ELECTIVE READING AND ENGLISH UNITS

by SHIRLEY OESCH

A PROJECT in partial fulfillment of the requirements for the degree Master of Arts

June 1975 PROJECT APPROVAL

Advisor. TABLE OF CONTENTS

EXPLANATION OF THE PROJECT SECTION Ia DETECTIVE STORIES UNIT SECTION IIa SPORTS LITERATURE UNIT SECTION IIIa WESTERN LITERATURE UNIT Explanation of the Project

Many of the E.S.E.A. English and Reading classes in the Kern High School District emphasize small group instruction using adult and student aides. There has been a need for teaching materials geared to these aides. This project was developed to fill part of that need. It contains three, fifteen-day teaching units for ninth grade high school students. These area a. Detective Stories Unit b. Sports Literature Unit c. Western Literature Unit These subject areas were chosen because of their high interest value to high school students. The units are designed to be taught to the students by an adult or student aide. Therefore, all the directions are written to the aide. There are four parts to every lesson. 1. Materials• This section lists all the books, plays, stories, dittoes, and equipment needed to teach the lesson. In addition, it tells anything that must be written on the board. 2. Skills• This section tell what abilities the students will be called on to use or develop. J. Lesson• This section gives the step-by=step procedure for the aide to follow. 4. Evaluation• Every day each student is to be graded on a point system. 5 points = highest grade or A 4 points = B 3 points = c 2 points = D 1 point = F The lower grades are to be given only for lack of effort. In a small group situation with individual help available, achievement problems are minimized. Each day there are instructions to collect and correct homework. This homework is assigned to the class as a whole and is not an integral part of the unit. If there is a need for extra assignments because of extra time on any day or additional days scheduled, there are some supplementary lessons following each unit. ' .: Defed1ve · Unit SCHEDULE FOR DETECTIVE UNIT ""' Day 1 Day 2 Day J Day 4 Day .5 Introduction• Sherlock Holmes Maxwell Smart Artemis Flint• Edgar Allan Poe History and "The Case of the Detective Rules Red-Headed Playa "A Man "Murders in the Solving mysteries League" Called Smart" Rue Morgue" "The Case of the Genuine Corpse" Solving mysteries "The Case of the from visual clues Flight from "The Case of the Chicago" Hidden Formula"

Day 6 Day 7 Day 8 Day 9 Day 10 RE~ D THE COMPLETE NOVEL COLUMBO Prepare the / prosecution's ,__ '\. case against '--v I Mary Jane Morton

Writing mys ~eries Day 1.3 Day 14 Day 1.5 Day 11 Day 12 Solving cases w th Alex Ardley Game a CLUE and Zeke Zu ~kley Mystery Ele~ent Cards Touchdow:~ I . ­ ./ '\ / \ ~ / \ 7 First Day Detective Unit Materials 1. Dittoed copies of "A History of Detective Stories" 2. Tape recording ofa "The Case of the Genuine Corpse" "The Case of the Flight from Chicago" J. Tape recorder, headsets, junction box 4. Dittoed solution sheets for mystery oases Skills 1. Oral reading 2. Listening J. Drawing conclusions from facts Lesson . 1. To begin this unit, get acquainted with ,your group. Fill out the new enrollment cards. 2. Collect and correct homework. J. Introduction• Read the dittoed "A History of Detective Stories" orally with the group. Explain that in the next three weeks they will be reading about detectives and the crimes they solve. They will read one complete book about Columbo. Also they will be iraotioing solving mysteries along with the ·deteot ves. 4. Today there are two mystery oases to solve. These mysteries are on tape. Set up the tape recorder and hand out the solution sheets. 5· First, listen to the first mystery, "The Case of the Genuine Corpse." Fill in the squares on the solution sheet as you listen. Consider the following questions• a. Who could have put the bullets in the gun? b. Who could be the person whose story cannot be true? You may replay the mystery several times. Decide on a suspect. Then listen on the tape for an additional clue. When the solution sheets are filled in, ask the following questions• a. Which people can you most easily rule out as sus:peots? Why? b. Dur1ng what period of time could the bullets have been put into the gun? c. What suspects have accounted for their actions during that period? d. Why would it have been highly unlikely for Roger to have walked past Joe without being heard? {Think about what he did in his act.) When everyone has a suspect and evidence, go around the group and have each person tell who he thinks is guilty and give the reasons why. 6. Listen to the second mystery,"The Case of the Flight from Chicago." Then have students answer the questions on the solution sheet. 7. Correct the answers on the student's answer sheet. Those answers are on the aide's copy of the solution sheet. You may want the students to exchange papers to help you correct. 8. Pass out the homework for tomorrow. Evaluation Each one of the following items is worth one pointa a. Murderer] b. Motive The Case of the Genuine Corpse c. Evidence d. Motive 1 e. EvidenceJ The Case of the Flight from Chicago There are five points possible. Mystery Solution Sheet NAME______PERIOD____GROUP____

"The Case of the Genuine Corpse" Where was he/she at each of the times Suspects Any Motive? below? Put a check in the blank if . someone else says he/she was there 7•4~ 8aOJ 8"05 8a08 8&11 8a12 Clyde Winnie Roger Lois Joe Ken Laura When were the bullets put into the gun? Which people can be eliminated as suspects? Murderer a Motive a Evidence a ++++++++++++++++++++++++++++++++++++++++Ill+++++++++++++++++ "Flight from Chicago" 1. What clue lead St. Croix to believe Clark was in Chicago?

2. What two clues were found in the apartment? a. b. Murderera CLARK Motive a Evidence a Mystery Solution Sheet Answer Key

"The Case of the Genuine Corpse" Where was he/she at each of the times Suspects Any Motive below? Put a check in the blank if someone else says he/she was there . 7 a45 8aOJ 8a0.5 8a08 Ball 8a12

' 1-, Clyde /ll.!Y ./)'\/ /l .d" p_;,_ <'1 J ¥~ Winnie ~or ~ .r~ .A.Lfo ... Lo lJ .oo...... d. ...;., w-c.....a.) o_d:;--::;:.. Roger ~~,;;(~ .L.Ao ... ~ t:-4 ~-->L- Lois ~ VT0 .LLo /IV' , 7 s~~ /)'l.P L ,.,, Joe ~t_ ~ IP-~_i 1\A-<>-noV Ken ~ I . ..A-'. ~ ~ 1 . .-'U] • Laura /J"\-C"' 311. A: uv When were the bullets put into the gun? J& ~ ~ ~ ~nz-ta~~~&~~~ · ­ Which people. can be eliminated as suspects? ~ ~ ~ ~ ~ ~ Yl~' ~\-/ 2. What two clues were found in the apartment? ~ ~· a.~~ a._~~ . b. 0k ~ ~ ~ ;6, -u_, ~ ~

Murdere~ a CLARK . Motive• fie _ ~ ~ ~ ~~ ~ryd- ~ ~ ~ .A.e.~ --6 a_,-f. ~ ~ ~ Evidence a ~ ~ ·

. ~~ ~ --VHI~_,-·~ · A HISTORY OF DETECTIVE STO~IES

One out of every six books of fiction published in this country is a mystery. Some are gothics. Some are spy stories. Some involve the supernatural. But the most popular kind are the detective stories. Take a weapon Add a body Toss in equal portions of Who, What, When, Where, and Why Stir in How Combine with Investigator of choice Season with suspense and serve With this recipe, writers of mystery-detective stories cook up a lot of killings for fun and profit. Knives flash, guns bark, nooses tighten, and poisons pulverize. The popular detective story can now be en­ joyed on television, in books, on the .radio, and in mag­ azines that are devoted to the detective loving audience. There is no mystery about the reasons for the popularity. The real world is full of shifting moral values and uncertain justice, but the world of the mystery story is a law-abiding one where wrongdoers always get caught. For the reader, getting from the crime to the punishment is not only fun, it is morally satisfying. Another reason most of us love detective-mysteries is that human beings are puzzle-solving animals. The detective story is a kina of jig-saw puzzle in which the pieces are clues that the investigator and the reader try to fit together. Detectives were first used in England and France in the early 1800's. The first short story about a detective was in 1841. The author was an American, Edgar Allan Poe. The story was "The Murders in the Rue Morgue." Poe wr.ote two more detective stories. The de­ tective in all three.was an amateur who solved crimes that the police could not solve. One of Dupin's earliest fans was President Abraham Lincoln who enjoyed reading the Poe I detective stories. The first detective novels that were full-length books were written in France and England in the 1860's. The most popular was The Moonstone by Wilkie Collins. It is still popular today. The first American detective novel was written by a woman in 1878. It was ~ Leavenworth Case by Anna Green. Since then, women have written many of the most popular detective stories. The most famous "story" detective of all times, Sherlock Holmes, first appeared in 1887. Sir Arthur Conan Doyle wrote many stories about Holmes and his sidekick, Dr. Watson. Then Doyle grew tired of Holmes, so he had him killed in a story. This made readers an~y , so Doyle wrote more Sherlock Holmes stories. Most people believed that Holmes was a real person. Letters have been sent to his London address in the stories. The Baker Street house is still a popular tourist spot today. , Holmes sometimes used scientific ways of solving crimes. In the 1890's other stories about "scientific" detectives were written. These detectives worked with fingerprints and chemistry to solve cases. Hec Ramsey, the cowboy detective, is a modern day version of this type detective. In the 1920's and 1930's more .and more people began to read detective stories. In England, Adatha Christie and Dorothy Sayers became important writers. Ms. Christie still writes books today about her deteetives,Hercule Poirot and Miss Jane Marple. Earl Stanley Gardner was a lawyer. He drew on his knowledge and experience as a lawyer to create the character we know as Perry Mason. Mason.·is also a lawyer, but he solves crimes as he uses his courtroom tactics to defend his clients who are always innocent. A new kind of detective story was started by an American in the 1930's. Dashiell Hammett was once a private detective and wrote tough detective stories about real life situations. These"hard-boiled" detective stories are still popular today. Ross MacDonald's Lew Archer is a modern example. Paul Newman played him in the movie, Harper. Madigan, Mannix, and Cannon are some examples on television. Most mysteries are meant to be confusing. The writers must, however, follow certain rules so the reader can participate in solving the mysteries. These rules area 1. All clues that are used by the investigator to solve the crime must be given to the reader. 2. It is unfair to have a murder committed by an occult means or a fantastic weapon. The weapon must exist in real life. ). Victims in a murder mystery should never turn out to have died by accident,. suicide, or natural causes. 4. The murderer must always be a main character in the story. 5. The detective must never call t nother detective to help him solve the crime. It is unfair to ask the reader to pit his wits against more than one. 6. The crimes must never be traced to a gang or secret organization. 7• The detective must not get the murderer to confess or frighten him into giving himself away. Some people think that the stories must never have a love interest for the detective since this would interfer with his straight thinking. Most of these rules get broken from time to time. James Bond always has a love interest even though it does not seem to effect his thinking. Columbo and Perry Mason always get their suspects in a situation where they give themselves away or confess. However, there are many de­ tective story fans who make sure that writers follow the rules. Once, Agatha Christie wrote a story that broke the rules. Critics and readers protested so strongly that she was nearly expelled from Britain's Detective Club, an organization of mystery writers.

A well written detective mystery story is exci~ing to read and to try to solve before the detective can. The harder the mystery is to solve, the more satisfaction it can give. Seccmd Day Detective Unit Materials 1. A copy of "The Red-Headed League" for each student. 2. Ditto of study questions for "The Red-Headed League" J. Picture mystery,"The Case of the Hidden Formula" Skills 1. Oral reading 2. Reasoning J. Visual observation Lesson 1. Introduction to "The Red-Headed League" Yesterday you read that Sherlock Holmes was the most famous detective in history. Many people believe that he really did exist. His reputation was based on his ability to draw elaborate conclusions from observing apparenly small details. His friend, Dr. Watson is usually arouBd to listen and help. In most stories you can count on Holmes explaining about clues and saying, ·"It's elementary, my dear Watson." 2. Assign the parts to members of your group. Holmes and Billings have the longest parts so assign them to people who enjoy reading orally. 3· Have the students read the play and then answer the questions on the ditto. The answers are given on your copy. 4. Next, take the series of pictures entitled "The Case of the Hidden Formula." This is a crime that must be solved by looking at the pictures and reading the short interview quotations. Pass the pictures around so the students can look for clues. a. To keep students on the right track, emphasize that the formula has not been taken out of the office. b. Help them discover two suspicious things about Caldwell. (He claims that he just·found Miss Suzuki's earring near Veeder's desk, but she isn't wearing any earrings at present. Also, Caldwell is holding a ballpoint pen at his desk but there is an ink bottle beside him and his hands are stained with ink. c. Eventually students will suspect that Caldwell is trying, to frame Miss Suzuki and that he has hidden the formula in the bottle of ink. d. See if the students can figure out how he will be able to read the formula later. Reread Veeder's resp0nse to the next-to-the-last caption. e. Solution• Caldwell wrote in pencil. He hid the formula in the ink bottle knowing the pencil writing would remain legible. Evaluation Give points on the five questions over the Sherlock Holmes story. All answers correct would be five poin~s. Four answers correct would be four points. And so on. Questions on NAME______"The Red-Headed League" PERIOD_GROUP__

1. Why did they show how Holmes knew that Billings had been doing a lot of writing and had been in China?

2. What clue did Holmes notice when he asked Spaulding for directions?

3· Give two reasons that the crooks chose Billings for the job.

4. What information did Holmes have that was not given to the reader until the end of the story.

5· Holmes is always saying, "Elementary, my dear Watson." Explain what he means. "The Red-Headed League" Answer Key

1. Why did they show how Holmes knew that Billings had been doing a lot of writing and had been in China? Answer• This showed how Holmes could take little visual clues and come up with correct conclusions. 2. What clue did Holmes notice when he asked Spaulding for directions? Answer• He noticed that the knees of Spaulding's pants were dirty. J. Give two reasons that the crooks chose Billings for the job. Answer• a. His shop was next to the bank. b. He ~ad red hair just like Spaulding. 4. What information did Holmes have that was not given to the reader until the end of the story? Answer• He knew about the shipment of gold from France. (Remember that usually all the information necessary to solve the crime must be given to the reader., 5· Holmes often said, "Elementary, my dear Watson." Explain what he meant. Answer• He meant that the meaning or solution was simple to understand. Third Day Detective Unit Materials and Preparation 1. Copies of the ~lay, "A Man Called Smart" 2. Put the follow1ng list of parts on the board. 1 Max 3 Chief 2. 99 Dr. Brown *Ashkenazi *13 *Bediyoskin Orlando 1st. Attendant 4. KAOS Agent *Dr. Smith KAOS Announcer Nurse Crilleader Operator Dr. Jones 2nd Attendant Admiral Bellboy *Hurrah *Drunk Guard Lunch.Wagon Man Skills 1. Oral reading 2. Skimming for facts 3. Discussion Lesson 1. Collect and correct homework. 2. Pass out copies of the play, "A Man Called Smart." Assign parts. The tutor is to be the narrator and should read all of the stage directions in italics along with the regular narrator parts. There are so many parts in this play that each person will have more than one part except for Max. The parts have been divided into four lists on the board. Each person in the group will take one list. If there are five people in the group besides the tutor, the fifth person will take all of the parts marked with a * asterick. To help everyone remember which parts they have, the parts have been numbered throughout the play. 3· Read the play. 4. Discuss the following questions. Students are to use the play copies to look for some of the answers. a. Is Maxwell Smart really smart? Explain your answer by giving specific things he did to show he was or was not smart. b. What types of things does this play make fun of? (Some of the answers the students should give area Secret codes, messages, and meetings. Using assumed names Movie stars changing their names. Special mechanical devices used by detectives. Hospital rules.) c. Name some of the mechanical devices used in this play. lSome devices area telephone shoes a brief case that was a welding torch, a flashlight, a camera, and a gun. shirt button blinkers. telephone in bunsen burner• d. Think back to the rules for good mystery stories. Which of these rules are broken in the play? (The crime was traced to an organization. All of the clues were not given.) Evaluation Assign points on the basis of participation in the reading of the play and discussion of the play. Fourth Day Detective Unit Materials 1. Copies of the book, Artemis Flint• Detective by Beryl Goldsweig. Skills 1. Oral reading 2. Drawing conclusions 3· Reasoning 4. Giving clues Lesson 1. Collect and correct homework. 2. Hand out copies of the book, Artemis Flint• Detective. Have everyone look at the Table of Contents. Each person is to select one of the cases listed. Then they are to read over the case silently and looks at the solution which is printed upside down. After about fifteen minutes, each person is to read his case orally to the group and try to guide the group to the right solution by asking leading questions and giving clues. J, When each mystery has been solved, give students a chance to read and solve as many mysteries as possible on their own. Encourage them to try to figure them out before they read the printed solutions. Evaluation Grade students on how well they give clues to their mysteries. Fifth Day Detective Unit Materials 1. Copies of "Murders in the Rue Morgue" by Edgar Allan Poe, retold by Scove Magazine. 2. Listening Skill Bu1lding Lesson S19a 'Which was Witch" and "Five Two-Minute Mysteries" 3· Tape recorder, junction box, and headsets. Skills 1. Critical thinking 2. Listening for details Lesson 1. Collect and correct homework. 2. Introduction• "The first detective story every written was Edgar Allan Poe's "Murders in the Rue Morgue." 3· Read the story with your group. 4. Set up the tape and tape recorder. Play the taped lessons, "Which was Witch" and "Five Two-Minute Mysteries." All of the instructions are on the tape. 5. It is possible that you will not finish the entire tape. Stop the tape after one of the mysteries and give yourself about five minutes to correct answers. 6. Answers for"Which was Witch" 1. C 6. A 2. B 7. B 3· c 8. c 4. B 9· A 5o A 10. c Answers for "Five Two-Minute Mysteries" 1. Carter was lying because he couldn't have seen Carl Messner hang himself through the attic window. It was late at night and the light was off in the attic. An alternate answer is that he couldn't see a stool be overturned if he is standing two floors below. 2. Unless he murdered his wife, John .Page couldn't have known she was beaten with the gun rather than shot. 3· If he had been drifting at sea for five days, Ben Page would not have been clean shaven. 4. If Carl Kempton was a deaf man, he could not have heard over the loudspeaker the description of Steve Corrigan. · 5· Since the driver of the car was thrown out before the crash. there would be no blood stains on the car seat unless he was already dead. Evaluation The grade today is based on the answers for the story ~hich was Witch: 9 - 10 correct ~ 5 points ? - 8 correct = 4 points 5 - 6 correct = 3 points 2 3 correct = 2 points 0 - 1 correct = 1 point Sixth to Ninth Days Detective Unit Materials 1. Booka Columbo by Alfred Lawrence 2. Tape recorder, headsets, junction box 3· Tape recordings of chapters 1, 3-5 and 10-14 Skills Listening Oral reading Finding important details Drawing conclusions from details ' I Lesson 1. Introduction In many ways Columbo is a typical television detective. He notices all kinds of details and carefully puts them together to solve a case. He doesn't give up until he has found the right person. Peter Falk plays this detective who looks like a disaster in his one rumpled raincoat. His hesitant, apologetic manner seems to irritate murderers into giving up just to get the thing over with. 2. There are two ways to go through this book. Chapter 2 describes the crime completely. You can as a group decide to skip this chapter so that you can follow the case right along with Columbo. Or you can read straight through the book and watch Columbo discover the clues and put things together. 3· Chapters 1,3-5 and 10-14 are on tape. Since the book is long, it is important to ·use ~hese tapes and proceed through the book as quickly as possible. While using the tapes, students should follow the reading attentively in their books. 4. As the story unfolds, the students should try to pick out the details that lead Columbo to the murderer. Evaluation Each day points are to be given on the amount of attention and participation. Tenth Day Detective Unit Materials 1. Books• Columbo by Alfred Lawrence Skills 1. Supporting facts with details. 2. Drawing Conclusions J. Oral presentation Lesson 1. Collect and correct homework. 2. Instead of taking a test over the book, Columbo, each person is to imagine that he is the attourney for the prosecution in the trial of Mary Jane Morton. What witnesses would be called? What ~uestions would be asked of the witnesses? What information would you get from each person? J. Have each person make a list of witnesses he would call, the questions asked, and the informaton that the questions would lead to. The books may be used as much as necessary. The attorneys' ;lists might looks something like thisa Example Witness Qu.estion Information 1. Farley Could you describe Rafe, Farley and the relationship Mary Jane had an between Rafe, Mary extremely close Jane and you? loyal relationship. Did Shirley change Shirley was well this relationship? liked but she was an intruder in the group. 4. Spend the last 10 minutes of the class period sharing the cases that have been developed. s. Turn in the papers to the teach~r's desk for grading. Evaluation Leave the grading space for today open until you receive the graded papers back in your box. Eleventh and Twelfth Days Detective Unit Materials 1. Mystery element cards. Skills 1. Inductive reasoning. 2. Creative writing. Lesson 1. Collect and correct homework. 2. Introduction Briefly review the detective stories you have read. Sherlock Holmes Maxwell Smart Artemis Flint Columbo Auguste Dupin How are they similar? How are they different? Today the students will begin to write their own mystery detective stories. In order to begin, there are five parts of the case that will be given to each student. The box entitled "Mystery Element Cards" con­ tains 5 stacks of cards - Murder Weapon Cards, Motive Cards, Witness Cards, Place Cards, and Key Factor Cards. Each student is to draw one card from each stack and work the five elements into a detective story. 4. Help each student think of ideas for their story. When they have some ideas , they are to outline the story briefly and give the general outline of the story to you for suggestions. The final copy of the story must be written in ink or typed. It should be at least 3 pages long. Evaluation Read the stories over and assign a grade of from one to five points. Put your grade in the space for the eleventh day. Then turn in the papers for the teacher's grade that should be recorded in the space for the twelfth day. The following is a listing of the contents of the Mystery Element Cards. Murder Weapon Cards Gun Knife Poison Rock Shotgun Car Motive Cards Insurance money Jealousy Insanity Business Disagreement Victim knew too much Hatred Witness Cards None Milkman saw him leave the building Child Neighbor A Man walking his · dog The victim's mother Place Cards The Drunkers' Bar Lake Isabella Park Parking lot Restaurant Victim's home Key Factor Cards The murderer always smoked the same brand of cigar. The murderer had designed the house himself with secret passages. The murderer had dropped a ring at the scene. The victim had scrapes of leather under his fingernails. The victim received a phone call just before the murder. The door to the building was always locked. Thirteenth and Fourteenth Days Detective Unit Materials 1. Booksa Trackdown, Scope Language Skills 1 2. Job assignment oards Skills 1. Detecting speech patterns 2. Subject-verb agreement 3. Verb tenses 4. Usirig correct pronouns S· Adverbs 6. Spelling and/or capitalization 7. Punctuation 8. Using clues to draw conclusions Lesson 1. Collect and correct homework. 2. Introduction• "You all have been hired as investigators for the Detective Division of the Bakersfield Police Force. Your assignment is to fight crime along with your partners, Alex Ardley and Zeke Zurdley." J. Each person is to receive a job assignment card. These list the mysteries that you must solve. Eaoh person has different crimes to work on but may ask for help from fellow detectives. Each case must be read and then the assignments are to be completed to find the extra clues. 4. The aide's copy of Trackdown has all of the answers written in so you can correct the assignments. 5. If one detective solves his cases before the others, he can be reassigned the following cases. The Case of the Deadly Shovel, page J8 The Case of the Purse Snatcher, page 40 The Case of the Gruesome Twosome, page 42 The Case of the Four Dognappers, Page 93 Evaluation Credit the points below for both days of the assignment. All cases solved and clues found = S points Six cases solved and clues found = 4 points Five cases solved and clues found = J points Three to four solved and clues found= 2 points One or two solved and clues found = 1 point Fifteenth Day Detective Unit Materials 1. Gamea CLUE A Parker Brothers Detective Game Skills 1. Deductive reasoning Lesson 1. Collect and correct homework. 2. Explain the game to your students and then use the class period to work on your grade cards. If you have completed the cards, you may play the game with your group. 3. Introduction• Who Done It? Where? How? The scene opens in Mr. Broddy's mansion. Mr. Broddy is apparently the victim of foul play and is found in one of the rooms. The answer to the three questions above must be answered. The envelope in the center of the board contains the three cards that reveal the solution. The player who, by process of deduction or plain common sense, first identifies the 3 solution cards hidden in the Case File envelope wins the game. This is accomplished by players moving into the rooms and making suggestions of what they believe is the room, the person and the weapon for the purpose of gaining information. This information may reveal which cards are in other players' hands and which cards are missing and must, therefore be hidden in the little envelope. Accusing a suspect and naming the weap()n and the room under suspicion becomes a most dramatic moment. Equipment 1. Game board showing nine rooms of Mr. Broddy's house. 2. Six colored tokens representing the suspects. The colors of the pieces are associated with the names of the suspects. 3. Six miniature weapons and one die. 4. Pack of 21 illustrated cards which includes a card for each of the 6 suspects, one for each of the 6 weapons, and one for each of the 9 rooms. Preparation Place the playing pieces on the starting squares marked with their names. All 6 pieces are placed on the board regardless of the number of players. Each participant will use the token nearest him. Place each of the weapons in a different room, using any of the rooms. Place the emply envelope marked case file on the spot marked X in the center of the board. Then sort the pack of cards into three groups - Room Cards, Weapon Cards, and Suspect Cards. Shuffle each of these separately. Take the top card from each group and place in the envelope. This should be done carefully so that no player knows any of the three cards. The remaining cards in the three piles are now thoroughly mixed together and shuffled, and then are dealt, one at a time around the table. No player should see any of the cards while they are being shuffled and dealt. Some players may have more cards than others. To Begin The player having the red token, Miss Scarlet, rolls the die first. She then moves and the next player on the left rolls the die and moves. Mevement Players may move their tokens on the squares anywhere according to the roll of the die. They may move forward, backward, or crosswise, but not diagonally. A token may be moved forward and crosswise on the same turn, but it cannot move to a particular space twice in the same turn. No two tokens may occupy any one square, nor may a player move his token through a square occupied by another token. A room, however, may be occupied by any number of tokens and weapons. There are three ways to move into a rooma (1) Throwing the die and moving your token along the squares entering through the doorway, (2) via the Secret Passages by leaping across the board, corner to corner, without using the die, and (J) a ~layer's token may be placed in a room by another player ~n the feature play known as "the Suggestion." If the space at the entrance to a is occupied by·a token, no other player may move into that room through the door. There are three ways of leaving a rooma (1) by throwing the die and moving out through a doorway on~o the squares, heading toward another room of your choice, (2) by using the Secret Passages and , (J) by being transferred to a new room by some other player. On the throw of the die, players may enter Rooms by the doors only, but cannot leave a room on the same turn; entering the Room ends the move. It is not necessary to throw the exact number to enter a Room. The doors of each room are not counted as squares. The Suggestion Whenever a player moves into a room he should make a "Suggestion." This consists of naming a Suspect, a Weapon and the Room into which the player has moved. As soon as a player makes a suggestion the token of the suspect named and the weapon named are brought into the room named in the suggestion. No player may forfeit a turn to remain in a particular room. Players must move by a throw sf the dice or by the secret passages on each turn. When a Suggestion has been made, the first player to the left of the one making the Suggestion examines his cards to see if he is able to prove the Suggestion false. To disprove the Suggestion he must hold one or more of the cards named. If he hold one or more of these cards, he must show one only ts the player making the Suggestion. If the player to the left does not have any of these three cards, then the next player at his left examines his cards and must show one of the three if he has it. A player having more than one of the called cards may show which­ ever one he wishes, but only one. If any player holds in his hand one or more of the three cards named in the Suggestion, it is proof that those particular cards are not in the envelope. If no one disproves the Suggestion, the player may then either pass the turn or else make an Accusation. The Accusation When a player is satisfied that he knows the three cards hidden in the envelope, he can on his turn, make an Accusation. He states that he is making an Accusation, and names the three cards he believes to be in the envelope. Then, carefully, so that the other players do not see, he looks at the three cards. Contrary to the rules for making a Suggestion, a player may make an Accusation whether or not his piece is in the room he mentions. If the Accusation is correct, those J cards are laid on the table face up and he is the winner. If the Accusation is incorrect, the player returns the three cards to the envelope unseen by any player, and replaces it on the board. This player can now no longer take moves or make other Accusations, but he remains in the game to contradict other Suggestions made by other players. ·If this player's token is in the doorway to a room, the token is placed inside the room. Secret Passages The secret passages shown in the corner rooms enable players to move between opposite corner rooms in one move. This can be done on a ~layer's furn without throwing the die merely by moving h~s token to the opposite corner room and announcing he is using the Secret Passage. Notes and Hints The room named in a Suggestion must always be the one into which the suggesting player's own token has been moved. A player may make only one Suggestion after entering a room, and may not make another until entering another room or else, using at least Two Turns, leaving and then re-entering. Tokens and weapons transferred to a room as the result of a Suggestion are not returned to their original positions. To leave a room in which his token has been placed by a Suggestion, a player on his next turn uses either the throw of the die, or the Secret Passages. If a token is moved into a room by a Suggestion, the player who owns the token may, on his next turn, make a Suggestion of his own for that room. For this turn he does not throw the die or move his token.

Evaluation The winner of the game is to receive five points. The other ~layers may earn from 1 to 5 points depending on the~r participation. SUPPLEMENTARY LESSONS Suggestions for Supplementary Assignments

1. Read the article, "What Goes on in a Police Crime Lab?" from Scope, October 25, 1973• 2. Fingerprinting a. Check out some of the materials available on fingerprints. Read these with the group. b. Have each student collect about 5-10 finger­ prints and bring them to class for classification. c. Using the fingerprinting powder detectives use, search the room and dust for fingerprints. Arrange for the librarian to put out a display of fiction and non-fiction books available on detectives. 4. Videotape a segment of Columbo, Barnaby Jones, Mannix, Harry 0, or Rockford Files, for viewing. Trace the clues used by the detective. Take a field trip to the detective division of the Bakersfield Police Department. 6. Read the article from the B:fersfield Californian entitled, "Their Deaths Reman Mysteries." Use these or any other mysteries from the newspaper as the basis of a detective story. Solve the Detective Puzzle. DETECTIVE PUZZLE NAME______PERIOD_GROUP__

Within this puzzle are the names of 18 famous detectives and detective writers. The names might be horizontal, vertical, diagonal, backwards or from the bottom to the top. Find the names and circle them. U V B A R N A B Y J 0 N E S L

S A G A T H A C H R I S T ~ I E EPERRYMASONXLMR M H L E B M R N D Z X.K EAT L I E T S P A N Y I Y L S X 0 0 L R D Q E C 0 L U M B 0 S R HLYANJWNYAFEIMU K I Q W N 0 0 E D A P S M A S C P U A C E B E B N J C U R H 0 M E S N F P S I Q 0 T P T R LAEOMRLPETERGUN R R N F Z I U N K M Q 0 A F A ELMENDSARHARRYO HOWODAHSDLPJAIB S W G K J Y V G I S 0 H M H V F H X I N N A M T C I B S U L C H A R L I E C H A N P J A W

Max Smart Phillip Marlow Charlie Chan Perry Mason Columbo James Bond Sherlock Holmes Agatha Christie Mannix Harry 0 Peter Gun Sam Spade Barnaby Jones Shadow Joe Friday Dupin Cannon BIBLIOGRAPHY

1. Books Goldsweig, Beryl. Artemis Flinta Detective, Scholastic Book Service, 1975 Lawrence, Alfred. Columbo, Popular Library, 1972. Trackdown, Language Skills 1, Scholastic Book Service, 1972 2. Magazine Articles Doyle, Arthur Conan. "The Red-Headed League," as retold by S4holastic Scope, November 8, 1973, PP• 10-1 • Poe, Edgar Allan. "Murders in the Rue Morgue," as retold by Scholastic Scope, April 30, 1973, PP• 7-11 Stein, Leonard. "A Man Called Smart," Scholastic Scope, May 2, 1974, PP• 6-9 and May 9, 1974, PP• 8-13.

"A Look at Mystery," Scholastic Scope, November 8, 1973, pp.6-9 J. Newspaper Article "Their deaths remain mysteries," Bakersfield Californian, June 8, 1975· 4. Game "Clu&" Parker Brothers, 1950.

SPORTS UNIT SCHEDULE

Day 1 Day 2 Day 3 Day 4 Day 5 Survey Spotlight Sports Stari Wide World Sports Stars Pro Baseball Nate Arch bald Reggie Jackson Football Game --rongest game Wilt ChamberlaiJ Larry Brown George Foreman Babe Ruth Olga Korbut Barbara Rubin (Review of the Jim Thorpe Wilbut Wood Dave Cowans readings for Pancho Gonzales Esposito Bros. the week.) Trude Ederle Shane Gould Jackie Robinson

Day 6 Day 7 Day 8 Day 9 Day 10 Play Videotape Play, Short Story, Short Stories "Brian's Song" "Richie's Revenge~ "Legend in "Bloodsport" "Bang the Drum "Excuses!Excusesl~ Granite" the Slowly" "Bob Baileya story of Vince Letterman" Lombardi •

._~------r-----Discussion of the theme of winninj~------+----~~

Day 11 Day 12 Day 13 Day 14 Day 15 Poemsa Sports Jargon View videotape "Casey at the Bat~ Headlines Prepare for Put sports news Free reading "Howard at the Sports announcers news broadcast on videotape in sports Mike" magazines and Connotations of newspapers team names Evaluation First Day Sports Unit Materials 1. Sports survey sheets {ditto) 2. Booka Wide World, Scope Reading Skills 1 3. Answer sheet for reading selections {ditto) Skills 1. Silent reading 2. Finding the main idea 3· Recognizing important details 4. Learning words in context Introduction !2 1h! Unit 1. Get acquainted with your group. Find out a few facts about each person. Then tell them some things about yourself. 2. Make out new enrollment cards. Collect and correct homework. Explain that in the next 3 weeks this group will be reading about athletics, coaches and athletes. If anyone in the group has a story or article that is interesting, encourage them to bring it to class. 4. Hand out the sports survey sheet. Students are to complete this quickly. Collect the survey sheets and put them on the teacher's desk at the end of the period. Lesson 1. Pass out the books, Wide World, and the answer sheets. The book contains some very interesting short stories about sports greats. The articles to be read are indicated on the answer sheet. 2. Students are to read the stories silently and answer the questions. 3· You are to correct the answers as you go through the period. Help students with the questions they miss. Be especially aware of students who miss the same numbered questions on each story. The first question is on main idea. The second question is on important details. The third question is vocabulary. Answers a Longest game 1. b 2. b 3· a Babe Ruth 1. d 2. b J. b Jim Thorpe 1. d 2. b J. b Pancho Gonzales 1. c 2. d J. a Trude Ederle 1. d 2. c J. a Jackie Robinson 1. e 2. d J. a 4. If you do not finish the stories, there will be time tomorrow. Evaluation Assign points today on effort. If a student is having difficulty with questions, help him but do not lower his points if he is trying. SPORTS SURVEY NAME PERIOD.·------­___GROUP_ 1. Name some of your favorite athletes. 2. What sports have you participated in? J• Do you read the sports section of the newspaper? 4. What sports magazines do you read? 5· What is your favorite sport? Why? Name one famous person for What sport is each of these each of the sports listed people famous for? {Other than the players listed to the left. 1. Mark Spitz 1. Football 2. O.J. Simpson 2. Basketball ). Vida Blue ). Baseball 4. Bill Walton 4. Tennis 5· Arthur Ashe 5· Golf 6. Lee Trevino 6. Boxin 7· Nate Archibald 7· Hockey a. Billy Kidd 8. Swimming 9· Karem Abdul-Jabar 9· Tennis {woman) 10. Pete Rose 10. Skiin Give four reasons why you think sports are important and popular. 1. 2. ). 4. Is winning important? Why or why not? NAME______Answer Sheet PERIOD_GROUP__ Wide World Longest Game, P• 33 Pancho Gonzales, P• 38 1. 1. 2. 2. 3· Babe Ruth, P• 34 Trude Ederle, P• 1. 1. i 2. 2.

I Jim Thorpe, P• 37 Jackie Robinson, p. 1. 1. 2. 2.

Spotlight Pro Baseball Player, P• 62 1.

~.

:). 4. Give the Ball to Wilt, P• 68 Second Day Sports Unit Materials 1. Booksa ~ World, Scope Reading Skills 1 Spotlight, Scope Reading Skills 3 2. Answer sheet for reading selection (same as yesterday) Skills 1. Silent reading 2. Finding the main idea 3. Recognizing important details 4. Finding proof for facts · 5. Learning words through antonyms and synonyms. Lesson 1. Complete the readings from yesterday. 2. Collect and correct homework. 3· As students finish reading in Wide World, correct their answers and have them go over the questions they missed. 4. Have students read the two stories in Spotlighf. The questions for these stories are a little d fferent. The first question is on main idea. Students must write out their answers so. the answers will vary. If you need help deciding whether their answers are correct, you might discuss the answers with the gr.oup and/or ask the teacher for help. In order to answer the fourth questions, they will have to know the meanings of these two wordsa synonym - a word that means the same as another. antonym - a wora that means the opposite. 5. Correct answers as students finish. Have them go over any questions they missed. Answers a Could You be a Pro Baseball Player? 1. 2. a J. a 4. c Give the Ball to Wilt 1. 2. b J. b 4. a Evaluatign Points are to be given on the number of correct answers on the two articles in Spotlight. 7-8 correct = ' poi:Bts 6 correct = points 4-.5 correct = 3 points 3 correct = 2 points 2 correct = 1 point 0-1 correct = 0 points Third and Fourth Days Sports Unit Materials 1. Sports Stars, Xerox Pal Paperbacks 2. Dittoed answer sheets Skills 1. Discussion 2. Oral reading J. Writing sentence answers Lesson 1. Collect and correct homework. 2. Introduction• For the first 10 minutes of class, discuss the following questions with your group. The sports people they have already read about can be used as examples to support their opinions. a. How important is winning? To the ancient Greeks, winning was everything. They never gave a second prize. They did not believe in a "good loser." b. Every culture in history has played games. Does this mean that sports fills some kind of basic need? What needs might sports fulfill? c. Is there any connection between a good mind and a good athlete? How do we get our stereotype of the big dumb football player? d, Would games be just as popular if scores were not kept? The athletes would still get the exercise, but there would be no competition. J. Hand out the books, Sports Stars. You will be reading ten of the stories in this book today and tomorrow. Read aloud with everyone taking turns. You, as tutor, should also take your turn. Watch the time and if you are going too slowly, do more of the reading yourself. It is important that you finish all of the stories in the two days. 4. After each story there is one question to be answered. Do not prolong this but encourage students to answer them completely in sentences. Stories to be reada Nate Archibald Larry Brown Olga Korbut Wilbur Wood Esposito Brothers Shane Gould Reggie Jackson George Foreman Barbara Rubin Dave Cowens Evaluatic:m Evaluate students on participation and attention during the reading and on the completeness of their answers. Name______Answer Sheet for SPORTS STARS Period____Group_____ Nate Archibald Why is Tiny so strongly against drugs?

Larry Brown What abilities besides football does Larry have? Olga Korbut Even though there are better athletes than Olga, she is more popular, Why?

Wilbur Wood Explain the knuckleball.

Esposito Brothers Why is it not unusual for brothers to be outstanding athletes?

Shane Gould What do you think about the T-shirt the Americans were wearing?

Reggie Jackson When Reggie's knee was injured and he could not play football, what did he do? What does this tell you about him?

George Foreman Why did Foreman join the Job Corps?

Barbara Rubin Should women be allowed to compete with men on an equal basis in all sports?

Dave Cowens How is Cowens different off court than he is during a game? Sports Stars Answer Key

Nate Archibald Nate grew up in an area where there were many pushers who got ripped off or killed. He also saw a fellow basketball player die during a game because of drugs. Larry B own He was good at baseball and drawing. Olga Korbut Olga lets her emotions show. She cries and laughs easily. She is also very daring when planning a performance Wilbur Wood The ball comes straight at the player and just before it reaches a player. it quickly goes off to another direction. There is no way to tell which way it will change to. Esposito Brothers They might inherit strong bodies from their parents and as they grow up and play together. they compete with each other and encourage each other. Shane Gould op1n1on (Students should make some comment about the place of good manners in sports competition.) Reggie Jackson He was not a quitter. He could have stopped com­ petition sports and felt sorry for himself. but he did not. George Foreman He wanted to get away from his neighborhood because he knew he would just get into trouble there. He wanted more in his life. Barbara Rubin Opinion Dave Cowens Off court. Cowens acts as if sports is not very important. He is relaxed and casual about it. On the court, he acts as if the game was· the most important thing in his life. He puts out with furious energy. Fifth Day Sports Unit Materials 1. If the readings from yesterday were not completed, you will need the books, Sports Stars and the answer sheets. 2. Football game, including• board team markers play cards punt cards kick-off return cards yardage cards Skills 1. Group pa~ticipation 2. Recall of important details Lesson 1. Collect and correct homework. 2. Finish any reading that was not completed yesterday. It is important that all of the readings for the week are completed before continuing because the game is based on the information in these stories. J. As a review of the stories you have read this week the group will play a game of football. The rules are similar to those of regular football. Divide the group into two teams. The tutor is to be the referee. Each team is to chose a name. Write these names on the board to keep score. Shuffle the cards in each deck and place them in the proper place on the board. With the flip of a coin, the team that is to receive the kick-off is determined. This team draws a kick­ off card and places the football marker on the yard line indicated. This team now draws the first play card. If the team can answer the question on the card correctly, they can move the football the number of yards that is shown on the top yardage card. Each team has four plays to gain the 10 yards necessary for a first down. If a question is missed, the other team may answer the question and gain the yardage. However, it is still the first team's play. The question missed represents yardage lost, if the opposing team can answer the question. If the opposing team misses the question also, the ball remains in' the same place. On the fourth down, the team may elect to punt. A punt card is drawn, and the yardage is marked off. Each time a touchdown is made, 7 points are given and the other team draws a kick-off return card. The tutor in the group uses the answer sheet to check the team answers to the play questions. Evaluation The team with the highest score at the end of the game receives 5 points for the day. The losing team will receive from one to four points on an individual basis, depending on how much they helped their team. Answers to the football game 1. 26 JJ. she became deaf and had 2. 2 a nervous breakdown J. 1-1 J4. F 4. darkness 35· Tiny 5· Braves and Dodgers J6. 6 foot 6. Yankee 37. drugs 7. T J8. Cousy was short too a. F 39· hearing loss 9. c 40. he could get a scholarship 10. he had received money for 41. drawing playing baseball. 42. gymnastics 11. 10 track and field events 4J. 5 12. he made all the points 44. balance beam or parallel bars 1J. T 45. his father 14. F 46. Chicago White Sox 15. T 47. F 16. T 48. hockey 17. to keep out cold 49. goalee 18. teaches swimming to deaf 50. swimming 19. first woman to swim the 51. Australia English Channel. Held the record for time in swim­ 52. All that glitters is not ming the English Channel Gould 20. Negro player in major 53· long hit leagues 54. playing football 21. Rookie of the Year 55· they offered him the 22. ~ most money 23. speed 56. T 24. small 57• Job Corps ~5· 4o sa. Frazier 26. track 59· F 27. Guy Rodgers gave him the 60. from television ball 20 times 61. Barbara Rubin 28. 7 foot 2 inches 62. as a nice guy 29. T 6J. aggressive drive JO. Babe Ruth 64. plain old clothes 31. F 65. knuckleball 32. Pancho Gonzales Sixth Day Sports Unit Materials 1. Copies of the play. "Brian • s Song" 2. Books• I Am Third by Gale Sayer ~ Season by Jeanne Morris =Brran:;.:.:=-'~s Song by William Blinn Skills 1. Oral reading 2. Discussion Lesson 1. Collect and correct homework. 2. Hand out copies of the play and assign parts. The parts are listed in order by the amount of reading for each person. All the people in the second column have very few parts. Read the play. Encourage students to use as much expression as possible. Many of the students will have seen this play on television and .will have some insight into how the parts are to be read. The reading inside the parentheses is to be read by the narrator. 4. Answer the following questions with the group. You might use the blackboard to write down some of the answers. Have someone in the group record the answers of the group. These will be turned in at the end of the period. a. Make a list of words or phrases that describe Gale and Brian. b. Both Brian and Gale had physical problems in the play. How did each of them react to the problems? c. Why did Brian kid Gale about race so much? d. One definition of a friend is "someone who makes you a better person.• How did this friendship make Gale and Brian better people? e. Why was it important to Brian that Gale's leg recover thoroughly? (Look gack at the speech given by Brian at Gale's home.) f. What caused Brian's lung problem? (Something besides being pregnant) g. Make a list of the things that Brian and Gale did or said that showed they both had a good sense of humor. When the questions are answered, the record of the answers given by the group should be turned in to the teacher. 6. There are some books that deal with these two football players. Some people in the group might be interested in reading them. lAm Third was written ~ by Gale Sayer about his life. One chapter deals with Brian and was the basis of the play they just read. Short Season is the story of Brian Piccole. It was begun before he died and finished by a friend after his death. The play version of this story does not give much information about all the struggles Brian had in the hospital. This book does. The descriptions of his physical problems may bother some students. Brian's Song This is the complete uncut version of the pl~y they just read. Evaluation Points are to be given for participation. Seventh Day Sports Unit Materials 1. Arrange with Mr. Hemmingway, the Audio-visual instructor, to show the video-tape, "Legend in Granite." 2, Television set-up for a small group• a. Monitor b. Junction box c. Headsets Skills 1. Listening for a. important details b. theme in story Lesson 1. Collect homework. Do not correct it at the beginning of the period. 2. It is important that you get your group settled as quickly as possible after the bell rings. They will see a video-tape that will begin about 2 minutes after the period begins. It is a long tape and will take the entire period. J. There is little time to introduce the tape. Simply explain that they will see "Legend in Granit~" the story of Vince Lombardi, who was probably the best football coach in the history of football. As they watch the tape they should be aware of anything that is said that would help answer the questions• a. How important is winning? b. What does it take to be a winner? c. Why do adults play games? 4. Tomorrow the group will be answering some questions on this story. Eyaluation The only things you can evaluate today are the attention amd attitude of each student. Eighth Day Sports Unit Materials 1. Dittoed study questions for "Legend in Granite" 2. Copies of the play, "Bloodsport" SkilJ.s 1. Writing sentence answers 2. Discussion 3· Oral reading Lesson 1. Hand out the questions for "Legend in Granite" and give students about 15 minutes to write out their answers. 2. Collect and correct the homework while students are answering their questions. J. Collect their answered questions and put these papers on the teacher's desk to be graded. 4. Read the play "Bloodsport" with your group. As you read, be particularly aware of the attitudes towards sports. s. Discuss the play with your group. After asking each question, make sure your students think over their answers thoroughly. Follow up each question with some of your own. Some things to think about are given in parentheses. a. What did David Lee's father do during the games? (He filmed the games. Ask your group what particular parts of the games he would film the most. What effect would this have on his son?) b. What was the difference between David Lee and his brother? (His brother was described as mediocre. He worked in the same town, knew the same people and was very much like his father, except he was happy and his father was miserable. David Lee was described as having a natural gift from God. He was something special. Of course, both of these descriptions came from the father.) c. Mr. Schmidt thought David Lee had more options than he was giving himself. What did he mean? (An option is the power or liberty of choosinga the ~ower of deciding on any course of action.) d. How 1mportant was winning to David Lee, his father, and his coach? Why was it important to win? · (Discuss such reasons as self-wortA, money, prestige, physical fitness, and desire to set ahead. Are any of these reasons not good?) Evaluation The grade for today will be for the papers turned in. Therefore, leave the daily grade space open until you receive those paper.s back. Ninth Day Sports Unit Materials 1. Copies of the story, "Bang the Drum Slowly" 2. Baseball score sheets and questions ). Draw a diagram of a baseball diamond on the board. Skills 1. Oral reading 2. Recognizing important details Lesson 1. Collect and correct homework. 2. Hand out copies of the story, "Bang the Drum Slowly." ). As a review quiz, your group will play a baseball game. Pair off the members of your group and assign a #1 to one member of each pair and a #2 to the other member. Pass the #1 score sheets to the #1 people and the #2 score sheets to the #2 people. (The score sheets must not be seen by the other people since they contain answers to questions) To play the game, one member of each pair will ask the other member questions. If the first question is answered correctly, an X is put on 1st base. (Use the diagram on the board to show this.) If the next question :. is correct, put an X on 2nd base. If question #2 is missed, then try question 13 to get on 2nd base. And so on. Four questions correct would equal a home run. Evaluation A home run = 5 points Jrd base = 4 points 2nd base =3 points 1st base = 2 points strike out = 1 point NAME______Score Sheet #1 GROUP__.PERIOD_ Your Score---­ Questions for your opponent 1. What position did Henry (Author) play on the team? 2. Explain what North Pole cover­ age is. 3· Why did Author tell Goose about Bruce? 4. Define the word "rag" as it is used in this story. Answers 1. pitcher 2. It is an insurance policy that covers every possible accident except sunstroke at the North Pole. 3· He wanted to stop him from ragging Bruce all the time. 4. Rag means to make fun of or to kid.

Score Sheet #2 Questions for your opponent Your Score___ _ 1. What position did Bruce play on the team? 2. What did Bruce call Henry? Why? 3· What agreement did Henry demand on his contract with the team? 4. What lesson did Henry learn from his experience with Bruce? Answers 1. catcher 2. He called him Arthur because he was dumb and misinterpreted the name Author that the team had given to Henry after he wrote a book. 3· Anything that happened to Henry happened to Bruce. They were to stay together. 4. He learned to give people a chance and not rag them. Tenth Day Sports Unit Materials 1. Booksa Sports Action, Xerox Pal Paperbacks 2. Dittoed study questions Skills 1. Oral reading 2. Writing paragraph answers J. Supplying details to support opinions Lesson 1. Collect and correct homework. 2. During the last two weeks your group has been discussing their philosophy about sports and athletes. Today they will read three short stories and then have three questions to answer that will require them to use some of the things they have learned in these discussions. In their own minds, they should have formed ideas about why people play games, how important it is to win, and what it takes to be a winner. Read the following stories from the book, Sports Actiona Richie's Revenge, page 7 Excuses! Excuses! page 42 Bob Baileya Letterman, page 61 4. Each one of the questions must be answered in a complete paragraph. Since the questions ask for opinions, the reasons for their answers are just as important as the answers. Evaluation Each paragra~h should be scored on a 1 point to 5 points bas~s. Then add up the scores and divide by J, This will give you a grade for today. It will probably be a decimal. After you have corrected the papers and written down the scores, turn in the papers to the teacher's desk. NAME______PERIOD___GROUP_____ Answer these questions in complete· sentence ·paragraphs

1. Richie's Revenge (page 7) Do you think Richie did the right thing by stepping out of bounds?

2. Excuses! Excuses! (page 42) Besides a limp arm what are some excuses people have used? How would Mr. Young react to these excuses?

J. Bob Baileya Letterman (page 61) Do you think the lesson Bob learned could apply to everybody? Eleventh Day Sports Unit Materials 1. Typed copies of the poem, "Casey at the Bat, •• by Ernest Lawrence Thayer. 2. Copies of Mad magazine's poem, "Howard at the Mike." 3. Tutor should read over the poems until he can read them easily with expression. 4. List the following team names on the board• Houston Astros Montreal Canadiens Dallas Cowboys New England Patriots St. Louis Blues Minnesota Twins Phoenix Sun Milwaukee Brewers San Francisco Forty-Niners Texas Rangers Skills Oral reading Understanding parodies Creative writing Connotations Lesson 1. Collect and correct homework. 2. Poems a. Introduction to "Casey at the Bat" Today the group will read two poems for enjoyment. The first one, "Casey at the Bat," is probably the most famous sports poem ever written. b. You, as tutor are to read the poem to the group while they follow along reading their copies. c. Introduction to "Howard at the Mike" The second poem is a parody of the poem, "Casey at the Bat." A parody is a poem or story that uses the form and style of a serious writing and changes it to be ridiculous or humorous. The parody you will read is entitled, "Howard at the Mike." It appeared in~ comic book. d. Read the poem aloud with each person reading a section. e. Take both poems and have everyone in the group read at least two sets of lines that are similar. Discuss the poem as a parody. 3· How do sports teams get their names? Many are given names that sound tough, like Tigers, Giants, and Bears. Some names remind you of where the team comes from. Here is one example. Many years ago, Brooklyn, New York, was known for trolley cars and dangerous traffic. People had to dodge traffic to get across the street. So Brooklyn's baseball team was named the Dodgers. Since then, the team has moved to Los Angeles. Should the team change its name? a. Look at the list of professional teams that is on the board. See if the students in the group can figure out how they got their names. There are definite answers given below. However, if the students can think of good creative reasons for the names, they do not know, these will be accept­ able. b. Each person in the group should write down the team names and the reasons for the names. c. Answers• 1.Houston, Texas, is the site of space laboratories for the government. Astro is a prefix that means space. It is used in such words as astronaut, astrojet, and astrodome. The team became known as the Astros. 2. Dallas, Texas is known for its cowboys. 3· St. Louis is a center for blues music. One famous song is called"St. Louis Blue~and another is "St. Louis Woman." 4. In Phoenix, Arizona, the sun shines a great deal. 5. In 1849, people swarmed into the San Francisco area to look for gold. They became known as the forty-niners. 6. Montreal is in Canada. 7• Much of the War of Independence of the United States was fought in the New England area and the people of this area were leaders in the movement. They were very patriotic. 8. Minnesota has two large cities, Minneapolis and St. Paul, that are close to each other and are called the Twin Cities. 9. Milwaukee is a city known for its beer breweries. 10. The law enforcement agency of Texas has been the Texas Rangers. 4. If you have time you might try to make a list of cities and then think of names for the teams from these cities. Each name should have something to do with the city. Evaluation Count up the number of team names they got correct. Divide this by two and you have the score for today. Twelfth Day Sports Unit Materials 1. The sports sections of about 20 different editions of newspapers. 2. 6 pair of scissors, a stapler ). Television monitor, headsets and junction box. 4. Write the following on the boarda Bullets Hawks Packers Jets Sabres Red Wings Giants Steelers Broncos Chargers Patriots Bears Cougars Nets Mets Pirates Lakers Knicks Celt1cs Bulls 5· Arrange with Mr. Hemingway to tape and show about 15 minutes of a variety of sports announcers. Skills 1. Understanding sports jargon 2. Use of verb synonyms J. Listening Lesson 1. Introduction• Sports writers and sports announcers such as Howard Cosell have a language all their own. For one thing, they do not like to use the words Nwin" and "lose." They substitute a variety of words. Also, they often use common everyday words but give them a special meaning. The word "sack" has at least two definitions in the sports world that are different from regular use. Today, we will be studying the language of the world of sports. 2. First, look at the two lists on the board. These are headlines with the middle words left out. Orally with the group, fill in the missing words. In the first group of headlines, the first team named is the winner. Complete each one with a word or phrase that has something to do with the winner's name. For example, you might have a headline such as Cowboys Rope Bears Now look at the second group of headlines. Complete these headlines with words that have something to do with the losing teams. For example Angels Launder White Sox A Thesaurus may be of some help in writing these head­ lines. J. Now, using the newspapers, see if you can find some headlines that use interesting words for "lose" and "win." Cut these out and mount them on the board. 4. Finally, the last 15 minutes of the period, you are to watch some television sports announcers giving the latest sports reports. As you watch, make a list of interesting or special words that are used. At the end of the period, collect these and put them in the tutor's box until tomorrow. Evaluation Assign points on the basis of participation. You can decide on the basis of how much they contributed to oral discussion, how many headlines they found, and how much interest there was in the television assign­ ment. Thirteenth Day Sports Unit Materials 1. Copies of current newspapers for each student. 2. Felt marking pens Skills 1. Oral reading 2. Vocabulary development J. Writing a news program Lesson 1. Collect and correct homework. 2. Hand out the word lists from yesterday and discuss any words or phrases they have written down. J, Introduction to today's lesson Yesterday the group saw a number of sports news announcers. Tomorrow there will be some new sports announcers - the people of this group. Each person will be given two minutes to present sports news. There are two ways to do this assignment. a. They can report in depth about one particular aspect of sports. This is called a feature story. They could even simulate an interview. b. They can give a straight sports news presentation giving the scores of the important games along with a few brief comments. 4. Today is the day to prepare and rehearse the news program. Tomorrow the program will be videotaped. Here are some things to consider a. a. Use sports jargon. Omit words such as "won" and "lost." b. Plan the program situation 1. What will the set look like? {signs, back­ ground, desk) 2. Who will announce each person? 5· Write out a script for your program. The newspaper will provide the facts and stories you need. It will be much easier tomorrow, if the script is written out in large print with dark pens. Felt markers are available for this purpose. 6. Rehearse your program with the tutor. Try to time each part to two minutes exactly. Scripta are to be read, but students should look into the camera as much as possible. 7. Scripts are to remain in the class until tomorrow. If a student want to work on the project overnight, he will have to copy the script for himself, Evaluation Give points on the quality of the scripts written. Fourteenth Day Sports Unit Materials 1. Student prepared scripts 2. Any props planned by the group J. Arrange with Mr. Hemingway to have the video-tape cameras set up. Skills 1. Speaking in front of a camera. Lesson 1. Collect and correct homework. 2. You have the first 20 minutes to go over your sports program before the taping. J. At 20 minutes after the period begins, go to the television studio and film your program. 4. If you have time, you can view your program at the end of the period. Evaluation You do not need to grade students today. The teacher will watch the tape and grade students. Fifteenth Day Sports Unit Materials 1. Television monitor, headsets, junction box 2. Arrange with Mr. Hemingway to see the sports news programs taped yesterday. J. Copies of current sports magazines and sports sections of newspapers. Skills 1. Listening and evaluating 2. Silent reading for pleasure Lesson 1. Collect and correct homework. 2. At 5 minutes after the hour begins, you will be able to see the sports news you taped yesterday. J. Show the students the magazines that are available today. They will be free to read in any magazine or newspaper that interests them. 4. While they are reading, you have a chance to figure out your grades for this unit. Discuss these grades with the members of your group individually. 5· Turn in your grade cards to the teacher. Clear out your box. Evaluation Grades are to be given on the attention they give to the reading of the magazines and newspapers. SUPPLEMENTARY LESSONS Suggestions a 1. Sportsgram puzzle - instructions are on the lesson page. 2. Have students prepare their own sportsgram puzzle. 3. Outlining lesson - the complete lesson is on the ditto. 4. Read the story, "I Never Had It Made" by Jackie Robinson. Spell-A-Run. The game board is included in the game box. The instructions are on the ditto. If you do not have the game board, simply draw a baseball diamond on paper and keep track of runs with a marker. When the spelling words given have been used up, there are additional lists. 6. Attend a school sports event and write up an article for the school newspaper. Read a sports news item. Choose one of the athletes in the article and tell the story of the game as if you were that person. 8. Write a play-by-play account of some sports event. These can be serious or funny. Then read the accounts of the games into tape recorders. Experiment with reporting play-by-play events without the written scripts, too. NAME______PERIOD____GROUP_____

SPORTSGRAM PUZZLE Within the columns of this puzzle are the names of J4 cities which have a major league sports franchise of some type. The spelling might be horizontal, vertical, diagonal, backwards or from the bottom to the top. Time yourself to see how you rate.

S T L 0 U I S R P H I L A D E L P H I A A A P S N A E L R 0 WE N A T L A N T A N 0 N A V A N C 0 U V E R L S 0 K N E W B U F F A L 0 F 0 S A N 0 L P U A E R 0 A T L A R P I 0 R T E D C A I L 0 W 0 M L I N D I A N A P 0 L I S S T 0 N Y A I T S K C N 0 N E W N L 0 S A T S U 0 N N I M A B 0 S T C N 0 S E L E G N A R 0 N M 0 N T R E A L I T E M I L S A U K E E 0 N S A F A U B 0 S E A T T L E S T K A R T A M 0 T W D A 0 C N 0 C N K C A S P E R S 0 L 0 S A L B A 0 R D N A L K A 0 D E C 0 K C H L S T A G 0 T T N E S N L C H I C A G 0 L P H 0 E N I X S V A D I Under 10 minutes• 0 L T Y A R U A W A I G T 0 N A E N I S Genius M 0 Y E E M 0 N T 0 R N 0 U E S L D E A 10-15 minuteaa ADEVPITTSBURGHWLAIGN Major League H 0 N 0 C A L I S 0 P 0 R T L A N D 0 L 15-25 minutesa A E M M E M P H I S A N Y G 0 T D E T A Minor League DE T R 0 IT 0 NT C INC INN A T. I over 25 minutes Raw Rookie Outlining NAME______PERIOD____GROUP____ Look at the following outline• TABLE GAMES I. Ping Pong A. paddle B. Net II. Pool A. Cue stick B. 8 ball Notice that the title represents the large category. The numbers I and II list the next two major areas. The letters A and B tell things that fit into the 2 major areas. Now see if you can take the items below and put them into the outline form on the right. bat football I. free-throw A. sports B. goalpost c. shoulder pads II. baseball A. '' key B. line markers c. ~~~t III. 1?!-sket A. l?asketball B. bullpen c. Now, using the major title of. Baseball, see if you can fill in the missing spaces of this outline. BASEBALL I. Equipment A. B. II. A. Pitcher B, Fielder III. A. Dodgers B. Make it to first with "treasure Be safe on second with "defense" Get a triple with "minimum" Belt out "beneficial" for a home run Practice spelling the words below. When it's your turn at bat you ask the umpire for a single, double, triple, or home run. The umpire chooses a word from the proper column which you must spell correctly to get on that base. Be sure to study all the words. If you study only the single and double words, you will not be ready for the triple or homerun your team may need to win. Single Double Triple Home Run young college library parallel over captain argument souvenir around prisoner fierce foreign roud sympathy ancient lieutenant waste realize contempory anonymous ayb length description convenience c bin bridge assistant efficient fore t across literature guarantee ilent among tomorrow comm~ttee feather develop athlete miscellaneous courage balance secretary persuade pilot bicycle experience beneficial treasure disease separate colonel prince exercise initial irresistible animal chorus probably mischievous second fourth analyze accomodate travel handsome written restaurant journey hungry orchestra parentheses adventure interest surgeon privilege laugh surprise laboratory immediately spirit sentence candidate sergeant remember picnic license niece \ \ BASIC SPELLING LIST Taken from Buckingham Extension of the Ayres - Spel!I'Ilg Scal e \. LIST F LIST G LIST H LIST I LIST J 1 . oak SL indeed lOL orange lSlo off 20L gentle 2, pole 52. four 102 0 pocket 152 "' true 202 0 holes 3 .,. poll 53 . herself 103 . shoes 153 ,. took 20) o hotel 4 . queen 5Uo power lOh o stairs 154 ., again 204 . iron 5. rope 55 ~ wish 105 o stream 155 " inform 205 o l iving 6. season 56.. because 106o t iny 156 .. both 206 o monkey 7. space 57. world 107 o words 157 " heart 207. noise 8., stands 58 o country 108. trust(M) 158 . month 208. ocean 9 .. "\agon 59 . meet l09 o extra 159 ~ children 209 o pencil 10. wheat 60 ., another 110.., dress 160o build 210o sew llo window 61.. trip llL beside 16lo understand 2llo sugar 12 . -:~ cat ch 62 . list 112 .. teach 162 .. follow 212. thread

13 0 black 63. people ll)o happen 163 o cha:rge 213. thunder 14 . v-rarfu 64 o· ever 114. begun 164 .. says 214. tried

15o unle·ss 65. held 115 0 coll ect 165o member 215o truth l6o clothing 66. church 116. f i le 166. case 216. except(ColoN) 17 ., began 67 o once ll7 o provide 167 .. whil e 217. aunt 18. able 68. own 118o sight 168o also 218. capture 19 o gone 69 . before 119 o stood 169o returR 219o wrote 20 o suit 70. know 120. fix 170. those 220o else 21. track 7lo were 121. born 17lo office 221. bridge 22 . vratch 72 . dead 122. goes 172. great 222 . offer 2) o dash 73. leave 12)o hold 173o Miss 22)o suffer 24 . fell 74. early 124. drill 174 .. who 224 . built

2)o fight I 75. close 125o ari'I\Y 175. died 225. center 26o buy \ 76. flower 126. pretty 176o change 226o front 27 . stop 77. nothing 127. stole 177 o wi:zre 227o rule =··,. 28o walk I 78 . ground 128. income 178o few 228 ,~ carry 29o grant 1', 79o lead 129o bought 179. please 229. chain )O o soap I 80 .. such l)Oo paid 180o picture 2)0o death 3lo news 8lo maey l)lo enter 18lo money 23lo learn

32 . small 82 0 morning 132. railroad 182. ready 232 o wonder JJo war 83. however 133. unable 183. omit 233 o tie 34 o summer 84. mind 134o ticket 184 o anyway 234. pair J)o above 8)o shall 135. account 185. arithmetic 23S o check 36o express 86. alone 136. driven 186.. breakfast 236 prove 37o turn 87. order 137o real 187. breeze 237 . heard 38 o lesson 88o third l38 e recover 188o bread 238 o inspect 39. half 89 ~ push 139. mountain 189 .. chance 239 0 itself 40" father 90. point 140o steamer 190o climb 2U0 o always hlo anything 91. withing lhL. speak 191. coffee 241. something 42 o table 92 . done 142. past 192 o color 242. write U) o high 9Jo body 143.. might 1939 contains 24J o expect hh o talk 94 belongs 144 .. begin 19Uo daily 2UU o need 45. June 95. cheese 145. contract 19)o eagle 245. thus 46o right 96 -. earn 146, deal 196. excuse 246o woman 47 o date 97. feather 147. almost 197. fancy 247 n young 48. road 98 . fence 148 o brought 198o fasten 248 ~ air 49o march 99 ~ honey 149o less 199o flour 249. dollar so. next 100. letters 1)0., event 200 •. forest 2)0. plan

NOTE· ~ Rule I :: A final silent "e" make r. the vowel ahead of it long. Ex: table, wire.

Rule II: When two vowels come together, t r_ first i s ~.c•1 · .nd the second, silent. Ex: #1 . oak, #2. peach, #51 0 indeed, #1 79 . please , #140o steamer LISTEN FOR THE SOU IDS: ch - peach, catch; ' r - tra~k ; gr - grant ; ~ h - anything, -- ari ~ hmetic; ~ gh - high.

Eng. 9/72 E-4 (196) BIBLIOGRAPHY

1. Books Sports Action, Pal Paperback Series, Xerox Corporation, 1973· Sports Stars, Pal Paperback Series, Xerox Corporation, 1973· Spotlight, Scope Reading Skills 3, Scholastic Press, New York, 1971. Wide World, Scope Reading Skills 1, Scholastic Press, New York, 1972.

2. Magazine Articles Blinn, William, "Brian's Song" as retold by Scholastic Scope, November 3, 1973, PP• 5-23. Freedman, Jerrold, "Bloodsport," as retold by Voice, Scholastic Press, April 18, 1974, pp. 16-21. Jacobs, Frank. "Howard at the Mike," Mad Magazine date unknown "Bang the Drum Slowly," as told by Scholastic Scope, October, 4, 1973•

SCHEDULE FOR WESTERN UNIT Day 1 Day 2 Day J Day 4 Day 5 Introduction "Gunfight" "Butch Cassidy anc "The Blue Hotel" "Black-Elk "The Horse Looked Begin "Butch the Sundance Speaks" at Him" Cassidy and the Kid" Sundance Kid"

Day 6 Day 7 Day 8 Day 9 Day 10 "True Grit" "Hec Ramsey" Videotape Library resea r>ch on famous "Ox-bow Incident !It lawmen and outlaws

Day 11 Day 12 Day 1) Day 14 Day 15

_/ SHANE ,\ ' Evaluation First Day Western Unit Materials 1. Dittoed introduction to the Western Unit 2. Tape recording F25 from the Kern High School District ESEA Listening Unit. 3. Tape recorder, headsets, junction box. Skill.s 1. Oral reading 2. Listening for evidence 3 • Character analysis Lesson 1. · Get acquainted with your group. Fill out new enrollment cards. 2. Collect and correct homework. 3· Read the article entitled, "An Introduction to the Western Literature Unit." 4. Set up the tape recorder and listen to Lesson A of tape F25, entitled "The Horse Looked at Him" This story is a good example of portraying a man as neither all good or all bad. 5· Have students take a ~ieee of paper and draw a line vertically down the mlddle. On one side they are to list evidence to show that Jameson is a good man. On the other side they are to list evidence to show that Jameson was a bad man. After all of this has been done, each student should draw a seesaw or teetertotter showing the good on one end and the bad on the other. If the good and the bad were equally balanced, the seesaw would look like this• A

If the good far outweighed the bad the seesaw would look like this. C()a_d ~ A The tilt of the seesaw should reflect the evaluation of the student. Evaluation For every two pieces of evidenc on either side of the paper, give one point. In order to have five points the student must have ten pieces of evidence. An Introduction to the Western Literature Unit The sound of pounding hoofbeats, the zing of a bullet, the impact of a fist, the creaking of sideboards. These are all familiar sounds to the person who enjoys a good Western. The people, too, are well knowna the marshal, the Indian scout, the gambler, the master of the wagon, the bar-room girl, and most of all, the gunslinger. Westerns are filled with good guys and bad guys who live dangerously exciting lives. The period that is now called the Old West began just after the Civil War as families and individuals moved West. It hit its peak in the early 1880s and was gone by the early 1890s. It lasted only about 25 years. However, this brief period became the background for many stories. The Western has become an American art form. Stories would have us believe that the cowboy of this era either swept the region free of outlaws or became one himself. Either way he would roar into a town with his 6-guns blazing, engage in a gunfight, and then ride off into the sunset. The life of a cowboy was in reality nothing like this. He spent long hours on his horse in all kinds of bad weather. His job was to round up, brand, and drive cattle. His pay ranged from $10 per month to $60 per month. The average age of most cowboys was a little over 20. However, the famous lawmen and outlaws did exist and it is this segment of society that the Western deals with mostly. In the next three weeks you will be reading many famous Western stories. Many of them are considered adult Westerns for they show man as neither all good or all bad. They make the people seem more real. You will be analyzing the people to find out what makes them act as they do. Second Day Western Unit Materials 1. Copies of playsa a. "Gunfight" from Scope, October 25, 1971. B. "Butch Cassidy and the Sundance Kid" · from Scope • Skills 1 • Oral reading 2. Writing Lesson 1. Collect and correct homework. 2. Introduction to "Gunfight" The story today is about the ending years of the Old West. The main characters, Will Tenneray and Abe Cross, were once heroic gunfighters and now must live out their lives in quieter times among more civilized people. In the movie version of this story the two men were played by Kirk Douglas and Johnny Cash. J. Assign parts and read the play. Note that there are two endings to the story. The writer left the readers with a choice. 4. There will be no written quiz over this story. However, discuss the following questions with the group. a. How had Will and Abe . been earning money? (Will was :paid to stand around in the bar and tell stor1es about his gunfighting days.) (Abe had been prospecting unsuccessfully for gold.) b. How can you tell that the story took place at the end of the western period? (The people enjoyed hearing stories about how it used to be.) c. What finally made the two gunfighters decide to have the gun match? (They both had little future. Neither had any money. Abe decided after his hourse died and he had no money to buy another.) d. Nora didn't believe Will's reasons for wanting to be in the gunfight. What did she think his reasons were? (He just liked gunfights) e. There are two different endings to this story ~ Which ending is the best? (Opinion) f. What was the crowd's reaction to the gunfight in both endings? (The crowd was shocked and ashamed. They shunned the gunfighters.) g. Why did they react in this way? (Opinion) h. We no longer sell tickets to see gunfights, but people still flock to see events where there is great danger and someone is bound to get hurt. Why are people like this? (In discussing this bring up such things as people rushing to oar wrecks, dangerous circus acts, Evil Knievil.) 5. Pass out the copies of the play, •Butch Cassidy and the Sundance Kid," This is a long play and will take the rest of the period today and all of tomorrow. The tutor should take the narrator's part and select the two strongest readers to play the leading roles. Evaluation Assign ~oints on the basis of participation in the discuss1on. Third Day Western Unit Materials 1. Copies of the play, "Butch Cassidy and the Sundance Kid" by William Goldman 2. Dittoed quizzes over the play Skills 1. Oral reading and interpretation 2. Recall of important details 3· Character analysis Lesson 1. Collect and correct homework. 2. Finish reading the play "Butch Cassidy and the Sundance Kid." There is a section that has Spanish as part of the reading. If there is no one in the group who knows Spanish, arrange with the teacher to have a Spanish aide sit in with your group. The part of the Bandit Leader should be given to someone who can speak Spanish. Butch and Sundance are not supposed to be able to speak Spanish well, so if they have difficulty reading those parts, it fits in with the play. 3· Encourage students to read with expression. This play can be very funny if the parts are read correctly. 4. Give students the quiz over the play. 5· Have students exchange papers and correct answers. Answers a 1. 0 11. 0 2. + 12. + 3· + 13. + 4. 0 14. + 5· 0 15. 0 6. + 16. 0 7. + 17. 0 8. 0 18. 0 9· 0 19. + 10. + 20. 0 Evaluation 19 - 20 correct = 5 points 17 - 18 correct =4 points 13 - 16 correct =3 points 9 - 12 correct = 2 points less than 8 correct = 1 point NAME______Quiz on PERIOD_GROUP__ "Butch Cassidy and the Sundance Kid" 1. Butch Cassidy was cheating when he played cards. 2. ___ Going to Bolivia was Butch's idea. 3· Butch had been the leader of the gang. 4. ___ Woodcock would not open the door because he was afraid. 5. Because Butch and Sundance had been successful robbing banks, they had saved enough money to retire if they wanted to. 6. Butch and Sundance threatened an old lady in order to get Woodcock to open the door. 7. ___ A possee appeared out of a railroad car. 8. The men who tracked them were led by an Englishman with an Indian name. 9. Butch did not know how to swim. 10. Mr. E.H. Harriman had hired the possee. 11. ___ Thi~ story took place at the height of the western per~od. 12. Etta decided to leave with Butch and Sundance because as a schoolteacher she had no excitement. 13. ___ Butch and Sundance tried to guard the payroll even when there was actually no money. 14. ___Butch and Sundance decided to go straight just to drive the trackers crazy. 15. Sundance decided to take advantage of the payroll job by taking some of the money. 16. Butch enjoyed killing the payroll bandit. 17. Butch and Sundance had been ranchers at one time. 18. ___ Etta wanted to be around to take care of them if they got shot. 19. ___ Butch decided he should go for more ammunition because he couldn't shoot. 20. Sundance was the one who always made the plans. Fourth Day Western Unit Materials 1. Copies of the play, "The Blue Hotel" by Stephen Crane. Skills 1. Oral reading 2. Discussion J. Analysis of character Lesson 1. Collect and correct homework. 2. Introduction Ask students whether they have ever known a person who thought that others were against him or her all the time. Have them name some of the situations where they have seen this. For example, it is common for some people to see a group of people talking and assume that they are talking about that person. J. Because of the different nature of this play and the quick changes in the characters' moods, it would be best to have students pre-read the play before reading it orally in class. 4. Assign parts to the play. Scully and Ullman have the longest parts. 5· Discuss the following questions• a. Blanc says that he, Johnny and Scully contributed to Ullman's death even though Beaton used the knife. Why? Do you agree? Off all these men, who is the most guilty? Who is least guilty? b. Why do you think Ullman becomes both more terrified and more belligerent during the play? c. Was it just chance that caused Ullman's death? d. How could this story have had a happy ending? 6. Since the story today is short, there is probably time to do one of the supplemental lessons. The lesson on cowboy lingo would be a good one to use. Evaluation Assign points on the basis of participation in the discussion. Fifth Day Western Unit Materials 1. Copies of the short story, "Black Elk Speaks" Skills 1. Reading development 2. Comparison and contrast Lesson 1. Collect and correct homework. 2. Introduction One of the most popular books of recent years has been one called Black Elk Speaks. In this book Black Elk talks about his experiences as a Sioux (pronounced Sue) Indian. In the account you will read today, he tells the love story of one of the tribesmen. 3 •• Read the story orally. 4 Have each student take some scratch paper and answer the following questions by putting a + for true and 0 for false. Read the questions to them. 1. Black Elk was a Blackfoot Indian. (0) 2. Black Elk was a medicine man. (+) 3· When Black Elk' talked of being in love he used the expression "feeling sick." (+) 4. The first thing an Indian of this tribe would do when he met the right girl would be to go and talk to the father. (0) 5· High Horse first offered 4 horses for the girl. (0) 6. When High Horse first met the girl he found out that she really loved him. (+) 7. In this story "sneaking around" was not something wrong. (+) 8. The parents tied the girl in her bed. (+) 9· High Horse thought of a plan to steal the girl and got his cousin to help him. (0) 10. High Horse got discouraged easily. (0) 11. The father knew High Horse was in the tent after his daughter but he wanted to sleep. (O) 12. The Braves did not shoot at High Horse because they knew he could shoot them back. (0) 13. The father finally let High Horse have his daughter because he offered so many horses. (0) 24. Even though High Horse loved the girl, he cut her with a knife. (+) 5. Students should exchange papers and correct the answers. Scale a 0-1 missed = 5 points 2-J missed = 4 points 4-6 missed = J points 7-10 missed = 2 points 11-13 missed = 1John Wayne has now become best known for his portrayal of Rooster Cogburn in the movie version of "True Grit" Many of you have seen this movie. Today, as you read, try to decide for yourself whether Cogburn is an ideal western hero or simply a gunslinger with no admirable qualities. J, Assign the following parts to the play. They are not listed at the beginning. All of the parts except for Mattie, Cogburn and LaBoeuf are very small. One person could take many of these parts. All of the stage directions are to be read by the tutor. Ross Rooster Cogburn Mattie Chen Lee Sheriff LaBoeuf First Bailiff Quincy Second Bailiff Moon Justice Parker Chaney Goudy Ned Barlow Daggett 4. Read the play. 5· Pass out copies of the quiz. Give students about 5 minutes to answer the questions. 6. Exchange the papers and correct answers. Answers a 1. T 6. F 11. T 16. F 2. F 1· T 12. T 17. T J, T 8. T 1J. F 18. F 4, F 9· F 14, T 19. F 5· T 10. F 15. F 20. T Discuss the characters of Rooster and Mattie. Was Rooster a man of courage or was he mer-ely looking for action and revenge? Is he basically a good or bad person? Use quotations and events from the play to prove your point. Look at the starred parts in the play that belong to Mattie. What type of a person was she? Again, using the play, give spec1fic things she said or did to prove what type person she was. 8. Show the complete novels of this book. Some of the people in the group will want to read the entire story in its original form. Check the books out to them if the want to read them. Evaluation The grade today is based on the quiz. 19 - 20 correct = 5 points 17 - 18 correct = 4 points 13 - 16 correct = } ·. points 8 - 12 correct = 2 points NAME______Quiz over PERIOD_GROUP__ "True Grit"

1. ___ At the beginning of the play, Mattie's father was going to buy some mustang ponies. 2. ___ Mr. Ross had been unkind to Chaney. J. ___ Mattie picked Rooster knowing exactly what Rooster was like. 4. ___ Rooster was glad that Mattie had her father's gun because it would come in handy. S· ___ Rooster was not above lying. 6. ___ Mattie's father was killed by an outlaw passing through. 7• ___ Rooster Cogburn was the marshal in the area of Ross's farm. 8. ___ People felt that Cogburn used his gun more than he had to. 9. ___ Rooster agreed to hunt down Chaney for $2,000. 10. ___ Rooster thought that stealing was always wrong. 11. The scene with Rooster killing the rat explained --- his reasons for killing some people. 12. ___ LaBoeuf had been on Chaney's trail before Chaney shot Ross. ___ Mattie didn't care where Chaney got hung just as long as he got hung. 14. Rooster threatened to let a man suffer with a bullet --- in his leg if he didn't help him. 15. ___ In the small cabin, Rooster shot and killed both Moon and Quincy. 16. ___ Rooster had lost his eye in a gunfight with an outlaw. 17. ___ Ned Pepper was a well-known outlaw that Chaney joined up with. 18. ___ LaBoeuf had a drinking problem. 19. La Boeuf was the first one of the three to see Chaney. 20. It was LaBoeuf who finally rescued Rooster and Mattie from death. Seventh Day Western Unit Materials 1. Copies of the play, "Hec" from the 1972 Universal Studios Mystery Movie, as it appeared in Scope October 25, 1973· 2. Study questions on the play. Skills 1 • Oral reading 2. Analysis of character J. Comparison 4. Answering questions with complete sentences Lesson 1. Collect and correct homework. 2. Introduction to the play. Most western heroes are known for being tough, brave, and quick on the draw. Today•s story is about Hec Ramsey. In many ways he is a typical western hero. In many ways he is much different from other western stars. As you read, compare Hec to some other heroes such as M~tt Dillan and Rooster Cogburn. Also pay close attention to the clues Ramsey picks up. J. Assign the parts. There are so many small parts that they have been divided by number. #1 is to be Oliver who also reads all of the stage directions. #2 is Hec. The rest of the parts are numbered throughout the play. If you are #4 you read all of the parts marked with a #4. If there are 6 people in the group counting the tutor, the 6th person takes all the parts marked with an *asterick. 4. Read the play. 5. Hand out the study questions and have students answer the questions. All questions except #1 should be answered in complete sentences. 6. Turn in these papers to the teacher's desk for grading. Evaluation The study questions will be handed back to you with a grade for today. NAME' ______Study Questions over PERIOD_____GROUP___ "Hec Ramsey"

1. Describe Hec Ramsey in 10 words or phrases. You can look back to the play for this.

2. Compare Hec to Rooster Cogburn. How are they alike? How are they different?

). How did Ramsey decide that the old couple was murdered?

4. In order to make a new hero in a story, that person must be unique in some way - different from others of his type. How is Hec different from other western heroes?

5. Why did Ramsey suspect Ritt even though he was on the stage at the time?

6. What part does Oliver play in this story?

7. Why did Ramsey suspect the guy in the bar of being the thief?

8. How could Ramsey determin~ if a shot came from a particular gun?

9. How did Ramsey finally solve the mystery? "Hec Ramsey" Answer Key

1. The students may have many different answers. These are only a few suggestions. older gunfighter Oliver described him as strange skillful thorough would not get angry clever scientist friendly to some confident unmarried good judge of character 2. Alike both older cowboys both had been marshals both had used guns freely in past Not alike Rooster would use his gun in any situation. Hec would use it only when necessary. Hec solves problems· with his head. Rooster uses his gun. Rooster has more of a sense of humor. Hec was a law abiding citizen. Rooster was not. J. The husband's hand was not clas~ed around the trigger. If he would have shot himself, 1t would have been. The button outside showed that the wife was killed outside. Also, the bullets from the bodies were different. 4. Hec was more of a technician detective than a gunslinger. He was also older and not physically attractive. Ritt was the only one who would gain by the couple~ death. 6. He was the Police Chief and the narrator. 1· He had used the torn ten dollar bill. 8. A gun makes prints on a bullet. Much the same as a fingerprint, each gun has unique markings that ate transferred to the bullet. 9· By spreading the word that there was an eye witness, the real murderers were anxious to kill the witness. This brought them out in the open. Eighth Day Western Unit Materials 1. Videotape of "Ox-bow Incident" 2. Small monitor, headsets, junction box 3· Study questions for the story. Skills 1. Character analysis 2. Critical thinking Les§on 1. Collect and correct homework. 2. Introduction to "Ox-bow Incident" Explain that the story the students will see today is a western that is considered a classic. In it the students will see how mobs react when they are afraid. As in most westerns there are cowboys, possees, gunmen .and hangings. 3· Set up the group with headsets. At 5 minutes after the hour begins, the program will begin. 4. When the tape if finished, pass out the study questions and have students work on them. They will need some time tomorrow to finish them. Evaluation The grade for today is to be based on the study questions. Turn these in when the students finish them and they will be returned to your box with the grades on them. NAME.______Study Questions on PERIOD____GROUP____ "Ox-bow Incident"

1. What were the two crimes that had the men of the town ready to go after some men and hang them.

2. Who were the only people in the movie that were in favor of capturing the men for trial instead of instant hanging? (There were at least 4)

J. Why did the men of the town think it was necessary to hang the men immediately?

4. Who was the man who got shot in the beginning? (You never saw him.)

5· Describe the three men that the possee captured. A. B. c. 6. Describe the ending of the story. What did you think of it? Could it have ended any other way? Ninth and Tenth Days Western Unit Materials 1. Ask the librarian to pull a selection of non-fiction books on the Old West, including& Western Outlaws by Frank Surge Western Lawmen by Frank Surge 2. Write the following names on the board. Outlaws Jesse James Lawmen Billy the Kid Tom Smith Joaquin Murieta Wild Bill Hickok Reno Brothers Calamity Jane Black Bart Wyatt Earp Sam Bass Bat Masterson John Wesley Hardin Pat Garrett, the man Belle Starr who killed Billy the Kid The Daltons Pinkerton Detective Agency Bill Doolin Tom Horm Bill Cook Temple Houston Cherokee Bill Judge Roy Bean Apache Kid Isaac Parker, the hanging Wild Bunch judge Butch Cassidy Sundance Kid Skills 1. Writing a report 2. Taking notes J. Use of indexes 4. Library research Lesson 1. Collect and correct homework. 2. Introduction Look at the list of names on the board. How many of them look familiar to you? The list is divided into outlaws and lawmen. You are to choose one name that you would like to find more information on. If you are interested in someone whose name does not appear on the list, cheek this with the tutor. Each student is to select a different person. J. In the library, there will be a collection of books on a table with information about these famous western people. The card catalog and encyclopedias can also be used. Make sure your students know how to use these sources. Also, review briefly the use of indexes in books as a way of locating information quickly. No books are to be checked out of the library because students in other periods will need to use these books also. 4. The actual report is to be completely written in class. In the library, students are to take notes that can be used in the writing of the report. Explain that when taking notes, only key words, phrases, and dates are jotted down. Copy complete sentences only when you plan to quote a section using quotation marks. Go to the library to do the research. You, as tutor, should assist in finding information, check to see that they are taking notes properly, and supervise your students so that the librarian will not have to. 6. The last half of the tenth day, return to class to write the reports. Students may use their notes. Turn in the reports after you have read them and given them a grade. Evaluation 1. On the ninth day, grade them on their effort in the library. 2. On the tenth day, give them a grade on their reports. Consider the following• a. how well they used their notes. b. how much information they found. c. how well they organized the information in the report. Eleventh to Fifteenth Days Western Unit Materials 1. Booksa Shane by Jack Schaefer. There should be one book for each student enrolled in the unit. 2. Book contracts and identification stickers. ), Tape recorder, headsets, junction box. 4. Tape recordings of the reading assignments for the eleventh day and the fifteenth day. Skills 1. Listening 2. Oral reading ). Discussion 4. Creative writing 5· Character analysis Lesson 1. Collect and correct homework each day. 2. Introduction to the novel. You are about to read a famous western novel. It is a story full of action. It is also a mystery. Who is Shane? What is he? What was his influence on the Starrett family? Shane has been called an adult western because it not only has action, but also it deals with human nature. ), Check out a book to each student in your group. There are book contracts and stickers available in your tutor box. 4. Each day your group is to read a section of the novel. The first ten minutes of each period will be spent reviewing the previous day's reading. If you do not complete the reading for a particular day in class, students are to take the books home and finish the section. 5· Reading assignments for the week; Eleventh daya pages 1-28 (Available on tape if you wish to use it.) Twelfth daya pages 29-57 Thirteenth daya pages 58-82 Fourteenth daya pages 8)-116 Fifteenth daya piges 117-12) (Available on tape if you wish to use it.) 6. Discussion questions for the first ten minutes of each class period. a. Twelfth day 1. Shane doesn't tell very much about himselfa yet all the Starretts sense immediately what what Shane is. How do his appearance and actions set him apart? 2, How does Shane win Bob's affection? How does he make a good impression on Mrs. Starrett? ), Why did Shane attact the stump? 4. "That's the best bit of stump I ever tasted," says Shane as he eats Marian's pie. What does he mean? b. Thirteenth day (Discussion of pages 29-51) 1. Why do you think Shane decided to stay? 2. Joe says of Shane, "He's my kind of man," and Marian disagrees. In what ways are the men different? Why is there a bond between them? ). Guess what Shane's thoughts were as he showed Bob how to use the gun. 4. What is the conflict between Chris and Shane? c. Fourteenth day (Discussion of pages 58-82) 1. Shane has been resisting all efforts to make him quarrell. What finally causes him to fight? 2. Explain Shane's change of character. ). Was Shane a "clean" fighter throughout? Does he seem real or more like a superman? 4. Why was Marian attracted to Shane? Do you think she loved her husband? d. Fifteenth day (Discussion of pages 8)-116) 1. Bob describes Shane as battling within himself, What kind of struggle is this? 2. What was Fletcher's offer to Joe? What does this tell you abo~t Fletcher? j. Bob knew his father would have to go to Grafton's to give his answer to Fletcher. What did "going to Grafton's" mean? 4. What became of Shane? Why doesn't the author make Shane's fate clear? 1. Culminating activity - to be completed the last half of the period on the fifteenth day. Each student is to imagine he is Bob. It is 10 years after Shane has left. You learn that Shane is living in San Francisco. Write a letter to him, explaining how you feel about him and the events of 10 years ago. What did Shane give you? 8. As the students write, tutors are to finish averaging grade cards and turn them in. Also clear out boxes. 9· Hand in the letters to the teacher's desk. Evaluation Each day give from 1 to 5 points on participation in reading and discussion. If a person does not read well but still tries to participate, do not penalize him. SUPPLEMENTARY LESSONS NAME______Western Puzzle PERIOD___GROUP_ Within the columns of this puzzle are the names of many famous western people and locations. The spelling might be horizontal, vertical, diagonal, backwards or from the bottom' to the top. See if you can find all of the names listed at the bottom. B G H I C H E Y E N N E J I M K P B 0 U E N R U B G 0 C R E T S 0 0 R S I N FYFTBILLYTHEKIDROLK F A E S L E N A H S 0 G J R E F D L C ADVABEOSEFILQGMXNHS L I 0 M C I S C 0 K I D 0 N I H 0 I S 0 L L 0 N E R A N G E R S M Q B S L 0 B 0 T N I C A I Y P Y E M A T Y R K R I H A 0 P I C R J 0 H 0 N Z W X A 0 C L C N C F B T L R E T A C Y Q W C K E L 0 E D A U I Y D I S S A C H C T U B EDBDALKVCRUSROUGIAA P R A E T T A Y W Y 0 I E F J E K U C G D N U S C A L A M I T Y J A N E B U HECRAMSEYTXLARAMIEU G T G A V R E S S E N 0 T S B M 0 T I F S U N D A N C E K I D B Y A N E V D H K E I W B D R A K I E S 0 B H C S A

Wyatt Earp Buffalo Bill Billy the Kid Jesse James Bill Hickok Laramie Rooster Cogburn Roy Rogers Cheyenne Shane Gene Autry Tombstone Will Tenneray Lone Ranger Abe Cross Doc Holliday Butch Cassidy Nat Love Sundance Kid Bose Ikard Hec Ramsey Cisco Kid Kit Carson Calamity Jane Suggestions a

1. Read the play, "When the Legends Die," from Scope November, 13, 1972. 2. Make a study of the lingo of the cowboy. The plays can be used as good sources. Search the dialogue for words and expressions that are unique to the Western. Also, the book, The Cowboy by Vincent Paul Rnnnert has a dictionary of terms for cowboy ling. Have student write a letter or short story using the Western lingo. 3. Solve the Western Puzzle. BIBLIOGRAPHY

1. Books Schaefer, Jack. Shane, Houghton Mifflin Co. Boston, 1964. Surge, Frank. Western Outlaws, Lerner Publications, 1970 Surge, Frank. Western Lawmen, Lerner Publications, 1970 2. Magazine Articles Bloom, Jack. "Hec," Scholastic Scope, October 25, 1973, PP• 13-20 Crane, Stephen. "The Blue Hotel," as retold by Scholastic Scope, March 21, 1974. Goldman, William, "Butch Cassidy and the Sundance Kid," as retold by sgholastic Scope, December 7, 1970 and December 1 , 1970, PP• 6-23 and pp. 4-19. Niehardt, John. "Black Elk Speaks," as retold by Scholastic Scope, November 13, 1972, PP• 2-6. Roberts, Marguerte. "True Grit," from the novel by Charles Portis. Practical English, Scholastic Press, September 15, 1969, PP• 14-39· "Gunfight," Scholastic Scope, October 25, 1971 ' pp • 1-5• J. Tape Kern High School District, E.S.E.A. Listening Unit, "The Horse Looked at Him," by MacKinlay Kantor, 1971.