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Page 1: Grade 6 English Module 2 - · PDF fileInstructional Module Grade 6 English ... Common Core-Aligned Instructional Module Grade 6 Which key qualities are most important in the pursuit

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Common Core

Instructional Module

Grade 6 English

Module 2

TEACHER PACKET

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Common Core-Aligned Instructional Module

Grade 6 Which key qualities are most important in the pursuit of one’s dreams?

Overview

1) The recommended novel for this module is Dragonwings by Laurence Yep. Dragonwings follows the young Moon Shadow Lee in his first years as a Chinese immigrant in Oakland, CA in 1909. Dragonwings asks what it means to believe in a dream when all odds are against you. Teachers may choose to have students read the entire novel, or select passages for close reading that capture the essence of the story and support the essential question: Which key qualities are most important in the pursuit of one’s dreams?

2) Prentice Hall selections were chosen that address the essential question with similar themes. For example, in “Breaker’s Bridge,” Breaker’s character traits of determination, cleverness, and belief in himself helped him meet the emperor’s demands when he built the bridge. Abraham Lincoln’s perseverance and work ethic served him well when pursuing his ambitions as described in “A Backwoods Boy.”

3) Three CCSS-aligned ELA/Literacy instructional strategies are identified for district-wide focus:

Reading & writing informational text

Academic discourse/collaborative conversations

Formative assessments

These instructional strategies are at the heart of the modules as we prepare our students to be college and career ready. The teacher packet includes support materials for each of these strategies.

4) At the conclusion of this module, students will be asked to analyze and synthesize information

from several sources which address the essential question in a SBAC-like explanatory writing performance task. Please note this is NOT a summative assessment about the novel and/or the Prentice Hall selections. Students will be expected to cite evidence from the sources provided in the writing assessment to address the essential question “Which key qualities are most important in the pursuit of one’s dreams?

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Text Selections and Other Resources

Prentice Hall Selections *ONLY in new CCSS Edition (TE); **BOTH new (TE) and

Timeless Voices (SE); No asterisk – ONLY in Timeless Voices (SE)

Additional Selections

“Breaker’s Bridge” (SE 393 only)

“The Drive-in Movies”** (TE 46, SE 558)

“A Backwoods Boy”** (TE 448, SE 316)

“Song of the Open Road” (SE 302 only)

“The New Colossus” – Emma Lazarus

“Play Ball! Little League World Series Stars Two Girls”

“About My Father” and “Values and Barriers” from Breaking Barriers lesson plans (Sharon Robinson) (http://www.scholastic.com/browse/collection.jsp?id=518)

Prentice Hall Common Core Companion (student workbook): includes graphic organizers for Common Core

literacy skills

District website http://www.wccusd.net: for additional resources select Instruction English Language

Arts Secondary

This module highlights the following College and Career Readiness Anchor Standards (see grade level standards for additional specificity):

CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCR.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCR.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CCR.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCR.W.9: Draw evidence from literary and or informational texts to support analysis, reflection, and research. CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. CCR.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening. CCR.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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Dragonwings (Laurence Yep): Theme support

Dreams, Hopes, and Plans Theme Dragonwings is bursting with the hopes that each of the characters holds. Some characters help one another with dreams, like Moon Shadow's devoted faith in his father, and some characters have dreams that conflict with one another, like how Uncle Bright Star's priority is the Company while Windrider cares most for his destiny to fly. What is a dream worth? What is sacrificed in pursuing one’s dreams? Can dreams shift?

Questions for students about dreams, hopes, and plans:

1. Can a person pursue two dreams at once? 2. What is Moon Shadow's dream, and how does he work to achieve it? 3. Does Windrider's faith in his dream make him a bad friend and father? 4. What is the dream of the Company, and does it continue?

Chew on this:

Have students try an opinion or two, engage in a debate, or play the devil’s advocate in a class discussion

around these two prompts:

Windrider is a bad father and friend because he neglects his loved ones' wishes in order to pursue

his own dream.

Windrider is a good father because he models faith, an independent spirit, and self-confidence to

Moon Shadow.

Shmoop Editorial Team. "Dragonwings Themes." Shmoop.com. Shmoop University, Inc., 11 Nov. 2008. Web. 23 Oct. 2014. <http://www.shmoop.com/dragonwings/dreams-hopes-plans-theme.html>.

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Vocabulary Self-Selection (VSS): Literacy strategy for Reading Informational Text

RATIONALE The purpose of the Vocabulary Self-Selection strategy is to help students generate a list of words to be explored and learned, and to use their own prior knowledge and interests to enhance their vocabulary. This strategy can be used to stimulate growth in word knowledge. Because the list is self-generated, an internal motivation is utilized. This strategy can help students become fascinated with language and thus, increase their enjoyment of the subject. VSS involves the following steps:

Selecting the words

Defining the words

Finalizing the word lists

Extending word knowledge

PROCEDURE Students are put into cooperative groups and asked to go through the assigned reading to identify words that they think ought to be studied further. Students are to find words that are important to understanding the content of a particular text selection. The meaning and importance of the words is explored and discussed in the cooperative groups prior to sharing them with the whole class. Next, a class list of words is developed. Each team submits one word from their list to the class, giving what the group thinks is its meaning and why they consider it important. Students’ prior knowledge is applied in the discussion. The word is recorded for display. Each group in turn submits a different word. This action is repeated until all selected words are on display. The teacher can also submit a word to the list. The teacher then leads a discussion for clarification and expansion of the meanings of the terms. A dictionary or the index of the text can be checked for word meanings when necessary, or students can be directed to use a tablet or other digital device to find further clarification. When the list is complete, the class may choose to delete some words for various reasons such as duplication, words already known, or words the students do not desire to study. The definitions of the final vocabulary list are discussed for any needed clarification and then students record the words and definitions in their individual journals.

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Bounce Card: Literacy Strategy for Vocabulary and Academic Discourse

Bounce Card

BOUNCE: SUM IT UP: INQUIRE: Take what your classmate(s) said and bounce an idea off of it. For example, you can start your sentences with- “That reminds me of…” “I agree, because…” “True. Another example is when…” “That’s a great point…”

Rephrase what was just said in a shorter version. For example, you can start your sentences with- “I hear you saying that…” “So, if I understand you correctly…” “I like how you said…”

Understand what your classmates mean by asking them questions. For example, you can start your questions with- “Can you tell me more about that?” “I’m not sure I understand…” “Have you thought about…?”

Source: From Total Participation Techniques: Making Every Student an Active Learner, Himmele 2011, ASCD

ACADEMIC VOCABULARY WORDS

New Words Quick-Write Definition Symbol or Picture

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Gallery Walk: Literacy Strategy for Academic Discourse This is a powerful strategy that can be used across content areas. The poster to the right was created by 10th grade students from our district addressing the essential question of their quarter 1 module.

RATIONALE

During a Gallery Walk, students explore multiple sets of texts and/or images that provoke critical thinking and discussion. It provides an effective approach to get students talking to each other and practicing academic discourse. Research shows that academic writing improves when students are given ample opportunity to engage in meaningful, guided academic conversations.

PROCEDURE

1. Determine the purpose of the gallery walk. Possibilities include

To spark interest and access prior knowledge as you prepare to engage students in learning new concepts or skills

To promote media literacy by teaching students to think critically and to question sources and context of images or text displayed

To analyze or synthesize essential learnings within a unit of study

To check for understanding which then informs next steps of instruction

To review content prior to a summative assessment

2. Select various types of texts including quotations, images, primary and secondary documents, graphs and charts, or student group work.

3. Display texts gallery style in a way that allows small groups of students to engage with the text and each other in academic discussion.

4. Provide focus questions to guide student discourse. Consider posting sentence starters to support the development of oral academic language. Sentence frames can then be provided for follow-up writing assignments.

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Single to Double Venn: Literacy Strategy for Academic Discourse

Deconstructing Text: Single to Double Venn

Directions: Step 1: As you process the text independently, write down at least five key ideas, phrases, or words in the single Venn (top).

Step 2: Pair up with a classmate. Take turns sharing items from your single Venn. Compare your answers using the “double

Venn” to show what items you had in common and what items were different.

YOU PARTNER

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S-O-S Summary: Literacy Strategy for Formative Assessment The S-O-S Summary is excellent writing practice strategy that helps students choose a point of view and support it with evidence presented in brief bulleted points. Teachers can use it frequently because it requires much less time than an essay—both to write and to assess. The S-O-S Summary is also good practice for students who are required to complete DBQs (document-based questions) in social studies, write critical-lens essays in English Language Arts, or ponder ethical dilemmas in science. Each of these tasks requires students to take a stand on a particular issue and support their point of view with evidence, facts, and examples. Give students a statement related to a topic you are about to teach or have completed. They must reflect on what it means, give their opinion, and support their opinion with evidence.

STATEMENT (provided by teacher):

____________________________________________________________

____________________________________________________________

____________________________________________________________

Restate in your own words:

____________________________________________________________

____________________________________________________________

____________________________________________________________

OPINION (check one): I agree I disagree

SUPPORT YOUR OPINION WITH EVIDENCE (facts, examples…)

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Exit Slips: Literacy Strategy for Formative Assessment Exit slips are written student responses to a question posed at the end of a class or learning activity. Their main purpose is to inform next steps of instruction for the teacher. A blank half sheet is provided below. Broad sample prompts include:

One thing I don’t understand is…

Of the two strategies/skills… we learned today, which one did you find most useful? Why?

Write down one thing you learned today.

Rate your understanding of today’s topic on a scale of 1 – 10. What can you do to improve your understanding?

Discuss one way today’s lesson could be used in the real world.

Describe one topic that we covered today that you would like to learn more about.

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40 copies of the following resource pages are provided

for each of your English sections at

this grade level.

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The New Colossus

By Emma Lazarus

1 Not like the brazen giant of Greek fame,

2 With conquering limbs astride from land to land;

3 Here at our sea-washed, sunset gates shall stand

4 A mighty woman with a torch, whose flame

5 Is the imprisoned lightning, and her name

6 Mother of Exiles. From her beacon-hand

7 Glows world-wide welcome; her mild eyes command 8 The air-bridged harbor that twin cities frame.

9 "Keep ancient lands, your storied pomp!" cries she

10 With silent lips. "Give me your tired, your poor,

11 Your huddled masses yearning to breathe free,

12 The wretched refuse of your teeming shore.

13 Send these, the homeless, tempest-tost to me,

14 I lift my lamp beside the golden door!"

“The New Colossus.” 1883 Emma Lazarus, papers; P-2; box number 1; folder number 1; American Jewish Historical Society, New York, NY, and Boston, MA.

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Play ball! Little League World Series Stars Two Girls By Associated Press, adapted by Newsela staff

08.17.14

SOUTH WILLIAMSPORT, Pa. — More than 60 years ago, Kathryn "Tubby" Johnston Massar cut off her

braids, tucked her hair under her cap and disguised herself to become the first girl to play Little League

baseball. She's delighted today to see two girls in the Little League World Series.

"It's truly amazing. I'm very happy to see girls playing," said Massar, 78, of Yuba City, California.

On Friday, Philadelphia's Mo'ne Davis and Canada's Emma March became the 17th and 18th girls to ever

play in the tournament. It is only the third time in the event's 68-year history that two girls are playing in the

same series.

Davis pitched as Philadelphia beat Nashville 4-0. She had eight strikeouts, didn't walk a batter and gave up

just two hits.

Davis, who got louder cheers than any other player during introductions, said she noticed plenty of girls

younger than her in the audience. Fans applauded even louder when Davis struck out the final batter. The out

made her the first girl to throw a shutout in Little League World Series history.

"It's very unreal. I never thought at the age of 13, I would be a role model," Davis said. "Hopefully, more

girls play Little League."

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Almost a Home Run

March did not fare as well in her game.

She played first base and batted fourth at "cleanup," just ahead of her brother Evan. March went hitless

Friday in Canada's 4-3 loss to Mexico.

But March created some excitement when she stepped into the batter's box for the Vancouver, British

Columbia, team.

She drove a long fly ball to right field in the fourth inning that the crowd thought might be a home run.

However, the hit sailed foul into the stands. Then in the fifth inning, March stepped to the plate with the

bases loaded and Canada down by two runs. With a count of two balls and two strikes, she struck out as she

watched a pitch go by that went over the outside corner of home plate.

As March trotted back to the dugout, the crowd let the umpire know it didn't agree with the call, as boos

rained down from the stands.

No More "No Girls Allowed"

Massar, chosen to throw out the ceremonial first pitch at one of Monday's games, believes more girls will

start to play in Little League and beyond. She thinks eventually there will be a woman in Major League

Baseball.

Massar played in 1950, leading to a rule barring girls from playing until it was reversed in 1974. She

describes herself as a "trailblazer" and said she celebrates her role in history.

"It's something I'm proud of," she said. "Why not play baseball with the boys?"

Pennsylvania Governor Tom Corbett was on hand to watch Davis' dominating performance.

"There's a lot of pressure on her, and she seems to be handling it very, very well for her age," Corbett said

during the Philadelphia game, adding that the 13-year-old has a nice pitching delivery. "It goes to show you

how sports have moved the last 30 or 40 years, and we wouldn't have thought of this 40 or 50 years ago. And

today, she's out there pitching, doing a great job and I'm sitting there thinking, 'Is she going to go into

professional baseball?' I don't know."

He added, "She's played as well as any kid out there right now."…

Newsela Staff. "Play Ball! Little League World Series Stars Two Girls." Newsela. 17 Aug. 2014. Web. 23 Oct. 2014. <https://newsela.com/articles/littleleague-girls/id/4859/>.

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Jackie Robinson

sliding into home, 1949.

Jackie Robinson

sliding into home, 1949.

A pril 15 marks the anniversary of Jackie Robinson’s breaking of

the color barrier in Major League Baseball. A student once asked me: “What is the color barrier?” Baseball’s “color barrier” refers to the time in U.S. history when black- and brown-skinned ballplayers were kept out of the Majors. In 1947, my father, Jackie Robinson, broke through that barrier. He opened the door for others to follow.

Fifty years later, Breaking Barriers: In Sports, In Life was created to help students understand Jackie Robinson’s legacy of change. By participating in this program, you’ll come to understand the values that made my father successful on the field, and which also guided him as a parent. You’ll likewise discover strengths in your own character to help you overcome barriers in your life. Let’s get started!

American baseball became popular during the Civil War. Briefly in the late 1800s, two black players, Bud Fowler and Moses Fleetwood Walker, played alongside whites. But by 1890, Major League Baseball, like most of the U.S., was “segregated.” Black- and brown-skinned players were in the Negro Leagues. Whites played in the Majors.

In 1945, Branch Rickey stepped forward to break baseball’s color barrier. Rickey

was the president and general manager of the Brooklyn Dodgers™. He sent scouts to explore the pool of players. Many Negro League players

were well-known and highly skilled. Players such as Satchel Paige and Josh Gibson topped the list provided by Mr. Rickey’s scouts. But they agreed on Jack Roosevelt Robinson.

The scouts told Mr. Rickey about Jackie Robinson. During his season with the Negro League team the Kansas City Monarchs, Robinson played shortstop. He hit .387, honed his skill at stealing bases, and was chosen for the league’s All-Star Game.

They presented my dad’s college statistics next. While at UCLA, he was the leading basketball scorer in his conference. He was also the national champion in the long jump, an All-American halfback in football, and a varsity baseball shortstop. In fact, he was the first athlete at UCLA to letter in four sports in a single year.

In a now-famous meeting, Branch Rickey painted the

rough conditions my dad would face in the Majors. Racist fans would shout angry insults. A spiteful opponent might spike him with metal cleats. Rickey hoped my father would have the strength of character to fight back with his bat and not his fist. My dad agreed to this plan. Two months later, he signed with the Montreal Royals, the Dodgers™ farm team.

Rickey was right: My dad faced amazing odds. He fought back with perfectly timed bunts, hard line drives, and stolen bases. On April 15, 1947, he stepped

onto the grass of Ebbets Field™ as a member of the Brooklyn Dodgers™. He went on to play 10 seasons and earned such awards as Rookie of the Year and Most Valuable Player.

It took 13 seasons before every Major League Baseball team had at least one black player. Today, things have changed. Major League Baseball players come from around the world. They break barriers of culture, language, race, and religion. Like you, they meet challenges with the same set of values that helped my father succeed on and off the field.

We all face barriers in our lives, even Major League Baseball players. Read below to see how some of these ballplayers face barriers by using Jackie Robinson’s Nine Values.

Jackie Robinson with daughter

Sharon.

Derek Jeter, New York Yankees™

Rickey was testing whether my father would have the strength of character to fight back with his bat rather than his fist.”

About My FatherBy Sharon Robinson

EssayOrganizer

A pril 15 marks the anniversary of Jackie Robinson’s breaking of

the color barrier in Major League Baseball. A student once asked me: “What is the color barrier?” Baseball’s “color barrier” signifies the time in American history when black- and brown-skinned ballplayers were kept out of the Majors. In 1947, my father, Jackie Robinson, broke through that barrier and opened the door for others to follow.

Fifty years later, Breaking Barriers: In Sports, In Life was created to help students understand Jackie Robinson’s legacy of change. By participating in this program, you’ll come to understand the values that made my father successful on the field, and which also guided him as a parent. You’ll likewise discover strengths in your own character to help you overcome barriers in your life. Let’s get started!

American baseball became popular during the Civil War. Briefly in the late 1800s, two black players, Bud Fowler and Moses Fleetwood Walker, played alongside whites. But by 1890, Major League Baseball, like most of America, was “segregated.” Until 1947, black- and brown-skinned players were in the Negro Leagues, while whites played in the Majors.

In 1945, Branch Rickey, president and general manager of the Brooklyn Dodgers™, stepped

forward to break baseball’s color barrier. He studied the field, using scouts to explore the pool of players. There were many Negro League players who

were well-known and proven professional baseball players. Players such as Satchel Paige and Josh Gibson certainly headed the list provided by Mr. Rickey’s scouts, but they agreed on Jack Roosevelt Robinson.

The scouts told Mr. Rickey that, during his season with the Negro League team the Kansas City Monarchs, Jackie Robinson played shortstop. He hit .387, perfected his skill at stealing bases, and was selected for the league’s All-Star Game.

They presented my father’s college statistics next. Rickey learned that while at UCLA, my dad was the leading basketball scorer in his conference, the national champion in the long jump, an All-American halfback in football, and a varsity baseball shortstop. In fact, he was the first athlete at UCLA to letter in four sports in a single year.

In a now-famous meeting, Branch

Rickey painted the stressful conditions my father would face in the Majors. Rickey role-played a racist fan shouting angry insults. A spiteful opponent might spike him with metal cleats. Rickey was testing whether my father would have the strength of character to fight back with his bat rather than his fist. My father agreed to this approach. Two months later, he signed with the Montreal Royals, the Dodgers™ farm team.

As predicted, my dad played baseball against amazing odds. He fought back with perfectly timed bunts, hard line drives, and

stolen bases. On April 15, 1947, Jack Roosevelt Robinson stepped onto the grass of Ebbets Field™ as a member of the Brooklyn Dodgers™. He went on to play 10 seasons, earning such awards as Rookie of the Year and Most Valuable Player.

It took 13 long seasons before every Major League Baseball team had at least one African-American player on its roster. Today, Major League Baseball players come from around the world and continue to break barriers of culture, language, race, and religion. Like you, they face barriers and meet challenges with the same set of values that helped my father succeed on and off the field.

Jackie Robinson with daughter

Sharon.

Rickey was testing whether my father would have the strength of character to fight back with his bat rather than his fist.”

About My FatherBy Sharon Robinson

TORII HUNTERDetroit Tigers™

To learn more about Major League players and breaking barriers, visit

MLB.com/BREAKINGBARRIERS.

Cut here for your own Jackie Robinson’s Nine Values bookmark.

“Persistence and determination will carry you

through, I call this ‘willing yourself to succeed.’”

“All I want to do is just go out there and play the best

I can possibly play. That’s excellence to me.”

RICKY ROMEROToronto Blue Jays™

David Wright, New York

Mets™

COURAGE Doing what you know is the right thing

even when it is hard to do

DETERMINATION Staying focused on a plan even though

the path to its end may be difficult

TEAMWORKWorking with other people

toward a common goal

PERSISTENCE Working toward a goal and continuing to move forward even though you face

obstacles or barriers

INTEGRITY Sticking to your values, regardless of

what others think you should do

CITIZENSHIP Making a contribution that improves the lives of others

JUSTICE Treating all people fairly, no matter

who they are

COMMITMENT Making a promise and following

through on it

EXCELLENCE Doing the best that you possibly can

Values And Barriers

“ If there are any obstacles in your way, you need to be determined to dodge them and keep going… Whatever it takes to be the best, determination will get you there.”

VALUE: A belief that is important to you and helps to guide your life.

BARRIER: A problem or obstacle that stops you from moving forward.

GLOSSARY OF TERMS

JACKIE ROBINSON’S NINE VALUES:

ADAM JONESBaltimore Orioles™

F ollow the steps in the diagram below to

help you write your essay. In baseball, you have to follow bases as you run. Likewise in an essay, each step is important and should be followed to complete the essay.

SECOND BASE

THIRD BASE FIRST BASE

HOME PLATE

◆ Try writing a few “practice” sentences to get your mind ready to go. ◆ Use the outline you created on third base to keep you on the right track. ◆ Your essay should begin with a good topic sentence. Creating a strong

topic sentence can help guide your essay writing.

ESSAY CONTEST!Write an essay about a barrier you have faced. In the essay, explain how you used one or more of Jackie Robinson’s nine values to face your barrier. Use the organizer above to help you develop your ideas. As a 4th- to 8th-grader, you can enter the Breaking Barriers Essay Contest.

For more information, ask your teacher or visit scholastic.com/breakingbarriers/kids.

BEGIN WRITING YOUR ESSAY!

Start Here1 CHOOSE

A TOPIC: Try to be as specific as possible when you make your topic choice.

2 WRITE YOUR MAIN IDEAS:

Make sure your main ideas relate to your topic.

3 CREATE AN OUTLINE:

As you write your outline, remember that each main idea needs details to support it.

RYAN HOWARDPhiladelphia Phillies™

“ Being successful demands cultivating internal values that guide the way in which you conduct yourself both on and off the field. Seeing the courage and integrity displayed by Jackie Robinson throughout his life has had a great influence on me.”

4 WRITE TOPIC SENTENCES:

Use the details from your outline to help you. Now you’re ready to begin writing your essay!

Student Reproducible 1A (Grades 4–5)

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Student Reproducible 2Student Reproducible 1B (Grades 6–8) Student Reproducible 3

Page 25: Grade 6 English Module 2 - · PDF fileInstructional Module Grade 6 English ... Common Core-Aligned Instructional Module Grade 6 Which key qualities are most important in the pursuit

Jackie Robinson

sliding into home, 1949.

Jackie Robinson

sliding into home, 1949.

A pril 15 marks the anniversary of Jackie Robinson’s breaking of

the color barrier in Major League Baseball. A student once asked me: “What is the color barrier?” Baseball’s “color barrier” refers to the time in U.S. history when black- and brown-skinned ballplayers were kept out of the Majors. In 1947, my father, Jackie Robinson, broke through that barrier. He opened the door for others to follow.

Fifty years later, Breaking Barriers: In Sports, In Life was created to help students understand Jackie Robinson’s legacy of change. By participating in this program, you’ll come to understand the values that made my father successful on the field, and which also guided him as a parent. You’ll likewise discover strengths in your own character to help you overcome barriers in your life. Let’s get started!

American baseball became popular during the Civil War. Briefly in the late 1800s, two black players, Bud Fowler and Moses Fleetwood Walker, played alongside whites. But by 1890, Major League Baseball, like most of the U.S., was “segregated.” Black- and brown-skinned players were in the Negro Leagues. Whites played in the Majors.

In 1945, Branch Rickey stepped forward to break baseball’s color barrier. Rickey

was the president and general manager of the Brooklyn Dodgers™. He sent scouts to explore the pool of players. Many Negro League players

were well-known and highly skilled. Players such as Satchel Paige and Josh Gibson topped the list provided by Mr. Rickey’s scouts. But they agreed on Jack Roosevelt Robinson.

The scouts told Mr. Rickey about Jackie Robinson. During his season with the Negro League team the Kansas City Monarchs, Robinson played shortstop. He hit .387, honed his skill at stealing bases, and was chosen for the league’s All-Star Game.

They presented my dad’s college statistics next. While at UCLA, he was the leading basketball scorer in his conference. He was also the national champion in the long jump, an All-American halfback in football, and a varsity baseball shortstop. In fact, he was the first athlete at UCLA to letter in four sports in a single year.

In a now-famous meeting, Branch Rickey painted the

rough conditions my dad would face in the Majors. Racist fans would shout angry insults. A spiteful opponent might spike him with metal cleats. Rickey hoped my father would have the strength of character to fight back with his bat and not his fist. My dad agreed to this plan. Two months later, he signed with the Montreal Royals, the Dodgers™ farm team.

Rickey was right: My dad faced amazing odds. He fought back with perfectly timed bunts, hard line drives, and stolen bases. On April 15, 1947, he stepped

onto the grass of Ebbets Field™ as a member of the Brooklyn Dodgers™. He went on to play 10 seasons and earned such awards as Rookie of the Year and Most Valuable Player.

It took 13 seasons before every Major League Baseball team had at least one black player. Today, things have changed. Major League Baseball players come from around the world. They break barriers of culture, language, race, and religion. Like you, they meet challenges with the same set of values that helped my father succeed on and off the field.

We all face barriers in our lives, even Major League Baseball players. Read below to see how some of these ballplayers face barriers by using Jackie Robinson’s Nine Values.

Jackie Robinson with daughter

Sharon.

Derek Jeter, New York Yankees™

Rickey was testing whether my father would have the strength of character to fight back with his bat rather than his fist.”

About My FatherBy Sharon Robinson

EssayOrganizer

A pril 15 marks the anniversary of Jackie Robinson’s breaking of

the color barrier in Major League Baseball. A student once asked me: “What is the color barrier?” Baseball’s “color barrier” signifies the time in American history when black- and brown-skinned ballplayers were kept out of the Majors. In 1947, my father, Jackie Robinson, broke through that barrier and opened the door for others to follow.

Fifty years later, Breaking Barriers: In Sports, In Life was created to help students understand Jackie Robinson’s legacy of change. By participating in this program, you’ll come to understand the values that made my father successful on the field, and which also guided him as a parent. You’ll likewise discover strengths in your own character to help you overcome barriers in your life. Let’s get started!

American baseball became popular during the Civil War. Briefly in the late 1800s, two black players, Bud Fowler and Moses Fleetwood Walker, played alongside whites. But by 1890, Major League Baseball, like most of America, was “segregated.” Until 1947, black- and brown-skinned players were in the Negro Leagues, while whites played in the Majors.

In 1945, Branch Rickey, president and general manager of the Brooklyn Dodgers™, stepped

forward to break baseball’s color barrier. He studied the field, using scouts to explore the pool of players. There were many Negro League players who

were well-known and proven professional baseball players. Players such as Satchel Paige and Josh Gibson certainly headed the list provided by Mr. Rickey’s scouts, but they agreed on Jack Roosevelt Robinson.

The scouts told Mr. Rickey that, during his season with the Negro League team the Kansas City Monarchs, Jackie Robinson played shortstop. He hit .387, perfected his skill at stealing bases, and was selected for the league’s All-Star Game.

They presented my father’s college statistics next. Rickey learned that while at UCLA, my dad was the leading basketball scorer in his conference, the national champion in the long jump, an All-American halfback in football, and a varsity baseball shortstop. In fact, he was the first athlete at UCLA to letter in four sports in a single year.

In a now-famous meeting, Branch

Rickey painted the stressful conditions my father would face in the Majors. Rickey role-played a racist fan shouting angry insults. A spiteful opponent might spike him with metal cleats. Rickey was testing whether my father would have the strength of character to fight back with his bat rather than his fist. My father agreed to this approach. Two months later, he signed with the Montreal Royals, the Dodgers™ farm team.

As predicted, my dad played baseball against amazing odds. He fought back with perfectly timed bunts, hard line drives, and

stolen bases. On April 15, 1947, Jack Roosevelt Robinson stepped onto the grass of Ebbets Field™ as a member of the Brooklyn Dodgers™. He went on to play 10 seasons, earning such awards as Rookie of the Year and Most Valuable Player.

It took 13 long seasons before every Major League Baseball team had at least one African-American player on its roster. Today, Major League Baseball players come from around the world and continue to break barriers of culture, language, race, and religion. Like you, they face barriers and meet challenges with the same set of values that helped my father succeed on and off the field.

Jackie Robinson with daughter

Sharon.

Rickey was testing whether my father would have the strength of character to fight back with his bat rather than his fist.”

About My FatherBy Sharon Robinson

TORII HUNTERDetroit Tigers™

To learn more about Major League players and breaking barriers, visit

MLB.com/BREAKINGBARRIERS.

Cut here for your own Jackie Robinson’s Nine Values bookmark.

“Persistence and determination will carry you

through, I call this ‘willing yourself to succeed.’”

“All I want to do is just go out there and play the best

I can possibly play. That’s excellence to me.”

RICKY ROMEROToronto Blue Jays™

David Wright, New York

Mets™

COURAGE Doing what you know is the right thing

even when it is hard to do

DETERMINATION Staying focused on a plan even though

the path to its end may be difficult

TEAMWORKWorking with other people

toward a common goal

PERSISTENCE Working toward a goal and continuing to move forward even though you face

obstacles or barriers

INTEGRITY Sticking to your values, regardless of

what others think you should do

CITIZENSHIP Making a contribution that improves the lives of others

JUSTICE Treating all people fairly, no matter

who they are

COMMITMENT Making a promise and following

through on it

EXCELLENCE Doing the best that you possibly can

Values And Barriers

“ If there are any obstacles in your way, you need to be determined to dodge them and keep going… Whatever it takes to be the best, determination will get you there.”

VALUE: A belief that is important to you and helps to guide your life.

BARRIER: A problem or obstacle that stops you from moving forward.

GLOSSARY OF TERMS

JACKIE ROBINSON’S NINE VALUES:

ADAM JONESBaltimore Orioles™

F ollow the steps in the diagram below to

help you write your essay. In baseball, you have to follow bases as you run. Likewise in an essay, each step is important and should be followed to complete the essay.

SECOND BASE

THIRD BASE FIRST BASE

HOME PLATE

◆ Try writing a few “practice” sentences to get your mind ready to go. ◆ Use the outline you created on third base to keep you on the right track. ◆ Your essay should begin with a good topic sentence. Creating a strong

topic sentence can help guide your essay writing.

ESSAY CONTEST!Write an essay about a barrier you have faced. In the essay, explain how you used one or more of Jackie Robinson’s nine values to face your barrier. Use the organizer above to help you develop your ideas. As a 4th- to 8th-grader, you can enter the Breaking Barriers Essay Contest.

For more information, ask your teacher or visit scholastic.com/breakingbarriers/kids.

BEGIN WRITING YOUR ESSAY!

Start Here1 CHOOSE

A TOPIC: Try to be as specific as possible when you make your topic choice.

2 WRITE YOUR MAIN IDEAS:

Make sure your main ideas relate to your topic.

3 CREATE AN OUTLINE:

As you write your outline, remember that each main idea needs details to support it.

RYAN HOWARDPhiladelphia Phillies™

“ Being successful demands cultivating internal values that guide the way in which you conduct yourself both on and off the field. Seeing the courage and integrity displayed by Jackie Robinson throughout his life has had a great influence on me.”

4 WRITE TOPIC SENTENCES:

Use the details from your outline to help you. Now you’re ready to begin writing your essay!

Student Reproducible 1A (Grades 4–5)

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Student Reproducible 2Student Reproducible 1B (Grades 6–8) Student Reproducible 3

Page 26: Grade 6 English Module 2 - · PDF fileInstructional Module Grade 6 English ... Common Core-Aligned Instructional Module Grade 6 Which key qualities are most important in the pursuit

Literacy Strategy: Reading and Writing Informational Text

ACADEMIC SUMMARY TEMPLATE

In the , (“A” Text type) (title of text)

(full name of author) (“B” Precise Verb)

,

the topic of

. S/he (topic/issue of text) (“C” Precise Verb + “that”)

. (author’s main argument/belief on the topic/issue)

Continue the summary by citing evidence that supports the author’s argument or belief on the topic/issue you identified on the line above.

Ultimately, what is trying to convey (through) his/her (author) (“A” Text Type)

is . (main point)

A Types of Text

essay editorial article research paper narrative report letter speech short story vignette memoir poem novel

movie drama/play

B Precise Verbs

addresses debates discusses disputes examines opposes explores contests considers questions analyzes scrutinizes criticizes comments on elaborates on focuses on reflects on argues for argues against

C

Precise “Verbs + that” asserts argues posits maintains claims notes proposes declares concedes states believes suggests implies infers

Connectors

in addition furthermore moreover another besides…also further additionally beyond….also ….as well

Munevar Gagnon, Sonia. "Academic Summary Template." Santa Ana Unified School District. 30 Sept. 2013. Web.

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N: Curriculum/ELA-Secondary/Gr6/ELA Module-Sem2_TeacherPacket/LB-CN K-12 Instructional Support

Bounce Card

Name: Date: Period:

BOUNCE: SUM IT UP: INQUIRE: Take what your classmate(s) said and bounce an idea off of it. For example, you can start your sentences with- “That reminds me of…” “I agree, because…” “True. Another example is when…” “That’s a great point…”

Rephrase what was just said in a shorter version. For example, you can start your sentences with- “I hear you saying that…” “So, if I understand you correctly…” “I like how you said…”

Understand what your classmates mean by asking them questions. For example, you can start your questions with- “Can you tell me more about that?” “I’m not sure I understand…” “Have you thought about…?”

Source: From Total Participation Techniques: Making Every Student an Active Learner, Himmele 2011, ASCD

ACADEMIC VOCABULARY WORDS

New Words Quick-Write Definition Symbol or Picture

Page 28: Grade 6 English Module 2 - · PDF fileInstructional Module Grade 6 English ... Common Core-Aligned Instructional Module Grade 6 Which key qualities are most important in the pursuit

N: Curriculum/ELA-Secondary/Gr6/ELA Module-Sem2_TeacherPacket/LB-CN K-12 Instructional Support

Name: _________________________________________ Date: ___________________ Period: ______

Deconstructing Text: Single to Double Venn

Directions: Step 1: As you process the text independently, write down at least five key ideas, phrases, or words in the single Venn (top).

Step 2: Pair up with a classmate. Take turns sharing items from your single Venn. Compare your answers using the “double

Venn” to show what items you had in common and what items were different.

YOU PARTNER

Page 29: Grade 6 English Module 2 - · PDF fileInstructional Module Grade 6 English ... Common Core-Aligned Instructional Module Grade 6 Which key qualities are most important in the pursuit

N: Curriculum/ELA-Secondary/Gr6/ELA Module-Sem2_TeacherPacket/LB-CN K-12 Instructional Support

Name: __________________________________________ Date: ________________ Period: ______

S–O–S Summary

STATEMENT (provided by teacher):

____________________________________________________________

____________________________________________________________

____________________________________________________________

Restate in your own words:

____________________________________________________________

____________________________________________________________

____________________________________________________________

OPINION (check one): I agree I disagree SUPPORT YOUR OPINION WITH EVIDENCE (facts, examples…)