(A) Fifth Grade READING and WRITING

1 Quinto Grado LECTURA Y ESCRITURA (A)

Fifth Grade READING AND WRITING (A)

Fechas: 27 de abril - 22 de mayo Dates: April 27-May 22

Bancroft Elementary School Fifth-Grade Distance Learning Literacy Activities Student Version A 27 April 2020 to 22 May 2020

Literacy Distance Learning Packet III – Version A 2

Day 1 | Monday, April 27, 2020 3 ACTIVITY 1: READING 3 ACTIVITY 2: WRITING 9

Day 2 | Tuesday, April 28, 2020 15 ACTIVITY 1: READING 15

Day 3 | Wednesday, April 29, 2020 22 ACTIVITY 1: READING 22

Day 4 | Thursday, April 30, 2020 28 ACTIVITY 1: READING 28

Day 5 | Friday, May 1, 2020 34 ACTIVITY 1: READING 34

Day 6 | Monday, May 4, 2020 38 ACTIVITY 1: READING 38

Day 7 | Tuesday, May 5, 2020 44 ACTIVITY 1: READING 44

Day 8 | Wednesday, May 7, 2020 49 ACTIVITY 1: READING 49

Days 9 and 10 | Thursday May 8 and Friday May 9, 2020 53 ACTIVITY 1: WRITING 53

Day 11 | Monday, May 11, 2020 59 ACTIVITY 1: READING 59

Day 12 | Tuesday, May 12, 2020 64 ACTIVITY 1: READING 64

Day 13 | Wednesday, May 13, 2020 68 ACTIVITY 1: READING 68

Day 14 | Thursday, May 14, 2020 72 ACTIVITY 1: READING 72

Day 15 | Friday, May 15, 2020 76 ACTIVITY 1: READING 76 ACTIVITY 2: WRITING 78

Days 16 & 17 | Monday, May 18 and Tuesday, May 19, 2020 79 ACTIVITY 1: READING 79

Days 18 & 19 | Wednesday, May 20 and Thursday, May 21, 2020 88 ACTIVITY 1: READING 88

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Day 20 | Friday, May 22, 2020 99 ACTIVITY 1: ASSESSMENT 99

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Day 1 | Monday, April 27, 2020

ACTIVITY 1: READING

Directions: 1. Step 1: Before Reading. Preview the texts Wartime Restructuring (Text 1) and Pro/Con: How Much Defense Spending is Enough (Text 2). 2. Step 2: During Reading . Read the texts. 3. Step 3: After Reading. Answer the questions about the test.

Step 1: Before Reading

Learning Target: I can make a prediction about what I will learn from the texts.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the texts’ titles, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately (CCSS.RF.5.4) ● I can identify the meaning(s) of unknown words while reading (CCSS.RI.5.4)

Why am I learning this? ● Fluent reading is a critical first towards reading comprehension. The best way to improve your fluency is to practice reading complex texts. ● An expansive vocabulary is needed to understand the nuanced meanings in complex texts, and to express yourself clearly and precisely. Reading

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provides a unique opportunity to develop such vocabulary knowledge.

Text 1 Wartime Restructuring In what ways did the U.S. citizens help finance the war effort? Source: Discovery Education Textbook

1939 1940 1941 1942 1943 1944 1945 1946

Mobilization and the Great Depression Before World War II, the people of the United States struggled through the Great Depression. To combat high unemployment and poor economic growth, President Roosevelt supported a large number of government programs to create jobs. Once the war began, the United States and its allies suddenly had an enormous need for all sorts of goods—from weapons and uniforms to food and fuel. The fighting in Europe had wiped out factories and farms, so allies in Great Britain and other European countries looked to the United States to supply these goods. The military needed new soldiers and civilian workers to support them. The economy began to boom, but the mobilization for war needed coordination. President Roosevelt created new government agencies and programs to ensure that the entire country could work together to support the war effort. Larger bureaucracies, such as the War Production Board (WPB), began to be commonplace in the U.S. government. The WPB was established in 1942 and directed production of defense materials such as ammunition and petroleum-based products. Existing factories were converted to defense factories. Ribbon factories were transitioned into parachute production lines, and automotive factories made airplanes and tanks. Immediate need for materials meant factories operated 24 hours a day. As a result of the increased hours, workers collected regular paychecks. In three years, the WPB allowed a $175 billion defense industry to blossom. To make sure factories kept producing, the National War Labor Board (NWLB) was created in 1942. The NWLB managed labor disputes and set wage policies across the nation. Factory owners had previously set wages to draw workers. Wages were frozen on salaries higher than $5,000 a year. By restricting wages, the NWLB also stabilized the economy by setting a standard-of-living rate. The federal government controlled prices on rent, food, and clothes. By maintaining a set rate across the country, cities were less likely to lose populations to job migration. If there was no chance at earning more money in another industry or town, workers stayed where they were. The wartime industrial production put more people back to work. The regular paychecks were a relief to many families affected by the widespread unemployment during the Depression years. Feeling more financially stable, many Americans on the home front helped the war cause by purchasing war bonds. These bonds were a way for the government to borrow money from private citizens to help finance the war. Purchasers could buy bonds and after 10 years or more they could cash them in for the value plus interest. The War Finance Committee promoted war bonds as a way for citizens to show their patriotism and support for the troops. Posters and advertisements encouraged Americans to invest in the bonds—even children participated in school-sponsored war bond drives. The government raised more than $180 billion throughout the war through the sale of these bonds.

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The industrial mobilization was effective not only in strengthening the U.S. military but also in supporting the war effort for all Allied forces. In 1939, the United States military ranked 39th in the world in size and still relied on horses to pull heavy weapons. Under Roosevelt's leadership, U.S. industries produced hundreds of thousands of aircraft and millions of trucks for its military and its allies. The U.S. built nearly two-thirds of the new equipment used by the Allies during the war. The expansion of U.S. industry made the U.S. military the best equipped in the world. It also elevated the status of the United States to an economic superpower. Before the war, the United States was already the world's largest industrial producer. During the war, however, U.S. production doubled, while the factories of other industrial nations were often severely damaged by fighting.

Taxes Help Fund the War Fighting World War II cost the U.S. government approximately $321 billion. Although war bonds raised a good portion of this sum, tax revenues were needed to cover about 40 percent of the total cost of the war. The government borrowed from financial institutions to finance the rest of the war expenditures. To increase funds raised from the collection of taxes, or tax revenues, the federal government made several important and long-lasting changes to the country’s progressive taxation system. Ratified back in 1913, the Sixteenth Amendment to the U.S. Constitution gave Congress the power to collect income taxes. Incomes taxes require working citizens to send a portion of their wages to the government each year. Initially, federal income taxes affected a relatively small number of mostly wealthy Americans. However, tax policies implemented during World War II required many more ordinary Americans to pay income taxes. After Congress passed the Revenue Act of 1942, for example, the number of Americans who paid federal income taxes increased from about 13 million to 50 million. The government required nearly all wage earners to pay a new 5 percent “Victory Tax.” The government promoted its new income tax system by appealing to citizens’ patriotism. Taxes were a way for all Americans, not only those serving in the military, to share the sacrifices demanded by war. To help ease the new tax burden—and to make revenues more immediately available—the government instituted an important new policy: payroll deductions. Beginning in 1943, employers withheld a percentage of their workers’ pay from each paycheck. Consequently, people paid the government a small amount of money every few weeks rather than all at once on an annual basis. The payroll deduction system remained in place after World War II, and businesses still use it today.

Text 2 Pro/Con: How Much Defense Spending is Enough? Source: Giselle Donnelly and Robert Weissman, Tribune News Agency, Adapted by Newsela Staff 2/13/2020

PRO: How much defense spending is enough? President Trump made a promise to rebuild U.S. military strength. On Twitter, he celebrated the 2019 defense spending law. He boasted of "new planes, ships, missiles, rockets and equipment of every kind, and all made right here in the USA."

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The president's claim is mostly all talk. In total, military spending is more than $700 billion a year. The U.S. military is funded by the federal government's discretionary budget. This budget is decided each year by Congress and the president. It is one-third of total government spending. Discretionary spending is different from mandatory spending, which goes toward "entitlement" programs. These are required programs such as Social Security, Medicare, Medicaid, unemployment and Veterans programs. Mandatory spending is two-thirds of government spending.

National Defense Is Not Valued Current spending shows that the United States does not value national defense as much. It is now less than 3 percent of gross domestic product, or GDP. The GDP is a measure of the nation's wealth. It measures the total value of goods and services produced in a year. Defense spending as a percentage of total government spending is another measure. Today, national defense equals about 15 percent of all government spending. These figures are lower than before the 9/11 terrorist attacks in 2001. In response, the armed services are being forced to make cuts to important programs. Look at the U.S. Navy. Trump promised to expand it to 355 warships, but today, there are about 300. According to Navy planners, the size of the fleet is likely to shrink to 287 ships. When thinking of defense spending, we should ask ourselves, "What is needed to defend our global interests?"

A Balance of Power Those interests have been defined by international relations and our national goals. We seek a balance of power in Europe and Asia. For trade, we seek access to the seas, skies and communications networks. We seek to promote freedom overseas. Those goals require a strong, well- funded military. Defending the nation is the main purpose of our national government. The value of our security is too important to underfund military spending.

CON: Military spending is out of control Pentagon spending is out of control. It is making America weaker, not stronger. Military spending needs to be cut, and the savings redirected to other issues at home. About $750,000,000 in the military budget does not address national security threats. There has not been any honest analysis of the costs and benefits of war-fighting. The result is that we are wasting hundreds of billions of dollars while taking money from other important needs.

More Money Than Other Government Programs The military historically gets more money from the government than all the other programs in the discretionary budget combined. U.S. military spending totals $738 billion in 2020. Think about that for a moment: The military gets more funding than programs for education, housing, the environment and other U.S. government agencies combined. The Washington Post recently published the Afghanistan Papers. These show that high-ranking officials knew that the war in Afghanistan was unwinnable. We continue to spend huge sums on endless war. Researchers at Brown University put the total at $6.4 trillion. The wars have killed more than 800,000 people directly while failing in their mission to bring either peace or safety.

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Waste of Tax Dollars Our country can no longer tolerate this waste of tax dollars. Instead, we must take action to reduce warfare. We need to emphasize diplomacy. We have to focus on the great challenges that create conflict but have no military solutions: poverty, hunger and disease, and the climate crisis. When you ask questions about military spending, the answers all point in one direction: We are spending too much on weapons and war. And that spending is starving us of the money we need to address other issues, from education to slowing climate change. It's time to reduce military spending and help people instead.

Step 3: After Reading

Learning Targets: ● I can cite text evidence to answer questions (CCSS.W.5.9)

Why am I learning this? ● Claims are strengthened when they are supported by evidence. Learning how to cite evidence from texts will help you to create stronger and more effective arguments.

Use the text Wartime Restructuring to answer the following questions.

1. What are three ways the war helped the U.S. become an economic superpower?

______

2. How did the U.S. government raise money for the war?

______

ACTIVITY 2: WRITING Learning Targets: ● I can write a five-paragraph persuasive essay with a clear claim, reasons, evidence, and reasoning (CCSS.W.5.1.A, CCSS.W.5.1.B, CCSS.W.5.1.D). ● I can include transition words and phrases in my persuasive essay (CCSS.W.5.1.C).

Why am I learning this? ● A key skill in life is to be able to develop a strong argument. Understanding the skills of argumentation can help you to refine and effectively

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communicate your views of the world with others. Strong arguments can even persuade others to adopt similar views or to take certain actions. ● Transition words and phrases (e.g., first, next, last) help to organize your writing. This makes it easier to understand and more enjoyable to read.

Directions: You will write a persuasive essay in response to a prompt below about the two texts that you read. Follow the directions below to complete this task. 1. Your essay must include all the major persuasive elements. Before reading the prompt, review the four primary elements of a persuasive essay listed in Table 1. 2. In addition to the four elements, your essay must also include transition words and phrases. Examples of common transition words and phrases are listed below in Table 2. 3. Read the prompt. Underline what it is asking you to do. 4. Use the graphic organizer to plan your essay. 5. Write your essay on Microsoft Teams. 6. Use the revision checklist to evaluate the quality of your essay. Revise any parts that were not included or rated as a 4 (i.e., Excellent). 7. Submit your final essay on Microsoft Teams.

Table 1. Persuasive Elements. Element Description Example and Non-Examples

Topic The topic is what you are writing Example about (e.g., Organic foods are People are divided on whether children becoming more common). With should only eat organic foods. persuasive essays, your topic will be about a particular issue. Non-Example Breakfast is the most important meal.

Claim A claim is the author’s position, or Example view, on an issue. Children should only eat organic foods.

Non-Example I like to grow carrots.

Reasons Reasons support the author’s claim Example (e.g., We should only eat organic One reason is that organic foods hold foods because they hold the greater nutritional value than non-organic greatest nutritional value). foods.

Non-Examples I like eating organic foods.

Evidence Evidence helps to prove your Example

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reasons (e.g., In a research study In an article published in the journal that compared the nutritional value Science, scientists compared the of organic to non-organic foods, nutritional values of organic and non- organic foods were found to hold organic foods. Results from several greater nutritional value). statistical analyses revealed that on average, organic foods held greater nutritional value than non-organic foods.

Non-Examples I think that organic foods are healthier.

Reasoning Reasoning helps you explain why Example the evidence you chose helps This evidence proves that children support your claim. It should not should eat organic foods because they are repeat the evidence. It should healthier. explain how that evidence proves that your reason and claim are true.

Table 2. Transition Words and Phrases Section Transition Word/Phrase Examples

Beginning ● I think that …

Middle ● One reason is … ● Another reason is … ● The final reason is …

End ● In conclusion, …

Writing Prompt: The texts Wartime Restructuring and Pro/Con: How Much Defense Spending is Enough both discussed U.S. military spending. Based on the information presented in these two texts, do you think the U.S. should spend less, the same, or more than it is now on military spending? Write a persuasive essay arguing your position (i.e., claim).

Graphic Organizer - Persuasive Essay Outline

Introduction (Paragraph 1)

Topic

Claim

Reasons for Reason 1: Claim Reason 2:

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Reason 3:

Body Paragraph (Paragraph 2)

Reason 1

Evidence

Reasoning

Body Paragraph (Paragraph 3)

Reason 2

Evidence

Reasoning

Body Paragraph (Paragraph 4)

Reason 3

Evidence

Reasoning

Conclusion (Paragraph 5)

Restated Claim

Summary of Reasons

Final Thought

Please write your essay on TEAMS or on a separate sheet of paper.

Revision Checklist

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Directions: Use this revision checklist to evaluate the quality of your essay. Revise any parts that were not included or rated as a 3 (i.e., Excellent).

Scale: 3 = Excellent, 2 = Okay, 1 = Needs Work, 0 = Missing

Introduction Score

I started with a short summary of important background information as context for my readers.

I used the prompt to create my claim statement.

I have a summary of 3 reasons in the order of my body paragraphs.

I have a closing sentence. (All of these reasons show….)

Body Paragraph 1 Score

I started with a clear sentence about my reason #1 as a topic sentence.

I explain my reason in more detail.

I include text evidence to support my reason.

I provide reasoning to develop my reason. (use my own words, background knowledge)

I connect my reason back to my claim and explain how it helps answer the prompt.

Body Paragraph 2 Score

I started with a clear sentence about my reason #2 as a topic sentence.

I explain my reason in more detail.

I include text evidence to support my reason.

I provide reasoning to develop my reason. (use my own words, background knowledge)

I connect my reason back to my claim and explain how it helps answer the prompt.

Body Paragraph 3 Score

I started with a clear sentence about my reason #3 as a topic sentence.

I explain my reason in more detail.

I include text evidence to support my reason.

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I provide reasoning to develop my reason. (use my own words, background knowledge)

I connect my reason back to my claim and explain how it helps answer the prompt.

Conclusion Score

I started by restating my claim.

I have a summary of 3 reasons in the order of my body paragraphs.

I explain the importance of my reasons.

I have a closing sentence with a final thought

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Day 2 | Tuesday, April 28, 2020

Special Note: Over the next few days, you are going to be reading texts that discuss the discrimination that several groups experienced during World War II. In preparation for those texts, today you will read two fictional texts that discuss that discuss prejudice and how it can lead to discrimination.

ACTIVITY 1: READING

Directions: 1. Step 1: Before Reading. Preview the texts The Fox and the Lion (Text 1) and The Scholarship Jacket (Text 2). 2. Step 2: During Reading . Read the texts. 3. Step 3: After Reading. Answer questions about the texts.

Step 1: Before Reading

Learning Target: I can make a prediction about what I will learn from the texts.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the texts’ titles, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

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Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately (CCSS.RF.5.4) ● I can identify the meaning(s) of unknown words while reading (CCSS.RI.5.4)

Why am I learning this? ● Fluent reading is a critical first in reading comprehension. The best way to improve your fluency is by practicing reading complex texts. ● An expansive vocabulary is needed to understand the nuanced meanings in complex texts, and to express yourself clearly and precisely. Reading provides a unique opportunity to develop such vocabulary knowledge.

Text 1 The Fox and the Lion Source: Aesop

Aesop was a storyteller who lived in ancient Greece between 620 and 560 BCE. This story is part of his collection of tales known as “Aesop’s Fables,” which did not survive in writing but were passed down by people retelling them. They have deeply influenced children's literature and modern storytelling culture.

When a Fox who had never yet seen a Lion fell in with him by chance for the first time in the forest, he was so frightened that he nearly died with fear. On meeting him for the second time, he was still much alarmed, but not to the same extent as at first. On seeing him the third time, he so increased in boldness that he went up to him and commenced a familiar conversation with him. Acquaintance softens prejudices.

Text 2 The Scholarship Jacket Source: Marta Salinas

“The Scholarship Jacket” is one of the best-known stories by Mexican American author Marta Salinas. It describes a difficult situation that Marta, called “Martha” by her teacher, is faced with after she earns excellent grades in school. The small Texas school that I went to had a tradition carried out every year during the eighth- grade graduation: a beautiful gold and green jacket (the school colors) was awarded to the class valedictorian, the student who had maintained the highest grades for eight years. The scholarship jacket had a big gold S on the left front side and your name written in gold letters on the pocket. My oldest sister, Rosie, had won the jacket a few years back, and I fully expected to also. I was fourteen and in the eighth grade. I had been a straight A student since the first grade and this last year had looked forward very much to owning that jacket. My father was a farm laborer who couldn’t earn enough money to feed eight children, so when I was six I was given to my grandparents to raise. We couldn’t participate in sports at school because there were registration fees, uniform costs, and trips out of town; so, even though our family was quite agile and athletic there would never be a school sports jacket for us. This one, the scholarship jacket, was our only chance.

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In May, close to graduation, spring fever had struck as usual with a vengeance. No one paid any attention in class; instead we stared out the windows and at each other, wanting to speed up the last few weeks of school. I despaired every time I looked in the mirror. Pencil thin, not a curve anywhere. I was called “beanpole” and “string bean,” and I knew that’s what I looked like. A flat chest, no hips, and a brain; that’s what I had. That really wasn’t much for a fourteen-year-old to work with, I thought, as I absent-mindedly wandered from my history class to the gym. Another hour of sweating in basketball and displaying my toothpick legs was coming up. Then I remembered my P.E. shorts were still in a bag under my desk where I’d forgotten them. I had to walk all the way back and get them. Coach Thompson was a real bear if someone wasn’t dressed for P.E. She had said I was a good forward and even tried to talk Grandma into letting me join the team once. Of course Grandma said no. ●●● I was almost back at my classroom door when I heard voices raised in anger as if in some sort of argument. I stopped. I didn’t mean to eavesdrop, I just hesitated, not knowing what to do. I needed those shorts and I was going to be late, but I didn’t want to interrupt an argument between my teachers. I recognized the voices: Mr. Schmidt, my history teacher, and Mr. Boone, my math teacher. They seemed to be arguing about me. I couldn’t believe it. I still remember the feeling of shock that rooted me flat against the wall as if I were trying to blend in with the graffiti written there. “I refuse to do it! I don’t care who her father is, her grades don’t even begin to compare to Martha’s. I won’t lie or falsify records. Martha has a straight A-plus average and you know it.” That was Mr. Schmidt and he sounded very angry. Mr. Boone’s voice sounded calm and quiet. “Look. Joann’s father is not only on the Board, he owns the only store in town: we could say it was a close tie and—” The pounding in my ears drowned out the rest of the words, only a word here and there filtered through. “… Martha is Mexican … resign … won’t do it…” Mr. Schmidt came rushing out and luckily for me went down the opposite way toward the auditorium, so he didn’t see me. Shaking, I waited a few minutes and then went in and grabbed my bag and fled from the room. Mr. Boone looked up when I came in but didn’t say anything. To this day I don’t remember if I got in trouble in P.E. for being late or how I made it through the rest of the afternoon. I went home very sad and cried into my pillow that night so Grandmother wouldn’t hear me. It seemed a cruel coincidence that I had overheard that conversation. The next day when the principal called me into his office I knew what it would be about. He looked uncomfortable and unhappy. I decided I wasn’t going to make it any easier for him, so I looked him straight in the eyes. He looked away and fidgeted with the papers on his desk. “Martha,” he said, “there’s been a change in policy this year regarding the scholarship jacket. As you know, it has always been free.” He cleared his throat and continued. “This year the Board has decided to charge fifteen dollars, which still won’t cover the complete cost of the jacket.” I stared at him in shock, and a small sound of dismay escaped my throat. I hadn’t expected this. He still avoided looking in my eyes. “So if you are unable to pay the fifteen dollars for the jacket it will be given to the next one in line.” I didn’t need to ask who that was. Standing with all the dignity I could muster, I said, “I’ll speak to my grandfather about it, sir, and let you know tomorrow.” I cried on the walk home from the bus stop. The dirt road was a quarter mile from the highway, so by the time I got home, my eyes were red and puffy. “Where’s Grandpa?” I asked Grandma, looking down at the floor so she wouldn’t ask me why I’d been crying. She was sewing on a quilt as usual and didn’t look up. “I think he’s out back working in the bean field.” ●●● I went outside and looked out at the fields. There he was. I could see him walking between the rows, his body bent over the little plants, hoe in hand. I walked slowly out to him, trying to think how I could best ask him for the money. There was a cool breeze blowing and a sweet smell of mesquite fruit in the air, but I didn’t appreciate it. I kicked at a dirt clod. I wanted that jacket so much. It was more than

Literacy Distance Learning Packet III – Version A 17 just being a valedictorian and giving a little thank you speech for the jacket on graduation night. It represented eight years of hard work and expectation. I knew I had to be honest with Grandpa; it was my only chance. He saw my shadow and looked up. He waited for me to speak. I cleared my throat nervously and clasped my hands behind my back so he wouldn’t see them shaking. “Grandpa, I have a big favor to ask you,” I said in Spanish, the only language he knew. He still waited silently. I tried again. “Grandpa, this year the principal said the scholarship jacket is not going to be free. It’s going to cost fifteen dollars, and I have to take the money in tomorrow, otherwise it’ll be given to someone else.” The last words came out in an eager rush. Grandpa straightened up tiredly and leaned his chin on the hoe handle. He looked out over the field that was filled with the tiny green bean plants. I waited, desperately hoping he’d say I could have the money. He turned to me and asked quietly, “What does a scholarship jacket mean?” I answered quickly; maybe there was a chance. “It means you’ve earned it by having the highest grades for eight years and that’s why they’re giving it to you.” Too late I realized the significance of my words. Grandpa knew that I understood it was not a matter of money. It wasn’t that. He went back to hoeing the weeds that sprang up between the delicate little bean plants. It was a time-consuming job; sometimes the small shoots were right next to each other. Finally he spoke again as I turned to leave, crying. “Then if you pay for it, Marta, it’s not a scholarship jacket, is it? Tell your principal I will not pay the fifteen dollars.” I walked back to the house and locked myself in the bathroom for a long time. I was angry with Grandfather even though I knew he was right, and I was angry with the Board, whoever they were. Why did they have to change the rules just when it was my turn to win the jacket? Those were the days of belief and innocence. ●●● It was a very sad and withdrawn girl who dragged into the principal’s office the next day. This time he did look me in the eyes. “What did your grandfather say?” I sat very straight in my chair. “He said to tell you he won’t pay the fifteen dollars.” The principal muttered something I couldn’t understand under his breath and walked over to the window. He stood looking out at something outside. He looked bigger than usual when he stood up; he was a tall, gaunt man with gray hair, and I watched the back of his head while I waited for him to speak. “Why?” he finally asked. “Your grandfather has the money. He owns a two-hundred acre ranch.” I looked at him, forcing my eyes to stay dry. “I know, sir, but he said if I had to pay for it, then it wouldn’t be a scholarship jacket.” I stood up to leave. “I guess you’ll just have to give it to Joann.” I hadn’t meant to say that, it had just slipped out. I was almost to the door when he stopped me. “Martha—wait.” I turned and looked at him, waiting. What did he want now? I could feel my heart pounding loudly in my chest and see my blouse fluttering where my breasts should have been. Something bitter and vile tasting was coming up in my mouth; I was afraid I was going to be sick. I didn’t need any sympathy speeches. He sighed loudly and went back to his big desk. He watched me, biting his lip. “Okay. We’ll make an exception in your case. I’ll tell the Board, you’ll get your jacket.” I could hardly believe my ears. I spoke in a trembling rush. “Oh, thank you, sir!” Suddenly I felt great. I didn’t know about adrenaline in those days, but I knew something was pumping through me, making me feel as tall as the sky. I wanted to yell, jump, run the mile, do something. I ran out so I could cry in the hall where there was no one to see me. At the end of the day, Mr. Schmidt winked at me and said, “I hear you’re getting the scholarship jacket this year.” His face looked as happy and innocent as a baby’s, but I knew better. Without answering I gave him a quick hug and ran to the bus. I cried on the walk home again, but this time because I was so

Literacy Distance Learning Packet III – Version A 18 happy. I couldn’t wait to tell Grandpa and ran straight to the field. I joined him in the row where he was working, and without saying anything I crouched down and started pulling up the weeds with my hands. Grandpa worked alongside me for a few minutes, and he didn’t ask what had happened. After I had a little pile of weeds between the rows, I stood up and faced him. “The principal said he’s making an exception for me, Grandpa, and I’m getting the jacket after all. That’s after I told him what you said.” Grandpa didn’t say anything; he just gave me a pat on the shoulder and a smile. He pulled out the crumpled red handkerchief that he always carried in his back pocket and wiped the sweat off his forehead. “Better go see if your grandmother needs any help with supper.” I gave him a big grin. He didn’t fool me. I skipped and ran back to the house whistling some silly tune.

Step 3: After Reading

Learning Targets: ● I can cite text evidence to answer questions (CCSS.W.5.9)

Why am I learning this? ● Claims are strengthened when they are supported by evidence. Learning how to cite evidence from texts will help you to create stronger and more effective arguments.

As a reminder, the theme of a story is the lesson that the character learns or how the character changes. Use the texts Fox and Lion and The Scholarship Jacket to answer the following questions.

1.) What is the main idea of the text Fox and Lion?

______

2.) What lesson did the character Fox learn in the text Fox and Lion?

______

3.) What is the theme in the text Fox and Lion?

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______

4.) What is the main idea of the text The Scholarship Jacket?

______

5.) What did the character Marta learn in the text The Scholarship Jacket?

______

6.) What is the theme in the text The Scholarship Jacket?

______

Day 3 | Wednesday, April 29, 2020

ACTIVITY 1: READING

Directions: 1. Step 1: Before Reading. Preview the texts Persecution and Service: Japanese Americans During the War (Text 1) and In California, Visitors Travel to Japanese- American Wartime Camp (Text 2). 2. Step 2: During Reading . Read the texts. 3. Step 3: After Reading. Answer a question about the texts.

Step 1: Before Reading

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Learning Target: I can make a prediction about what I will learn from the texts.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the texts’ titles, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately (CCSS.RF.5.4) ● I can identify the meaning(s) of unknown words while reading (CCSS.RI.5.4).

Text 1 Persecution and Service: Japanese Americans During the War How were Japanese Americans treated during the war? Source: Discovery Education Textbook

1939 1940 1941 1942 1943 1944 1945 1946

Following Japan’s attack on Pearl Harbor in December 1941, many Americans lived in fear of a Japanese invasion of the West Coast of the United States. Stoked by the government’s anti-Japanese

Literacy Distance Learning Packet III – Version A 21 propaganda campaign, these fears were often directed toward Japanese immigrants and Japanese Americans who lived in western states. Many of these people had been born in the United States and only knew of Japan through their parents’ stories. In February 1942, President Roosevelt signed Executive Order 9066. This action ordered all first- and second-generation Japanese Americans to be relocated and detained in internment camps. Japanese Americans were given one week to sell their property or abandon it before they were transported to temporary holding quarters. They were only allowed to bring possessions they could carry. Placed in temporary housing far from the coast, families were forced to live in small rooms, often without doors. Some of the structures were cleaned-out stables that offered little privacy. Ordinary Japanese American families were trapped behind barbed wire and guarded at all times. New government rules also targeted Americans of German and Italian descent. It allowed the government to exclude people of German, Italian, or Japanese descent from military areas. About 11,000 German residents were arrested under the order, and more than 5,000 were interned, or held in detention. Similarly, about 3,200 Italian residents were arrested and 500 interned. Most of the actions taken under this law, however, targeted Japanese Americans. Approximately 122,000 Japanese Americans, including almost 70,000 American citizens, were forced to move to relocation centers in sparsely populated areas such as Manzanar, California, and Heart Mountain, Wyoming. Because Italy and Germany were part of the Axis powers, Americans of Italian and German descent were also targets of Executive Order 9066. Within the first week of the order, the Immigration and Naturalization Service held a total of about 3,000 German Americans, Italian Americans, and Japanese Americans in custody primarily due to nothing but their ancestry. Throughout the course of the war, around 11,000 German Americans were detained as “enemies.” However many were released and thus only about 5,000 or 6,000 were kept in internment camps. Japanese Americans fared much worse. Around 120,000 U.S. residents of Japanese ancestry were incarcerated in internment camps. Half of the internment camp population was children. Because of their ancestry, Japanese Americans were accused of being spies and often asked to prove their loyalty to the United States. Japanese Americans who remained in their homes were arrested. Toyosaburo Korematsu, also known as Fred Korematsu, was a 23-year-old welder who had been fired from his job at a naval shipyard because of his Japanese ancestry. When the order to leave for the camps was given, Korematsu disobeyed. He submitted to plastic surgery to change his facial appearance and changed his name. Still, he was stopped on the streets by police and arrested for violating the president’s order. Korematsu brought his case to the U.S. Supreme Court, claiming that Executive Order 9066 violated his Fifth Amendment rights. The Fifth Amendment protects citizens against the government stripping life, liberty, or property without due process of law. At the conclusion of the case of Korematsu v. U.S., the Supreme Court sided with the government.The court accepted the government’s claims that its motive was to protect national security and that its action was not based on race discrimination. While the Supreme Court’s decision in Korematsu v. U.S. upheld Japanese internment, it also noted that any legal restrictions on the civil rights of a single racial group were questionable. Interned Japanese Americans sometimes were eligible to enlist in special U.S. army units established for Japanese Americans. These units fought mainly in Europe. Other Japanese Americans provided vital translation support for military intelligence operations. Technical Sergeant Shinyei Matayoshi enlisted at age 19 and served in the U.S. Army while his father was held at an internment camp in New Mexico. During a 2011 ceremony, when he received the Distinguished Service Cross—

Literacy Distance Learning Packet III – Version A 22 the nation’s second-highest military honor for valor—Matayoshi said his father told him after his internment to make America proud. The army gave Matayoshi the award for his combat service in Italy in 1945. Many Japanese Americans received awards for their service, and even more died on the battlefield. In 1980, the U.S. government began investigating the treatment of Japanese Americans at the camps. Eight years later, Congress passed the Civil Liberties Act and issued an apology to all Japanese Americans. Reparations in the amount of $20,000 were provided to surviving families. An education fund was also created to inform the public about the camps and prevent similar incidents in the future.

Text 2 In California, Visitors travel to Japanese-American Wartime Camp Source: Los Angeles Times, adapted by Newsela staff 5/1/2019

Masako Miki is from Japan. She came to the California desert on April 27. With others, she remembered the imprisonment of Japanese-Americans during World War II. Nine years ago, Miki learned that 120,000 Japanese Americans were forced from their West Coast homes after Japan's attack on Pearl Harbor in Hawaii in 1941. Two-thirds of them were U.S. citizens. They were held at Manzanar and nine other camps during World War II. "As a human being, I feel responsible to learn history and not repeat it," Miki said.

Annual Visit Turns 50 More than 2,000 people traveled to Manzanar on April 27. People have been visiting Manzanar each year for 50 years. It is the first and best-known wartime camp. Pilgrims include a growing number of Japanese like Miki. During the afternoon, speakers from many groups connected the event to their communities. The groups had all been treated unfairly due to their race or religion.

Bruce Embrey is the son of Sue Kunitomi Embrey. She was one of the first Manzanar survivors to talk about the experience. He urged people to be on guard against the rise of wrong and hateful beliefs. Embrey also warned against President Donald Trump's harmful speeches about migrants and the unfair treatment of people at the border. "Manzanar should not just be a symbol of what is wrong with our nation," said Embrey. He said Manzanar should also represent democracy and civil rights. Everyone deserves justice no matter where they come from.

Mistreatment Because of Race or Religion Nihad Awad helped start the Council on American-Islamic Relations. It is a Muslim civil rights group. He told the crowd that he taught his children about the Japanese-American wartime camps. After the terrorist attacks on September 11, 2001, his daughter became afraid. She packed a bag. She thought that government agents would take her family away the same way they incarcerated Japanese Americans. "An attack on one community is an attack on all of us," Awad said.

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Gwen Humphries and Elizabeth Walker went to Manzanar for the first time. They believed it was important to visit the site now. Hate crimes are on the rise, and people are being mistreated because of their race and religion. Tomochika Uyama represents Japan in San Francisco. At Manzanar, he offered greetings and appreciation in both English and Japanese. Traci Kato-Kiriyama helped organize the event at Manzanar. She was glad to hear Japanese spoken. Her family turned away from the language after the painful experience of the prison camps. Many Japanese-American families distanced themselves from their Japanese culture after Pearl Harbor.

A President's Command After Pearl Harbor, FBI agents arrested people without proof of wrongdoing. In 1942, President Franklin D. Roosevelt issued Executive Order 9066. The order put Japanese-Americans in prison because of their ethnic background. Government officials also made the prisoners show their loyalty. They had to choose between Japan and America. Susan Kamei teaches history at the University of Southern California. She said the treatment of Japanese-Americans led to "hyperassimilation." Many Japanese-Americans let go of traditional Japanese activities. They just wanted to fit in. Now, the two communities are repairing those connections. Nearly 80 representatives of leading Japanese companies visited Manzanar on April 27. Shimpei Ishii helps run the Japan Foundation. He marveled at photos of Japanese workers who had turned the desert into fields of vegetables and flowers. At the end of the day, people carried banners for each of the 10 camps. They led a parade to the old graveyard, where leaders of different religions offered blessings, chants and prayers. Afterward, Muslims rolled out rugs for afternoon prayers. Pilgrims laid flowers around the central monument.

Remembering the Experience From his tent, Noburo Kamibayashi, age 89, watched the ceremony. He had been in prison at Manzanar. He was only 11 years old when Japan bombed Pearl Harbor. He recalls being shunned and hearing hateful language at school. He remembers packing up his marbles and leaving behind his bicycle and his dog, Poochie. At Manzanar, he recalls the blazing sun, the choking dust and fierce windstorms. Kamibayashi, though, said he tries to look forward. He doesn't try to hold onto the past.

Step 3: After Reading

Directions: The texts that you just read, Persecution and Service: Japanese Americans During the War and In California, Visitors Travel to Japanese-American Wartime Camp, both discussed Japanese internment during World War II. Do you think it is important to learn about our country’s history even if it is painful? Cite evidence from the text to support your claim and reasons.

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______

Day 4 | Thursday, April 30, 2020 ACTIVITY 1: READING

Directions: Step 1: Before Reading. Preview the texts D-Day (Text 1) and African Americans and the War (Text 1) and Mexian Americans and the War (Text 2). Step 2: During Reading. a. Preview the texts. b. Complete the learning log Text 1. Step 3: After Reading. Answer questions about Text 2.

Step 1: Before Reading

Learning Target: I can make a prediction about what I will learn from the texts.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the texts’ titles, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

Step 2: During Reading

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Learning Targets: ● I can read fifth-grade level texts quickly and accurately (CCSS.RF.5.4). ● I can identify the meaning(s) of unknown words while reading (CCSS.RI.5.4).

Text 1 African Americans and the War How did the war affect African Americans? Source: Discovery Education Textbook

1939 1940 1941 1942 1943 1944 1945 1946

Introduction With the rise in patriotism after Pearl Harbor, many Americans felt it was their duty to enlist in the armed forces. While white men traditionally formed the majority of the military, many African Americans, Mexican Americans, and Japanese Americans also enlisted. The military often segregated troops according to race, and minority units generally did not serve alongside white soldiers. Several African American units were recognized for making significant contributions to the war effort. For those who did not enter the military, new workforce opportunities opened up as the country’s wartime production expanded. The total number of manufacturing jobs increased to supply airplanes, vehicles, weapons, ammunition, and other military equipment. Minorities were given jobs that had been previously closed to them, but often were paid less than a white man doing the same job.

African Americans in the Services Through World War II, the U.S. military continued to practice segregation and discrimination. In the vast majority of cases, African Americans could serve in African American units only, although frequently their commanding officers were white. Numerous plans for reducing segregation were discussed and hotly disputed, but little was changed. Many African Americans did serve during the war, for example: ● In January 1941, the U.S. Army created its first armored battalion of African American soldiers. An armored unit is one with tanks. ● The first Army Air Corps unit of African Americans was formed in July 1941. This was the first time African Americans were allowed to serve as pilots. The unit was called the Tuskegee

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Airmen because its members trained in Tuskegee, Alabama. The 926 men of the Tuskegee Airmen also included navigators, bombardiers, airplane mechanics, and flight instructors. ● Della Raney became the first African American military nurse to become an officer. She was promoted to lieutenant in the Army Nurse Corps. ● The 6888th Central Postal Directory Battalion was the only all-African American

● Women’s Army Corps unit to serve overseas in World War II.

Seven African Americans were awarded the congressional Medal of Honor, the country’s highest military honor, for extraordinary heroism against an armed enemy. One of these was Army First Lieutenant John R. Fox, of Indiana. Fighting in Italy, Fox volunteered to remain in an observation post in a town that was being overrun by the Germans. After the rest of his company left the town, Fox used his position to direct artillery fire at the enemy. Gradually, the enemy, and the artillery fire, moved closer to his outpost. When Fox directed the shelling straight at himself, he insisted that his colleagues fire. His body was recovered in the wreckage of his lookout post, along with about 100 enemy dead. Although Fox and other African Americans earned the Medal of Honor, the medals were not awarded until 1997. The Army, Congress, and the president made an effort to address a “racial disparity” in recognizing African Americans’ achievements and heroism.

African Americans Fight Discrimination at Home African American leaders hoped that, during wartime, members of their communities might be able to contribute to the nation and also make economic gains. Many African American leaders supported a “Double V” campaign during World War II. The two “Vs” stood for victory against the Axis Powers abroad and victory against racial discrimination on the home front. African Americans were risking their lives on the battlefield but did not have full citizenship rights at home. In the opinion of many Americans, something had to change. A. Philip Randolph was one African American leader who spearheaded the Double V campaign on the home front. Randolph was a civil rights activist who worked to organize African American workers into unions in the 1920s and 1930s. He built one of the first African American labor unions and helped African Americans workers win a government contract to work for a major railroad company. His organization, called the Congress of Industrial Organizations (CIO), fought against discrimination and worked to get federal and industrial contracts for African Americans. During World War II, Randolph worked to increase opportunities for African American workers and reduce discrimination against African Americans in the workplace and the military. Randolph’s ability to organize people into action caught President Roosevelt’s attention. In 1941, Randolph planned to lead a massive protest march of African Americans on Washington, DC. Roosevelt asked Randolph to cancel the march, which he thought would be disruptive. To address some of Randolph’s concerns, Roosevelt responded by creating the Fair Employment Practices Commission. This agency aimed to end discrimination against African Americans in the workforce, including government positions and in defense-related industries. Although the Fair Employment Practices Commission did not end racial discrimination in the workplace, it did inspire many African Americans to continue pushing for equality at home. Organizations such as the Congress of Racial Equality (CORE) were established to end discriminatory practices. CORE, founded in 1942, adopted a nonviolent approach to fighting against discrimination. For example, CORE members held a sit-in in a Chicago coffee shop to protest racial segregation. The efforts of A. Philip Randolph and groups such as CORE helped set the stage for the civil rights movement that was to come in the 1950s and 1960s. Learning Log

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Directions: Complete each of the following sections. ● Clunks. Clunks are words or phrases that you do not understand. Write down any clunks that you encounter while reading. For each clunk, use a strategy to determine its meaning. ● Gists. A gist is a summary of the most important information. Write down the gist of each section within the text. ● Keywords. Keywords are important for understanding the central concepts within a text. Write down any keywords that you encounter while reading. For each, write down the section(s) in which it appears. ● Summary. Summaries include only the most important information. Provide a summary of the text. ● Questions. Write down at least one question that you have about the information presented in this text.

Title of Text: African Americans and the War Gist for Section 1 (Introduction): Keywords:

______

Gist for Section 2 (African Americans in the Services):

______Clunks: ______

Gist for Section 3 (African Americans Fight Discrimination at Home): ______

______

Summary (Main Idea): ______

______

Questions: ______

______

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T ext 2 Mexican Americans and the War How were Mexican Americans’ experiences shaped by war? Source: Discovery Education Textbook

1939 1940 1941 1942 1943 1944 1945 1946

About half a million Hispanics served in the military during World War II. There was no official army discrimination policy against Mexican Americans, and they were not segregated into distinct units. However, many in the military service did experience discrimination on an individual level, as they did in civilian life. The 158th Infantry became known as the Bushmasters. This was an Arizona National Guard unit made up of mostly Mexican Americans and Native Americans from more than 20 nations. The unit fought in the South Pacific during World War II. It was one of the few groups to complete the battle-filled journey from Australia to Japan. Eleven Mexican American soldiers were awarded the Medal of Honor. One was army Staff Sergeant Lucian Adams of Port Arthur, Texas, who served in the 30th Infantry in France. Leading his company, he borrowed an automatic rifle from one of his men and made a lone assault on a German force. The enemy force was spread through the woods and included three machine guns as well as grenade launchers. Without any cover except scattered trees, facing machine-gun fire and grenades, Adams moved through the woods and killed nine German soldiers, knocked out all three machine guns, and cleared the way for his company to complete its mission.

Mexican Americans on the Home Front On the home front, U.S agricultural producers argued that the employment demands of the military industrial plants left too few workers to harvest the country’s fruits and vegetables. President Roosevelt responded with an executive order creating the bracero program. Beginning in 1942, this program brought millions of Mexicans to the United States as temporary guest workers. Mexican Americans were caught in the middle. Because of their Mexican heritage, they encountered a hostile culture, as white farmers viewed them as a threat to their jobs and way of life. However, Mexican Americans’ jobs and wages were also being undercut by the braceros. Employers were supposed to hire braceros only for specified jobs that the government had certified to suffer from a labor shortage. The law also prohibited employers from using braceros as strikebreakers. In practice, these rules were often ignored by employers and were not enforced by the government. Between the 1940s and mid-1950s, farm wages dropped sharply compared to manufacturing wages. Even though there was no shortage of jobs during the war years, the memory of hard times during the Great Depression was still fresh. In 1943, tensions escalated in Los Angeles, California, when sailors on leave attacked a group of Mexican American boys. Retaliation led to a week of rioting, known as the Zoot Suit Riots, because of the style of dress many Mexican Americans favored. Racism was blamed as the central cause. The military was criticized by the Mexican government, but Los Angeles officials blamed the Mexican youths.

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America’s minorities contributed greatly to military advances, as well as life on the home front during World War II. In defense factories, minority groups received training and took on new types of skilled jobs, but still faced discrimination and violence.

Step 3: After Reading

Directions: Use the text Mexican Americans and the War to answer the questions below.

Learning Targets: ● I can cite text evidence to answer questions (CCSS.W.5.9)

Why am I learning this? ● Claims are strengthened when they are supported by evidence. Learning how to cite evidence from texts will help you to create stronger and more effective arguments.

1.) What were two major contributions made by Mexican Americans to the war effort?

______

2.) Explain two ways that Mexican Americans experienced discrimination during World War II.

______

Day 5 | Friday, May 1, 2020

ACTIVITY 1: READING

Directions: 1. Step 1: Before Reading. Preview the text Army Code Talkers. 2. Step 2: During Reading . Read the text Army Code Talkers. 3. Step 3: After Reading. Compare the texts African Americans and the War, Mexican Americans and the War, and Army Code Talkers.

Step 1: Before Reading

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Learning Target: I can make a prediction about what I will learn from the texts.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the text’s title, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately (CCSS.RF.5.4). ● I can identify the meaning(s) of unknown words while reading (CCSS.RI.5.4).

Army Code Talkers Source: Unknown

1939 1940 1941 1942 1943 1944 1945 1946

In the late 19th and mid-20th centuries, boarding schools were established to house American Indian children with the intent of erasing their heritage and identities. This included their native languages. During World War I, however, the United States realized

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that they would need American Indian languages to win the war.

Napoleon once said, “the secret of war lies in the communications.” If he were around today, he might have revised it to “secure communications.” During World Wars I and II, the military needed a quick and reliable means of protecting its radio, telephone, and telegraphic messages from enemy intelligence. American Indian tribes had their own languages and dialects that few outside the tribes understood, and many of their languages were not even written down. Their languages were ideal for the task at hand and fortunately, a large number of American Indians had joined the armed forces.

World War I In France during World War I, the 142nd Infantry Regiment, 36th Division, had a company of Indians who spoke 26 languages and dialects. Two officers were selected to supervise a communications system staffed by 18 Choctaw individuals. The team transmitted messages relating to troop movements and their own tactical plans in their native tongue. Soldiers from other tribes, including the Cheyenne, Comanche, Cherokee, Osage, and Yankton Sioux also were enlisted to communicate as code talkers. Previous to their arrival in France, the Germans had broken every American code used, resulting in the deaths of many soldiers. However, the Germans never broke the American Indians’ “code,” and these soldiers became affectionately known as “code talkers.”

World War II During World War II, the Army used American Indians in its signal communications operations in both the European and Pacific theaters of operations. Student code talkers were instructed in basic military communications techniques. The code talkers then developed their own words for military terms that never existed in their own native tongue. For instance, the word for “colonel” was translated to “silver eagle,” “fighter plane” became “hummingbird,” “minesweeper” became “beaver,” “half-track” became “race track,” and “pyrotechnic” became “fancy fire.” The Army and Marine Corps used a group of 24 Navajo code talkers in the Pacific Theater, who fought in the many bloody island campaigns. In North Africa, eight soldiers from the Meskwaki tribe in Iowa served as code talkers in the 168th Infantry Regiment, 34th Division. In Europe, the 4th Signal Company, 4th Infantry Division, was assigned 17 Comanche code talkers. From the D-Day landings at Normandy in June 1944, to the liberation of Paris and the Battle of the Bulge, they kept the lines of communications secure. Soldiers from other tribes, including the Kiowa, Winnebago, Chippewa, Creek, Seminole, Hopi, Lakota, Dakota, Menominee, Oneida, Pawnee, Sac, Fox, and Choctaw served during the war. Some were killed and wounded, and at least one was taken prisoner. As a testament to their commitment and strength, the enemy was never able to break the code talkers’ communications. Many of the code talkers continued in their military careers, serving during the Korean and Vietnam wars.

Belated Recognition For many years, the code talkers’ work remained classified. Then on June 18, 2002, Congress passed the Code Talkers Recognition Act to recognize the important part that these soldiers played in “performing highly successful communications operations of a unique type that greatly assisted in saving countless lives and in hastening the end of World War I and World War II.” The act further states that the code talkers operated “under some of the heaviest combat action... around the clock to provide information... such as the location of enemy troops and the number of enemy guns.” Congress recognized the remarkableness of the code talkers’ achievements, despite societal discrimination against them. The act states that at “...a time when American Indians were discouraged

Literacy Distance Learning Packet III – Version A 32 from practicing their native culture, a few brave men used their cultural heritage, their language, to help change the course of history.”

Step 3: After Reading

Learning Targets: ● I can cite text evidence to answer questions (CCSS.W.5.9).

Why am I learning this? ● Claims are strengthened when they are supported by evidence. Learning how to cite evidence from texts will help you to create stronger and more effective arguments.

Directions: Over the past two days, you have read texts about the experiences of African Americans, Mexican American, and Native Americans during World War II. In the table below, compare and contrast these experiences. For each group, identify examples of patriotic contributions, new opportunities, and obstacles.

Group Patriotic New Opportunities Obstacles Contributions

African Americans

Mexican Americans

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Native Americans

Bonus: Complete for Japanese Americans.

Patriotic Contributions New Opportunities Obstacles

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Day 6 | Monday, May 4, 2020

ACTIVITY 1: READING

Directions: 1. Step 1: Before Reading. Preview the texts Aftermath of World War II (Text 1) and Two Superpowers Emerge (Text 2). 2. Step 2: During Reading . a. Read the texts. b. Complete learning log for Text 1. 3. Step 3: After Reading. Answer questions about Text 2.

Step 1: Before Reading

Learning Target: I can make a prediction about what I will learn from the texts.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the texts’ titles, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately (CCSS.5.4). ● I can identify the meaning(s) of unknown words while reading (CCSS.RI.5.4).

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complex texts, and to express yourself clearly and precisely. Reading provides a unique opportunity to develop such vocabulary knowledge.

Text 1 Aftermath of World War II How did the costs of World War II differ among nations? Source: Discovery Textbook

1939 1940 1941 1942 1943 1944 1945 1946

Introduction In 1943, leaders of the three key Allied Powers met for discussions at Yalta, a resort town on the Black Sea coast in southern Ukraine. The Allies had achieved success in North Africa. They were gaining ground in the Pacific. The war in eastern Europe appeared to have turned in their favor. In addition, they were preparing for a massive invasion of western Europe in less than six months. This invasion would bring hundreds of thousands of fresh U.S. troops to push back the exhausted German Wehrmacht, or armed forces. Now, at Yalta, the leaders would make plans for the next phase of the war and after. As U.S. President Franklin D. Roosevelt, UK Prime Minister Winston Churchill, and Soviet Premier Joseph Stalin prepared for the Yalta Conference, what do you think they thought about? What did each hope to achieve from the conference? What long-term plans did each have for his country? What role did each expect to play in the postwar world?

Costs of World War II More than 400,000 U.S. soldiers were killed and more than 670,000 were wounded during World War II. The United States also lost over 1,000 civilians. While these losses were devastating, they were small compared to the losses suffered by many of the other nations involved in the war. The United States did not enter the fighting in Europe until close to two and a half years after Germany invaded Poland. Unlike Europe and Japan, the United States was not a theater of war. As a result, it suffered minimal damage to its infrastructure—its framework of basic systems such as water, power, transportation, and communication. In contrast to land in the United States, the physical terrain of Europe and Japan was ravaged. Germany’s cities, factories, railroads, bridges, ports, and airfields were extensively bombed by the Allies. Much of the country was in ruin. Poland’s capital since 1596, Warsaw, was reduced to rubble; about 90 percent of the buildings in the city were destroyed. The Japanese industrial city of Hiroshima was obliterated by the atomic bomb. For most countries involved, the loss of human life as a result of the war was even more devastating. Germany had about 5.5 million soldiers killed and over 1 million civilian deaths. China lost about 3 million and Japan each lost more than 2 million people in combat.

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The Soviet Union endured the greatest losses, by far, of any country. Between 8 and 10.7 million Soviet soldiers and approximately 12 million Soviet civilians were killed during World War II. That includes the roughly three million Red Army soldiers captured as prisoners of war on the Eastern Front and then executed by the Nazis. Vast areas in the Soviet Union were completely destroyed. The Germans and the Soviets bombed and destroyed roads, railroads, and airports throughout the western portions of the country. The city of Stalingrad, for instance, was almost completely reduced to rubble. Its population was reduced from 850,000 in 1942 to 1,500 in 1945. Besides the tremendous economic and human losses, former world powers, both Axis and Allied, began to lose their power on the global stage. The colonies in Asia, Africa, and the Middle East began fighting for independence. In the 1940s, India, Pakistan, Lebanon, Indonesia, the Philippines, Australia, and New Zealand broke free from colonial rule. Ghana and Malaysia won independence from the United Kingdom in the 1950s. Seventeen nations in sub-Saharan Africa gained independence from European powers in 1960. The United Kingdom, France, Italy, Japan, and Germany went from being empires to nation-states. They could no longer rely on colonies for inexpensive labor and natural resources. Global power after World War II would be different.

Learning Log

Title of Text: Aftermath of World War II Gist for Section 1 (Introduction): Keywords:

______

Gist for Section 2 (The Costs of World War II): Clunks:

______

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Summary (Main Idea): ______

______

Questions: ______

______

Text 2 Two Superpowers Emerge Why did the Soviet Union and the United States emerge as the most powerful nations in the world? Source: Discovery Textbook

As you have read, the United States did not suffer nearly as much damage in World War II as the other world powers. Consequently, the United States emerged from the war as the most powerful country in the world, politically and economically. Its armed forces had shown their power, and its industries at home were booming. It also had a weapon that no other nation could match: the atomic bomb. The Soviet Union was also strong. Even though Soviet human losses were enormous, Soviet industrial facilities were largely spared because they were so distant from where the fighting was. The Soviet military, though battered, had also proven its strength in the long war. Because of their very different experiences and interests, the United States and the Soviet Union had very different goals after the war. The United States was focused on continuing its prosperity by transitioning to a peacetime economy. The manufacture of military equipment and weapons had helped to pull the United States out of the Great Depression. After the war, the U.S. economy could continue to thrive only if military manufacturing facilities could be converted to producing peacetime goods or if the United States continued to supply military goods to countries around the world. The Soviet government’s top priority was to help the country recover from the devastation caused by the war. The Soviet Union also had military goals for the postwar period. Its main goal was to prevent further attacks such as the ones Germany had inflicted on the Soviet Union in each of the two World Wars. To this end, the Soviets would attempt to solidify control of countries in eastern Europe. This would create a protective zone between the Soviet Union and the Allied-controlled countries. Despite the heavy losses the Soviets had endured, they also wanted to ensure their status as a leading military power.

Step 3: After Reading

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Learning Targets: ● I can summarize information from a text (CCSS.W.5.8). ● I can cite text evidence to answer questions (CCSS.W.5.9).

Why am I learning this? ● Information from texts is best remembered when it is summarized. Learning how to summarize, then, will help you to better learn from texts. ● Claims are strengthened when they are supported by evidence. Learning how to cite evidence from texts will help you to create stronger and more effective arguments.

Directions: Use the text Two Superpowers Emerge (Text 2) to answer the questions below.

1.) Which two countries remained powerful after the war? Why did they remain powerful?

______

2.) What was the United States’ goal after the war?

______

3.) What was the Soviet Union’s top priority after the war?’

______

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Day 7 | Tuesday, May 5, 2020

ACTIVITY 1: READING

Directions: 1. Step 1: Before Reading. Preview the texts Demobilization (Text 1) and The United States Faces Domestic Challenges (Text 2). 2. Step 2: During Reading . a. Read the texts. b. Complete learning log for Text 1. 3. Step 3: After Reading. Answer questions about Text 2.

Step 1: Before Reading

Learning Target: I can make a prediction about what I will learn from the texts.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the texts’ titles, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately (CCSS.RF.5.4). ● I can identify the meaning(s) of unknown words while reading (CCSS.RI.5.4).

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Text 1 Demobilization How did the U.S. population adjust to the end of the war? Source: Discovery Techbook

Demobilization means releasing armed forces from active duty and sending them home. At the end of the war, the U.S. military consisted of 12 million soldiers. The government wanted to greatly reduce this force to about 1.5 million. However, the Truman administration feared that a rapid demobilization would cause former soldiers to flood the American job market and thereby cause widespread unemployment. Officials also wanted to be sure that the country’s troop strength remained sufficient for its increased responsibilities around the world. Both the American public and members of the military demanded a quicker release of soldiers. Many Americans returned to favoring the country’s isolation from the world’s problems. They also wanted to have their families back together and their lives back to normal. In January of 1946, U.S. soldiers stationed overseas conducted large protests, demanding to be sent home. After the war, the U.S. Army downsized rapidly. By December 1945, the Army had cut its troops in half, from eight million to four million. By June 1947, the army was down to less than 1 million, and total U.S. military forces had been reduced to about 1.5 million. The demand for rapid demobilization led U.S. military leaders to put more reliance on nuclear missiles as the nation’s primary defense. Contrary to the administration’s fears, the huge number of former soldiers returning to their homes did not harm the economy. The increase in manufacturing had created millions of new jobs, many of which were filled by veterans. Congress also passed the Serviceman’s Readjustment Act, or G.I. Bill of Rights. This law provided loans and educational funding to veterans and eased their transition to civilian life. From 1944 to 1956, the G.I. Bill gave more than eight million veterans $14.5 million for education and training. The number of degrees awarded annually by U.S. colleges and universities more than doubled.

Learning Log

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Title of Text: Demobilization Gist Keywords:

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______Clunks:

Summary (Main Idea): ______

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Questions: ______

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Text 2 The United States Faces Domestic Challenges What domestic challenges did the United States face after World War II? Source: Discovery Techbook

On April 12, 1945, President Franklin D. Roosevelt died suddenly from a brain hemorrhage. Roosevelt had led the nation for over 12 years. He had brought the country out of the Depression and to the cusp of victory in World War II. His death shocked Americans and people throughout the world. Just two hours after learning of FDR’s death, Vice President Harry S. Truman took the oath of office and became the 33rd U.S. president. At the time, the United States and its Allies were on the verge of winning World War II. Germany surrendered less than a month later, on May 7. In August, the United States dropped two atomic bombs on Japan and Japan surrendered on September 2, 1945. The mood in the United States was ecstatic as Americans celebrated victory and the end of a long and terrible conflict.

The Postwar Economy The Truman administration realized that the United States faced challenges as it prepared for peace. During the war, the increase of U.S. manufacturing of war materials had helped to pull the nation out of the Depression. Truman wanted to continue this economic upswing but realized that manufacturers no longer needed to produce huge amounts of tanks, weapons, and bombers. As a result, the government canceled war contracts with businesses and sold weapons factories to private parties. While the need for military equipment decreased, the demand for consumer goods increased. The return of U.S. soldiers and an increasing population created demand for many goods and services such as reasonably priced housing for families. In response, U.S. manufacturers quickly retooled from war to peace production and began to produce high volumes of consumer goods.

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New mass-construction methods provided housing for millions of people. For example, companies began to use prefabrication, or “pre-making,” to construct houses. Prefabrication involves building sections of a structure first, transporting the sections to the site, and then assembling the sections into a complete building. In addition, new industries developed, such as frozen foods, plastics, and electronics. It took some time for new products to appear for sale. In the meantime, prices soared. During the war, the U.S. government had enforced strict price controls on goods, but now that the conflict was over, Congress removed the controls. Immediately, inflation set in, and producers and retailers began to raise prices to catch up. In 1946, for example, the overall inflation rate exceeded 18 percent. When wages failed to keep up with these price hikes, many American workers went on strike.

Step 3: After Reading

Directions: Use the text The United States Faces Domestic Challenges to answer the questions below.

Learning Targets: ● I can cite text evidence to answer questions (CCSS.W.5.9)

Why am I learning this? ● Claims are strengthened when they are supported by evidence. Learning how to cite evidence from texts will help you to create stronger and more effective arguments.

1.) What were two of President Franklin D. Roosevelt’s accomplishments during WW2?

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2.) What did President Truman do to help win WW2?

______

3.) Even though the demand for military goods decreased, what did the American people need?

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4.) How did prefabrication help Americans build houses?

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______Day 8 | Wednesday, May 7, 2020

ACTIVITY 1: READING

Directions: 1. Step 1: Before Reading. Preview the text The Potsdam and Peace Conferences. 2. Step 2: During Reading . a. Read the text. b. Complete learning log for the text.

Step 1: Before Reading

Learning Target: I can make a prediction about what I will learn from the text.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the text’s title, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

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Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately (CCSS.RF.5.4). ● I can identify the meaning(s) of unknown words while reading (CCSS.RI.5.4).

Text 1 The Potsdam and Peace Conferences Why did conflict develop between the United States and the Soviet Union?

The Potsdam Conference Several months after Yalta, another meeting of Allied leaders was held at Potsdam, near Berlin, Germany. During the interval between meetings, Roosevelt had died and Truman had become president. Also, partway through the meetings, Churchill left. His party was defeated in UK elections, and he lost his seat as prime minister. He was replaced at the Potsdam Conference by the new UK prime minister, Clement Atlee. At Potsdam, the leaders established four occupation zones in Germany. The militaries of the United States, the United Kingdom, France, and the Soviet Union would each occupy one of the zones. The occupying force would be charged with keeping the peace in its zone. The conferees also established the Polish western border at the Oder and Neisse Rivers. Because many Germans lived east of these rivers, millions of them had to move west across the rivers, out of present-day Poland and into Germany. At Potsdam, the British and U.S. leaders also addressed problems in eastern European countries. Stalin had failed to keep his promise to allow free elections in these countries. Instead, he had established communist governments there. He refused to let the Allies interfere with Soviet control of eastern Europe. Truman and Churchill felt betrayed and angered by Stalin’s demand. Churchill expressed his views on the Soviet Union’s expansion in a speech he gave on a visit to the United States in March 1946.

From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe . . . all these famous cities and the populations around them lie in what I must call the Soviet sphere, and all are subject in one form or another, not only to Soviet influence but to a very high and, in many cases, increasing measure of control from Moscow.

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Churchill blamed Stalin for creating this Iron Curtain. Stalin insisted that he needed to control eastern Europe to protect the Soviet Union from invasion by Western powers. Russia had been ravaged by France’s invasion in 1812, by Germany’s invasion in World War I, and by Germany again in World War II. The Soviets wanted to prevent it from happening again. As a result, Stalin wanted to keep the eastern European countries as buffer states separating the Soviet Union from powerful western European countries. Many critics also suspected that Stalin wanted to extend communist power beyond these states into western Europe. Tensions between the U.S.-led free-market democracies and the Soviet-allied communist countries increased.

The Moscow Peace Conference In the spring of 1947, officials from the United States, the Soviet Union, the United Kingdom, and France met in Moscow to form a peace treaty with Germany. By that time, a clear divide had appeared between the Soviets and the others. As a result, the officials could not agree on a way to end the occupation of Germany and reunite the country. A year later, the three Western Allies united their zones in Germany. They also united their three zones of the capital city of Berlin into a single city of West Berlin. The Allies had hesitated to form a government in West Germany. They thought such a government would make reunification of Germany more difficult. However, they eventually decided that reunification with Soviet-controlled East Germany was not possible in the foreseeable future. They formed a constitutional convention in August 1948. Again, the convention proposed a “Basic Law” rather than a constitution because of the belief that the new state was only temporary. In May 1949, the Federal Republic of Germany became a reality. West Germany, as it was commonly called, had a parliamentary democracy government. To prevent the rise of another Hitler, the Federal Constitutional Court was given the power to ban political parties that it judged antidemocratic. Soviet governance of East Germany followed the restrictive model of USSR-style communism. When massive emigration made it clear that people did not want to stay in the communist-controlled zone, the Soviets made it impossible to leave. In March 1949, a People’s Council presented a new constitution, and the zone was formed into the German Democratic Republic. A Soviet-supervised communist dictatorship strictly governed the country and built a powerful military. The party’s secret police forced all public life to conform to its communist ideals. Both Germany and its capital would remain divided for the next 40 years.

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Learning Log

Title of Text: The Potsdam and Peace Conferences Gist for Section 1 (The Potsdam Peace Conference) Keywords:

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Gist for Section 2 (The Moscow Peace Conference) Clunks: ______

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Summary (Main Idea): ______

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Questions: ______

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Days 9 and 10 | Thursday May 8 and Friday May 9, 2020

ACTIVITY 1: WRITING

Learning Targets: ● I can write a five-paragraph persuasive essay with a clear claim, reasons, evidence, and reasoning (CCSS.W.5.1.A, CCSS.W.5.1.B, CCSS.W.5.1.D). ● I can include transition words and phrases in my persuasive essay (CCSS.W.5.1.C).

Why am I learning this? ● A key skill in life is to be able to develop a strong argument. Understanding the skills of argumentation can help you to refine and effectively communicate your views of the world with others. Strong arguments can even persuade others to adopt similar views or to take certain actions. ● Transition words and phrases (e.g., first, next, last) help to organize your writing. This makes it easier to understand and more enjoyable to read.

Directions: You will write a persuasive essay in response to a prompt below about texts on World War II that you read. Follow the directions below to complete this task. 1. Your essay must include all the major persuasive elements. Before reading the prompt, review the four primary elements of a persuasive essay listed in Table 1. 2. In addition to the four elements, your essay must also include transition words and phrases. Examples of common transition words and phrases are listed below in Table 2. 3. Read the prompt. Underline what it is asking you to do. 4. Use the graphic organizer to plan your essay. 5. Write your essay on Microsoft Teams. 6. Use the revision checklist to evaluate the quality of your essay. Revise any parts that were not included or rated as a 4 (i.e., Excellent). 7. Submit your final essay on Microsoft Teams.

Table 1. Persuasive Elements. Element Description Example and Non-Examples

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Claim A claim is the author’s position, or Example view, on an issue. Children should only eat organic foods.

Non-Example I like to grow carrots.

Non-Examples I like eating organic foods.

Evidence Evidence helps to prove your Example reasons (e.g., In a research study In an article published in the journal that compared the nutritional value Science, scientists compared the of organic to non-organic foods, nutritional values of organic and non- organic foods were found to hold organic foods. Results from several greater nutritional value). statistical analyses revealed that on average, organic foods held greater nutritional value than non-organic foods.

Non-Examples I think that organic foods are healthier.

Table 2. Transition Words and Phrases Section Transition Word/Phrase Examples

Beginning ● I think that …

Middle ● One reason is … ● Another reason is … ● The final reason is …

End ● In conclusion, …

Prompt: You have now learned a great deal about the United State’s involvement in World War II. As you read, the United States was initially hesitant to become involved. However, after the tragic events at Pearl Harbor, the United was forced to act and soon became a central player in the Allied forces. In the years since, the United States has maintained a prominent role in many international affairs.

Write an essay arguing whether the United States should continue to take a central role in international affairs. Consider the benefits as well as the challenges to international involvement. Present your argument in five paragraphs organized as follows: (1) an introduction; (2) three body paragraphs, each focused on a particular claim; and (3) a conclusion. Use the texts that you have read on World War II to develop your claims and to cite for supporting evidence.

Graphic Organizer - Persuasive Essay Outline

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Introduction (Paragraph 1)

Topic

Claim

Reasons for Reason 1: Claim Reason 2:

Reason 3:

Body Paragraph (Paragraph 2)

Reason 1

Evidence

Reasoning

Body Paragraph (Paragraph 3)

Reason 2

Evidence

Reasoning

Body Paragraph (Paragraph 4)

Reason 3

Evidence

Reasoning

Conclusion (Paragraph 5)

Restated Claim

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Summary of Reasons

Final Thought

Please write your essay on TEAMS or on a separate sheet of paper.

Revision Checklist

Directions: Use this revision checklist to evaluate the quality of your essay. Revise any parts that were not included or rated as a 3 (i.e., Excellent).

Scale: 3 = Excellent, 2 = Okay, 1 = Needs Work, 0 = Missing

Introduction Score

I started with a short summary of important background information as context for my readers.

I used the prompt to create my claim statement.

I have a summary of 3 reasons in the order of my body paragraphs.

I have a closing sentence. (All of these reasons show….)

Body Paragraph 1 Score

I started with a clear sentence about my reason #1 as a topic sentence.

I explain my reason in more detail.

I include text evidence to support my reason.

I provide reasoning to develop my reason. (use my own words, background knowledge)

I connect my reason back to my claim and explain how it helps answer the prompt.

Body Paragraph 2 Score

I started with a clear sentence about my reason #2 as a topic sentence.

I explain my reason in more detail.

I include text evidence to support my reason.

I provide reasoning to develop my reason. (use my own words, background

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knowledge)

I connect my reason back to my claim and explain how it helps answer the prompt.

Body Paragraph 3 Score

I started with a clear sentence about my reason #3 as a topic sentence.

I explain my reason in more detail.

I include text evidence to support my reason.

I provide reasoning to develop my reason. (use my own words, background knowledge)

I connect my reason back to my claim and explain how it helps answer the prompt.

Conclusion Score

I started by restating my claim.

I have a summary of 3 reasons in the order of my body paragraphs.

I explain the importance of my reasons.

I have a closing sentence with a final thought

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Day 11 | Monday, May 11, 2020

ACTIVITY 1: READING

Directions: 1. Step 1: Before Reading. Preview the text It’s Not Just a Game! 2. Step 2: During Reading . Read the text. 3. Step 3: After Reading. Answer questions about the text.

Step 1: Before Reading

Learning Target: I can make a prediction about what I will learn from the texts.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the texts’ titles, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately. ● I can identify the meaning(s) of unknown words while reading.

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Whether you run a race, bounce a basketball, or hurl a baseball home, you do it because it’s fun. Some scientists claim play is a natural instinct—just like sleep. That might explain why sports are likely to be as old as humanity. Some claim sports began as a form of survival. Prehistoric man ran, jumped, and climbed for his life. Hunters separated themselves by skill, and competition flourished. Wall paintings dating from 1850 B.C., that depict wrestling, dancing, and acrobatics, were discovered in an Egyptian tomb at Bani Hasan. The Ancient Greeks revolutionized sports by holding the world’s first Olympic games at Olympia in 776 B.C. But it wasn’t until the early nineteenth century, that sports as we know them came into play. (Pardon the pun!) Modern sports such as cricket, golf, and horse racing began in England and spread to the United States, Western Europe, and the rest of the world. These sports were the models for the games we play today, including baseball and football. All organized sports, from swimming to ice hockey, are considered serious play. There are rules to obey, skills and positions to learn, and strategies to carry out. But Peter Smith, a psychology professor at Goldsmiths, University of London, and author of Understanding Children’s Worlds: Children and Play (Wiley, 2009), says, “Sport-like play is usually enjoyable, and done for its own sake.”

Different Sports for Different Folks Sports come in many shapes and sizes. Both team and individual sports have advantages and disadvantages, but most people find that from an early age, they are drawn toward one or the other. In a team sport like soccer, you’re part of a group, striving to be a winning team. That means putting the team ahead of your own accomplishments. You must learn to get along with your teammates and share responsibility. In an individual sport like tennis, you’re usually only concerned about your own performance. That can make these sports more challenging. It’s Not Just a Game!

The Ultimate Value of Sports Whether it’s football or golf, there’s little doubt about the value of sports. According to the American Academy of Pediatrics (AAP), “play is essential to the cognitive, physical, social, and emotional well-being of children and youth.” Play not only exercises our bodies, it also exercises our minds. Sports teach us about ourselves and our world. We learn how to negotiate plans, settle disagreements, and how to monitor our attitude. The skills we learn playing can be applied to school and work. Since organized sports are a hands-on, minds-on learning process, they stimulate our imagination, curiosity, and creativity. The growing science of play is armed with research claims that play, and thus sports, is important to healthy brain development. We use language during play to solve problems, we use thinking when we follow directions to a game, and we use math skills to recognize averages and odds of each sports play.

Sports also raise our energy level and act as antidepressants. Activity increases the brain’s level of chemicals called endorphins, which boost mood. When we start moving and having fun, we feel good about ourselves.

It’s Not Just a Game! Forgetting the Fun

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In a perfect world, everyone would have fun playing sports. But that’s not always the case. Sports can get aggressive and cause scrapes, bruises, and broken bones. They can also hurt us psychologically. David Elkind, professor emeritus of Child Development at Tufts University and author of The Power of Play, says that when young children play self-initiated games such as tag or hide and seek, “misunderstandings and hurt feelings are part of the learning process, and happen in a context of mutual respect. Those that arise in organized team sports, don’t have the same supportive network, the sense of competition outweighs the sense of cooperation, and can be hurtful to the child’s sense of self and self-esteem.” Playing sports is usually fun, but sometimes we can get frustrated. It might be because of the pressure to win, parents who yell and scream from the stands, or coaches who treat us unfairly. Sports are supposed to bring people together, but they can also drive people apart. When sports are separated into skill level, gender, or ethnicity, some players feel isolated, begin to forget the fun in sports, and even want to quit. Sports may not always be a positive experience, but even when they’re not, they give us a dose of how to face life’s challenges.

Making Sports Work for Us Playing sports doesn’t mean you have to play on a varsity team. And very few people have what it takes to be a professional athlete. But your school basketball coach or gymnastics teacher has found a way to make play their work. And in doing so, they’ve found the work best suited to who they are. According to Elkind, “Whenever we combine play with work, as in our hobbies, cooking, gardening, sewing, and carpentry, it is the full utilization and integration of all our interests, talents, and abilities. It’s an activity that makes us feel whole.” Play is so important to our development that the United Nations High Commission for Human Rights has included it as a right of every child. In other words, it’s your birthright to play! And there’s no better place to play and learn about the world than on a sports field. So regardless of your sport—from swimming to soccer—play to have fun and you’ll automatically win!

Keep Your Eye on the Ball Are your eyes glued to the TV when LeBron James takes the court or Derek Jeter steps to the plate? While fans fill arenas, even more click their TVs on at home to watch athletes slam a puck into a net or hit a ball with a fat stick. Play is not only something to do, it’s something to watch others do. It’s Not Just a Game! Sports are a form of entertainment. The joy you and your teammates get by working together is the same joy your family, friends, and other spectators get when they watch. Fans experience the thrill of victory and the agony of defeat, just like the players on the field. Think of all the applauding, shouting, and yelling that happen at sporting events. It’s a way for many of us to live vicariously through the players’ actions. Sports are also social events, opportunities for strangers to cheer together and debate outcomes. A Saturday morning game is a great way to spend time with family. Sports involve learning, too. Fans research players, teams, and the sports themselves. How many fans do you know who are walking encyclopedias of sports trivia? Why do so many of us watch sports and have a favorite team? Studies show that it fills both emotional and psychological needs. We feel self-confident and experience joy when our favorite team wins. Sports fulfill our human need to belong, and many fans, whether their team wins or loses, enjoy the suspense that allows them to release their emotions. Where we live, our family background, peer

Literacy Distance Learning Packet III – Version A 55 pressure, and our own sense of self (identity) all determine which baseball cap we wear and why we root for our team. So the next time you put your Red Sox cap on and tune in to the game, remember it’s not just about the amazing pitchers and batters, but about the way you feel when you watch your team play. Baseball—From the 1830s to the late 1850s, Americans played a variety of ball and bat games. The first recorded baseball game took place in 1846 in Hoboken, New Jersey. Football—Derived from rugby, a game played at public schools in England, football began to develop in Canada and the United States in the mid-1800s. The first game of American intercollegiate football, most resembling today’s game, was played between Tufts University and Harvard on June 4, 1875, at Jarvis Field in Cambridge, Massachusetts. Tufts won, 1–0. Basketball—In 1891, physical education instructor Dr. James Naismith invented the game of basketball in Springfield, Massachusetts. Designed as a sport to be played indoors during cold New England winters, basketball was originally played with a soccer ball and two peach baskets. In 1901, open-ended hoops replaced the game’s closed baskets and basketball’s “thirteen original rules” were created.

Step 3: After Reading

Learning Targets: ● I can identify the author’s opinion in an informational article. ● I can identify the evidence the author uses to support an opinion.

Why am I learning this? ● It is important to know the author’s opinion or point of view when you are reading a text so you can understand his/her argument.

Review An opinion is a person’s point of view, or position, on an issue. One example of an opinion from the last unit is, “I think Esperanza changed from the start to the end of the novel.” This is my opinion about how the character developed.

Directions: As you read the text It’s Not Just a Game, think about what the author’s opinion, or point of view, is regarding sports. After reading, determine the author’s opinion. Provide three pieces of evidence from the text that supports your response. Complete this assignment either on paper or on Microsoft Teams.

Author’s Opinion

Evidence

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First piece of evidence

Second piece of evidence

Third piece of evidence

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Day 12 | Tuesday, May 12, 2020

ACTIVITY 1: READING

Directions: 1. Step 1: Before Reading. Preview the text It’s Not Just a Game! 2. Step 2: During Reading . Read the text. 3. Step 3: After Reading. Complete the main idea house and answer the multiple-choice questions.

Step 1: Before Reading

Learning Target: I can make a prediction about what I will learn from the texts.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the texts’ titles, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately. ● I can identify the meaning(s) of unknown words while reading.

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Essay: Why sports history is American history Source: Adapted from Newsela Staff

Sports helped shape American life. For many years, it showed the racism and sexism in American society. But sports also gave immigrants and African-Americans a way to get a better life. Waves of immigrants have come to the United States from all around the world. In the past, many were not allowed to get into the nation's top schools and businesses. Often, sports were a way for talented young immigrants to make a better life for themselves. More than 60 years ago, Irish, Italian and Jewish Americans were often looked down on. They were not seen as truly American. At the same time, boxers John L. Sullivan, Jim Corbett, Benny Leonard and Rocky Marciano and baseball players Joe DiMaggio and Hank Greenberg all became huge stars. These athletes came from immigrant families. They offered hope that people like them could be successful and get accepted. I grew up during the 1950s in Brooklyn, New York. In my neighborhood, called Crown Heights, almost everyone was Jewish or Italian. The older generation spoke little or no English. For many neighborhood boys like me, sports were very important. Watching sports made us feel more American. We closely followed the three New York baseball teams. We watched football on Sundays and boxing matches on Friday nights.

Basketball and Baseball Dreams When we became teenagers, we spent hours playing basketball. We knew that some of the older guys in our neighborhood had gotten scholarships to play in college. We figured maybe the same thing could happen to us. We believed that if we got good enough at our sport, we could reach any goal. After all, baseball players Sandy Koufax, Carl Furillo, Phil Rizzuto and Yogi Berra had made it big. And there were people like them at every Brooklyn high school. There were also black sports stars. But for a long time, African-American athletes didn't get a fair chance. Black people were not allowed to play most professional sports. The most obvious example was Major League Baseball, the country's most popular sport. Black players were not allowed to join until 1947, when Jackie Robinson joined the Brooklyn Dodgers. This was not because African-Americans were not good enough at baseball. There were many incredibly good black players. The best white major league players knew this because they played against the best black players in off-season games. A game is off-season when it is not part of an official tournament. In those games, black players were at least as good as the white players, and often won.

Racism and Sexism in Sports Although sports showed the racism of American society, it also helped to stop it. In the 1930s, more than 80 years ago, two black athletes became major American sports heroes. One was runner Jesse Owens, and the other was boxer Joe Louis. Both won against athletes from Nazi Germany. The Nazis were a political group that ruled Germany at the time. They believed that black people and American immigrants were weak races.

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Owens and Louis marked a turning point. Many white Americans saw these black athletes as fighting for them. For the first time in American history, white men cheered when black men won. These events helped change attitudes in the U.S. toward black athletes. The history of women in sports is a bit different. For most of the 1900s, women were told that sports were just for men. Women were given few chances to grow their talents as athletes. The feminist movement of the 1960s and 1970s changed everything. This was a movement 50 to 60 years ago that stood for women's rights. Women wanted girls to have the same opportunity to play sports as boys had. One big step was the law called Title IX from 1964. This law says that women and men should have the same chances of joining school programs that the U.S. government helps pay for. This includes sports in college. It took years of protests and legal cases, but things have now changed. When I was growing up, girls had almost no way to play competitive sports. Today, a young girl has almost as many chances to play sports as a boy does. Mark Naison is a professor of African-American history at Fordham University in New York City.

Step 3: After Reading

Learning Targets: ● Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Why am I learning this? ● It is important to identify the main idea of a text to make sure you understood what the text was about.

Directions: ● Answer the multiple-choice questions.

1.) One MAIN idea of the article is that sports are an important part of American history. What is another MAIN idea of the article? a.) Many Irish and Italian immigrants used to be looked down on. b.) Many Americans hoped their athletes were better than Nazi Germany's. c.) Women and black athletes had to fight to get opportunities in sports. d.) Women are now allowed to play in sports funded by the government.

2.) Which sentence from the article BEST supports the article's MAIN idea? a.) For many neighborhood boys like me, sports were very important. b.) We knew that some of the older guys in our neighborhood had gotten scholarships to play in college. c.) Although sports showed the racism of American society, it also helped to stop it. d.) One big step was the law called Title IX from 1964.

3.) Why did the author feel that professional athletes gave him and his friends a chance at success and acceptance?

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a.) because many professional athletes they admired were from immigrant families like theirs b.) because many professional athletes had been students in the school they attended c.) because many professional athletes were very talented black players d.) because many professional athletes became more famous in the 1930s

4.) What effect did the feminist movement have on sports? a.) It forced the government to begin helping to pay for women's sports at colleges and schools. b.) It inspired women and girls to fight for and win the chance to play the same sports as boys. c.) It gave young girls today even more opportunities to play sports than boys have. d.) It made many women and men stop watching sports because they believed the games were unfair.

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Day 13 | Wednesday, May 13, 2020

ACTIVITY 1: READING

Directions: 1. Step 1: Before Reading. Preview the text Kevin Durant. 2. Step 2: During Reading . Read the text. 3. Step 3: After Reading. Complete the main idea house and answer the multiple-choice questions.

Step 1: Before Reading

Learning Target: I can make a prediction about what I will learn from the texts.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the texts’ titles, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately. ● I can identify the meaning(s) of unknown words while reading.

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Kevin Durant Source: Adapted by Newsela Staff

Golden State’s road trip to the nation’s capital was special for Kevin Durant. Instead of visiting the White House like teams often do after winning a championship, the Warriors toured the National Museum of African American History and Culture along with 40 kids from Seat Pleasant Activity Center in Durant’s Maryland hometown. “Definitely cool learning more stuff and being there with my teammates and the kids from my neighborhood," he said. Durant, who said he never had that kind of opportunity as a kid, called the museum beautiful. “They put a lot of time and effort into it,” he said. “I feel like everybody needs to see it. …. I felt like a kid in there, just figuring new things out and learning new things about our culture and the people who fought for us to be here right now. I went in there just like one of those kids, just wanting to learn and happy to be there.” Durant told The Washington Post he took note of exhibits on slaves going from Africa to North America, selling slaves and separating them from families, and Emmett Till. Durant thanked the organization for helping create an opportunity for kids from his hometown to visit the museum with the Warriors. Another 30 kids from the Seat Pleasant Activity Center planned to attend the Warriors’ game against the Washington Wizards on Wednesday, February 28. Golden State’s February visit to D.C. this season had been a point of contention between the Warriors and White House ever since the Warriors defeated Cleveland for the NBA title in June. It became clear quickly that the Warriors did not want to attend the White House with President Trump, and Trump tweeted in September that he withdrew his invitation for the Warriors to visit. The Warriors never planned on accepting the invitation. Asked if there was disappointment that the team didn’t go to the White House, Durant said, “No.” Trump specifically called out Warriors star Steph Curry in a Tweet, and Curry said the ensuing experience is unifying. “Everybody has a voice,” Curry said. “When you come to the arena tonight, you’ll see people from all different walks of life and people from all different backgrounds enjoying entertainment and sports on the court. It brings people together. I think that’s how it manifested itself in this whole conversation. Rhetoric and hate generated from the top in trying to be divisive had the opposite reaction of what it intended. We’ve done our part, I think, to try to further that message. “As guys around the league understand the power of their voice and having each other’s back and spreading love and positivity, that has been the biggest thing I’ve noticed in the last eight months to a year. That’s healthy. I think that’s what we’re all trying to accomplish.” Warriors coach Steve Kerr was moved by the visit to the museum. It was the second time he has been there. He said, "If you’ve never been before, you have to go. It’s one of the most powerful experiences you’ll ever have." Kerr was eloquent in his description of the museum tour. "The way the museum is designed is beautiful," he said. "It goes from despair and hopelessness at the beginning of African-American history — the slave trade. You’re at the bottom of the museum

Literacy Distance Learning Packet III – Version A 63 almost as if you’re at the bottom of a slave ship. You read about the experiences. You read about the history. It’s just devastating and you wonder about the human spirit and you wonder about people — are they good or are they evil? "All these existential questions go through your mind and as you go up, each level, there’s more and more hope and you have more and more faith in the human spirit and you’re amazed at the resilience. How would any of us have responded in similar circumstances? And yet you get to the top level where there’s this amazing cultural excellence in the African-American community through sports, history, politics, medicine, music. "It’s really uplifting but it’s also very demoralizing at the same time so you run through that whole gamut of emotions."

Step 3: After Reading

Learning Targets: ● Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Why am I learning this? ● It is important to identify the main idea of a text to make sure you understood what the text was about.

Directions: ● Answer the multiple-choice questions.

1.) Which sentence from the article BEST supports a CENTRAL idea of the article? a.) The team didn't visit the White House like other sports teams often do after winning a championship. b.) He said he never had that kind of opportunity as a kid and called the museum beautiful. c.) The president said on Twitter that he withdrew his invitation for the Warriors to visit. d.) Durant was asked if the team was disappointed about not visiting the White House.

2.) One MAIN idea of the article is that the Warriors decided to visit the National Museum of African American History after winning the NBA championship. What is another MAIN idea of the article? a.) After visiting the museum, the Warriors decided to protest Trump. b.) The visit to the museum had a significant impact on many of the Warriors. c.) The Warriors inspired others by visiting the museum instead of the White House. d.) Visiting the museum with the Warriors was exciting for the kids.

3.) Read the selection from the section "Warriors Did Not Want To Visit White House."

The February visit to Washington had brought tension between the team and the White House. The difficulty began soon after the Warriors defeated the Cleveland Cavaliers for the NBA title in

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June. It became clear that the Warriors did not want to visit the White House and President Donald Trump. Athletes have been protesting racial and social injustices recently. Trump has been critical of them. The president said on Twitter that he withdrew his invitation for the Warriors to visit.

Which word from the selection MOST helps the reader understand the meaning of "tension"?

a.) Difficulty b.) Defeated c.) Protesting d.) Critical

4.) Read the following paragraph from the section "Everybody Has A Voice."

Kerr said the exhibit had made him question a lot of things. "The way the museum is designed is beautiful. It goes from despair and hopelessness at the beginning of African-American history, the slave trade. You’re at the bottom of the museum almost as if you’re at the bottom of a slave ship. You read about the experiences. You read about the history. It’s just devastating, and you wonder about the human spirit and you wonder about people. Are they good or are they evil?"

What is the meaning of the word "despair" as it is used in the paragraph above? a.) Loneliness b.) Discomfort c.) Worry d.) Misery

Day 14 | Thursday, May 14, 2020

ACTIVITY 1: READING

Directions: 1. Step 1: Before Reading. Preview the text Sports Star: Jackie Robinson. 2. Step 2: During Reading . Read the text. 3. Step 3: After Reading. Answer the questions about the text.

Step 1: Before Reading

Learning Target: I can make a prediction about what I will learn from the texts.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

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1.) Based on the texts’ titles, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately. ● I can identify the meaning(s) of unknown words while reading.

Sports Stars: Jackie Robinson Source: Adapted by Newsela Staff

Synopsis: Born January 31, 1919, in Cairo, Georgia, Jackie Robinson became the first black athlete to play Major League Baseball in the 20th century. He signed with the Brooklyn Dodgers in 1947, and throughout his decade-long career, Robinson distinguished himself as a talented player and a vocal civil rights activist. In 1955, he helped the Dodgers win the World Series. He retired in 1957 with a career batting average of .311. Robinson died in Connecticut in 1972.

Early Life Jack Roosevelt Robinson was born on January 31, 1919, in Georgia. The youngest of five children, Robinson was raised without much money by a single mother. In high school, he played four sports: football, basketball, track and baseball. Robinson continued his education at University of California Los Angeles (UCLA). He played four sports there. He had to leave UCLA before finishing due to money troubles. He then moved to Hawaii to play football. His football season was cut short when the United States entered into World War II. Robinson served in the United States Army. During boot camp, Robinson was arrested and court-martialed for refusing to give up his seat to a white man and move to the back of the bus. The bus was segregated: whites and blacks were supposed to sit separately.

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Robinson's excellent reputation, along with the efforts of friends and equal rights groups, helped get him cleared of the charges. He received an honorable release from the Army. The standoff was an early example of Robinson's efforts to fight racism.

Breaking the Color Barrier After leaving the Army, Robinson started playing baseball professionally. At the time, African- Americans and whites played in separate leagues. Robinson began in the Negro Leagues, but he was soon chosen to help open the white league to black players. He joined the all-white Montreal Royals in 1946. Robinson promised to not fight back when faced with racism. From the beginning, his will was tested. Even some of his new teammates were against having an African-American on their team. People in the crowds sometimes taunted Robinson. He and his family even received threats. Nevertheless, Robinson had an amazing start with the Royals. He led the league in batting average and fielding percentage. His success led him to join the Brooklyn Dodgers, an all-white major league team. With his first game on April 15, 1947, Robinson made history as the first black athlete to play Major League Baseball. The harassment continued, however. Opposing teams shouted hateful things at Robinson from their dugout. Many players on other teams threatened not to play against the Dodgers. Even his own teammates threatened to sit out. Still, the Dodgers, especially the team's coach, were loyal to Robinson.

Baseball Hero Even though there were many people who mistreated Robinson, others defended his right to play in the major leagues. The league president, the baseball commissioner and Dodgers team captain Pee Wee Reese all supported him. Robinson showed everyone what a talented player he was. In his first year, he helped the Dodgers win the National League title. Robinson led the league in stolen bases and was selected Rookie of the Year. Robinson soon became a hero of the sport. He stole home 19 times in his time as a player, setting a league record. He also became the highest-paid athlete in Dodgers history. His success in the major leagues opened the door for other African-American players.

A Voice for African-American Athletes Robinson became a champion for African-American athletes, civil rights and other important causes. He spoke about discrimination before Congress and called out the Yankees for not having any black players. In his time with the Dodgers, Robinson and his team won the National League title several times. In 1955, he helped them become World Series champions. Eventually, he was traded to the New York Giants, but retired soon after the trade.

Causes and Legacy After baseball, Robinson continued his work for social change. He was the first African- American to be inducted into the Baseball Hall of Fame, and in 1972, the Dodgers retired his uniform number of 42, a great honor in baseball. In his later years, Robinson continued to fight racism in sports. He died in 1972, and after his death, his wife established the Jackie Robinson Foundation, which helps young people in need.

Step 3: After Reading

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Learning Targets: ● I can cite text evidence to answer questions (CCSS.RL.5.1).

Why am I learning this? ● When someone asks you a question, or you yourself have a question, your response will be strengthened by the use of reliable and relevant evidence.Texts can provide a great source of evidence. That is why it is important to practice this skill.

Directions: Answer the multiple-choice questions.

1.) Based on information in the article, which of these statements is TRUE? a.) Robinson began playing for the Dodgers directly after college. b.) Robinson was paid less than his teammates because of his race. c.) Robinson forced the Yankees to include black players. d.) Robinson spoke about racism and discrimination to Congress.

2.) Which sentence from the article BEST supports the idea that Jackie Robinson faced intense racism while playing for the Dodgers? a.) During boot camp, Robinson was arrested and court-martialed for refusing to give up his seat to a white man and move to the back of the bus. b.) Robinson began in the Negro Leagues, but he was soon chosen to help open the white league to black players. c.) People in the crowds sometimes taunted Robinson. He and his family even received threats. d.) He spoke about discrimination before Congress and called out the Yankees for not having any black players.

3.) Fill in the blank in the sentence below. Overall, the article is organized around.... a.) a team and a person that joined b.) a rule and a person that changed it c.) a person and a fight for justice d.) a record and the person that set it

4.) What is the purpose of the last section, "Causes and Legacy"? a.) It describes ways that Jackie Robinson fought against racism. b.) It describes ways that Jackie Robinson’s life was honored. c.) It describes ways that Jackie Robinson helped young people. d.) It describes ways that Jackie Robinson broke records

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Day 15 | Friday, May 15, 2020

ACTIVITY 1: READING

Directions: 1. Step 1: Before Reading. Preview the text Born into slavery, this man won the Kentucky Derby three times and became the richest U.S. athlete 2. Step 2: During Reading . Read the text.

Step 1: Before Reading

Learning Target: I can make a prediction about what I will learn from the texts.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the texts’ titles, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately. ● I can identify the meaning(s) of unknown words while reading.

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Born into slavery, this man won the Kentucky Derby three times and became the richest U.S. athlete

Jackie Robinson, Jesse Owens and Isaac Burns Murphy are all accomplished African American athletes. You probably know the first two, but no one would blame you for not knowing the third man on this list. However, Murphy was one of the most important jockeys in the history of horse racing. He was the first person to win the famous Kentucky Derby race three times. At one point, he was the highest- paid jockey in the United States. Murphy also had the best winning average in horse-racing history. It's shocking that so many people don't know who he is. Murphy was born into slavery in Clark County, Kentucky, in 1861. He moved to Lexington, Kentucky, with his mother when they were freed from slavery after the Civil War. In 1874, Murphy's mother got him a job working for a horse breeder named James T. Williams, who taught Murphy how to care for and exercise horses. Eli Jordan, a friend of his mother's, took a special interest in Murphy. Jordan taught him all the details of horse racing. Murphy's small size made him an ideal jockey. Pellom McDaniels III wrote a book about Murphy. He says that back then, African American men did very well at horse racing because they had been around horses their whole lives. They had the opportunity to ride horses as enslaved people, but only as the property of their masters. Murphy was training to enter one of the few arenas open to young black men. In order to race, black men had to train and race on the horses of white men. Murphy Won Many Races Murphy rode his first race at 14 years old and won one a few months later. His time in the stables had given him a special understanding of his horses, and he knew how to keep calm on the track. Murphy soon became known for his gentle handling of the horses, as well his dramatic finishes. After moving to Louisville, Murphy began competing in large-prize races. He also began struggling with his weight and went to dangerous lengths to lose weight. This was a common practice among other jockeys of the time. Murphy won many races, but his Kentucky Derby victories were his most memorable wins. Murphy won three times — in 1884, 1890 and 1891. In 1890, his confidence was tested in a race against Ed "Snapper" Garrison. Garrison was the most famous white jockey in a sport that had been rapidly changing. More white jockeys began competing after they noticed the prizes and awards being given to black jockeys. Murphy easily beat Garrison, but his win was downplayed by some viewers and journalists. Murphy used his racing talent to build a fortune. Murphy's wealth challenged the stereotype that black people did not have money. By 1887, he had become one of the United States' most famous and best-paid athletes. His Record Will Never Be Broken However, hard times were on the way for Murphy and other black jockeys. McDaniels explained that when black jockeys started earning more money, white men became more attracted to the sport. They worked together to exclude African American jockeys from important racing opportunities. Murphy had helped build the sport of horse racing, but he was being left out of it. More often, he was referred to as a "colored jockey." Murphy also began struggling on the track, and in 1890 he was suspended for drinking while racing. However, McDaniels believes that he was actually poisoned. Regardless, his image never recovered from the suspension and he continued to struggle with his weight. In 1896, after fighting an illness, Murphy died at 35 years old. Murphy won nearly half the races he entered, a record in the sport. Still, Murphy soon became unknown. McDaniels says this is not surprising, and it has happened before to black men in other sports. African American men wanted to challenge white men's claim to power, McDaniels says. Through public competitions, African American men could prove that they deserved equal treatment. McDaniels adds that white Americans rejected any instances that suggested white and black people

Literacy Distance Learning Packet III – Version A 70 were equal, as they wanted to continue dominating society. As a result, many black athletes were forgotten. The horse-racing world still celebrates Murphy's accomplishments. "There is no chance that his record of winning will ever be surpassed," said Eddie Arcaro, a celebrated jockey. Murphy was inducted into the National Museum of Racing and Hall of Fame in 1955, the first jockey ever to be given the honor.

ACTIVITY 2: WRITING

Directions: ● Pretend you are a journalist writing for a new magazine called Sports in America. The first issue of the magazine will be released soon, and you have been asked to write a short article for the first page. Your assignment: Write a five-paragraph informative article titled “The Importance of Sports in America.” ● Use the texts that you read on Days 11 to 15 about sports and American culture. ● Submit your assignment on Microsoft Teams or text/e-mail a picture to Ms. Carney, Mr. Espinas, or Ms. Amaya.

Learning Targets: ● I can write an essay that summarizes information presented in multiple texts (CCSS.W.5.2).

Why am I learning this? ● We write for many different purposes. One is to inform people of topics that were knowledgeable of. This is a distinct form of writing that, like anything else, must be practiced.

Table 1. Informational Elements. Element Description Example and Non-Examples

Fact Something that is known or proved Example to be true. Importantly, this is Bancroft is an elementary school. different from an opinion. Although opinions may be based on facts, Non-Example this is not a requirement. Bancroft is the best school.

Table 2. Transition Words and Phrases Section Transition Word/Phrase Examples

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Beginning ● This essay is about …

Middle ● One fact is … ● Another fact is … ● The final fact is …

End ● In conclusion, …

Writing Prompt: Pretend you are a journalist writing for a new magazine called Sports in America. The first issue of the magazine will be released soon, and you have been asked to write a short article for the first page. Your assignment: Write a five-paragraph informative article titled “The Importance of Sports in America.”

Graphic Organizer - Informational Essay Outline

Introduction (Paragraph 1)

Topic

Facts Fact 1:

Fact 2:

Fact 3:

Body Paragraph (Paragraph 2)

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Fact 1

Evidence

Reasoning

Body Paragraph (Paragraph 3)

Fact 2

Evidence

Reasoning

Body Paragraph (Paragraph 4)

Fact 3

Evidence

Reasoning

Conclusion (Paragraph 5)

Restated Topic

Summary of Facts

Final Thought

Write your essay on TEAMS or on a separate sheet of paper.

Revision Checklist

Directions: Use this revision checklist to evaluate the quality of your essay. Revise any parts that were not included or rated as a 3 (i.e., Excellent).

Scale: 3 = Excellent, 2 = Okay, 1 = Needs Work, 0 = Missing

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Introduction Score

I started with a short summary of important background information as context for my readers.

I used the prompt to create my topic statement.

I have a summary of 3 facts in the order of my body paragraphs.

I have a closing sentence. (All of these reasons show….)

Body Paragraph 1 Score

I started with a clear sentence about my topic #1 as a topic sentence.

I explain my topic in more detail.

I include text evidence to support my fact.

I provide reasoning to develop my facts. (use my own words, background knowledge)

I connect my fact back to my topic and explain how it helps answer the prompt.

Body Paragraph 2 Score

I started with a clear sentence about my topic #2 as a topic sentence.

I explain my topic in more detail.

I include text evidence to support my fact.

I provide reasoning to develop my facts. (use my own words, background knowledge)

I connect my fact back to my topic and explain how it helps answer the prompt.

Body Paragraph 3 Score

I started with a clear sentence about my topic #3 as a topic sentence.

I explain my topic in more detail.

I include text evidence to support my fact.

I provide reasoning to develop my facts. (use my own words, background knowledge)

I connect my fact back to my topic and explain how it helps answer the prompt.

Conclusion Score

I started by restating my topic.

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I have a summary of 3 facts in the order of my body paragraphs.

I explain the importance of my facts.

I have a closing sentence with a final thought

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Days 16 & 17 | Monday, May 18 and Tuesday, May 19, 2020

ACTIVITY 1: READING

Directions: Over the next two days, you will read the text titled The Challenge. Below are directions for each day.

Monday, May 18 1. Step 1: Before Reading. Preview the text The Challenge. 2. Step 2: During Reading . a. Read paragraphs 1-35 of the text (pause where it says “pause”). b. Take notes as you read. Tuesday, May 19 1. Step 1: Before Reading. Review your notes from paragraphs 1-35. 2. Step 2: During Reading . Complete the text. 3. Step 3: After Reading. Answer questions about the text.

Step 1: Before Reading

Learning Target: I can make a prediction about what I will learn from the text.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the text’s title, headings, and pictures, what do you predict you will learn about?

______

2.) What do you already know about this topic?

______

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Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately. ● I can identify the meaning(s) of unknown words while reading.

The Challenge Source: By Gary Soto

(1) For three weeks José tried to get the attention of Estela, the new girl at his middle school. She’s cute, he said to himself when he first saw her in the cafeteria, unloading her lunch of two sandwiches, potato chips, a piece of cake wrapped in waxed paper, and boxed juice from a brown paper bag. “Man, can she grub!” (2) On the way home from school he walked through the alleys of his town, Fresno, kicking cans. He was lost in a dream, trying to figure out a way to make Estela notice him. He thought of tripping in front of her while she was leaving her math class, but he had already tried that with a girl in sixth grade. All he did was rip his pants and bruise his knee, which kept him from playing in the championship soccer game. And that girl had just stepped over him as he lay on the ground, the shame of rejection reddening his face. (3) He thought of going up to Estela and saying, in his best James Bond voice, “Camacho. José Camacho, at your service.” He imagined she would say, “Right-o,” and together they would go off and talk in code. (4) He even tried doing his homework. Estela was in his history class, and so he knew she was as bright as a cop’s flashlight shining in your face. While they were studying Egypt, José amazed the teacher, Mrs. Flores, when he scored twenty out of twenty on a quiz — and then eighteen out of twenty when she retested him the same day because she thought that he had cheated. (5) ”Mrs. Flores, I studied hard — ide veras!1 You can call my mom,” he argued, his feelings hurt. And he had studied, so much that his mother had asked, “¿Qué pasó? What’s wrong?” (6) “I’m going to start studying,” he’d answered. (7) His mother bought him a lamp because she didn’t want him to strain his eyes. She even fixed him hot chocolate and watched her son learn about the Egyptian god Osiris, about papyrus and mummification. The mummies had scared her so much that she had heated up a second cup of chocolate to soothe herself. (8) But when the quizzes had been returned and José bragged, “Another A-plus,” Estela didn’t turn her head and ask, “Who’s that brilliant boy?” She just stuffed her quiz into her backpack and left the classroom, leaving José behind to retake the test. (9) One weekend he had wiped out while riding his bike, popping up over curbs with his eyes closed. He somersaulted over his handlebars and saw a flash of shooting stars as he felt the slap of his

Literacy Distance Learning Packet III – Version A 77 skin against the asphalt. Blood rushed from his nostrils like twin rivers. He bicycled home, his blood- darkened shirt pressed to his nose. When he examined his face in the mirror, he saw that he had a scrape on his chin, and he liked that. He thought Estela might pity him. In history class she would cry, “Oh, what happened?” and then he would talk nonsense about a fight with three vatos.2 (10) But Estela had been absent the Monday and Tuesday after his mishap.3 By the time she returned on Wednesday his chin had nearly healed. (11) José figured out another way to get to know her. He had noticed the grimy, sweat- blackened handle of a racket poking out of her backpack. He snapped his fingers and said to himself, “Racquetball. I’ll challenge her to a game.” He approached her during lunch. She was reading from her science book and biting into her second sandwich, which was thick with slabs of meat, cheese, and a blood-red tomato. “Hi,” José said, sitting across the table from her. “How do you like our school?” (12) Estela swallowed, cleared her throat, drank from her milk carton until it collapsed, and said, “It’s OK. But the hot water doesn’t work in the girls’ showers.” (13) “It doesn’t work in ours either,” he remarked. Trying to push the conversation along, he continued, “Where are you from?” (14) “San Diego,” she said. She took another monstrous bite of her sandwich, which amazed José and made him think of his father, a carpenter, who could eat more than anyone José knew. (15) José, eager to connect, took a deep breath and said, “I see that you play racquetball. You wanna play a game?” (16) “Are you good?” Estela asked flatly. She picked up a slice of tomato that had slid out of her sandwich. (17) “Pretty good,” he said without thinking as he slipped into a lie. “I won a couple of tournaments.” (18) He watched as the tomato slice slithered down Estela’s throat. She wiped her mouth and said, “Sure. How about after school on Friday.” (19) “That’s tomorrow,” José said. “That’s right. Today’s Thursday and tomorrow’s Friday.” She flattened the empty milk carton with her fist, slapped her science book closed, and hurled the carton and her balled-up lunch bag at the plastic-lined garbage can. “What’s your name?” (20) ”Camacho. José Camacho.” (21) “I’m Estela. My friends call me Stinger.” (22) “Stinger?” (23) “Yeah, Stinger. I’ll meet you at the courts at 3:45.” She got up and headed toward the library. (24) After school José pedaled his bike over to his uncle Freddie’s house. His uncle was sixteen, only three years older than José. It made José feel awkward when someone, usually a girl, asked, “Who’s that hunk?” and he would have to answer, “My uncle.” (25) ”Freddie,” José yelled, skidding to a stop in the drive-way. Freddie was in the garage lifting weights. He was dressed in sweats and a Raiders4 sweatshirt, the hem of his T-shirt sticking out in a fringe. He bench-pressed 180 pounds,5 then put the weights down and said, “Hey, dude.” (26) “Freddie, I need to borrow your racquetball racket,” José said. Freddie rubbed his sweaty face on the sleeve of his sweatshirt. “I didn’t know you played.” (27) “I don’t. I got a game tomorrow.”

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(28) “But you don’t know how to play.” José had been worrying about this on his bike ride over. He had told Estela that he had won tournaments. “I’ll learn,” José said. “In one day? Get serious.” “It’s against a girl.” (29) “So. She’ll probably whip you twenty-one to nada.” (30) ”No way.” (31) But José’s mind twisted with worry. What if she did, he asked himself. What if she whipped him through and through. He recalled her crushing the milk carton with one blow of her fist. He recalled the sandwiches she downed at lunch. Still, he had never encountered a girl who was better than he was at sports, except for Dolores Ramirez, who could hit homers with the best of them. Uncle Freddie pulled his racket from the garage wall. Then he explained to José how to grip the racket. He told him that the game was like handball, that the play was off the front, the ceiling, and the side walls. “Whatever you do, don’t look behind you. The ball comes back — fast. You can get your ojos6 knocked out.” (32) “Yeah, I got it,” José said vaguely, feeling the weight of the racket in his hand. He liked how it felt when he pounded the sweet spot of the strings against his palm. (33) Freddie resumed lifting weights, and José biked home, swinging the racket as he rode. That night after dinner José went outside and asked his father, “Dad, has a girl ever beaten you at anything?” (34) His father was watering the grass, his shirt off and a stub of cigarette dangling from his mouth. His pale belly hung over his belt, just slightly, like a deflated ball.

Genre

❏ Fiction ❏ Historical fiction ❏ Realistic fiction

Important details Important words (Which line or paragraph did you Clunks: find the word at?)

Gist Paragraph 1-5:

Clunks:

Gist Paragraph 6-10:

Clunks:

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Gist Paragraph 11-15:

Clunks:

Gist Paragraph 16-20:

Clunks:

Gist Paragraph 21-25:

Clunks:

Gist Paragraph 26-30:

Clunks:

Gist Paragraph 31-34:

Questions:

”Only talking,” he said. “They can outtalk a man any day of the week.” “No, in sports.” His father thought for a while and then said, “No, I don’t think so.” His father’s tone of voice didn’t encourage José. So he took the racket and a tennis ball and began to practice against the side of the garage. The ball raced away like a rat. He retrieved it and tried again. Every time, he hit it either too softly or too hard, and he couldn’t get the rhythm of a rally7 going. “It’s hard,” he said to himself. But then he remembered that he was playing with a tennis ball, not a racquetball. He assumed that he would play better with a real ball.

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The next day school was as dull as usual. He took a test in history and returned to his regular score of twelve out of twenty. Mrs. Flores was satisfied. “I’ll see you later,” Estela said, hoisting her backpack onto one shoulder, the history quiz crumpled in her fist. “OK, Estela,” he said. ”Stinger,” she corrected. “Yeah, Stinger. 3:45.” José was beginning to wonder whether he really liked her. Now she seemed abrupt,8 not cute. She was starting to look like Dolores “Hit ‘n’ Spit” Ramirez — tough. After school José walked slowly to the outdoor three-walled courts. They were empty, except for a gang of sparrows pecking at an old hamburger wrapper. José practiced hitting the tennis ball against the wall. It was too confusing. The ball would hit the front wall, then ricochet9 off the side wall. He spent most of his time running after the ball or cursing himself for bragging that he had won tournaments. Estela arrived, greeting José with a jerk of her chin and a “Hey, dude.” She was dressed in white sweats. A pair of protective goggles dangled around her neck like a necklace, and she wore sweatbands on both wrists. She opened a can of balls and rolled one out into her palm, squeezing it so tightly that her forearm rippled with muscle. When she smacked the ball against the wall so hard that the echo hurt his ears, José realized that he was in trouble. He felt limp as a dead fish. Estela hit the ball repeatedly. When she noticed that José was just standing there, his racket in one hand and a dog-slobbered tennis ball in the other, she asked, “Aren’t you going to practice?” “I forgot my balls at home,” he said. “Help yourself.” She pointed with the racket toward the can. José took a ball, squeezed it, and bounced it once. He was determined to give Estela a show. He bounced it again, swung with all his might, and hit it out of the court. “Oops,” he said. “I’ll go get it, Stinger.” He found the ball in the gutter, splotched with mud that he wiped off on his pants. When he returned to the court Estela had peeled off her sweats and was working a pair of knee pads up her legs. José noticed that her legs were bigger than his, and they quivered like the flanks10 of a thoroughbred horse. ”You ready?” she asked, adjusting her goggles over her eyes. “I have to leave at five.” “Almost,” he said. He took off his shirt, then put it back on when he realized how skinny his chest was. “Yeah, I’m ready. You go first.” Estela, sizing him up, said, “No, you go first.” José decided to accept the offer. He figured he needed all the help he could get. He bounced the ball and served it into the ground twice. “You’re out,” she said, scooping the ball up onto her racket and walking briskly11 to the service box.12 José wanted to ask why, but he kept quiet. After all, he thought, I am the winner of several tournaments. ”Zero-zero,” Estela said, then served the ball, which ricocheted off the front and side walls. José swung wildly and missed by at least a foot. Then he ran after the ball, which had rolled out of the court onto the grass. He returned it to Estela and said, “Nice, Estela.” “Stinger.” “Yeah, Stinger.”

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Estela called out, “One-nothing.” She wound up again and sizzled the ball right at José’s feet. He swung and hit his kneecap with the racket. The pain jolted him like a shock of electricity as he went down, holding his knee and grimacing.13 Estela chased the ball for him. “Can you play?” she asked. He nodded as he rose to his feet. ”Two-nothing,” she said, again bouncing the ball off the front wall, this time slower so that José swung before the ball reached his racket. He swung again, the racket spinning like a whirlwind. The ball sailed slowly past him, and he had to chase it down again. “I guess that’s three to nothing, right?” José said lamely. “Right.” Estela lobbed14 the ball. As it came down, José swung hard. His racket slipped from his fingers and flew out of the court. “Oops,” he said. The racket was caught on the top of the chain-link fence surrounding the courts. For a moment José thought of pulling the racket down and running home. But he had to stick it out. Anyway, he thought, my backpack is at the court. “Four-nothing,” Estela called when she saw José running back to the court, his chest heaving. She served again, and José, closing his eyes connected. The ball hit the wall, and for three seconds they had a rally going. But then Estela moved in and killed the ball with a low corner shot. ”Five-nothing,” she said. “It’s getting cold. Let me get my sweats back on.” She slipped into her sweats and threw off her sweatbands. José thought about asking to borrow the sweatbands because he had worked up a lather of sweat. But his pride kept him quiet. Estela served again and again until the score was seventeen to nothing and José was ragged from running. He wished the game would end. He wished he would score just one point. He took off his shirt and said, “Hey, you’re pretty good.” Estela served again, gently this time, and José managed to return the ball to the front wall. Estela didn’t go after it, even though she was just a couple of feet from the ball. “Nice corner shot,” she lied. “Your serve.” José served the ball and, hunching over with his racket poised, took crab steps to the left, waiting for the ball to bounce off the front wall. Instead he heard a thunderous smack and felt himself leap like a trout. The ball had hit him in the back, and it stung viciously. He ran off the court and threw himself on the grass, grimacing from the pain. It took him two minutes to recover, time enough for Estela to take a healthy swig from the bottle of Gatorade in her sport bag. Finally, through his teeth, he muttered, “Good shot, Stinger.” “Sorry,” Estela said. “You moved into my lane. Serve again.” José served and then cowered out of the way, his racket held to his face for protection. She fired the ball back, clean and low, and once again she was standing at the service line calling, “Service.” Uncle Freddie was right. He had lost twenty-one to nada. After a bone-jarring15 handshake and a pat on his aching back from Estela, he hobbled to his uncle’s house, feeling miserable. Only three weeks ago he’d been hoping that Estela — Stinger — might like him. Now he hoped she would stay away from him. Uncle Freddie was in the garage lifting weights. Without greeting him, José hung the racket back on the wall. Uncle Freddie lowered the weights, sat up, and asked, “So how did it go?” José didn’t feel like lying. He lifted his T-shirt and showed his uncle the big red mark the ball had raised on his back. “She’s bad.”

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“It could have been your face,” Freddie said as he wiped away sweat and lay back down on his bench. “Too bad.” José sat on a pile of bundled newspapers, hands in his lap. When his uncle finished his “reps,”16 José got up slowly and peeled the weights down to sixty pounds. It was his turn to lift. He needed strength to mend his broken heart and for the slight chance that Stinger might come back, looking for another victory.

Step 3: After Reading

Learning Targets: ● Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Why am I learning this? ● Students need to be able to summarize the text while reading. ● It is important for students to identify the theme of a fiction story.

Directions: Use your notes to answer the questions below about The Challenge.

1.) Provide a brief summary of the major plot events (i.e., what happened).

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2.) In what ways did the characters change throughout the story?

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3.) What lesson(s) did the character(s) learn?

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4.) PART A: How do José’s actions develop the theme of the story? a.) José’s plans to impress Estela inspire him to be a better student and all-around healthier person. b.) José finds himself enjoying a new hobby after he challenges Estela to a racquetball match. c.) After his disastrous date with Estela, José learns that lying is not the way to impress a girl. d.) José challenges Estela to a racquetball match, but he realizes he underestimated Estela because she was a girl.

5.) PART B: Which detail from the story best supports the answer to Part A? a.) “‘Mrs. Flores, I studied hard — ide veras! You can call my mom,’ he argued, his feelings hurt. And he had studied,” (Paragraph 5) b.) “José figured out another way to get to know her. He had noticed the grimy, sweat- blackened handle of a racket poking out of her backpack.” (Paragraph 11) c.) “He had told Estela that he had won tournaments. ‘I’ll learn,’ José said. ‘In one day? Get serious.’ ‘It’s against a girl.’” (Paragraph 28) d.) “José wanted to ask why, but he kept quiet. After all, he thought, I am the winner of several tournaments.” (Paragraph 54)

6.) PART A: After the racquetball match, how do José’s feeling about Estela change? a.) He is impressed by her win, and he likes her even more b.) He is upset that she didn’t let him win, and dislikes how competitive she is. c.) He is impressed by her good sportsmanship, and comes to respect her. d.) He is embarrassed that she beat him, and finds that he no longer likes her.

7.) PART B: Which section from the story best supports the answer to Part A? a.) “José served and then cowered out of the way, his racket held to his face for protection.” (Paragraph 70) b.) “Only three weeks ago he’d been hoping that Estela — Stinger — might like him. Now he hoped she would stay away from him.” (Paragraph 71) c.) “He lifted his T-shirt and showed his uncle the big red mark the ball had raised on his back.” (Paragraph 73) d.) “When his uncle finished his ‘reps,’ José got up slowly and peeled the weights down to sixty pounds. It was his turn to lift.” (Paragraph 74)

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Days 18 & 19 | Wednesday, May 20 and Thursday, May 21, 2020

ACTIVITY 1: READING

Directions: Over the next two days, you will read the text titled Raymond’s Run. Below are directions for each day.

Wednesday, May 20 1. Step 1: Before Reading. Preview the text Raymond’s Run. 2. Step 2: During Reading . a. Read paragraphs 1-13 of the text (pause where it says “pause”). b. Take notes as you read. Thursday, May 21 1. Step 1: Before Reading. Review your notes from paragraphs 1-13. 2. Step 2: During Reading . Complete the text. 3. Step 3: After Reading. Answer questions about the text.

Step 1: Before Reading

Learning Target: I can make a prediction about what I will learn from the texts.

Why am I learning this? Setting goals for what you aim to learn helps you to focus while you are reading.

1.) Based on the texts’ titles, headings, and pictures, what do you predict you will learn about?

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2.) What do you already know about this topic?

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Step 2: During Reading

Learning Targets: ● I can read fifth-grade level texts quickly and accurately. ● I can identify the meaning(s) of unknown words while reading.

Raymond’s Run Source: By Toni Cade Bambara (1992)

(1) I don’t have much work to do around the house like some girls. My mother does that. And I don’t have to earn my pocket money by hustling;1 George runs errands for the big boys and sells Christmas cards. And anything else that’s got to get done, my father does. All I have to do in life is mind my brother Raymond, which is enough. (2) Sometimes I slip and say my little brother Raymond. But as any fool can see he’s much bigger and he’s older too. But a lot of people call him my little brother cause he needs looking after cause he’s not quite right. And a lot of smart mouths got lots to say about that too, especially when George was minding him. But now, if anybody has anything to say to Raymond, anything to say about his big head, they have to come by me. And I don’t play the dozens or believe in standing around with somebody in my face doing a lot of talking. I much rather just knock you down and take my chances even if I am a little girl with skinny arms and a squeaky voice, which is how I got the name Squeaky. And if things get too rough, I run. And as anybody can tell you, I’m the fastest thing on two feet. (3) There is no track meet that I don’t win the first-place medal. I used to win the twenty-yard dash when I was a little kid in kindergarten. Nowadays, it’s the fifty-yard dash. And tomorrow I’m subject to run the quarter-meter relay all by myself and come in first, second, and third. The big kids call me Mercury cause I’m the swiftest thing in the neighborhood. Everybody knows that—except two people who know better, my father and me. He can beat me to Amsterdam Avenue with me having a two-fire-hydrant headstart and him running with his hands in his pockets and whistling. But that’s private information. Cause can you imagine some thirty-five-year-old man stuffing himself into PAL shorts to race little kids? So as far as everyone’s concerned, I’m the fastest and that goes for Gretchen, too, who has put out the tale that she is going to win the first-place medal this year. Ridiculous. In the second place, she’s got short legs. In the third place, she’s got freckles. In the first place, no one can beat me and that’s all there is to it. (4) I’m standing on the corner admiring the weather and about to take a stroll down Broadway so I can practice my breathing exercises, and I’ve got Raymond walking on the inside close to the buildings, cause he’s subject to fits2 of fantasy and starts thinking he’s a circus performer and that the curb is a tightrope strung high in the air. And sometimes after a rain he likes to step down off his tightrope right into the gutter and slosh around getting his shoes and cuffs wet. Then I get hit when I get home. Or sometimes if you don’t watch him he’ll dash across traffic to the island in the middle of

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Broadway and give the pigeons a fit. Then I have to go behind him apologizing to all the old people sitting around trying to get some sun and getting all upset with the pigeons fluttering around them, scattering their newspapers and upsetting the waxpaper lunches in their laps. So I keep Raymond on the inside of me, and he plays like he’s driving a stage coach3 which is OK by me so long as he doesn’t run me over or interrupt my breathing exercises, which I have to do on account of I’m serious about my running, and I don’t care who knows it. (5) Now some people like to act like things come easy to them, won’t let on that they practice. Not me. I’ll high-prance down 34th Street like a rodeo pony to keep my knees strong even if it does get my mother uptight4 so that she walks ahead like she’s not with me, don’t know me, is all by herself on a shopping trip, and I am somebody else’s crazy child. Now you take Cynthia Procter for instance. She’s just the opposite. If there’s a test tomorrow, she’ll say something like, “Oh, I guess I’ll play handball this afternoon and watch television tonight,” just to let you know she ain’t thinking about the test. Or like last week when she won the spelling bee for the millionth time, “A good thing you got ‘receive,’ Squeaky, cause I would have got it wrong. I completely forgot about the spelling bee.” And she’ll clutch the lace on her blouse like it was a narrow escape. Oh, brother. But of course when I pass her house on my early morning trots around the block, she is practicing the scales on the piano over and over and over and over. Then in music class she always lets herself get bumped around so she falls accidentally on purpose onto the piano stool and is so surprised to find herself sitting there that she decides just for fun to try out the ole keys. And what do you know— Chopin’s waltzes just spring out of her fingertips and she’s the most surprised thing in the world. A regular prodigy.5 I could kill people like that. I stay up all night studying the words for the spelling bee. And you can see me any time of day practicing running. I never walk if I can trot, and shame on Raymond if he can’t keep up. But of course he does, cause if he hangs back someone’s liable to walk up to him and get smart, or take his allowance from him, or ask him where he got that great big pumpkin head. People are so stupid sometimes. (6) So I’m strolling down Broadway breathing out and breathing in on counts of seven, which is my lucky number, and here comes Gretchen and her sidekicks: Mary Louise, who used to be a friend of mine when she first moved to Harlem from Baltimore and got beat up by everybody till I took up for her on account of her mother and my mother used to sing in the same choir when they were young girls, but people ain’t grateful, so now she hangs out with the new girl Gretchen and talks about me like a dog; and Rosie, who is as fat as I am skinny and has a big mouth where Raymond is concerned and is too stupid to know that there is not a big deal of difference between herself and Raymond and that she can’t afford to throw stones. So they are steady coming up Broadway and I see right away that it’s going to be one of those Dodge City scenes cause the street ain’t that big and they’re close to the buildings just as we are. First I think I’ll step into the candy store and look over the new comics and let them pass. But that’s chicken and I’ve got a reputation to consider. So then I think I’ll just walk straight on through them or even over them if necessary. But as they get to me, they slow down. I’m ready to fight, cause like I said I don’t feature a whole lot of chit-chat, I much prefer to just knock you down right from the jump and save everybody a lotta precious6 time. (7) “You signing up for the May Day races?” smiles Mary Louise, only it’s not a smile at all. A dumb question like that doesn’t deserve an answer. Besides, there’s just me and Gretchen standing there really, so no use wasting my breath talking to shadows. “I don’t think you’re going to win this time,” says Rosie, trying to signify with her hands on her hips all salty,7 completely forgetting that I have whupped her behind many times for less salt than that.

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(8) “I always win cause I’m the best,” I say straight at Gretchen who is, as far as I’m concerned, the only one talking in this ventrilo-quist-dummy8 routine. Gretchen smiles, but it’s not a smile, and I’m thinking that girls never really smile at each other because they don’t know how and don’t want to know how and there’s probably no one to teach us how, cause grown-up girls don’t know either. Then they all look at Raymond who has just brought his mule team to a standstill. And they’re about to see what trouble they can get into through him. (9) “What grade you in now, Raymond?” (10) “You got anything to say to my brother, you say it to me, Mary Louise Williams of Raggedy Town, Baltimore.” (11) “What are you, his mother?” sasses Rosie. (12) “That’s right, Fatso. And the next word out of anybody and I’ll be their mother too.” So they just stand there and Gretchen shifts from one leg to the other and so do they. Then Gretchen puts her hands on her hips and is about to say something with her freckle-face self but doesn’t. Then she walks around me looking me up and down but keeps walking up Broadway, and her sidekicks follow her. So me and Raymond smile at each other and he says, “Gidyap” to his team and I continue with my breathing exercises, strolling down Broadway toward the ice man on 145th with not a care in the world cause I am Miss Quicksilver herself. (13) I take my time getting to the park on May Day because the track meet is the last thing on the program. The biggest thing on the program is the May Pole dancing, which I can do without, thank you, even if my mother thinks it’s a shame I don’t take part and act like a girl for a change. You’d think my mother’d be grateful not to have to make me a white organdy dress with a big satin sash and buy me new white baby-doll shoes that can’t be taken out of the box till the big day. You’d think she’d be glad her daughter ain’t out there prancing around a May Pole getting the new clothes all dirty and sweaty and trying to act like a fairy or a flower or whatever you’re supposed to be when you should be trying to be yourself, whatever that is, which is, as far as I am concerned, a poor black girl who really can’t afford to buy shoes and a new dress you only wear once a lifetime cause it won’t fit next year. (14) I was once a strawberry in a Hansel and Gretel pageant when I was in nursery school and didn’t have no better sense than to dance on tiptoe with my arms in a circle over my head doing umbrella steps and being a perfect fool just so my mother and father could come dressed up and clap. You’d think they’d know better than to encourage that kind of nonsense. I am not a strawberry. I do not dance on my toes. I run. That is what I am all about. So I always come late to the May Day program, just in time to get my number pinned on and lay in the grass till they announce the fifty-yard dash. (15) I put Raymond in the little swings, which is a tight squeeze this year and will be impossible next year. Then I look around for Mr. Pearson, who pins the numbers on. I’m really looking for Gretchen if you want to know the truth, but she’s not around. The park is jam-packed. Parents in hats and corsages9 and breast-pocket handkerchiefs peeking up. Kids in white dresses and light-blue suits. The parkees unfolding chairs and chasing the rowdy10 kids from Lenox as if they had no right to be there. The big guys with their caps on backwards, leaning against the fence swirling the basketballs on the tips of their fingers, waiting for all these crazy people to clear out the park so they can play. Most of the kids in my class are carrying bass drums and glockenspiels11 and flutes. You’d think they’d put in a few bongos or something for real like that. (16) Then here comes Mr. Pearson with his clipboard and his cards and pencils and whistles and safety pins and fifty million other things he’s always dropping all over the place with his clumsy self.

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He sticks out in a crowd because he’s on stilts. We used to call him Jack and the Beanstalk to get him mad. But I’m the only one that can outrun him and get away, and I’m too grown for that silliness now. (17) “Well, Squeaky,” he says, checking my name off the list and handing me number seven and two pins. And I’m thinking he’s got no right to call me Squeaky, if I can’t call him Beanstalk. “Hazel Elizabeth Deborah Parker,” I correct him and tell him to write it down on his board. (18) “Well, Hazel Elizabeth Deborah Parker, going to give someone else a break this year?” I squint at him real hard to see if he is seriously thinking I should lose the race on purpose just to give someone else a break. “Only six girls running this time,” he continues, shaking his head sadly like it’s my fault all of New York didn’t turn out in sneakers. “That new girl should give you a run for your money.” He looks around the park for Gretchen like a periscope12 in a submarine movie. “Wouldn’t it be a nice gesture if you were… to ahhh…” (19) I give him such a look he couldn’t finish putting that idea into words. Grown-ups got a lot of nerve sometimes. I pin number seven to myself and stomp away, I’m so burnt. And I go straight for the track and stretch out on the grass while the band winds up with “Oh, the Monkey Wrapped His Tail Around the Flag Pole,” which my teacher calls by some other name. The man on the loudspeaker is calling everyone over to the track and I’m on my back looking at the sky, trying to pretend I’m in the country, but I can’t, because even grass in the city feels hard as sidewalk, and there’s just no pretending you are anywhere but in a “concrete jungle” as my grandfather says. (20) The twenty-yard dash takes all of two minutes cause most of the little kids don’t know no better than to run off the track or run the wrong way or run smack into the fence and fall down and cry. One little kid, though, has got the good sense to run straight for the white ribbon up ahead so he wins. Then the second-graders line up for the thirty-yard dash and I don’t even bother to turn my head to watch cause Raphael Perez always wins. He wins before he even begins by psyching13 the runners, telling them they’re going to trip on their shoelaces and fall on their faces or lose their shorts or something, which he doesn’t really have to do since he is very fast, almost as fast as I am. After that is the forty-yard dash which I used to run when I was in first grade. Raymond is hollering from the swings cause he knows I’m about to do my thing cause the man on the loudspeaker has just announced the fifty-yard dash, although he might just as well be giving a recipe for angel food cake cause you can hardly make out what he’s sayin for the static. I get up and slip off my sweat pants and then I see Gretchen standing at the starting line, kicking her legs out like a pro. Then as I get into place I see that ole Raymond is on line on the other side of the fence, bending down with his fingers on the ground just like he knew what he was doing. I was going to yell at him but then I didn’t. It burns up your energy to holler. Every time, just before I take off in a race, I always feel like I’m in a dream, the kind of dream you have when you’re sick with fever and feel all hot and weightless. I dream I’m flying over a sandy beach in the early morning sun, kissing the leaves of the trees as I fly by. And there’s always the smell of apples, just like in the country when I was little and used to think I was a choo-choo train, running through the fields of corn and chugging up the hill to the orchard. And all the time I’m dreaming this, I get lighter and lighter until I’m flying over the beach again, getting blown through the sky like a feather that weighs nothing at all. But once I spread my fingers in the dirt and crouch over the Get on Your Mark, the dream goes and I am solid again and am telling myself, Squeaky you must win, you must win, you are the fastest thing in the world, you can even beat your father up Amsterdam if you really try. And then I feel my weight coming back just behind my knees then down to my feet then into the earth and the pistol shot explodes in my blood and I am off and weightless again, flying past the other runners, my arms pumping up and down and the whole world is quiet except for the crunch as I zoom

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Learning Log Title of Text: Raymond’s Run

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Gist for Section 1 (Paragraphs 1-3): Keywords:

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Gist for Section 2 (Paragraphs 4-6): Clunks:

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Gist for Section 2 (Paragraphs 7-9):

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Gist for Section 2 (Paragraphs 10-13):

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Summary (Main Idea): ______

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Questions: ______

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Step 3: After Reading

Why am I learning this? ● Students need to be able to summarize the text while reading. ● It is important for students to identify the theme of a fiction story.

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Directions: ● Use your notes to answer the questions below about Raymond’s Run.

1.) Provide a brief summary of the major plot events (i.e., what happened).

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2.) In what ways did the characters change throughout the story?

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3.) What lesson(s) did the character(s) learn?

______

4.) PART A: Which statement best expresses the main theme of the short story? a.) It’s necessary to be physically and mentally strong to succeed in sports. b.) Sharing an important part of your life with someone else can make you closer. c.) Sometimes helping others can offer a greater sense of an accomplishment than winning. d.) Girls are encouraged to compete with each other instead of being friends.

5.) PART B: Which detail from the text best supports the answer to Part A?

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a.) “I stay up all night studying the words for the spelling bee. And you can see me any time of day practicing running.” (Paragraph 5) b.) “‘I don’t think you’re going to win this time,’ says Rosie, trying to signify with her hands on her hips all salty” (Paragraph 8) c.) “And on the other side of the fence is Raymond with his arms down to his side and the palms tucked up behind him, running in his very own style” (Paragraph 23) d.) “And I’m smiling to beat the band cause if I’ve lost this race, or if me and Gretchen tied, or even if I’ve won, I can always retire as a runner and begin a whole new career as a coach with Raymond as my champion.” (Paragraph 24)

6.) PART A: How does seeing her brother run impact Squeaky? a.) It reminds her that running is supposed to be fun. b.) It helps her see beyond her desire to win. c.) It makes her realize that he’s not so different from her. d.) It further pushes her to be the best runner she can be.

7.) PART B: Which quote from the text best supports the answer to Part A? a.) “After all, with a little more study I can beat Cynthia and her phony self at the spelling bee. And if I bugged my mother, I could get piano lessons and become a star.” (Paragraph 24) b.) “And I’ve got a roomful of ribbons and medals and awards. But what has Raymond got to call his own?” (Paragraph 24) c.) “So I stand there with my new plans, laughing out loud by this time as Raymond jumps down from the fence and runs over with his teeth showing and his arms down to the side” (Paragraph 25) d.) “‘In first place—Miss Hazel Elizabeth Deborah Parker.’ (Dig that.) ‘In second place — Miss Gretchen P. Lewis.’” (Paragraph 25)

8.) How does the author develop the narrator’s point of view? a.) The author develops Squeaky’s point of view by comparing her thoughts and emotions to what her family thinks about her. b.) The author develops Squeaky’s point of view by showing how she is affected by conversations with her best friends. c.) The author develops Squeaky’s point of view by describing her early childhood to show how she developed her love of running. d.) The author develops Squeaky’s point of view by emphasizing her thoughts and feelings about herself and the people around her.

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Day 20 | Friday, May 22, 2020

ACTIVITY 1: ASSESSMENT

Directions: You have read two fiction texts, The Challenge and Raymond’s Run. The Challenge is told from the point of view of Jose, a boy in middle school who tries to impress his classmate, Estela. Raymond’s Run is told from the point of view of Squeaky, a young girl who loves running and takes care of her brother, Raymond.

You have two options for this assignment. Select one of them. ● Option 1: Write The Challenge from Estela's point of view.

● Option 2: Write Raymond’s Run from Raymond’s point of view.

Learning Targets: ● Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Why am I learning this? ● Stories can change based on the point of view that the story is told from. It is important for students to understand different points of view.

Table 1. Narrative Elements Element Description Example and Non-Examples

Characters The people or animals who the Example: story is about. This story is about Ms. Carney.

Non-Example: This story is about World War II.

Time The time in history and events Example: of the story takes place. The year was 1945, …

Non-Example: We lived on a farm.

Place The place where the events of Example: the story take place. The boy lived on a farm.

Non-Example: A long time ago, ...

Problem The issue that the character(s) Example: have to work through. The boy was bored at home.

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Non-Example: Everything was perfect.

Events The things that happen in the Example: story. The girl set out on a quest to find the dark crystal.

Non-Example: The girl was from a city called Nashville.

Solution How the character(s) solve the Example: problem. The tired boy took a nap.

Non-Example: The boy was ten years old.

Table 2. Transition Words and Phrases Section Transition Word/Phrase Examples

Beginning ● Once .... ● In the ...

Middle ● First … ● Second … ● Then …

End ● Finally … ● In the end …

Writing Prompt: You have read two fiction texts, The Challenge and Raymond’s Run. The Challenge is told from the point of view of Jose, a boy in middle school who tries to impress his classmate, Estela. Raymond’s Run is told from the point of view of Squeaky, a young girl who loves running and takes care of her brother, Raymond.

You have two options for this assignment. Select one of them. ● Option 1: Write The Challenge from Estela's point of view.

● Option 2: Write Raymond’s Run from Raymond’s point of view. Graphic Organizer - Narrative

Beginning

Characters

Time

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Place

Problem

Middle

Events Event 1:

Event 2:

Event 3:

End

Solution

Write the story on TEAMS or on a separate sheet of paper.

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