Unit 2.1 They Got Game€¦ · Day 1 Unit 2.1—They Got Game | p. 4. Partner interview Use these topics to get to know your partner. Take short notes in the chart about both you

Unit 2.1

They Got Game

revisedJuly 2013

Strategic Adolescent Reading Intervention

SERP 2013

?What makes a g!d reader?

What does it take to be su"e#ful? In sports? In life?

How do you hold on to your dreams?

Unit 2.1—They Got Game | p. 3Day 1

What makes a g!d reader?

With your partner, discuss what good readers do. Write your notes here:

Good readers: _______________________________________________

Good readers: _______________________________________________

Good readers: _______________________________________________

Good readers: _______________________________________________

What’s the most important thing when you read?

_______________________________________________________________

Compare answers with your partner. Write down one good idea from your partner.

_______________________________________________________________

_______________________________________________________________


Partner interviewUse these topics to get to know your partner. Take short notes in the chart about both you and your partner.

You Partner

Name

Age

Nationality

Town or neighborhood

Favorite activities

Favorite kind of music

Favorite foods

Favorite movies

Favorite sports or teams

Things that annoy you

Dreams for the future


How

are

we

the

sam

e or

di$

eren

t?

Partner

’s nam

e: _

____

____

____

____

____

__

Use

the

partn

er in

terv

iew

to fi

ll ou

t the

dia

gram

bel

ow.

both

of

us

My

nam

e: _

____

____

____

____

____

__


And . . . But . . . Language for comparing and contrasting

Turn your diagram into a piece of writing about yourself and your partner.

Start by looking at the different topics on the interview: music, movies, sports, and things that annoy you. For each topic, write a sentence.

Use the word “and” if you agree about that topic or are the same:! My partner is 14 and I am 14.

Use the word “but” if you don’t feel the same about the topic:! My partner likes hip-hop but I like country.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Check your work! Check off each topic from the interview that you wrote about:

▢ name ▢ age ▢ nationality ▢ town ▢ activities

▢ music ▢ food ▢ movies ▢ sports ▢ annoying things ▢ dreams


What is fluent reading?

Reading fluently includes reading out loud

• At a good speed

• Getting all the words right

• With phrasing that shows the meaning

• With expression and emphasis

Listen to the readings and then rate the readers.

Who reads at a good speed?

Follow along as three readers read this text out loud:

It was the 2011 World Series. Things were looking bad for the Cards.

They lost Game 2 when their star, Albert Pujols, bobbled the ball and

the other team scored.

In Game 3, things would be different. Bam! Pujols hit a home run. Bam!

He hit a second home run. Bam! He hit a third home run. Pujols proved

he was still a superstar.

Now check whether each reader reads at a good speed.

Reads at a good speed

Does not read at a good speed

Reader 1: ▢ ▢

Reader 2: ▢ ▢

Reader 3: ▢ ▢


✓

Who reads the words accurately?

Follow along as each reader reads this text out loud:

Growing up in the Dominican Republic, Pujols dreamed of

becoming a baseball star. The Pujols family was poor. Young Albert

once made his own baseball glove. He played hard with older, bigger

boys. He became a mighty hitter.

In 1989, Pujols entered the major league draft. Major league teams

grabbed top players in the first round. Pujols waited. No team picked

him until the thirteenth round.

Now check whether each reader says the words accurately.

Reads words accurately

Does not read words accurately

Reader 1: ▢ ▢

Reader 2: ▢ ▢

Reader 3: ▢ ▢


✓

Who reads with expression and meaning?

Follow along as the readers read this text out loud:

He decided to just work harder. “I was a little disappointed,” he told Sports Illustrated in 2009. “It doesn’t matter. It made me hungry.”

Check whether each reader speaks with expression and meaning.

Reads with expression and

meaning

Does not read with expression

and meaning

Reader 1: ▢ ▢

Reader 2: ▢ ▢

Reader 3: ▢ ▢


✓

Fluency and ge%ing the meaning Now, listen to two different readings of the whole passage below. As you listen, follow along.

You will answer a comprehension question about the reading after hearing both readings.

You will also rate the readers: Who made the passage easier to understand? Why?

A Dream Comes True

It was the 2011 World Series. Things were looking bad for the Cards. They lost Game 2 when their star, Albert Pujols, bobbled the ball and the other team scored.

In Game 3, things would be different. Bam! Pujols hit a home run. Bam! He hit a second home run. Bam! He hit a third home run. Pujols proved he was still a superstar.

Growing up in the Dominican Republic, Pujols dreamed of becoming a baseball star. The Pujols family was poor. Young Albert once made his own baseball glove. He played hard with older, bigger boys. He became a mighty hitter.

In 1989, Pujols entered the major league draft. Major league teams grabbed top players in the first round. Pujols waited. No team picked him until the thirteenth round. He decided to just work harder. “I was a little disappointed,” he told Sports Illustrated in 2009. “It doesn’t matter. It made me hungry.”

In the majors, Pujols was an instant star. He is a three-time MVP and a nine-time All Star. He has two Golden Gloves. People say he is one of the greatest players of all time.

In 2012, Pujols signed a contract for over $200 million. The onetime poor boy is a millionaire. His mighty bat has taken him far.


Answer the following questions:

How did Albert Pujols reach his dream?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Which reader made it easier to understand the passage?

! ! ▢ Reader A ▢ Reader B

Turn and talk to your partner.

How did one reader make the passage easier to understand?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________


Consonant blends ISounds that slide

Many words start with two or three consonants like these sports words:

Consonants are all the letters that are NOT the vowel sounds (a, e, i, o, and u).

Consonants include the letters b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, z (and sometimes y as in yell).

We call consonant combos like cr, dr, fl, str, and gr blends.

How can we get fast and accurate at reading words with blends?

a) Underline and say out loud the single sounds in the blend.!! ! b l o c k b lb) Say out loud the sounds together as a blend, blc) Say out loud the other sounds in the word, ock! ! !

d) Say and write the whole word: block ! ________

Practice! Underline the consonant blends in the sports words below:

Pick one of these words and follow the steps:

a) Underline and say out loud the single sounds in the blend: ____

b) Say out loud the sounds together as a blend:! ____

c) Say out loud the other sounds in the word:! __________!

d) Say and write the whole word:! ! ! __________!

block spike screen cross

press flip blitz sprint

block


Becoming a fluent readerReading fluently includes reading out loud

• At a good speed




You’ll work this year on reading faster and reading with phrasing. This will help with the harder material you will read in high school and in life.

You will work with a partner. Most days you will practice reading. Your partner will time you and check that you understood what you read. You will do the same for your partner.

Each day you will record your reading speed on a chart. You can see how your reading gets faster.

Seventh and eighth graders who are fast readers can read about 140–150 words per minute, or WPM.

Plan on your rate getting a bit faster each week. When you read faster and get the words right, too, reading will be easier and more fun. Homework and class work will also take less time!

My reading rate right now is ______ wpm (words per minute).

In June, I want my reading rate to be ______ wpm.


Unit 2.1—They Got Game | p. 15

Working with the

fluency workb!k

Day OnePart 1: First readPart 1: First readPart 1: First readPart 1: First readPart 1: First readPart 1: First readPart 1: First read

Read your passage silently. Read your passage silently. Read your passage silently. Read your passage silently. Read your passage silently. Read your passage silently. Read your passage silently.

Partner 1 Partner 1 Partner 1 Partner 2 Partner 2 Partner 2 Partner 2Set timer to one minute.Set timer to one minute.

Say “ready, set, go” and start timer.Say “ready, set, go” and start timer. Start reading out loud at a good pace.Start reading out loud at a good pace.

Tell partner to stop when timer goes off. Tell partner to stop when timer goes off.

Mark the last word with //Mark the last word with //

Help partner figure out words per minute (WPM).Help partner figure out words per minute (WPM).

Record words per minute (WPM) at top of page.Record words per minute (WPM) at top of page.

Listen to partner read to end of passage.Listen to partner read to end of passage.

Finish reading passage out loud.Finish reading passage out loud.

Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!

Part 2: Comprehension and discu#ionPart 2: Comprehension and discu#ionPart 2: Comprehension and discu#ionPart 2: Comprehension and discu#ionPart 2: Comprehension and discu#ionPart 2: Comprehension and discu#ionPart 2: Comprehension and discu#ion

Read fluency passage questions. Read fluency passage questions. Read fluency passage questions. Read fluency passage questions.

Write answers. Write answers. Write answers. Write answers.

Share one interesting sentence with your partner. Share one interesting sentence with your partner. Share one interesting sentence with your partner. Share one interesting sentence with your partner.

Record WPM on your fluency chart. Record WPM on your fluency chart. Record WPM on your fluency chart. Record WPM on your fluency chart.

Part 3: Phrase-cued readingPart 3: Phrase-cued readingPart 3: Phrase-cued readingPart 3: Phrase-cued readingPart 3: Phrase-cued readingPart 3: Phrase-cued readingPart 3: Phrase-cued reading

Partner 1 Partner 1 Partner 1 Partner 2 Partner 2 Partner 2 Partner 2Listen to your partner. Listen to your partner. Read passage out loud in

phrases to your partner.Read passage out loud in phrases to your partner.Read passage out loud in phrases to your partner.

Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!


Part 1: Tricky phrases and wordsPart 1: Tricky phrases and wordsPart 1: Tricky phrases and wordsPart 1: Tricky phrases and words

Partner 1 Partner 1 Partner 2 Partner 2Listen to your partner. Read tricky phrases and words out

loud to your partner.

Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!

Both partners complete word study activity. Both partners complete word study activity. Both partners complete word study activity. Both partners complete word study activity.

Part 2: Last readPart 2: Last readPart 2: Last readPart 2: Last read

Partner 1 Partner 1 Partner 2 Partner 2Set timer to one minute.

Say “ready, set, go” and start timer. Start reading out loud at a good pace.

Tell partner to stop when timer goes off.

Mark the last word with //

Help partner figure out words per minute (WPM).

Record words per minute (WPM) at top of page.

Listen to partner read to end of passage.

Finish reading passage out loud.

Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!Now switch roles and repeat!

Part 3: Comprehension and discu#ionPart 3: Comprehension and discu#ionPart 3: Comprehension and discu#ionPart 3: Comprehension and discu#ion

Read fluency passage questions. Read fluency passage questions. Read fluency passage questions. Read fluency passage questions.

Write detailed answers. Write detailed answers. Write detailed answers. Write detailed answers.

Share and talk over answers with your partner. Share and talk over answers with your partner. Share and talk over answers with your partner. Share and talk over answers with your partner.

Record WPM on your fluency chart. Record WPM on your fluency chart. Record WPM on your fluency chart. Record WPM on your fluency chart.

Day Two

Day OneJe&ifer Lawrence: Rising StarPart 1: First read

Find out about a talented young actor. Read silently.

Jennifer Lawrence is one of today’s hottest movie stars. People love the way she turns into each character she plays. They also love her drive and spunk.

Lawrence grew up in a happy family. Her two brothers loved to play pranks. Once, they smeared peanut butter on her face and let their dogs lick it off! The boys loved sports, but Jennifer loved being on stage.

At age 14, Jennifer begged her parents to let her become a real actor. They said no. She had to finish school. Not a problem! Jennifer quickly got her GED. She began to get work on TV shows. She knew this was right for her. In 2009, she spoke to the Louisville Courier-Journal about her budding career. She said, “Once I got the tiniest taste for this, I could never look back.”

In 2010, Jennifer starred in the movie Winter’s Bone. She played a teen from a rough mountain town. For her role, Jennifer had to learn how to skin a squirrel. She stopped using lip gloss and let her skin crack. Movie critics loved the gritty film. Suddenly, Jennifer was a star.

Hunger Games was Jennifer’s next big part. In 2012, she won acting’s biggest prize: the Academy Award. As she stepped up to receive her award, she slipped and fell. Other actors ran to help, but Jennifer laughed as she stood up. She walked onstage with grace. The audience rose to their feet and clapped hard for the young star.


Day One // one minute

Je&ifer Lawrence: Rising StarPart 1: First read WPM ___________


Lawrence grew up in a happy family. Her two brothers loved to play pranks. Once, they smeared peanut butter on her face and let their dogs lick it off! The boys loved sports, but Jennifer loved being on stage. 66

At age 14, Jennifer begged her parents to let her become a real actor. They said no. 83She had to finish school. Not a problem! Jennifer quickly got her GED. She began 98to get work on TV shows. She knew this was right for her. In 2009, she spoke to 116the Louisville Courier-Journal about her budding career. She said, “Once I got the 130tiniest taste for this, I could never look back.” 139

In 2010, Jennifer starred in the movie Winter’s Bone. She played a teen from a 154rough mountain town. For her role, Jennifer had to learn how to skin a squirrel. 169She stopped using lip gloss and let her skin crack. Movie critics loved the gritty 184film. Suddenly, Jennifer was a star. 190

Hunger Games was Jennifer’s next big part. In 2012, she won acting’s biggest 203prize: the Academy Award. As she stepped up to receive her award, she slipped and 218fell. Other actors ran to help, but Jennifer laughed as she stood up. She walked 233onstage with grace. The audience rose to their feet and clapped hard for the young 248star. 249

Part 2: Comprehension and discu#ionWhat makes Jennifer a star?

________________________________________________________________________________________________________________________________

What happened to Jennifer at the Academy Awards?

________________________________________________________________

________________________________________________________________


Developing fluency

Fluency chart

Level Passage title First read WPM

Last read WPM

Practice Jennifer Lawrence: Rising Star

Name: _______________________



Fluency: How am I doing right now?Reading fluently includes reading out loud

• At a good speed




Reflect on what you’ve learned about fluency and about yourself. Check the boxes below that describe you the best. You don’t have to share these answers with anyone.

1. My speed when I read is:

▢ blazing fast ▢ just about right ▢ pretty slow

2. When I read:

! ▢ I say almost all of the words right ▢ I say most of the words right ! ▢ I mess up or stutter on words

3. When I read sentences:

! ▢ it sounds like me just talking ▢ it sometimes sounds like talking ! ▢ it sounds jerky

4. After I have read, I remember:

! ▢ all the important facts ▢ some important facts ! ▢ very few important facts

5. This year in STARI, I want to work on (check as many as you want): ▢ reading faster ▢ saying the words right when I read ▢ making it sound like talking when I read ▢ remembering more after I read

Signed: __________________________________


Sort the sports words!Cut out each word card at the bottom of the page.

Do you see two or three consonants at the beginning like sprint?

! Put the word under blend in the chart below.

Do you see just one consonant at the beginning, like fake?

! Put the word under no blend in the chart below.

Blend No blend

spr int dive fake

slump crease dish

hook trap pivot

squad

This page has been intentionally left blank for printing purposes.



Ge%ing fluentMore practice helps!

Suppose your reading rate is not that fast.You may miss some words as you read.When you read out loud, it may not sound smooth.

How can your reading improve? Practicing with a partner helps!

The first time you read a passage out loud is a “cold read.”In a cold read, the words and ideas are still new to you. You may stumble or slow down.

What happens after the cold read?

You practice the passage different ways.Then you do a “warm read.”The warm read should be smoother and faster.

Reading in phrases

When you read fluently, you read in phrases.

Phrases are groups of words that make sense together.

Here is a sentence from the passage, “Jennifer Lawrence: Rising Star.”

At age 14, Jennifer begged her parents to let her become a real actor.

If you read this sentence without good phrasing, it might sound like this:

At . . . age . . . 14 . . . Jennifer . . . begged . . . her . . . parents . . . to . . . let . . .

her . . . become . . . a . . . real . . . actor.

With good phrasing, you pause between groups of words. It sounds like this:

At age 14 . . . Jennifer begged her parents . . . to let her become a real actor.

When you read in phrases, it sounds like talking.


Day OneJe&ifer Lawrence: Rising StarPart 3: Phrase-cued reading

Read passage out loud in phrases to your partner.

Pause at each / mark for a phrase.

Also pause at each // mark that shows the end of a sentence.

Jennifer Lawrence is one of today’s / hottest movie stars. // People love the way / she turns into each character she plays. // They also love her drive / and spunk. //

Lawrence grew up in a happy family. // Her two brothers loved to play pranks. // Once, / they smeared peanut butter on her face / and let their dogs lick it off! // The boys loved sports, / but Jennifer loved being on stage. //

At age 14, / Jennifer begged her parents / to let her become a real actor. // They said no. // She had to finish school. // Not a problem! // Jennifer quickly got her GED. // She began to get work on TV shows. // She knew this was right for her. // In 2009, / she spoke to the Louisville Courier-Journal / about her budding career. // She said, / “Once I got the tiniest taste for this, / I could never look back.” //

In 2010, / Jennifer starred in the movie Winter’s Bone. // She played a teen / from a rough mountain town. // For her role, / Jennifer had to learn how to skin a squirrel. // She stopped using lip gloss / and let her skin crack. // Movie critics loved the gritty film. // Suddenly, / Jennifer was a star. //

Hunger Games was Jennifer’s next big part. // In 2012, / she won acting’s biggest prize: / the Academy Award. // As she stepped up to receive her award, / she slipped and fell. // Other actors ran to help, / but Jennifer laughed as she stood up. // She walked onstage with grace. // The audience rose to their feet / and clapped hard for the young star. //

I read the passages in phrases out loud to my partner.


Tricky wordsSome words can slow you down. They may have tricky spelling like Louisville.! !For example, we don’t pronounce the letter “s” in the middle of Louisville.

Your workbook will give you a guide to the harder words:

Louisville

• The word is broken into chunks: You read one chunk at a time.

• Each chunk is spelled the way it sounds.

• Capital letters show the chunk you stress.

LOO | uh | vil

Lou = loo like the word too

loo | uh | vil

LOO | uh | vil


Day TwoJe&ifer Lawrence: Rising StarPart 1: Tricky phrases and words

Read these phrases and words out loud to your partner.

Put a check ✓ in each box as you read the word or phrase.

she turns into each character she plays

and let their dogs lick it off

Once I got the tiniest taste for this

Jennifer had to learn how to skin a squirrel

As she stepped up to receive her award

The audience rose to their feet

Lawrence LOR | ents

character CARE | ak | tur

problem PRAHB | lem

Louisville LOO | uh | vil

Courier KUR | ee | ur

Journal JUR | nahl

Academy uh | KAD | uh | mee

Underline the consonant blends in the words below.

Word study:

drive spunk pranks

squirrel gloss smeared

gritty slipped clapped


If you don’t know the word already:

a) Underline and say the single sounds in the blend.

b) Say the sounds out loud as a blend.

c) What sounds are in the rest of the word?

d) Say and write the whole word.

Day TwoJe&ifer Lawrence: Rising Star Part 2: Last read


Lawrence grew up in a happy family. Her two brothers loved to play pranks. Once, they smeared peanut butter on her face and let their dogs lick it off! The boys loved sports, but Jennifer loved being on stage. 66

At age 14, Jennifer begged her parents to let her become a real actor. They said no. 83She had to finish school. Not a problem! Jennifer quickly got her GED. She began 98to get work on TV shows. She knew this was right for her. In 2009, she spoke to 116the Louisville Courier-Journal about her budding career. She said, “Once I got the 130tiniest taste for this, I could never look back.” 139

In 2010, Jennifer starred in the movie Winter’s Bone. She played a teen from a 154rough mountain town. For her role, Jennifer had to learn how to skin a squirrel. 169She stopped using lip gloss and let her skin crack. Movie critics loved the gritty 184film. Suddenly, Jennifer was a star. 190

Hunger Games was Jennifer’s next big part. In 2012, she won acting’s biggest 203prize: the Academy Award. As she stepped up to receive her award, she slipped and 218fell. Other actors ran to help, but Jennifer laughed as she stood up. She walked 233onstage with grace. The audience rose to their feet and clapped hard for the young 248star. 249

Part 3: Comprehension and discu#ion

Do you think Jennifer was right or wrong to drop out of school? Explain.

______________________________________________________________________

______________________________________________________________________

Check with your partner. What does your partner think?

▢ My partner thinks it was the right thing to do.

▢ My partner thinks it was the wrong thing to do.

// one minute

WPM ___________



What makes a g!d partner?With your partner, make a list of two things a good partner does and two things a not good (bad) partner does.

A good partner . . . A not good (bad) partner . . .

Ex. ____________________ Ex. ____________________

____________________ ____________________

____________________ ____________________

Listen to other people’s ideas.

What is one more thing a good partner does? ___________________

What is one more thing a not good (bad) partner does?

___________________

Partner commitment

This year, I will be a good partner by trying hard to:

Ex. ____________________________________________________________

1. _____________________________________________________________

2. _____________________________________________________________

3. _____________________________________________________________

If I am not a good partner, I will try to fix this by:

Ex. ____________________________________________________________

1. _____________________________________________________________

2. _____________________________________________________________

listens attentively gets off task

follow all directions

asking the teacher to remind me of the directions so I don’t get off task

?WHY?

WHERE?

WHO?

WHEN?

DID WHAT?

the 5 Ws


Su'arizing with the 5 WsRead the passage silently.

WHO is this about? _______________________________________________

WHAT did he/she do? _____________________________________________

_______________________________________________________________

WHEN did this happen? ___________________________________________

WHERE did this happen? __________________________________________

WHY did this happen? ____________________________________________

_______________________________________________________________


Was it smart or stupid for Laura’s parents to let her do this trip? Give your reasons.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Laura Decker

On January 21, 2012, Laura Dekker stepped onto the dock at St. Maarten. She had set a world record. At 16, she was the youngest person ever to sail all around the world. Laura sailed Guppy, her 27-foot boat, from port to port. The trip lasted more than a year. Sometimes, she was alone on the ocean for three weeks or more. She had nobody to talk to. Nobody could help her. Laura faced storms and huge waves. Her love for sailing pulled her through. She told reporters from The Telegraph, “It’s a dream, and I wanted to do it.”


Su'arizing Roberto Clemente’s lifeLook back at the first pages of Roberto Clemente: Pride of the Pittsburgh Pirates. Take notes about the 5Ws for Clemente’s early years.

WHO is this about? _______________________________________________

WHAT did he/she do? _____________________________________________

_______________________________________________________________




_______________________________________________________________


What belongs in a su'ary?When we summarize, we don’t include every detail in a passage that we have read. Instead, we look for the most important information.

We ask:• What’s new that I’m learning here?

• How does this connect to the main idea of the article or book?

• Do I need to remember all of this to get the point?

Here’s a passage about Clemente’s first year as a major league player. Read the passage, and after the passage, look at the summary suggestions.

In December 1954, Clemente was back in Puerto Rico. He had been invited to play winter baseball for Santurce. After playing in Canada, he enjoyed the warm weather. He was also happy to see his family. But when driving in San Juan, his car was hit by a drunk driver. His back was badly hurt. He played with back pain for the rest of his life.


What’s the main point of this passage?

____________________________________________________

Cross out sentences that don’t fit with the main point:He had been invited to play winter baseball for Santurce.

After playing in Canada, he enjoyed the warm weather. He was also happy to see his family.

He played with back pain for the rest of his life.

Now summarize using the 5 Ws:

WHO is this about? _______________________________________________

WHAT did he/she do? _____________________________________________





Deciding what belongs in a su'aryWith your partner, look at this page of Roberto Clemente: Pride of the Pittsburgh Pirates. It shows Clemente standing on the field.

1. Read the page together with your partner.

2. Write down the main point made on this page:

_____________________

_____________________

_____________________

3. Underline the details that seem important in the box above.

4. Cross out the details that are not very important below.

Clemente lifted up his chin

The game came to a stop

Clemente hit his three thousandth hit

The crowd went crazy

The hit was a double

Very few players have made this many hits

For each sentence ask yourself:

• What’s new that I’m learning here?

• How does this connect to the main idea?

• Do I need to remember this to get the point?

The very next year, he did something that few have ever done:

During the last game of the season, Roberto walked to the plate,

creaked his neck, dug in his stance, stuck his chin towards the pitcher,

and walloped a line drive off the center field wall—his three-thousandth hit!

The crowd cheered, and they wouldn’t stop cheering. For many minutes the players stopped playing

And Roberto stood on second base, amazed. How far he had come.

Text from Roberto Clemente: Pride of the Pittsburgh Pirates by Jonah Winter.

New York: Simon & Schuster, 2005.


Homework Day 10Su'arizing from Roberto Clemente

Using the section below from the book Roberto Clemente: Pride of the Pittsburgh Pirates, find the who, what, when, where, and why:

WHO

_______________________

DID WHAT?

_______________________

_______________________

WHEN?

_______________________

WHERE?

_______________________

WHY?

_______________________

_______________________

Now turn these who, what, when, where, and why notes into a short summary. Write two complete sentences using all the information in your notes. Use your own words—don’t copy sections from the text.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

That rainy New Year’s Eve, Roberto sat in the San Juan airport

and waited for mechanics to fix the tired old airplane that would take him to Central America.

There had been a terrible earthquake, and he wanted to help the victims.

The plane would carry food and supplies that Roberto had paid for.

Right before midnight, he boarded. The rain was really coming down.

One of the propellers buzzed loudly. As the plane took off,

the engines failed and the plane fell into the ocean.

Just like that, it was over. Roberto was gone.

Text from Roberto Clemente: Pride of the Pittsburgh Pirates by Jonah Winter.

New York: Simon & Schuster, 2005.


Clarifying and su'arizingWhen we read, we try to make sense as we go along. Two of the main things we do are clarifying and summarizing.

Clarifying means noticing new words or groups of words. You try to figure out their meaning. For example, in the passage below, you may spot some words that are new to you. Underline these words.

What’s a breakout year? Some young athletes have a year when everything

goes really well. For Roberto Clemente, 1960 was a flawless year. He hit over .300 and helped his team win the World Series.

Young actor Jaden Smith had a breakout year in 2012. He starred in the movie After Earth with his dad, Will Smith. In After Earth, Jaden faces many perils: giant apes, deep rivers, and scary tigers. In 2012, Jaden also released a

trendy music mix, The Cool Cafe.

Share the words you underlined with your partner. Copy each word below and write your idea about what the word means.

1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________

probably means

probably means

probably means


ClarifyingRoberto Clemente: Pride of the Pi%sburgh Pirates

Below are passages from Roberto Clemente: Pride of the Pittsburgh Pirates that you have already read. Underline 4 or 5 words or phrases that are new to you. Copy the words or phrases below.

To his new fans in Pittsburgh, Roberto was like a jolt of electricity.

He could score from first base on a single.

He could hit line drives, bunts, towering home runs, sacrifice flies—whatever was needed.

Once he even scored an inside-the-park GRAND SLAM!

The very next year, he did something that few have ever done:

During the last game of the season, Roberto walked to the plate,

creaked his neck, dug in his stance, stuck his chin towards the pitcher,

and walloped a line drive off the center field wall—his three-thousandth hit!

Talk to your partner about the meanings.

1. ___________ probably means ____________________________

2. ___________ probably means ____________________________

3. ___________ probably means ____________________________

4. ___________ probably means ____________________________

5. ___________ probably means ____________________________

Text from Roberto Clemente: Pride of the Pittsburgh Pirates by Jonah Winter. New York: Simon & Schuster, 2005.


Homework Day 11Reading words with consonant blends

Underline the blends in the words below. These words come from Roberto Clemente: Pride of the Pittsburgh Pirates.

If the words are new for you, use these steps:a) Underline and say the single sounds in the blend:

s l a m s l

a) Say out loud the blend sounds together as a blend, sl

b) Say out loud the rest of the word, am

c) Say and write the whole word: slam ________

Use the words above to complete the sentences below. 1. When Clemente started playing in the U.S., newsmen could not

___________________ his name. They said CLUM-MANT.2. Sometimes Clemente’s back hurt. He had to sit out on the bench. Some

people ______________ and called him “lazy.”3. Clemente _____________ the ball hard to show he was a serious player. 4. Clemente would _______________ his neck before he hit the ball. He

did this when his back hurt.5. Clemente wasn’t just a good athlete. He was cool, too. Clemente did

everything with _____________.

stumble pronounce smacked clobber

creak sneered style sparkle

slam


Clarifying with context clues

When there are new words or phrases, you try to clarify. Context clues can help you figure out new words. Context clues are pieces of information in the passage that tell what the new word might mean.

Context clues that define

Sometimes, the passage gives you a definition of the new word or phrase. You can look for this kind of definition after a comma, in the same sentence as the new word, like this context clue for equalizer:

The Jamaican soccer team scored an equalizer, a game tying goal, just minutes after Canada scored.

equalizer means: _____________________________

Other times, the next sentence gives you some information, like this context clue for mishandle:

On a Jamaica corner kick, Canada’s goalie mishandled the ball. “I knocked it into our own net,” he explained.

mishandled means: ___________________________

With this kind of context clue, you don’t need to guess. You have lots of information about what the new word means.

Context clues that give a hint

Other times, context clues give you just a hint. The hint comes in the sentences surrounding the new word. See if you can figure out lackluster in this section.

Canada player Julian de Guzman spoke about his team’s lackluster performance. “This was an important win for us. We could have made the World Cup with a win. But we didn’t pull it off. We tied a weaker team.

lackluster might mean ________________________


Using context cluesClimbing the ta(est peaks

Underline the words in the passage that are new to you. Then clarify the new words by using context clues.

Remember, context clues may give a definition in the same sentence. You may also find clues to meaning in the next sentence.

Copy the three new words you found. Write your best guess about the meaning of each word and check whether you are sure about the meaning.

1. ___________ probably means ____________________________

2. ___________ probably means ____________________________

3. ___________ probably means ____________________________

Would you want to climb one of the tallest peaks like Everest? Give reasons for your answer.

____________________________________________________

____________________________________________________

____________________________________________________

Are you sure of the meaning? ▢ Yes ▢ No




Mountain climbers are people who love a challenge. They like to

push themselves to the limit. For the tallest mountains, climbers need special gear. A climber’s extremities, the hands and feet, can get frozen in the cold. Climbers wear heavy mitts and socks. For safety, climbers carry ropes and carabiners. These are metal loops that can lock tight and hold the rope when a climber slips.

Because the air is thin above 25,000 feet, climbers carry masks and oxygen. Climbing the highest mountains is still treacherous. More than 200 people have died trying to climb Mount Everest.

Real Kids, Real Stories, Real Courage“Top of the World” (). 34–36)

Listen while your teacher reads pages 34–36. This is the true story of a teenage girl from India. She became the youngest woman to climb Mount Everest.

Mark the word “towering” on page 35. What does “towering” describe in this sentence?

__________________________________________________

What smaller word do you see inside “towering”? __________________

What could “towering” mean? _______________________________

Mark the word “Himalayas” on page 35. What context clue do you see for this?

__________________________________________________

Mark the word “spouted” on page 36.

In this article, what got spouted? _____________________________

Who spouted? ________________________________________

What could “spouted” mean? _______________________________

Santosh tells her family she would like to climb Everest one day. Her father says that girls can never do this.

If you were Santosh, what could you say back to your father? Use facts from the readings for today.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________


Homework Day 12Girls can/boys can

Read the passage below.

Santosh Yadav dreamed of climbing the tallest mountain. In India in the 1990s, girls couldn’t do that. Are there activities that girls can’t do in America today? Are there activities that boys can’t do?

In Virginia, eighth grader Mina Johnson plays football. She is a strong linebacker. So good, in fact, that she plays for her middle school team. Other teams didn’t like the idea of a girl player. They refused to play her school if Mina was on the team.

Boys’ field hockey is a high school sport in Canada, England, and many places in Asia and Africa. But in most places in the U.S., field hockey is only for girls. Eighth grader Matt Bozdech wanted to play for his school team. Because the team is all girls and competes against girls, the school said no. Other schools say yes, but make the boy players wear skirts.

Pick one of the people from the passage above: ! ▢ Mina Johnson ! ! ! ▢ Matt Bozdech

Write some reasons why the person should be able to play.

________ should be able to play because ______________________

____________________________________________________

____________________________________________________

Take the other side! What is one reason why they should NOT be able to play for their school team?

_______ should not be able to play because ___________________

____________________________________________________

____________________________________________________


Word partsAll words are built from a base. The base can have different endings added. Or the base can have a prefix added at the beginning.

In the words below, circle the base: play

playful players playing replay playground

Work with a partner. See how many words you can build from just these base words and endings. You may want to use a dictionary to check your work.

Base words:

act pay

Word parts to add:

-ing-or

-s-ion

-ed-ive

-ment-able

-er-off

-day

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________


More clarifying“Top of the World” (). 37–38)

Read page 37 silently. Did Santosh’s dad stop her dream of becoming a mountain climber?As you read page 37, look for ideas about Santosh’s father. What made this dream hard for Santosh’s father?

Talk to your partner. Write your ideas.

____________________________________________________

____________________________________________________

____________________________________________________

Why did Santosh’s father stop pressuring her?

____________________________________________________

____________________________________________________

____________________________________________________

Read page 38 silently. Find these two words in the text. Then circle the base word.

! ! ! magical indescribableSantosh used these words to talk about her feelings. When she reached the top of Everest, she said it was “magical” and “indescribable.”

Talk to your partner. Look back at pages 36–38. What things did Santosh do to reach her dreams?

____________________________________________________

____________________________________________________

____________________________________________________

It was hard for Santosh’s father because

Santosh’s father stopped pressuring her because

Santosh did several things to reach her dreams. She


Homework Day 13Noticing word parts

Most words include different word parts. Often those word parts are smaller words that you already know.

Look carefully at the words below. Inside each word is a smaller word called the base word.

Circle the base word inside each word below.

Take four of the base words you found and add new endings to make new words.

Use some of these endings or ones you know:

! -er -ed -ing -est -ly -less -able -y -hand -iest

Example! base word ______________ new words ______________ ______________

1. base word ______________ new words ______________ ______________




older

return

broken

backwards

Indian

movement

talented

grandparents

megastar

nickname

healthy

starstarlight starry


CompoundsTwo base words that make a new word

Many sports words are compounds. Compounds are words like “basketball” that are made up of two shorter words called base words. In the word “basketball,” the base words are basket + ball.

In the list of sports words below, circle the two base words.

Put a check next to one of the compound words that you know. Copy that word below. Then write a quick definition. Be prepared to share your definition with the class!____________ is ______________________________________________________________________________________________________________________________________________

With a partner, make as many compound words as you can. You can put together any of the two base words below. Use a dictionary if you are not sure about a word.

Base words: Our compounds:

We made ______ compound words!

sideline

playoff

breakaway

timeout

overtime

shutout

back

under

show

in

over

out

work

cross

run

hand

down

off

field

room

book

home

ball

side

stop

fall


Station oneWhat’s the play?

Basketball offense Basketball defense

Players work to shoot the ball into the basket for points

Players work to keep the other team from

getting the ball in the basket

Now watch the video. You will see two different basketball plays. Talk with your group. Write answers for two different plays you watched.

Play or move #1

Name the play or move: ____________________________________

What did the players do? ___________________________________

____________________________________________________

Was this play offense or defense? _____________________________

Play or move #2

Name the play or move: ____________________________________

What did the players do? ___________________________________

____________________________________________________

Was this play offense or defense? _____________________________

Now plan how to teach this play or move to the class. Be sure to say the name of the play. Tell if the play is offense or defense. Act out the play. Be sure to practice!


Station twoThe basketba( court

This is a diagram of a basketball court:

This diagram shows you where the offense stands:

hoop

freethrow line

top of the key

base

line

sideline

halfcourt line

three-point circle

Basketball positions

PG! Point Guard. The point guard directs the offense. He helps the team score points. Rajon Rondo is a point guard.

SG! Shooting Guard. This player is the main shooter on the team and often shoots long distance. Kobe Bryant is a shooting guard.

SF! Small Forward. This player’s main responsibility is to shoot. The small forward also helps out on defense. Kevin Durant is a small forward.

C! Center. The center shoots the ball from close to the basket. The center also blocks the other team from scoring. The center “rebounds” as well, grabbing the ball after someone misses a shot. Pau Gasol plays center.

PF! Power Forward. The power forward helps block the other team from scoring. Power forwards spend most of their time near the basket. Like the center, a power forward rebounds a lot. Blake Griffin plays power forward.

PGCSG

PF SF

PF

SG

C

PG

SF


Station two, continued

Think of another team sport that you know.

Draw the field or court in the box below.

Draw and label the positions.

Compare this team sport to basketball. List the ways in which your team sport is similar to and different from basketball in the tables below. For example, you could compare basketball and soccer:

Basketball is similar to soccer in these ways:

Basketball Soccer

There are two teams There are two teams

Now, complete your own table:

Basketball is similar to __________________________ in these ways:

Basketball Your team sport:

(write your team sport here)


(write your team sport here)

Station two, continued

Now discuss what you can teach the class about basketball.

Can you teach about the names of the different positions?

Can you teach about the parts of a basketball court?

Can you teach about differences between basketball and other sports?

How will you show your information? How will you make it interesting?

____________________________________________________

____________________________________________________

Our group will present:

names and jobs of different basketball positions

names for parts of the basketball court

ways that basketball is like another sport

We will use:

acting out roles

our own drawing

some other idea


Station thr*Read the article and then discuss and answer the questions.

Athletic scholarships: Are they for every high school athlete?

Did you know that if you win a basketball scholarship you could get a “full ride” to college? Some scholarships will pay for your room, board, tuition, and books. Most pay for at least some college costs. This is why so many high school athletes dream of winning a scholarship. College is also the big arena, where players are picked for the pros.

However, athletic scholarships are hard to get. According to the NCAA, only three out of 100 high school athletes win scholarships. College scouts look for standout players. They also look for a strong work ethic. An ability to work well with coaches is also on the scouts’ list.

High school players also need to show solid grades and test scores to play in college. Some great high school players can never play in college. They just don’t have the grades or scores. Others can’t play at the college level because of arrests or behavior problems.

Angel Robinson scored an amazing 2,000 points in high school. At 6 foot 5, she was ranked number seven among all girl basketball players in the country. Her honor roll grades also stood out. Many colleges offered her scholarships. She finally chose the University of Georgia, close to home. For Angel, the best part of playing college basketball was the free education.

Most college players do not get picked by the pros. Angel Robinson was special enough to be drafted by the WNBA. Like many young players, she sat on the bench and then was cut from her first pro team. She played for a year in Spain, making new friends, but missing her family. In a comeback, the Washington Mystics drafted her. Bad injuries to Angel’s knees had never really healed. The Mystics dropped her after spring training.

Sourceshttp://www.georgiadogs.com/sports/w-baskbl/mtt/robinson_angel0 downloaded July 25, 2011http://fs.ncaa.org/Docs/newmedia/public/videos/org_academics_d1_landingpage.html downloaded July 25, 2011


http://www.georgiadogs.com/sports/w-baskbl/mtt/robinson_angel0




http://fs.ncaa.org/Docs/newmedia/public/videos/org_academics_d1_landingpage.html




Station thr*, continued

Discuss these questions with your group and then write the answers here:

1. Why do many high school athletes dream of an athletic scholarship?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2. What does a college scout do? What things do they look for?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

3. Why is it hard to make it in pro sports?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Now discuss what you can teach the class about college and pro sports.

Can you use Angel Robinson’s story to tell about the challenges?

How hard is it to move from high school to college sports and then to the pros?

What do scouts do? What do they want in a player? Why is life in the pros hard?

How will you show your information? How will you make it interesting?

_________________________________________________________________

_________________________________________________________________


Homework Day 14Compound words in sports

Sports use lots of compound words. Below are compound words from soccer, basketball, and cheerleading.

Circle the two base words in each compound word:

Pick two of the words above from a sport you know. Then draw a picture explaining each word:

crossbar

endline

fullback

offside

downtown

rimshot

backcourt

layup

deadman

handstand

layout

walkover

Compound word: ________________

Draw your picture for the word here:

Compound word: ________________

Draw your picture for the word here:


Anticipation guideGame by Walter Dean Myers

Using the cover of Game, try making some predictions about the characters, setting, problem, solution, and main events of the novel.

Talk to your partner. Think about other books, movies, and TV. This can help your predictions!

Who could be the main characters in the novel?

Who else might be a character in this novel?

Where could the novel take place (the setting)?

When could the novel take place?

This could be a novel that begins with a problem. What could the problem be in this novel?

How might the characters solve this problem? How might it end up? What could be the resolution?

What do you predict could be some main events or happenings in this novel?


Homework Day 15My beliefs about basketba( and life

Do you agree or disagree with the following statements? Circle “agree” or “disagree” for each of the statements. There are no right or wrong answers.

1. Being a good athlete is mostly about being talented.! agree! disagree

2. Teamwork is more important than individual !! ! agree disagreetalent.

3. Change is always good.! ! ! ! ! agree! disagree

4. When life gets tough, quit when you’re ahead. ! ! agree! disagree

Choose one statement and write your opinion. Start with “I think that . . .” or “I don’t think that . . .” Give details from life, the news, or your reading to back up your opinion.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


Partner reading Game (). 12–18)

As the chapter continues, Drew is at school with friends, teachers, and teammates.

Read silently to the end of the third paragraph on page 14.

When you get to “Any questions?” turn and talk with your partner.

Coach House has a new game plan. Drew is a guard on the team. With Coach House’s new game plan, should Drew score more or assist more?

_______________________________________________________________

_______________________________________________________________

Read silently to the bottom of page 18. You’ll learn about the team practice.

When you get to the bottom of the page, turn and talk with your partner about the different players on the Chargers.

Complete the Team lineup activity on the next page.

Be sure to use your Post-Its to find 2-3 words to clarify.

Drew should


Team lineupLabel the back of each jersey with the name of a Chargers player or coach. On the lines under the jersey, write two details about the player. For example, you can write the position he plays, his race, or something else you know about him from pages 12–18.

The Baldwin Chargers

SKY

__________________

__________________

clown

carries the team

__________________

__________________

__________________

__________________

__________________

__________________


Homework Day 16Do you prefer playing or watching a team sport such as basketball or soccer, or an individual sport such as running or karate?

Describe the sport you like to watch or play the most.

Explain whether it is a team or an individual sport.

What makes this sport good to watch or play in your opinion?

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________


Homework Day 17Drew’s dreams

In pages 18–24, we learn about Drew’s dreams.

Drew goes to the principal’s office and talks about different colleges. Because Drew is a senior, he has already applied. He’s hoping to play college basketball.

Drew says his next dream is to play for the NBA.

Write about Drew’s dreams. What could make his dreams come true? What could get in the way? What might be a problem?

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________


Chunking long wordsAs you read harder books, you see more long words. You can’t sound out words that are more than about five letters long. So what can you do? Chunk the word!

• To chunk means to break a word into smaller parts. • Sometimes those chunks are base words. • You can look for word chunks and then read one chunk at a time.

Here’s an example: bootleg

To chunk this kind of compound word, draw a line between the two base words.

boot leg

Cover up the chunk of the word that’s after the line: boot legRead just the first chunk of the word.

Cover it the first chunk of the word: boot legNow read just the end chunk.

Put the two chunks back together: boot + leg

Bootleg can mean a kind of pants that get wider at the bottom to fit over boots. It can also be used like this: A student at Drew’s school sells bootleg videos.

What do you think bootleg means here?

_____________________________________________________


Chunking long wordsGame

The compound words below are from Game.

Look for base words in each of the compound words. Draw lines between the base words.

bathroom

stickup

lunchtime

download

sunshine

hallway

Superman

uptight

halfway

fallback

dumbbells

teammate

Choose two words to practice reading with a partner.


bathroom1. Cover up the end chunk and read the first chunk of each word.

2. Then read just the end chunk.

3. Put the two chunks together to read the whole word.

bathroom

bathroom


As this chapter continues, the Chargers finish their practice and head home. See how Drew gets along with friends and family.

Read from the bottom of page 24, “There were three reporters,” to the top of page 25, “He got put off big time . . .”

Summarize with your partner, using the 5 Ws.

WHO ___________________________________________________________

DID WHAT ______________________________________________________

WHEN _________________________________________________________

WHERE _________________________________________________________

WHY ___________________________________________________________

The reporters and photographers work for the city newspapers. Being written up in the newspapers is called “getting press.”

Who on the team are the newspapers interested in? Who is “getting press”? ! ▢ Drew ▢ Sky ▢ Tomas

Read from page 25, “I dug the newspapers . . .” to page 27, “What was that supposed to mean?”

Why are reporters interested in the team? _____________________

_____________________________________________

What is Drew thinking right now? __________________________

_____________________________________________


Drew thinks that

Day 18

Read from page 27 to page 30, “Tomas might have looked real good . . .”

Turn and talk to your partner. What do we know about Tomas now?

In the character log below, write some details about Tomas.

Read silently to the end of the chapter on page 33. When you get to the end of the chapter, stop.

Turn and talk with your partner. What do we know about Jocelyn?

In the character log below, write some details about Jocelyn.

Drew’s sister, Jocelyn

_______________________________________

_______________________________________

_______________________________________

Drew’s teammate, Tomas

_______________________________________

_______________________________________

_______________________________________

Day 18 Unit 2.1—They Got Game | p. 63

Homework Day 18Chunking longer words from Game

Look for base words in each of the compound words. Draw lines between the base words. Cover up the end chunk and read the first chunk of the word. Then just read the end chunk. Put the two chunks together and practice reading the whole word. Answer the questions that follow.

downtown

lineup

Stoneface

layup

ballplayer

Where is downtown for Drew? _______________________________

What is the starting lineup in a basketball game? ___________________

____________________________________________________

Why could someone be called Stoneface? ________________________

____________________________________________________

Why do you think Fletch makes the boys do layups while jumping over a

punching bag?__________________________________________

____________________________________________________

Why is it so important to Drew to be a ballplayer in college? ____________

____________________________________________________


Homework Day 19Coach House’s plan: Is it working?

What’s happening: • Coach House’s plan is to use Tomas as the main shooter. • Other players are supposed to get the ball to Tomas. • Drew thinks that Tomas gets all the glory. • Will Drew get to play college ball? What about his NBA dream?• Drew tries to score, but Coach House puts him on the bench. • The team loses to Wadleigh, 66–53.

Stop and Jot

What is Drew feeling right now?

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________



Read from page 42 to page 44.


Look back at page 43. Why do you think Tomas wants to give Drew a Prague soccer shirt?

_______________________________________________________________


Work with your partner. Find three things that Drew finds out about Tomas and his family.

Facts about Tomas and his family:

1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

Stop and Jot

Will Tomas and Drew work things out? Give your opinion with ideas from the book so far.

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________


I think that

Day 20

BALDWIN HIGH SCHOOL CHARGERS BASKETBALL

Drew’s team is the Baldwin Chargers. They just had their first game of the new basketball season.

With your partner, keep track of when they win or lose.

Look back at pages 38–40. Find out if Baldwin won or lost the first game.

Regular season Team Opponent W or L

Game 1 Baldwin

Game 2 Baldwin

Game 3 Baldwin

Game 4 Baldwin

Game 5 Baldwin


Homework Day 20Compare and contrast: Drew Lawson and Tomas Dvorski

Drew gets to know Tomas better in this section of Game. Write some things that are only true about Drew in the circle on the left. Write some things that are only true about Tomas in the circle on the right. What could go in the middle that is true about both players?

Drew Tomasboth



Read from page 60 to page 63, “I had to come up with my B plan.”

Turn and talk with your partner. What did Drew and his mother give out at the

homeless shelter? _______________________________________________

Drew helps out at the shelter, but his sister, Jocelyn, won’t go. She says she doesn’t like to see the homeless people.

Who are you more like? Would you help like Drew or stay home like Jocelyn? ▢ I’d be like Drew ▢ I’d be like Jocelyn

What’s your partner’s feeling about this? ▢ more like Drew ▢ more like Jocelyn

Drew thinks some more about the homeless man, Mr. Ferguson. Mr. Ferguson says, “If you can’t get a win, just get out of the game.”

What do you think? Will Drew just sit out on the bench this year and watch his team lose? What is Drew’s plan B?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Read from page 63, “Morning,” to page 65, “I’m big that way.”

Talk to your partner. Write down two things you learned about Drew’s family. 1. _________________________________________________________

2. _________________________________________________________


I think that

Day 21

Homework Day 21Playing the game

Drew meets a homeless man, Mr. Ferguson. Mr. Ferguson says he could be lying in the street and nobody would care. Anything he once had got taken away from him. It seems to Drew that Mr. Ferguson has messed himself up with booze or drugs. Mr. Ferguson says to Drew:

“If you know you don’t have a win, then there’s no use for you being in the game.”

Mr. Ferguson is using a metaphor, where you connect one thing to another.

Try to complete the chart below showing what you think Mr. Ferguson really means when he says “the game” and when he says “a win.”

Going back home on the subway, Drew says he was really bothered by Mr. Ferguson’s words:

“If you know you don’t have a win, then there’s no use for you being in the game.”

What could Drew be thinking about? Why do Mr. Ferguson’s words bother Drew right now?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

When Mr. Ferguson says . . . He really means . . .

a win

the game


This bothers Drew because

Day 21

What’s the theme?Game

Listen to the story. Write down the main happenings.

__________________________________

__________________________________

__________________________________

__________________________________

Choose a theme you think fits best with the story happenings.

Talk to your partner or group. Explain why you chose that theme. Then decide together on one theme.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

In times of danger,

helping each other

can save you.

Being strong doesn’t always

work.Hard work pays off

in the end.

We chose the theme

This theme fits the story because


ThemeGame

What’s the theme in Game? We don’t know for sure yet. Here’s one idea:

With your partner, look back at pages 1–65 in Game. Find one quote (something a character says) that fits with this theme.Find one story happening (something that characters do) that fits with this theme. Explain how the quote or happening tells you about the theme.

Day 22

Things can get in the way of achieving your dreams, but you have to keep trying.

Theme: Things can get in the way of achieving your dreams, but you have to keep trying.



Quote or happening Page number

How does the quote or happening connect to the theme?

“All I needed to do was live up to my ability.” 8

Drew has the skills to play college and pro ball but needs to stay on track.



Read from page 74 to page 75, “Ruffy said no and he meant it.”

Did Baldwin win or lose against FDA? Turn to page 67. Write the opponent’s name and add a W or L for this game.


What is happening with Drew’s dream for Baldwin to make the playoffs?

_____________________________________________________

Look at page 74 and find the word “fuming.” Drew was “fuming” after the loss to FDA. Read the sentences before and after “fuming.”

What could “fuming” mean? __________________________________


After the game, Drew and Tomas talk about basketball and their dreams.

Talk to your partner. Tomas says that there is no difference between what is in Drew’s heart and what is in his, Tomas’s heart.

Write inside the heart diagrams for the two players, using what you read on pages 75 to 77 and what you know about Drew and Tomas.

What Drew really wants What Tomas really wants


ThemeOn page 74, Drew says,

“The team lost the the game.” . . . “The coach, everybody.”

1. Make an entry on the theme timeline on the next page.

2. Use Drew’s quote.

3. Explain how the quote connects to the theme.

I made a theme timeline entry.


Theme: Theme: Theme:

Quote or happening Page Number


Theme timeline



Theme: Theme: Theme:

Quote or happening page number


Theme timeline, continued

Homework Day 23Why can’t Baldwin win a game?

Drew has a dream that the team can go to the finals. Scouts will check him out. He will get to play college ball. From college, he can move up to the NBA.

Will Baldwin make it to the finals? So far Baldwin has lost two games.

Why can’t Baldwin win a game? Write 4 or 5 sentences.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________


Baldwin can’t win because

Day 23


This chapter starts at school with Drew and his friends. Then Coach House and Drew have lunch together.

Read from page 88 to page 90, “That was stupid . . .”

Turn and talk with your partner. Drew and his friends are using a computer at school.

Write the name of each of his friends next to each face. Put a star next to the basketball players.

What are Drew and the other boys talking about? ____________________

Do you think Drew is starting to be friends with Colin, the new White player? Give your reasons.

____________________________________________________

____________________________________________________


We think Drew

Day 24


Turn and talk to your partner. Drew and Coach House eat lunch at Tacky’s.

In the speech bubbles:

Write the most important thing Drew says.Write the most important thing Coach House says.

Coach House

Drew


Homework Day 24Time sequence

In many stories, one event starts things off.

In Game, that event is two new players joining the team, Tomas and Colin. With new players, Coach House changes the way the team plays.

Add some events that happen after the new players join.

Tomas and Colin join the team

Drew talks with Coach House at lunch


Turning pointsMany stories have a plot with a turning point. Things might be going badly for the main characters. There are problems that aren’t getting solved. Then something happens and events start to go better.

Think about a book or movie or TV show that has this kind of plot.

Turn and talk to the person next to you about the story you are thinking of.

How did things go badly in the beginning?

When did things start improving?

How did the story end?

For each of these stories, there was a turning point. Talk again to the person next to you about what caused the change in the story happenings.

Was it a character making a particular choice?

Was it a conflict?

Was it a change in attitude?

In Game, the Chargers lose a couple of games. They have new players and a new style of play. Drew is a star but he isn’t getting played that much. The whole book won’t be about the Chargers losing.

Where do you see a turning point developing?

What could change the basketball season for Drew and the Chargers?



See if the Baldwin Chargers win the game and if Drew gets to play.

Before you start reading, discuss your prediction about this basketball game with your partner.

We both think the Chargers will beat Warrick.

We both think Warrick will win.

We don’t agree on which team will win.


Turn and talk with your partner.

In the middle of this hard game against Warrick, Drew says, “I got this feeling that I was right where I wanted to be in the world.”

What makes Drew happy right there?

____________________________________________________

____________________________________________________

Drew also says who was going to win depends on who had the most heart and the most game.

How does Drew show he has heart in this game against Warrick?

____________________________________________________

____________________________________________________

Read from page 108 to page 113, “‘No, she’s working downtown tonight,’ he said.”

Find the chart of the Chargers’ record on page 67 and record the opponent name from this game. Add a W or L for whether the Chargers won or lost this game.

What do you notice about the Charger’s win/loss record?

____________________________________________________

What did Assistant Coach Fletch say on page 103 that fired up the team?

____________________________________________________


Homework Day 25What’s your advice to Drew?

Coach House does not let Drew start the game against Warrick High. Do you think Coach House did the right thing? What advice would you give Drew?

Do you agree with Coach House or with Drew?

I agree with _________________ because ______________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

What’s your advice for Drew?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Coach House did not let Drew start because:

Drew thought Coach House was being unfair because:


Drew is benched! Drew does not start in the game against Warrick High. On page 99 he feels “like pure D crap. I didn’t think any of the regular team wanted to see me sitting. But I wasn’t sure.”

Do you think Drew is right about the other members of the team? How do Tomas, Ruffy, and other players feel about Drew on the bench?What do you think Coach House would say to Drew?

Your group will represent one of the following characters:

This is what you will do:

Drew’s group:Choice 1: Practice the poem “Please Put Me In, Coach!” (Rimshots, page 18) out loud. Remember to read this with expression and the right tone. You must convey Drew’s emotions about being benched. Be creative!

Choice 2: Write a speech that Drew could give to Coach House. Look at Game, pages 72 and 73, for ideas of what to say. Drew needs to make the point that he should play.

Other groups:The groups representing Coach House, Tomas, and other Chargers will listen to Drew. They will think about what to say to Drew and how to say it.

Prepare your points by looking back at Game. Pages 67–75 are important, describing the game against FDA. For Coach House, the lunch talk with Drew, pages 92–95, is also important. Mark quotes that show important facts. Be convincing! Use as many quotes from the book Game as you can. Act your character!

After the three groups present their perspectives, Drew will respond.

Does Drew’s perspective change?

Drew Other Chargers players: Sky, Ruffy, Ernie, Needham,

Colin, Ricky, Abdul

Tomas

Coach House



The Baldwin Chargers play more games. See how the team does. Will they make the playoffs?


Turn and talk to your partner. Who won the game? Fill out the scoreboard below.

SCOREBOARDSCOREBOARDSCOREBOARD

Baldwin Wheatley How did Drew feel about this game?

W or L W or L

How did Drew feel about this game?


Talk to your partner. Fill out the scoreboard below. How did Drew feel about the Tech game?

SCOREBOARDSCOREBOARDSCOREBOARD

Baldwin Tech How did Drew feel about this game?

W or L W or L

How did Drew feel about this game?

Read from page 128 to page 131, “ . . . pivoted on one foot and walked away.”

Who is Assistant Coach Fletch working with after practice? How would you guess Drew feels about this special attention?

____________________________________________________

____________________________________________________


Theme timelineThink about the theme:

Look back at page 126. Find something Drew says about the team that would fit in the theme timeline.

Make a theme timeline entry on page 75. Explain how the quote connects to the theme.




Homework Day 27Is the team coming together?

Think back to Baldwin’s last three games.

The Chargers beat Warrick after losing two games with their new players. It was a close, up-and-down game. The Chargers won when Tomas scored a two-pointer. Tomas scored because Drew got him the ball.

The Chargers beat Wheatley. Wheatley was a weak team. The Chargers won by 14 points. Drew thought the Chargers could have done better.

The Chargers beat Tech in an easy game. Tech also wasn’t a good team. But Tech had one tough player, Cleo Hill. Hill was able to shut down Drew.

Which game would you have liked to watch the most? Why?

____________________________________________________

____________________________________________________

____________________________________________________

What do you think was a turning point for the Chargers? Why did they start winning games? Give reasons for your answer.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________



The team still has games to play before the playoffs. Will the team come together after Drew and Tomas fight?

Read from page 140 to page 143, “I was down with that.”

Ruffy thinks that Tomas has had things “handed to him,” meaning that Tomas has had an easy life.

Talk to your partner about this. Has Tomas had an easy life? ▢ We think this is true. ▢ We think this is not true.

Was it okay for Drew to grab the ball away from Tomas at the end of the game? Look back at pages 142 and 143.

It was right for Drew to grab the ball away because . . .

It was wrong for Drew to grab the ball away because . . .

1. the clock was running down and Tomas might not get a shot.

1. Tomas was waiting on purpose for the clock to almost run down. He was ready to take the winning shot.

2. 2.

3. 3.


Read page 143, “Lying across my bed . . .” to page 145.

Talk with your partner. What’s happening off the court that might be messing with Drew’s game?

Use some of the 5 Ws to summarize what happened.

WHO ________________________________________________

DID WHAT____________________________________________

WHY________________________________________________

Theme timelineMake a theme timeline entry on page 75.

Write something important that someone says or does at practice (page 145).

Explain how the quote or happening connects to the theme.




The team continues to play ball. See how well they do.

Read from page 152 to page 157, “Think, my lord.”

Drew and his team find out there will be a big game between the two best teams in their league. Look back at pages 152 and 153.

Who are the best teams now? _______________ and ______________

Break up the compound word showdown. Put a slash between the base words:

showdown

Look back at page 154. How many free shots does each player make out of 50 tries? Drew: _____ Colin: _____ Tomas: _____

Talk to your partner. What might Drew be thinking and feeling right now?

_____________________________________________________

_____________________________________________________

Read from page 157 to page 159. The big showdown with Bryant starts.

Talk to your partner.

Who is ahead in the game so far? ▢ Baldwin ▢ Bryant

What problems are Drew and Tomas having? _______________________

_____________________________________________________

Who do you predict will win the big game? ▢ Baldwin ▢ Bryant


We think he might be

We notice that they

Theme timelineThink about the theme:

Find something important that Coach House says to the team.

Make a theme timeline entry on page 76. Explain how the quote connects to the theme.





There’s just minutes left to go in the game against Bryant.


With your partner, re-read out loud the section on page 171 that starts, “I went up as hard as I could …”

You read one sentence, then your partner reads one sentence. Keep going until the end of the game.

Use the sentences on page 171 to help with placing Drew, Boogie, and Tomas on the basketball court.


Draw an X where you think Drew might be in this picture.

Draw an O where Boogie might be.

Put a Y where Tomas could be.

The Baldwin Chargers win the game. Who scored the final basket? _______________________



After Baldwin beats Bryant, a short round guy says to Drew, “You’re a player, Lawson.” The man tells Drew they’ll be getting to know each other.

Who do you think this short round guy is?

____________________________________________________

____________________________________________________

Why is he interested in Drew now?

____________________________________________________

____________________________________________________

The whole school gets excited for the playoffs.


Who does Drew see talking to Tomas after practice? __________________

____________________________________________________

Theme timelineA lot of important things happened in page 168–176. Decide on one happening that connects to the theme:

Make a theme timeline entry on page 76. Explain how the story happening connects to the theme.



We think he is


Day 30

Homework Day 30Drew’s dreams

Now that Baldwin has been winning, Drew’s dreams seem like they might come true.

Put Drew’s dreams in order with a 1, 2, 3, 4, 5. Use 1 for the dream that would happen first, then 2 for what would happen next, etc.

_____ get drafted onto an NBA team

_____ get noticed by college scouts

_____ get a college scholarship

_____ win the city regionals

_____ play in the New York state finals

Make a prediction: Which of these dreams will really come true for Drew?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________


I think

Day 30


Drew and his team finish the game with Roosevelt. Then Drew talks to his family about the game.



How does Drew think the Roosevelt team is playing? What does he think the Roosevelt players are doing?

____________________________________________________

____________________________________________________

____________________________________________________

Theme timelineDrew didn’t like how the new coach ran practice. But now, on page 186, Drew says “Everything we had done in practice came in.” Decide on one quote or one happening that connects to the theme:

Make a theme timeline entry on page 76. Explain how the quote or story happening connects the theme.



Drew thinks


Day 31

Read from page 187 to page 190, “there was a slight chill in the air.”

Drew goes out to share the good news with his neighborhood. On page 190, he sees some guys on the stoop, the front steps of his apartment building. Summarize what Drew saw:

WHO __________________________________________________________

DID WHAT ______________________________________________________

WHERE ________________________________________________________

WHY___________________________________________________________

Draw a sketch in the box of what Drew saw happening outside:



The team continues in the playoffs against Lane High School. Will they win?

Read from page 198 to page 200, “everybody on our bench was on their feet.”


What did Sky do when he “slammed”?

______________________________

Look back at page 200. What did it look like when the Lane player and Drew both went up for the ball?

Sketch what you might see:


Coast to coast—running with the ball from the other team’s basket to your team’s basket

Day 32


Turn and talk with your partner. Who will win the game, Baldwin or Lane?

! ! ▢ Baldwin ▢ Lane

Why? Back up your prediction. Be sure to include the page number where you found this information.

We think ______________ will win because it says _____________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________



As the book ends, Drew decides about college and thinks about the future.

Read from page 212 to page 215, “I tried to act more confident than I felt.”


What does Fletch mean when he says that sometimes the ball doesn’t always bounce the way you want it to?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Drew says he does not feel that confident about going to college.

What do you think “confident” means here? Use the context clues.

_______________________________________________________________

Why do you think Drew does not feel very confident about college?

_______________________________________________________________



Fletch tells Drew to “represent.” What do you think represent means here?

_______________________________________________________________

What will Drew do in college to represent?

_______________________________________________________________

Read to page 218. Trade off reading the last lines with your partner. We did this!


We think this means that

Confident probably means

He might

Represent probably means

Drew can

Basketba( glo#aryPage 1

assist – player passes the ball to a teammate who scores.

backboard – rectangular piece of wood or glass that holds the basket. “Wood” is slang for backboard.

bench – 12 players make a team, with five players on the court and seven players on the bench waiting to come in to the game.

college divisions – Division 1 teams are the big, competitive college teams. There are also Division 2 and Division 3 teams that are less competitive, called D2 and D3 for short.

D or defense - Good defense needs strong communication between all five players. Good defensive teams block their opponents from shooting the ball.

deuce – two-point shot made from inside the paint, the arch in front of the basket.

dribble – bouncing the ball while standing or moving.

drills – boxing out is a practice drill. One player uses legs and elbows to keep opponents out of the key while attempting to rebound the ball.

dunk – Players use one or two hands to drive the ball into the basket without ever letting the ball leave their hands.

game basics – 10 players (five vs. five) try to dribble or pass a ball from one end of the court to the other and get the ball in a basket 10 feet above the ground.

hoop –the basket rim.

jumpball – when two opposing players both seem to have possession of the ball, the referee blows the whistle. The referee throws the ball in the air and both players jump for it.

key – area near the basket.

layup – bouncing ball off the backboard or directly “laying” the ball into the basket.

pass – players bring the ball to their chest level, and fling their arms to the player they’re passing the ball to.

pick and roll – Player with the ball calls for a teammate to stand still and block the opponent trying to guard him. The player with the ball then moves around the teammate standing still. This gives him a wide open shot at the basket. Any two players can do a pick and roll. Usually the taller player “picks” and the guard “rolls” around him and takes the shot.

rim – metal circle that holds up the basket. The rim is attached to the backboard.


scrimmage – a game where the score doesn’t matter for either team.

time periods –high school – four 10-minute quarters.college – two 20-minute halfs NBA – four 12-minute quarters.

trey – three-point shot made from outside the arch or paint.

wind sprints – players practice running from one end of the court to the other until they lose their “wind.”

Basketba( glo#aryPage 2


point guard (PG) – smallest and fastest player. PGs must be excellent ball handlers and passers. They often start the play from half court and get everyone in position if a particular play is called by the coach or the captain. They’re also usually the second best shooter after the SG.

shooting guard (SG) – best shooters on the team. Kobe Bryant is a SG. This player can shoot from anywhere on the court, dribble, steal, and dunk. Often SGs are the team captains.

center (C) – usually the tallest and slowest player. Rebounds the ball and stays in the post (near the basket).

power forward (PF) – shooters and rebounders. They play in the “key” near the basket.

small forward (SF) – small forwards can be both power forwards and shooting guards. They pass, rebound, and drive to the basket.

Player positions

Documents

Unit 2.1 They Got Game€¦ · Day 1 Unit 2.1—They Got Game | p. 4. Partner interview Use these topics to get to know your partner. Take short notes in the chart about both you