚŚĞŵĞĂŶŝŶŐŽĨƚŚĞƐƚĂƚƵĞ͛ƐƐƉĞĞĐŚ͍ dŚĞĨŝŶĂůĐĞŶƚƌĂůĐŽŶĐĞƌŶĨŽĐƵƐĞƐŽŶƐƚƵĚĞŶƚƐƵŶƉĂĐŬŝŶŐƚŚĞ ŵĞĂŶŝŶŐŽĨƚŚĞ ƐƉĞĞĐŚƚŚĞƐƚĂƚƵĞŵĂŬĞƐ͕ƌĞǀĞĂůŝŶŐďŽƚŚĂ ĐƌŝƚŝƋƵĞŽĨĂŶƚŝƋƵŝƚLJĂŶĚĂƉůĞĂĨŽƌŝŵŵŝŐƌĂŶƚƐƚŽĐŽŵĞƚŽ ŵĞƌŝĐĂ͘ ;YϱͿ tŚĂƚ ĚŽĞƐ>ĂnjĂƌƵƐŵĞĂŶǁŚĞŶƐŚĞŚĂƐƚŚĞ ƐĞĐŽŶĚ ƐƚĂƚƵĞĐƌLJŽƵƚ͞<ĞĞƉ͕ĂŶĐŝĞŶƚůĂŶĚƐ͕ LJŽƵƌƐƚŽƌŝĞĚƉŽŵƉ͊͟ dĞdžƚhŶĚĞƌŝƐĐƵƐƐŝŽŶ Η<ĞĞƉ͕ĂŶĐŝĞŶƚůĂŶĚƐ͕LJŽƵƌ ƐƚŽƌŝĞĚƉŽŵƉ͊Η ĐƌŝĞƐƐŚĞ tŝƚŚƐŝůĞŶƚůŝƉƐ͘Η'ŝǀĞŵĞLJŽƵƌƚŝƌĞĚ͕LJŽƵƌƉŽŽƌ͕ zŽƵƌ ŚƵĚĚůĞĚ ŵĂƐƐĞƐLJĞĂƌŶŝŶŐƚŽďƌĞĂƚŚĞĨƌĞĞ͕ dŚĞ ǁƌĞƚĐŚĞĚ ƌĞĨƵƐĞ ŽĨLJŽƵƌ ƚĞĞŵŝŶŐ ƐŚŽƌĞ͘ ^ĞŶĚƚŚĞƐĞ͕ƚŚĞŚŽŵĞůĞƐƐ͕ ƚĞŵƉĞƐƚͲƚŽƐƚ ƚŽŵĞ͕ /ůŝĨƚŵLJůĂŵƉďĞƐŝĚĞƚŚĞŐŽůĚĞŶĚŽŽƌ͊Η dŚŝƐĂĐƚŝǀŝƚLJĐŚĂůůĞŶŐĞƐƐƚƵĚĞŶƚƐƚŽĂƚƚĞŵƉƚƚŽƵŶĚĞƌƐƚĂŶĚŽŶƚŚĞŝƌŽǁŶ ƚŚĞŝŵĂŐŝŶĞĚ ƐƉĞĞĐŚƚŚĞƐƚĂƚƵĞĚĞůŝǀĞƌƐ͘dŚĞĂŝŵŚĞƌĞĨŽƌƐƚƵĚĞŶƚƐŝƐŶŽƚƚŽƐƵŵŵĂƌŝnjĞ͕ďƵƚƚŽ ƉĂƌĂƉŚƌĂƐĞ͘^ƚƵĚĞŶƚƐƐŚŽƵůĚ ǁƌŝƚĞŶŽŵŽƌĞƚŚĂŶƚǁŽƐĞŶƚĞŶĐĞƐ͕ĂŶĚƐĞĞŬƚŽĐĂƉƚƵƌĞĂůů ƚŚĞŝŶĨŽƌŵĂƚŝŽŶŝŶĐůƵĚĞĚŝŶƚŚĞƐŝdžůŝŶĞƐŽĨƉŽĞƚƌLJŝŶƚŚĞŝƌƚǁŽƐĞŶƚĞŶĐĞƐ͘ ĐĞůĞďƌĂƚĞĚ ŵĂŐŶŝĨŝĐĞŶĐĞ ŐĂƌďĂŐĞ ǀŝŽůĞŶƚ ǁŝŶĚƐƚŽƌŵ >ĂnjĂƌƵƐŝƐƌĞǀĞĂůŝŶŐƚŚĂƚƚŚĞ ƐĞĐŽŶĚ ƐƚĂƚƵĞŚĂƐĂŶĞŐĂƚŝǀĞŝŵƉƌĞƐƐŝŽŶŽĨĂŶƚŝƋƵŝƚLJĚƵĞŝŶ ƉĂƌƚƚŽƚŚĞŝƌĐĞůĞďƌĂƚĞĚŵĂũĞƐƚLJĂŶĚ;ďLJŝŶĨĞƌĞŶĐĞͿƚŚĞĐƌŝƚŝĐĂůĐŚĂƌĂĐƚĞƌŝnjĂƚŝŽŶĞdžƉůŽƌĞĚŝŶ ƚŚĞĂŶĂůLJƐŝƐŽĨƚŚĞĨŝƌƐƚƐƚĂƚƵĞĨƌŽŵ'ƌĞĞĐĞ͘ ;YϲͿ tŚŽĚŽĞƐƚŚĞƐĞĐŽŶĚƐƚĂƚƵĞǁĞůĐŽŵĞƚŽƚŚĞƐŚŽƌĞƐŽĨŵĞƌŝĐĂ͍,ŽǁŝƐƚŚĞůĂŶĚŽĨƚŚĞ ƐĞĐŽŶĚƐƚĂƚƵĞĐŚĂƌĂĐƚĞƌŝnjĞĚ͍ ^ƚƵĚĞŶƚƐƐŚŽƵůĚďĞĂďůĞƚŽŝĚĞŶƚŝĨLJƚŚĂƚƚŚĞƚŝƌĞĚ͕ƉŽŽƌ͕ĂŶĚŚŽŵĞůĞƐƐŵĂƐƐĞƐŽĨƚŚĞƉŽĞŵ ĂƌĞŝŵŵŝŐƌĂŶƚƐƚŽŵĞƌŝĐĂ͘dŚĞƐĞŝŶĚŝǀŝĚƵĂůƐĂƌĞƐĞĞŶŝŶƚŚĞŝƌŶĂƚŝǀĞĐŽƵŶƚƌŝĞƐĂƐ ͞ǁƌĞƚĐŚĞĚƌĞĨƵƐĞ͟ǁŚŽŚĂǀĞƚƌĂǀĞůĞĚƚŚƌŽƵŐŚƐƚŽƌŵƐƚŽƌĞĂĐŚƚŚĞhŶŝƚĞĚ^ƚĂƚĞƐ͘ŵĞƌŝĐĂ ŝƐĐŚĂƌĂĐƚĞƌŝnjĞĚĂƐĂ͞ŐŽůĚĞŶĚŽŽƌ͟ƚŚƌŽƵŐŚǁŚŝĐŚƚŚĞLJǁŝůůƉĂƐƐŽŶƚŚĞŝƌǁĂLJƚŽĨƵůĨŝůůƚŚĞŝƌ ͞LJĞĂƌŶŝŶŐ͟ĚĞƐŝƌĞ͞ƚŽďƌĞĂƚŚĞĨƌĞĞ͘͟ ^ƚƵĚĞŶƚƐƌĞǁƌŝƚĞƚŚĞŝƌƚƌĂŶƐůĂƚŝŽŶŽĨ ƚŚĞƐƉĞĞĐŚŽĨƚŚĞ ƐĞĐŽŶĚ ƐƚĂƚƵĞ͘ ĂƐĞĚŽŶǁŚĂƚƚŚĞLJŚĂǀĞůĞĂƌŶĞĚ͕ƐƚƵĚĞŶƚƐ ƌĞǁƌŝƚĞƚŚĞŝƌƚƌĂŶƐůĂƚŝŽŶŽĨƚŚĞĨŝƌƐƚůŝŶĞ͘ ^ŝĚĞďĂƌ͗ dŚĞ^ƚĂƚƵĞŽĨ>ŝďĞƌƚLJ dĞĂĐŚĞƌƐĐĂŶĂƚƚŚĞŝƌĚŝƐĐƌĞƚŝŽŶĚĞĐŝĚĞǁŚĞƚŚĞƌŽƌŶŽƚ;ĂͿƚŽĂƐŬƐƚƵĚĞŶƚƐŝĨƚŚĞLJŚĂǀĞ ĨŝŐƵƌĞĚŽƵƚƚŚĂƚƚŚĞƉŽĞŵĚĞƐĐƌŝďĞƐƚŚĞ^ƚĂƚƵĞŽĨ>ŝďĞƌƚLJĂŶĚ;ďͿƚŽƐŚŽǁƐƚƵĚĞŶƚƐĂŶ ŝŵĂŐĞ ŽĨƚŚĞ^ƚĂƚƵĞŽĨ>ŝďĞƌƚLJ;ƉƉĞŶĚŝdžͿŽƌĂŐƌĂƉŚŝĐƵŶƉĂĐŬŝŶŐƐŽŵĞŽĨƚŚĞƵŶŝƋƵĞ ƋƵĂŶƚŝƚĂƚŝǀĞ ĨĞĂƚƵƌĞƐŽĨƚŚĞƐĐƵůƉƚƵƌĞ ;ǀĞƌƐƵƐƚŚĞƋƵĂůŝƚĂƚŝǀĞŽŶĞƐĞdžƉůŽƌĞĚŝŶƚŚĞƉŽĞŵͿ ;ƉƉĞŶĚŝdžͿ͘ ƉƉĞŶĚŝdž͗ƌƚŝƐƚ͛ƐZĞĐŽŶƐƚƌƵĐƚŝŽŶŽĨƚŚĞŽůŽƐƐƵƐŽĨZŚŽĚĞƐ &ƌŽŵƚŚĞ/ŶƚĞƌŶĞƚŶĐLJĐůŽƉĞĚŝĂŽĨ,ŝƐƚŽƌLJ ƉƉĞŶĚŝdž͗WŚŽƚŽŐƌĂƉŚŽĨƚŚĞ^ƚĂƚƵĞŽĨ>ŝďĞƌƚLJ &ƌŽŵƚŚĞh͘^͘WĂƌŬ^ĞƌǀŝĐĞǁĞďƐŝƚĞ Close Reading Strategy Tool Kit Defined: A close reading is a 2nd or 3rd reading of the text. It is an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means. It is the process one goes through to find make meaning of the text to understand a big idea or answer an essential question. Furthermore, looking closely at text will lead to stronger writing and an ability to communicate their newly found ideas, knowledge, or opinions. The determination of what type of close read depends on student need or what the text best reveals. Basic statements or questions of a close read includes: ∙ Let’s look closer at this section of the text. / Let’s investigate this part further. / ∙ According to the text, ___/ Let’s use evidence from the text to .. / ∙ Let’s see how the author… / Because we want learn how to write like the author __ ∙ We need to look at this part of the text again in order to ____ Purpose of Close Reading Suggested Strategies Rich or Academic Language ∙Key Words ∙Shades of Meaning ∙ Text Talk (Beck) Wrecking the Text ∙ Using context clues ∙ Think alouds about how you determine meaning. (figurative, tier 2 vocabulary) ∙Deconstruction of Text ∙Specific use of language in content (register, lack of background ∙ Author’s purpose knowledge, cultural knowledge, multiple ∙ rewriting text for levels of meaning, or meaning better understanding. Linguistically Complex Language is ambiguous) Plot Highlights HTross, SAUSD, 2012 Key Terms, Phrases or Questions Visual Tools or Materials ∙ What words are unfamiliar? Let’s try to Use of highlighter figure these words out. ∙ Give a student friendly definition Thesaurus during text talk (understanding words in context) ∙ What text around this word helps you understand its meaning? ∙ Why might this text be confusing? Let’s Use of highlighter take it apart to understand it. ∙ How did the author show you the person was a specific area/region? ∙ Let’s read this text from the perspective of ___. Linguistic patterns. ∙ Let’s talk about what this sentence might mean in the context of the paragraph/story. ∙ text depend. ques. ∙ What happened right here? Why is this important to the story? ∙ Character motivation ∙ Why did ____ do this? How does this change ____? ∙ plot terms defined ∙ What is the significance of this part of & understood the story? What is its purpose? through context ∙ How does this part determine _____? ∙ Why would you label this section the ____ (setting, rising/falling action, turning point, climax, conflict, foreshadowing, resolution, etc.) of the plot? ∙ Where does this section of the story “fit in” with the plot? * Sections of this template use strategies & terms from the Lapp, Johnson Text Complexity Rubric Strategy Tool Key for Close Reading Purpose of Close Reading Suggested Strategies Key Terms, Phrases or Questions Visual Tools or Materials Text Features or Illustrations ∙ Preview/Review ∙ Preview: What might this text be about? ∙ post-its to cover ∙ Look at the author’s ∙ Review: How does this information add text—revealing only pulled quotes. to your understanding about ____? the text features for ∙ Why did the author use a (graph, table, prediction of what diagram, etc) _____ in this section of the text is about. text? ∙ What is the purpose of this (text feature)? ∙ What does this (text feature) tell you or help you better understand? ∙ How does this illustration ____ (determine the mood, the author’s intent, an idea about ___)? ∙ Why did the illustrator depict ___ like ___? Big Idea or Theme Revealed ∙ Text dependent questions & making connections/ reflections based on text evidence ∙ Questioning with 6 facets of understanding: explanations, applications, perspectives, interpretation, empathy, self-knowledge Demanding Content ∙ Content Specific Text Deconstruction “6 facets of understanding” questions: ∙ E: What is meant by ___? ∙ ∙ A: How does ___ apply to ___? ∙ P: How does ___ look from ___ POV? ∙ I: What does the __ say/reveal about _? ∙ EM: How might it feel if ____ ∙ SK: What do you believe ____ ? ∙Who, did what, to whom? ∙ Referrers, nominalizations, etc. ∙ post-its for pulled quotes or key words (what the text is doing) (complex ideas or how it is written –content specific, ∙ Key Words unusual narration, dense text with many tier 3 wordsacademic vocabulary, etc) ∙ Pulled Quotes Tross, SAUSD, 2012 ∙ How does this help answer _____? How can you relate this to ____? What more have you learned about ___ after reading ___ ∙ What key terms or words do you need to ∙ Sentence patterns know? to deconstruct text ∙ Which words help you better understand the author’s intent? * Sections of this template use strategies & terms from the Lapp, Johnson Text Complexity Rubric Purpose of Close Reading Suggested Strategies Character Analysis or Motivation ∙ Analyze character’s words, action, thoughts to reveal traits or emotions ∙ Inferential questioning about the character using evidence from text Author’s Craft: (Writing techniques that deal with the author’s perspectives, mood, tone, word choice, syntax, purpose, etc.) Key Terms, Phrases or Questions Visual Tools or Materials ∙ What did the character: do, say, think, what others thought or did with ____? What does this evidence tell you about the character? From this evidence, what can you infer about the character? What is the character’s motivation and why? Find evidence in the text. ∙ Questioning Perspective/s: From whose perspective ∙ WFTB planners for author’s intent is the author speaking? Why did he reverse mapping choose to do this here? ∙ Wrecking the Text Mood: What is the mood in this section of the story? How can you tell? What ∙ Reverse mapping as did the author do to create this mood? in WFTB How do the illustrations add to this mood? ∙ “Owl Moon” Tone: What do you notice about the tone Lesson in the writing of this text? How is it different than __? binder (4-5) Why did the author choose to use __? ∙ Other reverse map- Word Choice: What do you notice about ping lessons in 2nd the word/s in this section of the text? and 3rd How are they alike/different? Why did the author use these type of words? How does this add to the reading of the text How can you use these techniques in your own writing? ∙ Chunking the text: ∙ How is this part/section of the story Author’s purpose of organized? How is it different from __? different sections of (Genre bends or changes the text/story ∙ How does the story’s organization in literature’s structure. change (distorted time or sequence, flash Structure of text is ∙ Extracting Text into back, shifting perspectives, purpose, through a skill: cause/ a Thinking Map etc.)? effect, compare/contrast in science & historical text) Text Organization or Structure Tross, SAUSD, 2012 Thinking maps are determined by the structure of the text, or bend in the genre) * Sections of this template use strategies & terms from the Lapp, Johnson Text Complexity Rubric Boost Intelligence by Focusing on Growth Why some people learn more from their mistakes By Melinda Wenner Moyer Is intelligence innate, or can you boost it with effort? The way you answer that question may determine how well you learn. Those who think smarts are malleable are more likely to bounce back from their mistakes and make fewer errors in the future, according to a study published last October in Psychological Science. Researchers at Michigan State University asked 25 undergraduate students to participate in a simple, repetitive computer task: they had to press a button whenever the letters that appeared on the screen conformed to a particular pattern. When they made a mistake, which happened about 9 percent of the time, the subjects realized it almost immediately—at which point their brain produced two tiny electrical responses that the researchers recorded using electrodes. The first reaction indicates awareness that a mistake was made, whereas the second, called error positivity, is believed to represent the desire to fix that slipup. Later, the researchers asked the students whether they believed intelligence was fixed or could be learned. Although everyone slowed down after erring, those who were “growth-minded”—that is, people who considered intelligence to be pliable—elicited stronger error-positivity responses than the other subjects. They subsequently made fewer mistakes, too. “Everybody says, ‘Oh, I did something wrong, I should slow down,’ but it was only the growth-minded individuals who actually did something with that information and made it better,” explains lead author Jason Moser, a clinical psychologist at Michigan State. People who are not so inclined, however, can change their approach, Moser adds. “A growth mind-set is about focusing on the process—as in the experience—rather than only on the outcome,” he says. “Setbacks are opportunities to gain information and learn for the next time, so pay attention to what went wrong and get the information you need to improve.” Source: Wenner Moyer, Melinda. "The Oops! Response." Scientific American, March/April 2012 http://www.scientificamerican.com/article.cfm?id=the-oops-response N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN Educational Services – CISS Jackie Robinson and the Integration of Baseball By Scott Simon Overview The first African American major league ballplayer of the twentieth century was a hard-nosed, high-spirited athlete who became one of the most admired personalities in the country. Jackie Robinson personified courage from the minute he stepped into the major leagues, adorned proudly in his Dodger blue. Nevertheless, he was a man who bore a daily, bloody trial of vicious attacks, race-baiting taunts, and death threats, risking both his safety and his sanity in order to simply play the game. The strain would end his life far too soon -- but he gave his life for something great, as all heroes do. In Jackie Robinson and the Integration of Baseball, renowned broadcaster Scott Simon brings his passion for baseball and civil rights to this crucial moment in history. He deftly captures the drama of Robinson's first year in baseball, tracing his journey from rookie to Rookie of the Year, the award that now bears Robinson's name. At the close of World War II, no nation was freer or stronger than the United States -- and yet few major nations so openly subjugated so many of their own citizens. Simon recounts how Robinson struggled with racism both in the army and on the baseball diamond, finally landing a place in the Negro Leagues as a shortstop. Just at the time when the country was beginning to question the morality of racial segregation, Robinson was battling bigotry every step of the way -- from his entry into the minor leagues; to Opening Day, April 15, 1947, when he helped the Brooklyn Dodgers win; to his first World Series. But for the man who "just wanted to be treated like any other player," the goal of integrating the major leagues was worth every moment of agony and anguish. Simon reveals how Robinson's skills and daring turned adversaries into admirers. For every piece of hate mail, for every epithet called across the field, there were prayers, greeting cards, and letters of encouragement from Southerners and Brooklynites, rabbis and ministers. And thanks to that seminal year, Robinson paved the way for scores of black players to finally join organized baseball. This important story of a man of remarkable conviction is by turns inspiring, emotional, and uplifting. Excerpt: “…But even by this wiser standard, Jackie Robinson was a hero. The baseball diamond is not simply a playing field in his story. It was the ground on which he was most open and vulnerable to taunts, threats, and sharpened spikes. The first African American major league ballplayer of the twentieth century routinely took his rolling, pigeontoed stride out into the infield or batter's box on days and nights when local police had culled the stadium's mail to show him an assortment of explicit and persuasive death threats. It is tempting today, when Jackie Robinson is enshrined in halls of fame, social studies curricula, classroom calendars, songs, and statues, to suppose those threats were empty. But in the late 1940s, beatings, bombings, lynchings, and shootings scarred the landscape of the United States. They could be just as public as… baseball games. Jackie Robinson gave his life for something great; heroes do. He chose to bear the daily, bloody trial of standing up to bean balls and cleats launched into his shins, chest, and chin, and the race-baiting taunts raining down from the stands, along with trash, tomatoes, rocks, watermelon slices, and Sambo dolls. And then he performed with eloquent achievement and superlative poise. Robinson allowed that hatred to strike him as it would a lightning rod, channeling it down into the rugged earth of himself. All that America saw for many years on the baseball field was that iron as upright as a steeple, never bending. But inside, the strain slowed his body, whitened his hair, thickened his circulation, aggravated his diabetes, and rendered him slow and blind. He was dead by the age of fifty-three—a martyr (a word as deliberately applied as hero) to trying to make America live up to its creed. N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN Educational Services – CISS If Jackie Robinson had not been selected to play the role he performed so well, no doubt other superb African American athletes would have soon stepped onto the stage. The skills of Larry Doby, Roy Campanella, Sam Jethroe, Ray Dandridge, Willie Mays, Monte Irvin, Ernie Banks, and an aging Satchel Paige were too great not to tempt major league clubs who were searching for new sources of talent. World War II had moved many Americans to examine their nation's own self-image as a bulwark of freedom. Editorial writers and civic leaders were already clamoring for America to integrate the armed forces, which had just won the world's liberty, the schools, in which children learned about justice, and sports, which purported to epitomize American values. How could a young black man who might be called up to risk his life backing up Pee Wee Reese in Guam, or Yogi Berra in Normandy, not be allowed to earn a living alongside them on the same playing field? America's modern civil rights revolution was already stirring by the time Jackie Robinson arrived in major league baseball. With Vernon Johns, Thurgood Marshall, A. Philip Randolph, and many more, it had already produced heroes. But Robinson's courage and accomplishment put a familiar face on the kind of bravery that it took for blacks to stand up for their rights. His heroism was no greater than that of millions of others—some achievements simply cannot fit into box scores. But Robinson's renown gave his heroism reach. It is possible to see, in Robinson's slow, purposeful walk into the face of taunts and threats, some of the same unbowed courage that Americans would later admire in the civil rights marchers who faced down stinging water sprays, sharp rocks, and snapping police dogs. When Robinson joined Dr. Martin Luther King's nonviolent campaign in Birmingham in 1963, marchers called out, “Show us, Jackie!” Jackie Robinson is so highly esteemed for his Gandhian restraint against the onslaughts of bigotry that it is easy to mistake him for a social activist. He certainly became a militant campaigner for civil rights, an outspoken newspaper columnist, and a combative Republican when that party was more identified among blacks with Lincoln, La Guardia, Rockefeller, and Lindsay, while the Democrats were dishonored by Strom Thurmond, Orville Faubus, and George Wallace. But first and last, Jackie Robinson was a hard-nosed… fire-breathing athlete. The Jackie Robinson that his old Pasadena and UCLA teammates remembered could be a petulant star. He mocked lesser competitors and came to expect that his regal status on fields of play would excuse him from the need to attend class or complete assignments; and so it did. When, on a couple of occasions, Robinson's high spirits and dark skin brought him into the grasp of the Pasadena police, his case was considered with compassion by a local judge, who was loath to deliver a penalty that would cause the accused to miss next Saturday's game. Few other young black men in Southern California could rally so effective a defense as Robinson's in rushing yards, passes caught, and punts returned… Among a group of gifted professionals who had to endure all-night rides on bone-clattering buses and blocked doors at whites-only diners and motels, Jackie Robinson was remembered more for griping about the league's showboating and lack of training and discipline. He let his teammates know that he considered the league beneath his talents (and maybe it was—for all of them). The Jackie Robinson who stayed on to become a perennial major league star after he became a hero could be prickly… Even after he had become one of the most admired personalities in America, Robinson could spring up and cry racism at umpires with the impudence to call him out on a close slide or a strike. He could crash into an opponent's knees on inconsequential plays, just to let them know he could hurt them. He harangued opposing players, and sometimes his own teammates, with graphic epithets of the kind that would have once been considered legal provocation for a duel (although the epithets were never racial and rarely sexual—Jackie Robinson was no racist, and he was even a bit of a prude). But Jackie Robinson was no less a hero for being a full-blooded human being. When he was summoned by history, he risked his safety and sanity to give history the last full measure of his strength, nerve, and perseverance. In the end, real heroes give us stories we use to reinforce our own lives…” Source: http://www.questia.com/read/106254881/jackie-robinson-and-the-integration-of-baseball N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN Educational Services – CISS Name Period Date Central Idea/Evidence R.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Title of Reading: “Jackie Robinson and the Integration of Baseball” Thesis/Central Idea: What qualities did Jackie Robinson have as he paved the way for scores of black players to finally join organized baseball? Specific Phrase or Statement How it Supports the Central Idea 1. 2. 3. 4. 5. N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN Educational Services – CISS Name: ___________________________________________ Period: __________ Date:______________________________ Cause and Effect Effect Effect Cause Effect N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN Effect Educational Services – CISS As you read this article, consider using highlighters to mark the outcomes associated with “luck” in one color and those associated with “perseverance” in another. Luck vs. Perseverance Posted on March 23, 2013 by Tyler H. Jolley My road to writing started in college after I saw an interview with Nicholas Sparks on Oprah. Yes, I watched Oprah when I was in college…well my wife Jeena watched it and I happened to be in the room. Nicholas was talking about how he was able to pay off his student loans from pharmacy school by writing. At the time I was in dental school so the student loans were enormous. I have always been a sci-fi nerd and loved all things Star Wars. I even had a full size Han Solo cardboard cutout in my bedroom. Frustrated with some of my professors I decided to write a sci-fi novel about an intergalactic foreign exchange student and mirror the teachers after a few problematic professors. I quickly realized I loved writing and it helped me relax and take a break from the intense curriculum. Since I was in school I was left with little time to sleep, let alone write and it took me a few years to write my first book, but I persevered. By the time I had finished the book I was done with school, had three kids, and opened two offices in Colorado. It was time to find a publisher and it turned out finding a publisher was the hardest thing I’d ever done. I just kept getting doors slammed in my face. I even read, “How to get Your Book Published for Dummies.” Finally, after two years I found Double Dragon Publishing and they accepted my book. Nothing seemed to come easy when it came to my first book Neto Lexan and the Impox Secret, but I accomplished my goal and I was a bona fide, published author. Then luck came upon me. As I was trying to navigate getting my book published I was introduced to a local author, Sherry D. Ficklin. She pointed me the right direction and gave me pointers with editing my book, her help was invaluable. Then one day she approached me about a book she wanted to write. She was having a hard time nailing the teenage male character. At first I thought she just wanted some input. Being a perpetual kid, and with my patient base being mostly kids, I was the perfect go-to person. Then I realized she actually wanted me to co-author the book. Right place, right time…and my Peter Pan Syndrome* was finally paying off. We had not one but two publishing companies trying to publish our book. No doors were being slammed in our faces. It was such a different experience from my first book. So the question luck versus perseverance, in my case, I think is a marriage of both. Everyone has a unique story, but my experience has been this: Those who persevere will find luck. *The 'Peter Pan Syndrome' affects people who do not want to or feel unable to grow up; people with the body of an adult but the mind of a child. Source: http://scene13ers.wordpress.com/2013/03/23/luck-vs-perseverance/ N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN Educational Services – CISS Formative Assessment W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Directions: Some people believe luck or good fortune can be created by being innovative and seizing opportunities. Others think luck is pure chance. Based on what students have read in Dragonwings and additional selections*, have them write a brief argument that supports their position on the following question: Is “luck” merely chance, or do persistence and opportunity play a role? An Exit Slip is provided for you to use for this assignment. This short checking for understanding could be done more than once within this module. Student writing provides data on student progress and informs next steps for instruction. *Text connections for luck vs. perseverance: “Breaker’s Bridge”: Breaker says he’s lucky; that’s why he has been able to build successful bridges, “but there’s always a first time when you can’t do something.” “Drive-in Movies”: Soto and his siblings make their own luck by washing the car so their mom will take them to the movies. “A Backwoods Boy”: Abraham Lincoln - luck is when preparation meets opportunity “Jackie Robinson”: Luck is the result of destiny. N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN Educational Services – CISS Name: _______________________________________ Period: ______ DATE: _____________________ FORMATIVE ASSESSMENT Exit SlipS Prompt: Is “luck” merely chance, or do persistence and opportunity play a role? Prompt: ___________________________________________________________ N: ELA-Secondary/ Gr. 6_ELA Module-Sem. 2_Teacher Packet/1-2014/LB-CN Educational Services – CISS
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