Pete Gray LP

A Story of inner stRength & determination Written by Bill Coate

Pete Gray ALso featuring Bethany Hamilton Natalie Du Toit Anthony Robles ISBN Print: 978-1-63260-502-3 ePub: 978-1-63260-503-0

855.200.SNAP www.snaplearning.net

ALL RIGHTS RESERVED. This book contains material protected under International and Federal Copyright Laws and Treaties. Any unauthorized reprint or use of this material is prohibited. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without express written permission from the author / publisher. LP

Lesson Student TABLE OF CONTENTS Plan Book

The Pete Gray Story...... 4-12 4-8

A Dream Fulfilled: Pete Gray at Yankee Stadium...... 14 10-11

Legacy of a Pioneer (Part 1)...... 16 13

Legacy of a Pioneer (Part 2)...... 18 13

Hero on a Surfboard...... 20 14

Heroism in the Swimming Lanes...... 22 15

Courage on the Wrestling Mat...... 24 16

Conclusion...... 26 17

Research Integrate and Synthesize...... 28

Vocabulary...... 29

College and Career Readiness Standards...... 31 Introduce Book Students look at the front cover, read the title, author, and illustrator. Students browse the Table of Contents and book to predict what they will learn about.

First Read Teacher reads page 4 aloud. Second Read

Students read to the stop sign highlighting difficult and challenging words and phrases. Students use strategies to work through the decoding and meaning of words. Students restate or paraphrase the text to demonstrate their understanding.

Students determine the main idea, and then write it in the margins.

Paragraph(s) 1 Paragraph(s) 2-4 Paragraph(s) 5 Pete Gray, a one-armed Some people objected to a One player shook the left man, wanted to play major one-armed man playing on hand of the one-armed league baseball. the team. player.

Summarize the key idea of this passage in 25 words or less.

Pete Gray, a one-armed man, wanted to play major league baseball. Some people objected to him being on the team. Third Read

Identify the text form, point of view, and purpose of the Introduction. Underline words or phrases that support your answer.

The author uses a first person account to introduce the reader to Pete Gray, a one-armed major league baseball player. The author uses a narrative text form. The purpose of the introduction is to interest the reader in the story of Pete Gray.

Reread paragraphs 1-2. Explain why the second baseman was angry and threw his glove to the ground. Underline and cite details from the text to support your answer.

The second baseman was angry and threw his glove to the ground because there was a new one- armed player on the team. In paragraph 2, the second baseman says, “Luke, you can’t do this. We are the American League champions,” and then adds, “Surely you can find somebody besides a one- armed man to play left field.”

Reader Tasks - Quick Write 1 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

1 My name is Luke Sewell and I am the manager of the St. “Don, I had nothing to do with it,” I replied. “All the stars 3 Louis Browns. I will never forget the day I met Pete Gray, the are fighting in the war, and the front office says we have to one-armed man who wanted to play major league baseball. do something.” It was April 17, 1945, and we were going up against the Detroit Tigers. The clubhouse was quiet; nobody spoke a “Well, can’t that something be a player with two arms?” 4 word, but everyone stared at the new player as he looked Gutteridge yelled. for his locker. Don Gutteridge, my second baseman, broke the silence by throwing his glove to the floor. Out in the locker room, with Gutteridge gone, the tension 5 eased a bit. Mike Kreevich, our centerfielder, seeing the 2 He marched into my office and cried, “Luke, you can’t do new player was missing his right arm, walked up to him this. We are the American League champions, and we are and stuck out his left hand. The two men shook hands and fighting for the pennant again this year. Surely you can find the ice was broken for Pete Gray on this, his first day of somebody besides a one-armed man to play left field,” he playing in the big leagues. told me.

4 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 5 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 6 Paragraph(s) 7 Paragraph(s) 8 Gray lost his arm in an Gray taught himself to play The manager thought accident as a child. baseball with just one arm. Gray was brought to the major leagues to increase attendance.

Summarize the key idea of this passage in 25 words or less.

Gray taught himself to play baseball with one arm. His manager believed he was placed on the team to increase attendance at the games.

Third Read

Reread paragraph 8. Underline the phrase “gate attraction.” What does gate attraction mean? Underline words or phrases that support your answer. Identify the strategy used to determine its meaning.

In paragraph 8, the manager says that he believes Pete Gray was hired as a gate attraction. There is a ticket gate at the entrance to a baseball game. To attract means to pull towards something. A gate attraction would bring people to the game. The manager also says, “I think he expected people to buy a ticket just to see a one-armed man play baseball” (meaning of individual words, context)

CSE Reread paragraphs 7-8. Analyze how the character of Pete Gray is revealed through his

CHARACTERS SETTINGS EVENTS actions following his accident. Underline and cite evidence from the text.

In paragraphs 7-8, the character of Pete Gray is revealed in his determination to overcome his disability and play major league baseball. In paragraph 7, the text says he “was determined to play with just one arm.” He taught himself to catch and throw a ball and swing a bat. In paragraph 8, the text says, “Pete grew up unwavering in his belief that he would play professional baseball someday.”

Reader Tasks - Quick Write 2 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

6 I learned later that Pete lost his arm when he was just Pete grew up unwavering in the belief that he would play 8 six years old. He was riding on the running board of a professional baseball someday, and by gosh, he did just neighbor’s truck and fell off, his right arm getting twisted that. However, it wasn’t in the big leagues right away, up in the wooden spokes of the old truck. Tragically, they playing first for a couple of minor league teams. Then in had to amputate it. 1945, when he was 30 years old, we brought Gray up from the Memphis Chicks, a minor league team in Tennessee. 7 Like most boys his age, Pete fell in love with baseball, He had done all right down there, but I always thought, and was determined to play with just one arm. He taught and I still do, that Richard Muckerman, our new owner, himself to catch a fly ball and throw it with the same hand. signed Pete just to use him as a gate attraction. I think he He could swing a bat and even bunt with that one arm. expected people to buy a ticket just to see a one-armed man play baseball.

5 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 6 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 9 Paragraph(s) 10 The manager was surprised by Pete’s ability. Only one player on the team was friendly toward Pete.

Summarize the key idea of this passage in 25 words or less.

The manager was surprised by Pete’s ability. Even though they won the game and Pete got a hit, only one player was friendly towards him.

Third Read

Underline the lines in paragraph 9 that explain how Pete Gray fielded a fly ball. Explain how the photographs help develop an understanding of how Pete Gray fielded a ground ball.

The photographs show the series of motions for Pete Gray to catch and throw a ground ball. After catching the ball, he would toss it into the air and fling his glove to the ground. He would then catch the ball in his hand and throw it to make the play.

Reread paragraph 9. The manager claims, “I was a little surprised” by Pete Gray’s first major league performance. Underline and cite evidence that supports his claim.

In paragraph 9, the manager says he was surprised by Pete Gray’s first major league performance. He explains his surprise when he says, “Pete came to bat four times and got one hit.” He adds, “he made no errors and caught every fly ball that came his way.”

Reader Tasks - Quick Write 3 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

Pete Gray fielding a ground ball

9 Muckerman may have been right, but there was nothing We won that game seven to one, and I am sure Pete was 10 I could do. I decided to start Gray in left field that day. I proud. He was the first one-armed major league baseball must admit, I was a little surprised. Batting second, Pete player to ever get a base hit. What he could not have been came to bat four times and got one hit, a sharp single to pleased about, however, was the way the other players left field. He made no errors and caught every fly ball that treated him. Only Kreevich acted like he knew Pete was came his way. He had a strange way of catching the ball there. Except for Mike, nobody congratulated him and so and throwing his glove under his stump of an arm. Then, he sat by himself at the end of the dugout, dressing alone in in almost one motion, he squeezed the ball out of his glove the locker room. That is when I decided that Pete Gray and and into his hand for the throw. Mike Kreevich would be roommates for all road games.

6 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 7 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 11 Paragraph(s) 12 Paragraph(s) 13 Pete Gray continued to play Pete’s teammates blamed Pete played hard in 77 and fulfilled his dream of him because the team was games during the season. playing in Yankee Stadium. in third place.

Summarize the key idea of this passage in 25 words or less.

Pete Gray played hard in 77 games that season, but his teammates blamed him because the team was in third place.

Third Read

Reread paragraph 12. Explain why sports writers said that Gray was hard to get along with. Underline and cite details from the text to support your answer.

In paragraph 12, the text says that sports writer thought Gray was hard to get along with. The manager states that “the rest of the team never forgave Muckerman for signing a one-armed player” and “they blamed Pete because the team was in third place.” “This hurt Pete and caused him to remain a loner.”

Reread paragraphs 11-13. Explain how the author organized the text. Underline the words and phrases that support your answer.

The author used a sequential text structure to organize paragraphs 11-13. Some phrases that indicate this structure include: in May, by then, that season, and then on September 30, 1945.

Reader Tasks - Quick Write 4 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

© 2013 SNAP! Learning™ All Rights Reserved. 10 11 Things went on like that even after the doubleheader we third place. This hurt Pete and caused him to remain a played in New York in May. By then, I had Pete leading loner. Some of the sports writers said he was hard to get off and, with his first at-bat, he slammed a triple up the along with. Well, who could blame him? right field line. He stood there on third base rubbing that stump of an arm and smiling. He was fulfilling his dream Pete Gray played his heart out in every game that season, 13 of playing in Yankee Stadium! He went on to get three all 77 of them. He got 51 hits for a .218 batting average, more hits that day and two of them were doubles. hitting six doubles and two triples. With one arm, he only struck out eleven times. Then on September 30, 1945, Pete 12 Unfortunately, the rest of the team never forgave Gray’s major league career came to an end. Muckerman for signing a one-armed player just to increase attendance and they blamed Pete because the team was in

7 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 8 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 14 Paragraph(s) 15 Pete played his last game when the Pete never played major league baseball regular players returned from the war. again, but he learned that it was tough to be a pioneer.

Summarize the key idea of this passage in 25 words or less.

Pete Gray’s career ended when the regular players returned home from the war. He learned that it was tough to be a pioneer.

Third Read

Reread paragraph 15. Underline the phrase “bounced around.” What does bounced around mean? Identify the strategy used to determine its meaning.

In paragraph 15, the text says that Pete Gray “bounced around in the minors.” Bounced means went or moved and around means from one place to another, so bounced around must mean that he moved from one team to another. The text also says he eventually wound up back in his hometown, indicating that he moved. (individual word meaning, context)

Th Explain how the text in paragraph 15 contributes to the development of the theme. THEME Underline and cite textual evidence to support your answer.

The theme of the story is that “hard work and determination could overcome obstacles.” In paragraph 15, the text says, “There was one thing, however, Pete Gray did not have to wonder about.” It also says he learned “that it was tough to be a pioneer.”

Reader Tasks - Quick Write 5 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

14 We were playing the Tigers again, and I started Pete at back in his hometown of Nanticoke, Pennsylvania. Most centerfield, batting third. He struck out, so I yanked him of the team always blamed Pete because we didn’t win the and put Milt Byrnes in his place. Pete sat silently alone American League pennant that year. In fact, Pete might on the bench for the rest of his last major league game. have blamed himself, and I think he always wondered if he I think he knew what was coming since World War II had made it to the majors on his playing abilities or because was over, and the regular players were coming home. he was a one-armed baseball player. There was one thing, Muckerman said we didn’t need Pete anymore, so I had however, that Pete did not have to wonder about. Hard to tell him we were releasing him. work and determination could overcome obstacles. He had learned the hard way that it was tough to be a pioneer. 15 I never saw Pete Gray after that day. I heard that he bounced around in the minors and eventually wound up

8 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher introduces pages 10-11. See notes below.

These two pages illustrate the box scores of a baseball doubleheader (two games played back-to-back on the same day). Each box contains a statistical summary of the competition. The structured summary of the results gives the game score as well as individual and team achievements in the games. The LEGEND box explains the abbreviations used in reporting the results. Second Read

Students read legend and box score results. The purpose of this reading is for students to learn how to read tables for information. Discussion questions should include: The title, names of teams, date of games, purpose of legend, players’ names, meaning of each column heading, and type of information given, and possible uses of that information.

Summarize the purpose of a box score.

The purpose of a box score is to provide a summary, in numbers, of the results of a competition.

Third Read

Reread the box scores for the two games. Determine the number of hits Pete Gray had in the two games. Did anyone have more hits than Pete Gray? Which player had the same number of hits as Pete Gray? Underline evidence to support your answer.

Pete Gray had 3 hits in the first game and 1 hit in the second game for a total of 4 hits. No one had more hits than Pete Gray, but Frank Mancuso had the same number of hits.

Ask and answer your own questions using the statistics recorded in the box scores. Underline evidence to support the answer.

Answers will vary.

Reader Tasks - Quick Write 6 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

Page 10

Page 11 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 13, paragraphs 16-19 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 16 Paragraph(s) 17 Paragraph(s) 18-19 At six, Pete Gray had his Growing up, he wanted to Pete got his chance to play in arm amputated above the be a baseball player and so the majors when the regular elbow due to an accident. he taught himself to play players left to fight in the war. with one arm. He had a good season.

Summarize the key idea of this passage in 25 words or less.

After an arm amputation, Gray taught himself to play baseball one-armed. He played one season in the majors because many regular players went to war.

Third Read - Discussion

Reread paragraphs 16-19. Explain how the author organized the text. Underline the words and phrases that support your answer.

In paragraphs 16-19, the author used a sequential text structure to tell the story of Pete Gray’s early life and the time he spent in major league baseball. Some words or phrases that indicate this structure include: was born, at age 6, as Pete grew up, after, in 1942, then in 1945, and in his career.

Reread paragraphs 6 and 16. Compare/contrast how the information about Pete Gray’s accident is presented. Explain the difference. Underline words or phrases that support your answer.

The details of Pete Gray’s accident are presented in paragraphs 6 and 16. In paragraph 16 of the expository (non-fiction) text, the facts are given without emotion or judgment. “At age 6, he fell off a farmer’s truck,” “His right arm was caught in the spokes of the wheel.” “The arm had to be amputated.” In paragraph 6 of the narrative, the writer uses words that evoke feelings in the reader, “just six years old,” “twisted up in the spokes,” and “Tragically, they had to amputate it.”

Reader Tasks - Quick Write 7 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

16 Pete Gray was born in Nanticoke, Pennsylvania in 1915. the ball from his glove to his hand for a throw from the At age 6, he fell off a farmer’s truck and his right arm outfield. Still, he threw out three runners and committed was caught in the spokes of the wheel. The arm had to be only seven errors. amputated above the elbow. After the 1945 season, in which the Browns finished third, 20 17 As Pete grew up, he wanted nothing more than to be a dozens of major leaguers returned from military service professional baseball player. After his accident, he taught and Pete was sent back to the minor leagues. He played himself to be a left-handed batter and took almost all of the in the minors until 1949 and then returned to Nanticoke. padding out of his glove to help him catch fly balls. After making a catch, he would place the glove under the stump In 1986, a television movie about Pete, titled A Winner 21 of his right shoulder and throw the ball. Never Quits, was made. His glove was also placed in the Baseball Hall of Fame. Pete Gray died in 2002. He had 18 In 1942, when many baseball players left the United States achieved his dream of playing major league baseball and to fight in World War II, many teams needed replacements. his glove is in Cooperstown, New York, to prove it. This allowed Pete his chance to play baseball in the minor leagues. Then in 1945, he went to the majors as the St. Pete Gray was definitely a hero. He never quit in face of the 22 Louis Browns bought him from the Memphis Chicks for challenges and discrimination put before him. He refused $20,000, which was a large sum of money at the time. to be just a spectator simply because he had only one arm. He was determined to pursue his dream of being a major 19 In his career, Pete had 51 hits in 234 at-bats for the Browns. league baseball player. He hit six doubles and two triples. He also drove in 13 runs, scored 26 runs, and stole five bases. Pitchers had difficulty Pete Gray would be the first to recognize today that he 23 throwing fastballs by Pete so he struck out only 11 times. was not alone in his determination to reach for the stars. However, he could be fooled on changeups because he had Others, men and women from all over the globe, have to swing early and could not stop his swing as players with also shown that same courage and perseverance. Today, two arms could do. When he was in the field, the runners he would certainly tip his cap to people like Bethany had an edge because it took him a moment to transfer Hamilton, Natalie Du Toit, and Anthony Robles.

13 (Legacy of a Pioneer) Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 13, paragraphs 20-23 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 20 Paragraph(s) 21 Paragraph(s) 22-23 Pete went back to the minor A television movie was Pete Gray didn’t quit in leagues when the regular made about his life and the face of challenge or players returned from the his glove was placed in the discrimination. war. Baseball Hall of Fame.

Summarize the key idea of this passage in 25 words or less.

Pete Gray is remembered as a hero for his determination to accomplish his dream in spite of challenges and discrimination.

Third Read

Reread paragraph 22. Identify the claim the author makes in this paragraph. Underline and cite evidence that supports the claim.

In paragraph 22, the author claims, “Pete Gray was definitely a hero.” He supports this claim with evidence that “He never quit in face of the challenges and discrimination put before him.” He also adds, “He refused to be just a spectator simply because he had only one arm.”

Reread paragraph 23. What can you infer about Bethany Hamilton, Natalie Du Toit, and Anthony Robles. Underline and cite details from the text to support your answer.

In paragraph 23, the author says that Pete Gray “would certainly tip his cap to people like Bethany Hamilton, Natalie Du Toit, and Anthony Robles.” I can infer that these people, like Gray, overcame some great difficulties to achieve their dreams.

Reader Tasks - Quick Write 8 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

13 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 14 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 24-25 Paragraph(s) 26-27 Paragraph(s) 28 The arm of Bethany She taught herself to surf Like Pete Gray, she Hamilton, a young surfer, with one arm. accomplished her lifelong was bitten off by a shark. dream.

Summarize the key idea of this passage in 25 words or less.

After the loss of her arm due to a shark bite, Bethany Hamilton taught herself to surf one-armed. She accomplished her dream like Pete Gray.

Third Read

Reread paragraph 26. Underline the words “hang ten.” Determine the meaning of hang ten, using context clues and a dictionary or web source. Underline evidence in the text.

“Hang ten” must be a surfing term because in paragraph 26, the author says that Hamilton was “making plans to hang ten again.” From a web source, I learned that hang-ten means to walk to the front of a surfboard and hang ten toes over the front of the board.

Reread paragraphs 27-28. Compare how Bethany Hamilton and Pete Gray reacted to their accidents. Underline evidence to support your answer.

Bethany Hamilton lost an arm in an accident as had Pete Gray. In paragraph 27, the text says that like Gray, “through her inner strength and determination,” she taught herself to surf one-armed. Also like Gray, “Hollywood made a movie” based on her story. In paragraph 28, the text adds, “Just like Pete Gray, Bethany Hamilton refused to allow the tragic loss of her arm to rob her of a lifelong dream.”

Reader Tasks - Quick Write 9 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

Bethany Hamilton

24 Bethany Hamilton was only 13 years old in 2003, to her board. Nothing was going to keep her from her when she went surfing in Hawaii one morning with first love…surfing. friends. She was just lying on her board with her left arm dangling in the water, waiting for the waves Through her inner strength and determination, she 27 to arrive. taught herself to surf with just one arm. By January 2004, she had entered a major surfing competition. 25 Then, without warning, her life changed forever. A She went on to win numerous awards on her board, 15-foot Tiger Shark attacked her and bit her arm off and wrote a book to tell her story, Soul Surfer: A True near the shoulder. Her friends helped her to shore Story of Faith, Family, and Fighting to Get Back on and tied a tourniquet around what was left of her the Board. In 2011, Hollywood made a movie based arm. They rushed her to the hospital where doctors on her book, and Bethany did all of the one-armed operated to save her life. Bethany was in the hospital surfing stunts herself. seven days. Just like Pete Gray, Bethany Hamilton refused 28 26 As soon as she returned home, she was making plans to allow the tragic loss of her arm to rob her of a to “hang ten” again. In less than a month, she returned lifelong dream.

14 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 15 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 29-30 Paragraph(s) 31 Paragraph(s) 32 A car accident mangled Natalie was determined to Natalie became one of the the leg of Natalie Du Toit, a swim in spite of losing her world’s fastest swimmers. swimmer from South Africa. leg.

Summarize the key idea of this passage in 25 words or less.

Natalie Du Toit, a South African swimmer who lost a leg in an accident, became one of the world’s fastest swimmers.

Third Read

Reread paragraph 29. Explain why the author says everybody in South Africa was following the development of Natalie Du Toit. Underline and cite details from the text to support your answer.

In paragraph 29, the author says that everyone in South Africa was following the development of Natalie Du Toit because “She was a swimming star from Cape Town who was setting all kinds of records,” and “she was only 16 years old” with a bright future.

CSE Reread paragraph 31. Analyze how the character of Natalie is revealed through her CHARACTERS SETTINGS EVENTS actions following the loss of her leg. Underline and cite evidence from the text.

In paragraph 31, the text says that following the loss of her leg, “Natalie got out of bed the next day and let everyone know that losing her leg was not going to stop her from swimming.” Natalie was “determined and defiant.” She planned “to defy all the odds that were now stacked against her.”

Reader Tasks - Quick Write 10 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

Natalie du Toit

29 Everybody in South Africa was following the development knee. Natalie got out of bed the next day and let everyone of Natalie du Toit. She was a swimming star from Cape know that losing her leg was not going to stop her from Town who was setting all kinds of records, and she was swimming. As one writer put it, “She was determined and only 16 years old. Indeed, her future looked bright. Then, a defiant.” When friends came to see her with pity in their tragic accident altered her life. eyes, she pulled the covers back to show them her half leg. She told them she planned to defy all the odds that were 30 One day, Natalie got on her motor scooter and headed for now stacked against her. school. There was a lot of traffic that morning, and she didn’t see the car coming out of the parking lot towards Natalie du Toit became one of the world’s fastest distance 32 her. The vehicle hit her on the left side and mangled her swimmers. She was the only amputee to qualify for the leg. She never lost consciousness. All she could think was, Olympic Games. Less than two years after the accident, “I’ve lost my leg; I’ve lost my leg.” she qualified for the finals of the 800-meter freestyle at the 2002 Commonwealth Games. It was the first time an 31 As things turned out, she did lose her limb. Doctors tried amputee raced in the finals of an able-bodied international for days to save her leg, but finally determined there was swimming competition. nothing else they could do. They had to amputate at her left

15 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 16 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 33 Paragraph(s) 34 Paragraph(s) 35 Anthony Robles became Anthony began wrestling Anthony now travels the a champion wrestler even in sixth grade and won a country giving inspirational though he was born with national title in college. speeches. only one leg.

Summarize the key idea of this passage in 25 words or less.

Anthony Robles, born with one leg, became a national championship wrestler and now gives inspirational speeches.

Third Read

Reread paragraph 34. Explain how Anthony strengthened his body for wrestling. Underline and cite details from the text to support your answer.

In paragraph 34, the text says “He worked to strengthen his body with exercises.” It adds, “He set a school record for performing the most push-ups.”

Th Reread paragraph 35. Explain how the words of Anthony Robles contribute to the THEME development of the theme. Underline and cite textual evidence to support your answer.

In paragraph 35, the text quotes words from Anthony’s speech. He says, “Fearless I will face each foe, for I know I am capable.” He goes on to say, “I am unstoppable.” The theme of his story and each of the other athletes is that determination and hard work made them all unstoppable.

Reader Tasks - Quick Write 11 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

Anthony Robles

33 Folks in Mesa, Arizona, said Anthony Robles was born won a national championship as a senior and then went to be a wrestler. The only problem was he came into this on to wrestle at Arizona State. Through dedication and world without his right leg. This, however, did not keep persistence, Anthony won the 2011 NCAA Wrestling him from becoming a champion wrestler in high school Championship in the 125-pound category in his senior and college. year at Arizona State. He had a perfect 36-0 record.

34 From grade school, Anthony was determined to be a Today, Anthony Robles travels the country sharing his 35 wrestler. He worked to strengthen his body with exercises. message of courage and hope. “My spirit is unconquerable,” In the sixth grade, he set a school record for performing he says. “Fearless I will face each foe, for I know I am the most push-ups. Anthony started wrestling in the capable. I don’t care what’s probable; through blood, sweat, eighth grade, and by the time he was in the tenth grade, and tears, I am unstoppable.” he was ranked sixth among Arizona high schools. He

16 Review and Explore Students discuss what was learned in the previous lesson. Students explore the page. Students identify the text features used in the text. Students predict what they will learn.

First Read Teacher reads page 17 aloud. Second Read

Students determine the main idea, and then write it in the margins.

Paragraph(s) 36 Paragraph(s) 37 All of the athletes in the book overcame Pete Gray was a pioneer for athletes who the loss of a limb to excel in their sport. wished to overcome disabilities.

Summarize the key idea of this passage in 25 words or less.

All of these athletes are examples of how hard work and determination can overcome obstacles to fulfill a dream.

Third Read

Reread paragraphs 36-37. Explain the reasons for an author to conclude with a summary. Underline the key ideas that are summarized. Find where these same key ideas were presented earlier in the book.

The author uses a concluding summary to review the key ideas in the book. In paragraph 36, the author restates that each of the athletes “overcame the loss of a limb.” He also states that they became “champions in their individual sports.” In paragraph 37, he again refers to Pete Gray as pioneer, one who set an example for athletes with disabilities to follow. He notes “Bethany, Natalie, and Anthony are prime examples of this irrefutable truth.”

Create a new heading for this page that restates the key idea for this page. Quote at least two details that support the heading.

Answers will vary. I think “Dream Team” would be a good heading for this passage because all of these athletes were “capable of fulfilling” their dream. “Each showed an enormous amount of inner strength and determination.”

Reader Tasks - Quick Write 12 Students respond to one of the questions or tasks from the Third Read in the Quick Write section of their Close Reading Portfolio.

36 Like Pete Gray, Bethany, Natalie, and Anthony each showed an enormous amount of inner strength and determination to overcome the loss of a limb. In each case, the odds of achieving their goals were, by most accounts, an insurmountable challenge. Nevertheless, each of these special individuals overcame their obstacle to become champions in their individual sports.

37 Even though Pete Gray never won a championship on the field, he was an original pioneer who proved to the world, regardless of an individual’s disability, each of us is capable of fulfilling our dreams if we simply remain determined. In fact, Bethany, Natalie, and Anthony are prime examples of this irrefutable truth.

17 Research Integrate 6-8 and Synthesize Grade Band DIRECTIONS

Integrate or synthesize information from two sources on the same topic. Use this book as one of the sources. Enter the titles or websites of the two sources in the space provided. Enter 4-5 facts from each source. Using the facts from both sources, write a short research paper of one or two paragraphs.

1 Source 2 Source

Writing Space

Integrate or synthesize information from two sources on the same topic. Use this book as one of List unknown vocabulary words on the chart provided. Give a brief deﬁnition from a print or the sources. Enter the titles or websites of the two sources in the space provided. Enter 4-5 facts digital source. Create your own link (image, symbol, word association). Brieﬂy explain the impact from each source. Using the facts from both sources, write a short research paper of one or two of the word choice on the tone or meaning of the text. paragraphs.

TEXT PAGE(S) 1 Source 2 Source

Word or Phrase Brief Definition My Link Tone Or Meaning Paragraph # Paragraph

Writing Space

College and Career Readiness Standards

LITERATURE INFORMATIONAL TEXT

RL.1 Details in Text RI.1 Details in Text

Th THEME RL.2 Theme RI.2 Main Idea, Summary

CSE

CHARACTERS SETTINGS EVENTS RL.3 Characters, Settings, and Events RI.3 Relationships

RL.4 Words and Phrases RI.4 Words and Phrases

RL.5 Text Structure RI.5 Text Structure

RL.6 Point of View RI.6 Point of View

RL.7 Media RI.7 Visual Information

COMPARE CONTRAST RL.9 Compare & Contrast RI.8 Reasons and Evidence

COMPARE RL.10 Text Complexity CONTRAST RI.9 Compare and Contrast

WRITING RI.10 Text Complexity

W.9 Research, Integrate and Synthesize SPEAKING AND LISTENING

W.10 Range of Writing - Quick Writes SL.1 Collaborative Discussions

SL.2 Summarize EAN