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The Olympics: a Look Back © July/August 2016 Contents Teacher’s Supplement MEET THE SUPER ATHLETES Pg 22 ™ The Differences— Then & Now Pg 15 INTO HISTORY A Look UNDER Today’s Olympics Pg 52 Only Girls Allowed Here! Pg 18 MAGAZINE ARTICLES An Athlete’s Journal 2 Narrative Fiction 900L To the Winner 8 Expository Nonfiction 1040L Why? 12 The Expository Nonfiction 1170L A Revival with a Difference 15 Expository Nonfiction 1180L Only Girls Allowed 18 Expository NonfictionOlympics 1020L Super Athletes 22 Expository Nonfiction 1070L A Look Back Under the Swastika 28 Expository Nonfiction 1090L 1 Dig: The Olympics: A Look Back © July/August 2016 Contents MEET THE SUPER ATHLETES Pg 22 Teacher’s Guide for Dig: The ™ The Differences— OVERVIEW Then & Now Olympics: A Look Back Pg 15 INTO HISTORY In this magazine, A Look UNDER Today’s Olympics readers will Using This Guide 2 Pg 52 Only Girls Allowed Here! learn about the Pg 18 possible mythic Common Core: Reading, Speaking origins of the The & Listening, and Writing 3 Olympics ancient Olympics A Look Back and the origins 1 of the modern Article Pages 4 games. Dig: The Olympics: A Look Back includes information about the religious beliefs that Cross-Text Connections fostered the early games as well as athletes with Multiple Articles 16 who participated, gender roles, and the controversy around the 1936 Olympics. Mini-Unit 17 Printables 20 ESSENTIAL QUESTION: Glossary 23 How do the modern Olympics compare to the ancient Olympics? Online Resources 25 1 Dig: The Olympics: A Look Back © July/August 2016 Using This Guide We invite you to use this magazine as a flexible teaching tool that is ideal for interdisciplinary learning of social studies and science content and core literacy concepts Find practical advice for teaching individual articles or use a mini-unit that helps your students make cross-text connections as they integrate ideas and information READ MULTIPLE ARTICLES PAGES 4 – 10 Each article in this magazine is well-suited for teaching Common Core literacy concepts and content area knowledge For each individual article page in this guide, you’ll find the following: Prepare to Read CCSS.SpeakListen.1, 2, 4 Essential Question Close Reading Questions Content Concepts CCSS.Reading.1-10 C3 Framework for Social Studies State Standards Key Vocabulary Common Core Connections to teach CCSS.Reading.4 reading and writing standards CCSS.Writing.1, 2, 3 & 6 TEACH A MINI-UNIT PAGES 12 – 14 SOCIAL Magazine articles can be easily grouped to make cross-text STUDIES connections and comparisons Our Common Core mini-unit guides students to read and discuss multiple articles and integrate ideas and information (CCSS ReadingInfoText 9) Discussing multiple articles (CCSS SpeakListen 1, 2, 4) prepares CORE students to write informational texts to share and publish in a LITERACY ARTICLES variety of ways (CCSS Writing 2) 2 Dig: The Olympics: A Look Back © July/August 2016 Common Core Reading, Speaking & Listening, and Writing READING Core literacy concepts, such as the ones found in the Common Core State Standards, help students access social studies and science content Integration of both literacy thinking and content study offers students a great way to become experts in reading informational text and literature for content knowledge This guide provides questions to cover many core literacy concepts Draw Inferences (CCSS.InfoText.1) Summarize (CCSS.InfoText.2) Describe Relationships (CCSS.InfoText.3) Determine Word Meaning (CCSS.InfoText.4) Analyze Text Structure (CCSS.InfoText.5) Understand Author’s Point of View (CCSS.InfoText.6) Interpret Visual Information (CCSS.InfoText.7) Explain Reasons and Evidence (CCSS.InfoText.8) FOCUS STANDARD: CCSS.InfoText.9: Integrate Ideas and Information Have students read multiple articles on the same topic from this magazine to build knowledge and make cross-text comparisons SPEAKING AND LISTENING Use the articles in this magazine to spark meaningful discussions in person and online Encourage deeper discussions where students can become topic experts (CCSS.SpeakListen.1, 2, 4). DISCUSSION OPTIONS—IN CLASS OR ONLINE Article Clubs: Form small reading groups of students reading the same article Have students discuss the content, share ideas, and critically evaluate the text Jigsaw Clubs: Form small reading groups of students reading different articles Invite students to share information and resources with each other Whole Class: Launch with the essential question Encourage students to find and share evidence from different articles to build a greater understanding of the question WRITING Use the articles in this magazine to prompt informative/explanatory writing (CCSS.Writing.2). Have students use evidence from the texts to share information about social studies, language arts, or science content See the Mini-Unit section of this guide (pgs 12– 14) as well as the Article Pages (pgs 4 - 10) for ways to incorporate writing into your instruction 3 Dig: The Olympics: A Look Back © July/August 2016 ARTICLE: An Athlete’s Journal Magazine pages 2 - 7, Narrative Fiction An Athlete’s Journalby Anthony Hollingsworth 900 hen Brazil’s capital, Rio De Janeiro, ancient Greeks could not just take a plane or call was chosen to host the 31st for hotel reservations. WOlympics, people from all over the Ancient writers and poets loved describing the world began preparing to follow the events in this Olympics and the athletes who won. We know South American city. For 16 days, all eyes would more about the games and the events leading up be on Brazil. The lucky among us would have the to them than we know about some battles and opportunity to watch the games live, while the wars that happened at the same time. Consider, rest of us would have to be content to follow the for example, the Olympic runner Leonidas of competition on the Internet or on television. Rhodes. We are told that he won the 200-yard dash Today, getting information about the Olympics three times in a row—in 160, 156, and 152 B.C. We is easy. But what about in ancient Greece? How also know how old he was and how he changed Leonidas of Rhodes was an Olympic champion in ancient Greece did the people in the Greek-speaking world follow many of the training methods used by other the events, especially since they had no Internet Olympians. If he had kept a diary during his or television? In fact, the Greeks did not even have training and the games, it would have probably newspapers. If you wanted to know what read as follows. happened, you had to wait for those who did go to the games to return home or you had to go The article presents his fictional diary about the Olympics yourself. So, who went and, more important, how did they get to ancient Olympia safely? The You’re good, but you need more practice and more confidence! Watch and learn from the others here. exile Score: exile L 2 ESSENTIAL PREPARE TO READ QUESTION Ask the students to imagine they are attending the Olympics in ancient How do the modern Greece What might the conditions be like? How would they dress? What Olympics compare to the would they expect to see? Then have the students imagine a visit to the ancient Olympics? modern games What differences would they notice? SOCIAL STUDIES CONCEPT People’s perspectives shape the historical sources they create CLOSE READING QUESTIONS • Underline details in the introduction to the text that indicate how modern times differ from ancient times CROSS-CURRICULAR • Highlight details in the text that demonstrate the role of religion in the games EXTENSION • Create a timeline for the events depicted in the article • What happened to cheaters? Use details from the text to support your answer English Language Arts Using the same timeline for events used in the article, write a journal as if you were a modern Olympic athlete COMMON CORE CONNECTIONS KEY VOCABULARY Interpret Visual Information CCSS Info Text 7 Study the images that accompany the text How does each add to your knowledge sabotage (p. 6) to destroy or of the ancient Olympics? Which specific lines of text does each illustrate? damage (something) deliberately so that it does not work correctly Determine Author’s Purpose CCSS Info Text 6 truce (p. 4) an agreement Use the text to determine the author’s purpose in presenting this article Which between enemies or opponents to details helped you determine that purpose? stop fighting, arguing, etc , for a certain period of time Research-Based Writing CCSS Writing 2 & 7 Research one of the Olympic sports mentioned and write a brief summary of its role in the games 4 Dig: The Olympics: A Look Back © July/August 2016 ARTICLE: To the Winner Magazine pages 8-11, Expository Nonfiction by Nell Wright To the Winner n 476 B.C., a boy named Hagesidamos was chosen to represent the city of Lokri in youth boxing at IOlympia. He won. The judges handed him a palm frond and crowned him with a wreath of olive leaves. 1040 The Lokrians formed a chorus to perform two new songs in his honor, while musicians, playing a pipe and a lyre, accompanied the chorus. Odes that celebrated victors in ancient games have survived How can we possibly know such detailed information about a single Olympic victor who competed almost 2,500 years ago? The Answer Two poems, called victory odes, have preserved the particulars. It seems that the sixth-century B.C. Greek poet Pindar of Thebes They provide historical details about the games and the made the circuit of the Panhellenic competitive games looking for work. This meant that he traveled to the games held not only at Olympia, but also at Delphi, Nemea, and Isthmia.
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