Grade 5 | Wit & Wisdom Student Assessments

Wit & Wisdom Student Assessments Grade 5

Assessment 4A: Focusing Question Task 1

Purpose: This task will give you an opportunity to express your understanding so far of the Focusing Question, “How did U.S. westward expansion impact American Indian cultures in the West?” Writing about this topic and practicing your summary-writing skills in a short piece will help you prepare for the End-of-Module Task.

Introduction: For the past several lessons, we have been reading short informational texts and learning about how U.S. westward expansion impacted American Indian cultures in the West. In this task, you will apply this question to your reading of the article “A New Nation Comes to the Indian Country.”

Your task: Share what you have learned about the impact of U.S. westward expansion on American Indian cultures in the West with fellow fifth-grade students who have not read about and studied this key piece of U.S. history as you have. Write a paragraph summary of the informational text, “A New Nation Comes to the Indian Country” that includes the main ideas and key details from the article. Use your Boxes and Bullets Organizer on Handout 3C, as well as the model for an informational text summary on Handout 3A, to help you write your summary. Refer back to the text on Handout 3B as needed.

Your summary should include the following:

ƒ A topic statement that states the overall main idea of the text.

ƒ Body sentences that express three main ideas from the text (one from each subheading) in your own words, supported by key details.

ƒ A concluding statement that reinforces the overall main idea of the text.

ƒ Correct spelling, punctuation, and capitalization.

ƒ Correct use of the word impact or impacted at least one time.

Assessment 8A: Focusing Question Task 2

Purpose: This task will give you an opportunity to express your understanding so far of the Focusing Question, “How did the Nez Perce’s homeland sustain their lifestyle and culture?” Writing about the relationship between the Nez Perce homeland and the tribe’s traditional ways of life and culture in a smaller, focused piece will help you prepare for the End-of-Module Task.

Introduction: For the past several lessons, we have been learning about the Nez Perce homeland and considering how it shaped and/or sustained the traditional culture and ways of life of the Nez Perce people. You have become an “expert” on one particular aspect of Nez Perce lifestyle or culture: food, clothing, shelter, transportation, trade, and/or spirituality. How did the Nez Perce homeland sustain or shape this aspect of Nez Perce lifestyle or culture?

Your task: Write a well-developed paragraph to explain how the Nez Perce homeland shaped or sustained the aspect of Nez Perce lifestyle or culture that you have been studying. Write for an audience who might be interested in learning more about Nez Perce culture. Support your ideas with information and evidence from the article you read about your topic (i.e., “Food and Drink,” “Clothing,” “Shelter—The Tipi,” “Getting Around,” “Spirituality,” or “Transport and Trade”).

Your paragraph should include the following:

ƒ A topic statement that states your essential idea, answers the prompt, and includes one or two points*.

ƒ One or two points that “prove” your essential idea.

ƒ Evidence from the text to develop your point(s), including necessary context for each of your points.

ƒ Elaboration to explain how the evidence develops your point(s) and relates to the essential idea of the topic statement.

ƒ A concluding statement that reinforces your essential idea.

ƒ Correct spelling, punctuation, and capitalization.

ƒ Correct use of the word homeland at least one time.

* Check in with your teacher if you are unsure whether to include one or two points in your paragraph.

Assessment 10A: New-Read Assessment 1

Directions: Read the Nez Perce story “How Beaver Stole Fire from the Pines.” As you read, annotate for key story elements, including characters, setting, problem, attempts to solve the problem, and resolution. Then, complete PARTS 1 and 2.

The following is transcribed from the original translation from the Nez Perce, as published in “How Beaver Stole Fire from the Pines.” The Journal of American Folklore, vol. 3, Houghton Mifflin, 1890.

How Beaver Stole Fire from the Pines (Nez Perce)

[1] Once, before there were any people in the world, the different animals and trees lived and moved about and talked together just like human beings. The pine trees had the secret of fire and guarded it jealously, so that no matter how cold it was, they alone could warm themselves. At length, an unusually cold winter came, and all the animals were in danger of freezing to death. But all their attempts to discover the pines’ secret were in vain until Beaver at last hit upon a plan.

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[2] At a certain place on Grande Ronde River in Idaho, the pines were about to hold a great council1. They had built a large fire to warm themselves after bathing in the icy water, and sentinels2 were posted to prevent intruders from stealing their fire secret. But Beaver had hidden under the bank near the fire before the sentries had taken their places, and when a live coal rolled down the bank, he seized it, hid it in his breast, and ran away as fast as he could.

[3] The pines immediately raised a hue and cry3 and started after him. Whenever he was pressed, Beaver darted from side to side to dodge his pursuers, and when he had a good start, he kept a straight course. The Grande Ronde River preserves the direction Beaver took in his flight, and this is why it is tortuous4 in some parts of its course and straight in others.

1 council: A group of people chosen to make decisions or give advice

2 sentinels: Those who stand guard or watch

3 hue and cry: A public outcry of alarm, protest, or the like

4 tortuous: Changing direction frequently; twisting, winding, or crooked, as a path

[4] After running for a long time, the pines grew tired. So most of them halted in a body on the river banks, where they remain in great numbers to this day, forming a growth so dense that hunters can hardly get through. A few pines kept chasing Beaver, but they finally gave out one after another, and they remain scattered at intervals5 along the banks of the river in the places where they stopped.

[5] There was one cedar6 running in the forefront of the pines, and although he despaired of capturing Beaver, he said to the few trees who were still in the chase, “We can’t catch him, but I’ll go to the top of the hill yonder and see how far ahead he is.” So he ran to the top of the hill and saw Beaver just diving into Big Snake River where the Grande Ronde enters it. Further pursuit was out of the question. The cedar stood and watched Beaver dart across Big Snake River and give fire to some willows on the opposite bank, and recross farther on and give fire to the birches and so on to several other kinds of trees. Since then, all who have wanted fire have got it from these particular trees because they have fire in them and give it up readily when their wood is rubbed together in the ancient way.

[6] Cedar still stands alone on the top of the hill where he stopped, near the junction of Grande Ronde and Big Snake rivers. He is very old, so old that his top is dead, but he still stands as a testament to the story’s truth. That the chase was a very long one is shown by the fact that there are no cedars within a hundred miles upstream from him. The old people point him out to the children as they pass by. “See,” they say, “here is old Cedar standing in the very spot where he stopped chasing Beaver.”

PART 1: Complete the Story Map for “How Beaver Stole Fire from the Pines.” Describe the story’s main characters and setting (where and when the story takes place), and summarize the problem, attempts to solve the problem, and the story’s resolution, or how the problem is solved at the end of the story.

Characters

The main characters in the story include …

Setting The story takes place … (include where and when)

Problem

The main problem in the story is that …

Attempts to Solve the Problem

Resolution

The main problem in the story is resolved when …

First …

Next …

Then …

PART 2: Read each question carefully. Some questions have a “PART A” and a “PART B”; be sure to complete both parts. Some questions will ask you to choose one correct answer, while others will ask you to choose more than one correct answer. Refer back to the story “How Beaver Stole Fire from the Pines” as needed to help you answer the questions.

1. Which detail from the story best explains why the animals want to know the pines’ secret of fire?

a. “moved about and talked together just like human beings”

b. “an unusually cold winter came”

c. “after bathing in the icy water”

d. “prevent intruders from stealing their fire secret”

4. Read these lines from the story.

Since then, all who have wanted fire have got it from these particular trees because they have fire in them and give it up readily when their wood is rubbed together in the ancient way.

W hat does the phrase “these particular trees … have fire in them” mean?

a. These trees do not burn in a fire.

2. Read these lines from the story.

But Beaver had hidden under the bank near the fire before the sentries had taken their places and when a live coal rolled down the bank, he seized it, hid it in his breast and ran away as fast as he could.

These details from the story show that Beaver is

a. angry at the pine trees.

b. friendly toward all living things.

c. nervous about the challenge he faces.

d. willing to take a risk to help others.

3. PART A: What happens after the pine trees chase Beaver for a long time?

a. They stop and build a large fire to warm themselves.

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b. They get tired and take root wherever they stop chasing Beaver.

c. They decide to share their secret of fire with different kinds of trees.

d. They decide to hold a council about how to protect their secret of fire.

PART B: According to the Nez Perce, what does the correct answer to PART A explain?

a. why some trees do not lose their leaves but others do

b. why the Nez Perce continue to hold councils to solve problems

c. why particular trees can be used to create fire and others cannot

d. why the pine trees today are scattered along the banks of the river

b. These trees stay warm in the winter.

c. These trees can be used to start a fire.

d. These trees are the oldest in the area.

5. PART A: Which of the following describes a difference between Cedar and the other pine trees in the story?

a. Cedar goes to the top of the hill to locate Beaver, but the other pine trees do not follow him.

b. Cedar gives up chasing Beaver while the other pine trees continue the chase across the Snake River.

c. Cedar believes that the animals should have fire while the other pine trees want to keep it for themselves.

d. Cedar decides to chase Beaver across the Snake River, but the other pine trees tire and stop running.

PART B: This difference between Cedar and the other pines is important because it explains

a. why Cedar’s wood can be cut and rubbed together to create fire.

b. why Cedar is stronger and more durable than any other type of pine tree.

c. why Cedar grows so well near the Grande Ronde and Snake Rivers.

d. why Cedar stands alone on the top of the hill where the Grande Ronde and Snake Rivers meet.

6. What does the story “How Beaver Stole Fire from the Pines” explain? (Choose two answers.)

a. how beavers got their flat tails

b. how people were able to use trees to make fire

c. why animals today are unable to build fires

d. why certain trees and rivers are the way they are today

e. why pine trees burn better than birch and willow trees

Assessment 12A: Focusing Question Task 3

Purpose: For the past several days you have been listening to and reading two Nez Perce stories and thinking about the roles of these stories in Nez Perce culture. Now that you have had a chance to share and build upon ideas about this topic in a Socratic Seminar, you will express your ideas in writing.

Introduction: Stories serve many different roles in Nez Perce culture. They teach Nez Perce children about the following:

ƒ The world long ago and their people’s own history in it.

ƒ Their homeland and its surroundings.

ƒ Practical knowledge and skills to help them survive.

ƒ How to behave and act.

ƒ What their people value, or believe to be important.

How do the stories “Coyote and the Monster” and “How Beaver Stole Fire from the Pines” play similar roles in Nez Perce culture? What can Nez Perce children learn from these stories about the world, their people’s history, surroundings, culture, and values?

Task: Write one or two paragraphs to explain how the stories “Coyote and the Monster” and “How Beaver Stole Fire from the Pines” serve similar roles in Nez Perce culture. In your paragraphs, discuss how the two stories perform one or two of the following functions in Nez Perce culture:

ƒ Describes the world long ago and the Nez Perce people’s own history in it.

ƒ Describes the Nez Perce homeland and its surroundings.

ƒ Offers practical knowledge and skills to help the Nez Perce survive.

ƒ Teaches the Nez Perce how to behave and act.

ƒ Communicates what the Nez Perce people value, or believe to be important.

Be sure to support your ideas with evidence or examples from both stories. You may use your notes on Handout 11A as well as any notes from the seminar to help you write your response.

Assessment 16A: Focusing Question Task 4

Purpose: This task will give you an opportunity to express your understanding so far of the Focusing Question, “How does the conflict between the Nez Perce and the U.S. government reveal differing cultural beliefs and values?” Writing about this topic and practicing your contrast writing skills in a smaller, focused piece will help prepare you to write a longer comparison and contrast essay for Focusing Question Task 5, after finishing the novel Thunder Rolling in the Mountains.

Introduction: For the past several lessons, we have been learning about the conflict over the Nez Perce homeland that erupted between the Nez Perce tribe and the U.S. government/European American settlers in the nineteenth century. Why was the Nez Perce homeland important to each of these groups? How do these differing views of the land reflect differences in the groups’ cultural beliefs and values?

Your task: Write a well-developed paragraph in which you contrast the significance of the Nez Perce homeland to the Nez Perce tribe and to the U.S. government. Write for an audience that might be interested in learning more about the conflict between the Nez Perce and the U.S. government. Develop your ideas with evidence from chapters 1 to 3 of Thunder Rolling in the Mountains and the film A Landscape of History. Expand on your ideas by explaining how the land’s significance to each group reveals the group’s cultural beliefs and values.

Your paragraph should include the following:

ƒ A topic statement that identifies the groups being contrasted and states the essential idea—how the groups differ.

ƒ Two supporting points to show how the significance of the Nez Perce homeland differs between the groups.

ƒ Evidence from Thunder Rolling in the Mountains and the film A Landscape of History to support each of your points.

ƒ Elaboration on how the evidence relates to the essential idea in your topic statement and reveals differing cultural beliefs and values of each group.

ƒ Transitions to contrast ideas.

ƒ A concluding statement that reinforces your essential idea.

ƒ Correct spelling, punctuation, and capitalization.

Assessment 21A: New-Read Assessment 2

Directions: Read pages 47–49 of Thunder Rolling in the Mountains, to the line ending “I would speak to him about it.” As you read, use sticky notes or create a T-chart to record what you notice and wonder about the characters in this passage. When you finish reading, complete PARTS 1 and 2 below.

PART 1: Read each question carefully. Some questions have a “PART A” and a “PART B”; be sure to complete both parts. Some questions will ask you to choose one correct answer, while others will ask you to choose more than one correct answer. Refer back to the passage on pages 47–49 of Thunder Rolling in the Mountains as needed.

1. Which of the following lines summarize what is happening in this passage?

a. Sound of Running Feet rides beside her father as they travel through a valley. They discuss the war and the choices the tribe faces.

b. Sound of Running Feet follows her father riding into the valley. He wants to make sure the tribe is safe from the soldiers.

c. Sound of Running Feet and her father observe the white settlers in the valley. They try to decide if they should approach them or avoid them.

d. Sound of Running Feet worries about her father as they ride through the valley. She tries to convince him stop fighting the soldiers.

2. PART A: Read this sentence from the passage on page 47.

Yet my father’s heart seemed to grow heavier with each step of his horse’s hoofs.

Which of the following best captures the narrator’s meaning when she says “my father’s heart seemed to grow heavier?”

a. Chief Joseph’s heart is getting weak.

b. Chief Joseph is becoming sadder.

c. Chief Joseph is getting angry.

d. Chief Joseph appears older.

PART B: Which detail from the passage on page 47 provides the best clue for the meaning of the expression “my father’s heart seemed to grow heavier?”

a. “We saw no soldiers.”

b. “I rode to his side.”

c. “but he did not see them.”

d. “There was pain in his gaze.”

3. PART A: Which of the following best captures Chief Joseph’s meaning on page 48 when he tells his daughter, “The white settlers are like the sands of the river”?

a. The white settlers will always outnumber the Nez Perce.

b. The white settlers do not share the same values as the tribe.

c. The white settlers will eventually move even further West.

d. The white settlers are better-trained warriors than the Nez Perce.

PART B: Which detail from the passage on page 48 provides the best clue for the meaning of the line “The white settlers are like the sands of the river?”

a. “No matter how many we kill, more come.”

b. “They would still be far from home.”

c. “We must protect our women and children …”

d. “we are strangers in the land.”

4. PART A: Which of the following best describes a difference between Chief Joseph and the narrator, Sound of Running Feet, in this passage?

a. He is looking forward to opportunities in a new land, but she is afraid of leaving their homeland behind.

b. He believes the Nez Perce are safe for now, but she thinks there is still great dangerahead of them.

c. He does not believe the Nez Perce can win the war, but she believes they should fight no matter the cost.

d. He does not want her to marry Swan Necklace, but she is determined to marry him.

PART B:

Choose one detail in the left column for Chief Joseph and one detail in the right column for Sound of Running Feet that support the contrast between the characters in PART A.

Chief Joseph Sound of Running Feet

(A) “I fear to die in a strange land, far from the bones of my father and mother.”

(B) “We must protect our women and children, even if it means we are strangers in the land.”

(C) “There we can hunt buffalo and replenish our herds.”

(A) “Are we safe, Father?”

(B) “We can still fight … the young men are ready to die in battle.”

(C) “Then like a ray of sunlight, a thought came into my head. If the war was really over, Two Moons would let the marriage go forward.”

PART 2

Read the quotation in the Evidence column of the sample evidence organizer below. Underneath the quotation, paraphrase the character’s words: In your own words, what is Chief Joseph saying? Then, write two or three complete sentences in the Elaboration column to explain how this particular evidence shows an important belief or value of Chief Joseph’s and how this belief or value guides his decisions and actions in the story up to this point.

What important beliefs and values guide Chief Joseph?

Evidence

What details in the text reveal this character’s most important beliefs and values? (Include a quotation and paraphrasing.)

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48 G5 M1 Assessment 21A • WIT & WISDOM® ForReviewOnly

Elaboration

What does this evidence show about one (or more) of the character’s most important beliefs or values? Why is this belief or value important to this character? How does it guide the character’s decisions and actions in the story?

“who would care for our women and children when the warriors are dead? They would still be far from home. We must protect our women and children, even if it means we are strangers in the land.”

Assessment 26A: Focusing Question Task 5

Purpose: This task will give you an opportunity to express your understanding of the Focusing Question, “What important beliefs and values guide Chief Joseph and his daughter, Sound of Running Feet?” as you finish reading the novel Thunder Rolling in the Mountains by Scott O’Dell and Elizabeth Hall. Writing about this topic and practicing your essay-writing skills will help prepare you to write an essay for the End-of-Module Task.

Introduction: Individuals, like cultures, define themselves by what they believe in and care most about. Over the past several weeks, you have traveled alongside Chief Joseph; his daughter, Sound of Running Feet; and the Nez Perce tribe as flee their homeland, pursued by the U.S. Army, in search of freedom and safety for their people. You have paid close attention the narrator, Sound of Running Feet, and her father, Chief Joseph, to understand how their core beliefs and values are reflected in their thoughts, words, and actions in the story. What important beliefs and values do they share? How do their beliefs and values differ? How do their beliefs and values guide their actions and decisions in the novel?

Your task: Write an essay to compare and contrast Chief Joseph’s and Sound of Running Feet’s most important beliefs and values. Write for an audience who has read and studied Thunder Rolling in the Mountains as you have. In your essay, explain one important belief or value that Chief Joseph and Sound of Running Feet share and one important way in which their beliefs or values differ, and explain how these beliefs and values guide each character’s actions in the novel. Develop your ideas with evidence from Thunder Rolling in the Mountains.

Your essay should include the following:

ƒ An introduction that provides background or context for the topic.

ƒ A clear thesis that states a key similarity and a key difference between Chief Joseph’s and Sound of Running Feet’s beliefs and/or values.

ƒ Two supporting paragraphs—one that develops a comparison between the characters’ beliefs and values and one that develops a contrast.

ƒ In each supporting paragraph, evidence from Thunder Rolling in the Mountains of the characters’ shared or differing beliefs and values.

ƒ In each supporting paragraph, elaboration of evidence to explain how it shows a similarity or difference between the characters’ beliefs or values, and how these beliefs or values guide the characters’ actions in the novel.

ƒ Transitions within and between paragraphs to compare and contrast ideas.

ƒ A conclusion that reinforces your thesis and reflects on its significance.

ƒ Correct spelling, punctuation, and capitalization.

Assessment 31A: End-of-Module Task

Informative/Explanatory Essay

Purpose: This task will give you an opportunity to express your understanding of the Essential Question of Module 1, “How do cultural beliefs and values guide people?” In writing this essay, you will demonstrate your ability to synthesize the beliefs of a culture, while creating an organized essay that uses text-based evidence.

Introduction: Throughout the module, you’ve been asked to think about how the beliefs and values of a culture, specifically the Nez Perce, guide the actions of its people. You’ve learned about Chief Joseph’s story and read his famous “Lincoln Hall Speech,” which he delivered to members of the U.S. government years after his surrender at Bear Paw. What important Nez Perce beliefs and values guide Chief Joseph’s powerful words in his speech?

Your task: Write an essay to explain how his speech conveys two important beliefs and values of the Nez Perce people. Write for an audience who has read and studied Chief Joseph’s “Lincoln Hall Speech” as you have. Develop your ideas with evidence from Chief Joseph’s “Lincoln Hall Speech.”

Your essay should include the following:

ƒ An introduction that provides background or context for the topic.

ƒ A clear thesis that states two beliefs or values of the Nez Perce.

ƒ Two supporting paragraphs—one that develops each belief or value you identified in your thesis.

ƒ In each supporting paragraph, evidence from Chief Joseph’s “Lincoln Hall Speech” that supports the identified belief or value.

ƒ In each supporting paragraph, elaboration of evidence to explain how it shows an important Nez Perce value or belief, and how that value or belief guides Chief Joseph’s words.

ƒ Transitions within and between paragraphs.

ƒ A conclusion that reinforces your thesis and reflects on its significance.

ƒ Correct spelling, punctuation, and capitalization.

Assessment 35A: Vocabulary Assessment

Definitions do not need to be in complete sentences. Instead, define words with a synonym or brief explanation. For example, if the sample sentence is “The scientist tried to find out which medicines would be helpful,” either of the responses below would be correct:

• Sample response 1: researcher

• Sample response 2: a person who measures when patients get better from medicine

1. Swan Necklace and Sound of Running Feet had similar beliefs.

2. Chief Joseph felt betrayed by the U.S. government.

3. The desire for land caused a conflict.

4. Nez Perce culture was different from the white settlers’ culture.

5. The Nez Perce had many customs.

6. Do Chief Joseph’s descendants live on a reservation?

7. Sound of Running Feet did not heed Chief Joseph’s instructions.

8. The Nez Perce lost their homeland.

9. Food on the journey to the reservation was inadequate.

10. Chief Joseph hoped for justice.

11. Liberty was very important to Chief Joseph and the Nez Perce.

12. Misinterpretations of the treaty occurred.

13. Sound of Running Feet grieved for her people.

14. Chief Joseph used plain words.

15. The Nez Perce lived in poverty on the reservation.

16. The Nez Perce were once prosperous.

17. Do Chief Joseph’s descendants live on a reservation?

18. On their journey, the Nez Perce lacked what they needed for subsistence.

19. Sound of Running Feet did not want to surrender.

20. The Nez Perce could not sustain the fight.

21. The Nez Perce were once a thriving people.

22. Sound of Running Feet and some Nez Perce warriors objected to the treaty.

23. Sound of Running Feet did want a truce.

24. Sound of Running Feet and Chief Joseph shared some values.

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25. The Nez Perce didn’t realize how settlers in the West would impact their lives.

Assessment 3A: Focusing Question Task 1

Informative/Explanatory Paragraph

Purpose: This task will give you an opportunity to express your understanding so far of the first Focusing Question, “How can wordplay create confusion and humor?” as it relates to Abbott and Costello’s famous “Who’s on First?” routine. Writing about wordplay in “Who’s on First?” will help prepare you to encounter wordplay in the module’s anchor text, Norton Juster’s The Phantom Tollbooth.

Introduction: For the past several lessons, you’ve been watching, studying, and even performing pieces of Abbott and Costello’s famous, fast-paced comedy routine “Who’s on First?” How do certain words in this routine cause confusion and misunderstanding between the characters? How does this wordplay create humor for their audience?

Your task: Write a well-developed paragraph to explain how words create both confusion and humor in “Who’s on First?” Support your ideas with specific examples from the comedy routine.

Your paragraph should include the following:

ƒ A topic statement that states how wordplay causes confusion and humor in “Who’s on First?”

ƒ Evidence from “Who’s on First?” that shows how words cause confusion and humor, including necessary context.

ƒ Elaboration of the evidence that explains the importance of the wordplay.

ƒ A concluding statement that reinforces the overall main idea of your paragraph.

ƒ Correct spelling, punctuation, and capitalization.

ƒ Correct use of the word wordplay at least one time.

Assessment 12A: Focusing Question Task 2

Character Snapshot

Purpose: This task will give you an opportunity to express your understanding so far of the Focusing Question, “How can writers use wordplay to develop a story’s settings and characters?” The short narrative writing piece you will create for this task will help you prepare to craft longer narrative pieces for Focusing Question Task 3 and the End-of-Module Task.

Introduction: For the past several weeks, you’ve been learning how author Norton Juster plays with words to turn concepts like “expectations” and “lethargy” into actual places and characters in his novel, The Phantom Tollbooth. Now, think about the imaginary town of Abandon that you’ve read about, and how its name offers clues about what the town and its people—such as Mayor McQuitter—are like.

As Milo passes through Abandon, he notices a sign for Abandon Elementary School whose motto is, “If at first you don’t succeed, you might as well give up!” Imagine a character Milo might meet at Abandon Elementary School. What might this character be like? What might this character’s attitude toward school and learning be? How would they look, act, and talk in a way that reveals this attitude and reflects their name and the meaning of abandon?

Your task: Create a character—a student, teacher, principal, or other school employee—whom Milo might meet from Abandon Elementary School, whose name is a play on words related to the meaning of abandon. Write a narrative “snapshot” to describe this character as Milo might meet them, to create a vivid picture in your readers’ minds of what this character is like. Begin with a brief description of Abandon Elementary School and how Milo meets this character. Then, zoom in to give readers a “snapshot” of your character, using concrete, sensory details to capture how your character looks, acts, and speaks. Remember, your description should reflect the wordplay of your character’s name and the meaning of abandon. Revise your writing to add vivid verbs and concrete, sensory details to make your character come alive for readers.

Your paragraph character snapshot should do the following:

ƒ Establish characters, setting (Abandon Elementary School), and situation in the opening line(s), including Milo and your character.

ƒ Describe what the character looks like in a way that playfully reflects the character’s name and the meaning of abandon.

ƒ Use dialogue and description to show the character’s words and actions and reveal their attitude and beliefs about school and learning.

ƒ Use concrete and sensory details to create a vivid picture of the character and reinforce the wordplay of their name.

ƒ Include at least one quotation the character might say, that reflects the character’s name and their attitude or beliefs about school and learning.

ƒ Use correct spelling, capitalization, and punctuation.

Assessment 14A: New-Read Assessment 1

Directions: Read pages 80–88 of The Phantom Tollbooth, to the line ending, “You should have made a tastier speech.” When you finish reading, complete PARTS 1, 2, and 3 that follow.

PART 1

At the beginning of the royal banquet, Milo meets the king of Dictionopolis, King Azaz the Unabridged. Using pages 82–83, complete the character analysis chart below to gain a deeper understanding of his character and how his title “the Unabridged” is an example of wordplay.

King Azaz the Unabridged

Description How does the author describe the king on page 82? You may paraphrase, include direct quotations, or do both.

Illustration Describe the illustration of King Azaz the Unabridged on page 83. How does it support the description of the king on page 82?

Literal Meaning

The literal meanings of the word unabridged have been provided for you below. Study the two meanings and use them to help you complete the next box for “Wordplay.”

unabridged:

adjective 1. Complete; not condensed or shortened.

noun 2. A dictionary that is a complete edition and has not been condensed or shortened.

Wordplay Think about the description and illustration of King Azaz the Unabridged, as well as what you know about the city of Dictionopolis. How is the king’s title “the Unabridged” an example of wordplay? Explain how the literal meanings of the word unabridged are reflected in King Azaz’s character—his appearance, as well as his role as the king of Dictionopolis!

PART 2

Reread this passage from page 86 of The Phantom Tollbooth, and then answer items 1–3 below.

“Are you ready with the menu?” reminded the Humbug.

“Well,” said Milo, remembering that his mother had always told him to eat lightly when he was a guest, “why don’t we have a light meal?”

“A light meal it shall be,” roared the bug, waving his arms.

The waiters rushed in carrying large serving platters and set them on the table in front of the king. When he lifted the covers, shafts of brilliant-colored light leaped from the plates and bounced around the ceiling, the walls, across the floor, and out the window.

“Not a very substantial meal,” said the Humbug, rubbing his eyes, “but quite an attractive one. Perhaps you can suggest something a little more filling.”

The king clapped his hands, the platters were removed, and, without thinking, Milo quickly suggested, “Well in that case, I think we ought to have a square meal of—”

“A square meal it is,” shouted the Humbug again. The king clapped his hands once more, and the waiters reappeared carrying plates heaped high with steaming squares of all sizes and colors.

“Ugh,” said the Spelling Bee, tasting one, “these are awful.”

1. What does Milo mean by the phrase “light meal”?

a. a meal that is small

b. a meal that is very filling

c. a meal that is brightly colored

d. a meal that is inexpensive

2. Study the dictionary entry below for the word substantial.

substantial [sub stan shel]

adjective

1. Real; not imaginary.

2. Enoug h to satisfy or nourish.

3. Well-built; strong.

4. L arge in number or quantity.

W hich definition best captures the meaning of the word substantial as it is used in the passage above?

a. def inition 1

b. def inition 2

c. def inition 3

d. def inition 4

3. In the passage from page 86, Milo does not realize the waiters are taking his meal request literally. In the space below, explain how the waiters take Milo’s requests for a “light meal” and a “square meal” in a literal way rather than in a figurative way, as he intends.

PART 3

Reread this passage from pages 87–88 of The Phantom Tollbooth, and then answer item 4 that follows.

“Time for the speeches,” announced the king as the plates were again removed and everyone looked glum. “You first,” he commanded, pointing to Milo.

“Your Majesty, ladies and gentlemen,” started Milo timidly, “I would like to take this opportunity to say that in all the—”

“That’s quite enough,” snapped the king. “Mustn’t talk all day.”

“But I’d just begun,” objected Milo.

“NEXT!” bellowed the king.

“Roast turkey, mashed potatoes, vanilla ice cream,” recited the Humbug, bouncing up and down quickly.

“What a strange speech,” thought Milo, for he’d heard many in the past and knew that they were supposed to be long and dull.

“Hamburgers, corn on the cob, chocolate pudding—p-u-d-d-i-n-g,” said the Spelling Bee in his turn.

“Frankfurters, sour pickles, strawberry jam,” shouted Officer Shrift from his chair. Since he was taller sitting than standing, he didn’t bother to get up.

And so down the line it went, with each guest rising briefly, making a short speech, and then resuming his place. When everyone had finished, the king rose.

“Pâté de foie gras, soupe à l’oignon, faisan sous cloche, salade endive, fromages et fruits et demitasse,” he said carefully, and clapped his hands again.

The waiters reappeared immediately, carrying heavy, hot trays, which they set on the table. Each one contained the exact words spoken by the various guests, and they all began eating immediately with great gusto.

“Dig in,” said the king, poking Milo with his elbow and looking disapprovingly at his plate. “I can’t say that I think much of your choice.”

“I didn’t know that I was going to have to eat my words,” objected Milo.

“Of course, of course, everyone here does,” the king grunted. “You should have made a tastier speech.”

This item has two parts. First answer PART A, then answer PART B.

PART A

Study the dictionary entry below for the phrase “eat one’s words.” Then, in the space provided, explain how the author, Norton Juster, plays with the literal meaning of the phrase “eat one’s words” in the scene on pages 87–88.

eat one’s words phrase

1. To admit that something one said was wrong.

2. To take back what one has said.

PART B

Why do you think Milo wishes he could “eat his words,” or take back the words of his speech?

Assessment 19A: Focusing Question Task 3

Exploded Moment Scene

Purpose: This task will give you an opportunity to share your understanding of the Focusing Question, “How can writers use wordplay to develop a story’s plot?” and the narrative structure of episodes in Norton Juster’s The Phantom Tollbooth. This narrative writing task will help you practice the skills you will need to be successful on the narrative writing End-ofModule Task.

Introduction: Anxious to resume their mission to rescue Rhyme and Reason, Milo, Tock, and the Humbug must find another way out of the imaginary town of Abandon since the bridge project has been “abandoned.” Imagine that Milo has decided to stop at Abandon Elementary School to ask for directions to Digitopolis. There, he meets the character you invented for Focusing Question Task 2 and learns about how different school and learning in Abandon are from his own experiences! How might this character challenge Milo’s ideas about school and learning in a conversation? What valuable knowledge or understanding could Milo learn from his interaction with this character?

Your task: For your teacher and your classmates, write an exploded moment scene featuring Milo and the character you created for Focusing Question Task 2, in which Milo meets this character when he stops at Abandon Elementary School to ask for directions to Digitopolis. Your scene should feature a conversation between Milo and your character that reveals their conflicting ideas about school and learning. Your character’s ideas—like Mayor McQuitter’s—should relate to the meaning of abandon!

As you develop your narrative, work on revising to strengthen the dialogue exchange between your character and Milo, alternating dialogue and description, and illuminate wordplay with your character’s name and idea of abandon.

In your narrative, you should do the following:

ƒ Establish characters, setting, and situation at the beginning.

ƒ Develop the action with dialogue between Milo and your character to show the following:

p how your character’s ideas about school and learning challenge Milo’s; and

p the characters’ responses to each other’s ideas.

ƒ Alternate between dialogue and description to develop setting, characters, and conflict.

ƒ Provide an ending that reveals new learning or understanding that Milo gains as a result of this interaction.

ƒ Incorporate wordplay with the meaning of your character’s name and the meaning of abandon by doing the following:

p Describe character and setting.

p Develop your character’s ideas about school and learning.

p Show what Milo learns from the interaction.

ƒ Correctly format and punctuate dialogue.

ƒ Include and correctly punctuate at least one interjection, tag question, and noun of direct address in the dialogue, editing as needed.

Assessment 23A: New-Read Assessment 2

PART 1: Story Map

Directions: Read the rest of Chapter 13 of The Phantom Tollbooth, beginning on page 164 with the line “The shore line was peaceful …” to the end of the chapter. Then, listen to your teacher’s directions for completing PART 1.

Setting: Describe the place and how its name is an example of wordplay.

Characters: Describe the character(s) and how the character’s name is an example of wordplay.

Action/Problem: Briefly desribe the action, or events, that happen in this episode, including the problem that Milo faces.

Ending: Briefly describe the outcome of events in this episode, including how the problem is resolved.

Nuggets of Wisdom: What does Milo learn from this experience? What knowledge or understanding does he gain? How do you see a change in Milo’s thinking from the beginning of the story?

PART 2: Illustration Study

Directions: Choose one of the three illustrations from this part of chapter 13: page 165, page 167, or page 169. Then, complete the following short, constructed-response items about your chosen illustration. Be sure to support your responses with specific evidence from the illustration and the text.

I chose to study and respond to the illustration on page .

Describe what you see in the illustration you have chosen. What does the illustration show?

Which line(s) from chapter 13 best captures what is going on in this illustration? Cite a quotation from chapter 13.

Explain how this illustration supports and/or enriches your understanding of characters, setting, and/or events in this part of chapter 13. How might your understanding of character, setting, or events be different without Jules Feiffer’s illustration? (Write your response in complete sentences.)

PART 3

1. This item has two parts. First answer PART A, then answer PART B.

PART A Read this passage from page 166, and then answer the question that follows.

“And we’ll have plenty of time,” answered Tock, who hadn’t noticed that the bug was missing—and he, too, suddenly leaped into the air and disappeared.

“It certainly couldn’t be a nicer day,” agreed Milo, who was too busy looking at the road to see that the others had gone. And in a split second he was gone also.

He landed next to Tock and the terrified Humbug on the tiny island, which now looked completely different. Instead of palms and flowers, there were only rocks and the twisted stumps of long-dead trees. It certainly didn’t seem like the same place they had seen from the road.

“Pardon me,” said Milo to the first man who happened by, “can you tell me where I am?”

“Pardon me,” replied the man, “can you tell me who I am?”

How does this passage contribute to the overall structure of this episode?

a. It describes the character that Milo, Tock, and Humbug meet.

b. It describes the setting where this episode takes place.

c. It shows an important change in Milo’s thinking in the story.

d. It shows Milo’s feelings toward a new character he meets.

PART B

W hich detail from the passage best supports the answer to PART A?

a. “‘It certainly couldn’t be a nicer day,’ agreed Milo, who was too busy looking at the road …”

b. “too busy looking at the road to see that the others had gone. And in a split second he was gone also.”

c. “Instead of palms and flowers, there were only rocks and the twisted stumps of longdead trees.”

d. “‘Pardon me,’ said Milo to the first man who happened by, ‘can you tell me where I am?’”

2. Directions: This item has two parts. First answer PART A, then answer PART B. Read this passage from page 168, and then answer the question that follows.

PART A

“To be sure,” said Canby; “you’re on the Island of Conclusions. Make yourself at home. You’re apt to be here for some time.”

“But how did we get here?” asked Milo, who was still a bit puzzled by being there at all.

“You jumped, of course,” explained Canby. “That’s the way most everyone gets here. It’s really quite simple: every time you decide something without having a good reason, you jump to Conclusions whether you like it or not. It’s such an easy trip to make that I’ve been here hundreds of times.”

“But this is such an unpleasant-looking place,” Milo remarked.

“Yes, that’s true,” admitted Canby; “it does look much better from a distance.”

As he spoke, at least eight or nine more people sailed onto the island from every direction.

How does this passage contribute to the overall structure of this episode?

a. It uses sensory language to help readers visualize characters.

b. It provides a resolution to the overall problem in the episode.

c. It shows how Canby’s name is a play on words.

d. It reveals the wordplay involved in the island’s name.

PART B

W hich detail from the passage best supports the answer to Part A?

a. “you’re on the Island of Conclusions. Make yourself at home. You’re apt to be here for some time.’”

b. “‘But how did we get here?’ asked Milo, who was still a bit puzzled by being there at all.”

c. “every time you decide something without having a good reason, you jump to Conclusions…’”

d. “As he spoke, at least eight or nine more people sailed onto the island from every direction.”

3. W hich lines from the story best show how this episode represents a “turning point” for Milo’s character in the novel?

a. “Oh dear, this is going to be difficult,” Milo whispered to Tock. “I wonder if we can help him.”

b. “If everything you say is true,” added Tock.

“Then, without a doubt,” Milo concluded brightly, “you must be Canby.”

c. “from now on I’m going to have a very good reason before I make up my mind about anything. You can lose too much time jumping to Conclusions.”

d. “I hope we reach Digitopolis soon,” said Milo, thinking of the breakfast they hadn’t eaten. “I wonder how far it is.”

Assessment 31A: Focusing Question Task 4

Informative/Explanatory Paragraph

Purpose: This task will give you an opportunity to share your ideas about key themes in Norton Juster’s book, The Phantom Tollbooth. Writing about this topic will help prepare you for the End-of-Module Task in which you will demonstrate understanding of these themes and the module’s Essential Question in your own original narrative involving characters from The Phantom Tollbooth.

Introduction: Think about how Milo changes from the beginning of The Phantom Tollbooth to the end. What is Milo like when you first meet him walking home from school in chapter 1? How is he different by the end of the story, as a result of his journey to the Kingdom of Wisdom in the Lands Beyond? What has he learned? What “wisdom” has he gained? How do these changes in Milo reflect overarching themes of the book?

Your task: Write a well-developed paragraph in which you identify and explain one overarching theme of Norton Juster’s book, The Phantom Tollbooth, and explain how Juster develops this theme by revealing Milo’s transformation from the beginning to the end of the story. Be sure to support your ideas about theme with relevant text evidence showing what Milo was like at the beginning and how he changes by the end of the story.

In your narrative, you should include the following:

ƒ A two-part topic statemvent that includes two statements:

p A theme statement, or a statement about a central theme of The Phantom Tollbooth.

p A statement describing an important change or transformation in Milo that supports the theme statement.

ƒ Relevant evidence from the story to support the theme, including one or two quotations showing what Milo was like at the beginning of the story and how he changes.

ƒ Elaboration to explain how the evidence connects to this theme.

ƒ A concluding statement that reinforces the theme and how Juster develops it, through Milo’s character, from the beginning to the end of the story.

ƒ Sentence variety, including some with introductory elements, correctly punctuated.

Assessment 34A: End-of-Module Task

Exploded Moment Narrative

Directions: Read the following overview of your End-of-Module Task.

Purpose: This task will give you the opportunity to express your understanding of themes in The Phantom Tollbooth and the module’s Essential Question, “How and why do writers play with words?” You will demonstrate your understanding, and what you have learned about the craft of narrative writing, to create your own original narrative involving Milo and a character from The Phantom Tollbooth.

Introduction: Following the great battle against the monsters of Ignorance and the return of Princesses Rhyme and Reason to the Kingdom of Wisdom, Milo waves farewell to everyone he has met along his journey, hops into his car, and heads back toward the tollbooth and home. Think about everything Milo has learned along his journey to the Kingdom of Wisdom. What wisdom does Milo now possess? How could some of the characters Milo met benefit from this wisdom? Imagine that, as Milo travels back to the tollbooth, he encounters one of the following demons from the Mountains of Ignorance:

ƒ Terrible Trivium.

ƒ Demon of Insincerity.

ƒ Gelatinous Giant.

Your task: For your teacher and your classmates, write an exploded moment scene in which Milo encounters one of these characters on his journey back to the tollbooth and helps him solve a problem related to the wordplay of his name and his experiences in Juster’s book. Begin your scene by establishing setting and characters. Then, create dialogue between Milo and this character that clearly introduces the problem and shows how Milo helps him resolve it by sharing wisdom he has learned on his journey. This wisdom should tie in to the story’s overarching themes, which you discussed and wrote about for Focusing Question Task 4. As you develop your narrative, work on revising to strengthen dialogue exchanges between characters and illuminate theme.

Your narrative should do the following:

ƒ Establish setting, characters, and situation at the beginning using description and sensory language.

ƒ Develop the action with dialogue between Milo and the demon that does the following:

p Establishes a conflict that the character faces, related to the wordplay of his name and his role in Juster’s book.

p Develops the conflict, by showing the characters’ conflicting ideas and their responses to each other’s ideas.

p Resolves the conflict, with Milo sharing important, relevant wisdom related to his experiences and the story’s overall themes.

p Shows the character’s response to Milo’s wisdom.

ƒ Alternate between dialogue and description to develop setting and show characters’ responses to the conflict.

ƒ Provide an ending that shows an outcome, or resolution, to the demon’s conflict and reinforces a central theme of The Phantom Tollbooth.

ƒ Employ sentence variety, including some with introductory elements.

ƒ Correctly format and punctuate dialogue.

ƒ Include and correctly punctuate at least one interjection, tag question, and noun of direct address in the dialogue, editing as needed.

ƒ Bonus: Include one or two examples of other types of wordplay with relevant idioms, puns, or adages to enrich the conflict and the overall narrative!

Assessment 34B: Vocabulary Assessment 1

Directions: Definitions do not need to be complete sentences. Instead, define boldface words with a synonym or brief explanation. For example, if the sample sentence is “The scientist tried to find out which medicines would be helpful,” either of the responses below would be correct:

ƒ Sample response 1: researcher

ƒ Sample response 2: a person who measures when patients get better from medicine

1. Humbug’s dreams of greatness are castles in the air.

2. The gift in Milo’s room is conspicuous.

3. The W hich says, “Power corrupts.”

4. Diction is important in writing.

5. Milo’s parents tell him to stop the awful din.

6. Before he receives the tollbooth, Milo is disconsolate.

7. DYNNE loves discord.

8. The kings of Dictionopolis and Digitopolis are involved in many disputes.

9. With nothing to do, Milo finds himself in the doldrums.

10. “I hope I don’t have to eat my words,” thinks Milo.

11. Milo has great expectations for his journey.

12. The g iant’s gelatinous body is unusual.

13. The Spelling Bee thinks Humbug is a humbug.

14. Milo is no longer satisfied with ignorance.

15. The demon’s insincerity is obvious.

Assessment 35A: Vocabulary Assessment 2

Directions: Under each sentence below, write a brief definition of the bold word(s). Definitions do not need to be complete sentences. Instead, define words with a synonym or brief explanation. For example, if the sample sentence is “The scientist tried to find out which medicines would be helpful,” either of the responses below would be correct:

ƒ Sample response 1: researcher

ƒ Sample response 2: a person who measures when patients get better from medicine

1. Milo learns not to jump to conclusions

2. Tock does not appreciate people killing time.

3. Milo decides to leave no stone unturned in his search for the sisters.

4. Milo is overcome with lethargy.

5. Milo and Tock expect the jail cell to be macabre.

6. Milo decides he had better make hay while the sun shines.

7. A zaz the Unabridged is a peculiar name.

8. Rhyme and Reason offer Milo their point of view.

9. Milo, Tock, and Humbug go on a quest.

10. There is no rhyme or reason to Milo’s imprisonment.

11. Milo f inds the colorful symphony orchestra surreal.

12. Milo undergoes a transformation.

13. Milo and Tock perform some trivial tasks.

14. The princesses share wisdom with Milo.

15. Norton Juster’s novel, The Phantom Tollbooth, is full of wordplay.

Assessment 4A: Focusing Question Task 1

Purpose:

This task will give you the opportunity to express your understanding of the factors that led to the start of the Civil War. Understanding the conflicts between the North and South will prepare you with the knowledge necessary to analyze the module’s Essential Question: How did the Civil War impact people?

Introduction:

For the past several lessons, you’ve been exploring resources which have explained the differences between the people living in the United States in the years leading up to the Civil War. What were the conflicting beliefs and needs of the North and South? What factors ultimately led to the Civil War? Why did those factors lead to war?

Task:

Participate in a Socratic Seminar with your classmates in which you discuss ideas that answer the question, What factors led to the start of the Civil War? Then, for your teacher and classmates, write a well-developed paragraph to explain at least one of the factors that led to the start of the Civil War.

Support your response using evidence from the following resources:

• The Civil War, Episode 1: “The Cause” video

• “What Caused the Civil War” video

• “Slavery” article

• “America Divided” video

Checklist for Success:

Be sure to include all of the following in your paragraph:

Identify at least one factor that led to the start of the Civil War.

Explain why the North and South were in conflict over that factor.

Use evidence from a resource studied in class to support the topic.

Follow the organizational structure of an informative/explanatory paragraph.

Assessment 10A: New-Read Assessment 1

Directions: Read chapter 4, “Drumbeats and Bullets,” from The Boys’ War. Then, answer the questions that follow in PARTS 1, 2, and 3.

PART 1: Use Context to Understand Vocabulary

Directions: Use your knowledge of context clues to answer the following questions about words found in chapter 4.

1. Read the following sentence from page 40.

Drummers were such a vital part of battle communication that they often found themselves the target of enemy fire.

What is the meaning of the word communication in this sentence? Use your knowledge of the affix –ation to determine the meaning.

a. It is a noun meaning “the sharing of messages, information, or ideas.”

b. It is a verb meaning “to exchange messages, information, or ideas.”

c. It is a noun meaning “someone who shares messages, information, or ideas.”

2. Read the following sentence from page 40, and then answer PART A and PART B.

Drummers were such a vital part of battle communication that they often found themselves the target of enemy fire.

PART A

What is the meaning of the word vital in the context of the sentence?

a. exciting

b. obvious

c. important

d. small

PART B

Which detail from the text provides context for the meaning of the word vital?

a. “Drummers”

b. “battle communication”

c. “found themselves”

d. “target of enemy fire”

3. Read the following excerpt from page 43, and then answer PART A and PART B.

Even as their role in the fighting was changing, Civil War drummers stayed at their positions signaling orders to the troops. Hundreds were killed and thousands more were wounded. “A cannon ball came bouncing across the corn field,” a drummer boy recalled, “kicking up dirt and dust each time it struck the earth. Many of the men in our company took shelter behind a stone wall, but I stood where I was and never stopped drumming. An officer came by on horseback and chastised the men, saying ‘this boy puts you all to shame. Get up and move forward.’ We all began moving across the cornfield.

PART A

What is the meaning of the word chastised in the context of the sentence?

a. to scold

b. to physically hurt

c. to act superior to

d. to compare to

PART B

Which detail from the text provides context for the meaning of the word chastised?

a. “Civil War drummers stayed at their positions signaling orders to the troops.”

b. “‘Many of the men in our company took shelter behind a stone wall’”

c. “‘but I stood where I was and never stopped drumming.’”

d. “‘this boy puts you all to shame. Get up and move forward.’”

PART 2: Support an Author’s Points

Directions: Use your knowledge of reasons and evidence to answer the following questions about an author’s points.

1. Use pages 39 through the first two paragraphs on page 41 to answer PART A and PART B.

PART A

What evidence from the text supports the author’s point that Civil War drummer boys were a necessary and helpful part of the army? Select two

a. “Soldiers probably came to hate the sound of the drums, especially when they heard them on a drizzly, cold morning.”

b. “Most likely, he saw himself always drumming in parades or in the safety of camp.”

c. “The beat of the drum was one of the most important means of communicating orders to soldiers in the Civil War.”

d. “While in camp, they would carry water, rub down horses, gather wood, or cook for the soldiers.”

PART B

How does the author use evidence to support the point that drummer boys were a necessary and helpful part of an army? Select two.

a. He uses firsthand accounts from drummer boys themselves to describe their importance in the Civil War.

b. He provides quotations from other historians to describe how drummer boys were used in the Civil War.

c. He uses letters from boy soldiers describing the importance of drummer boys in the Civil War.

d. He provides examples of ways drummer boys were used in the Civil War.

5. Read this passage from pages 41–42, and then answer PART A and PART B.

The Civil War would be the last time drummer boys would be used in battle. The roar of big cannons and mortars, the rapid firing of thousands of rifles, and the shouts of tens of thousands of men made hearing a drumbeat difficult. More and more, bugles were being used to pass along orders. Military tactics were changing, too. Improved weapons made it impractical to have precise lines of soldiers face their enemy at close range. Instead, smaller, fast-moving units and trench warfare, neither of which required drummers, became popular. Even as their role in the fighting was changing, Civil War drummers stayed at their positions signaling orders to the troops. Hundreds were killed and thousands more wounded.

PART A

What point does the author make about drummer boys in this excerpt?

a. Drummer boys will always be an important part of war.

b. As war techniques changed, so did the need for drummer boys.

c. Soldiers need drummer boys in order to hear commands.

d. Drummer boys caused too many problems during the Civil War, so armies stopped using them in later wars.

PART B

Which evidence from the text supports your answer to PART A? Select two.

a. “The Civil War would be the last time drummer boys would be used in battle.”

b. “The roar of big cannons and mortars, the rapid firing of thousands of rifles, and the shouts of tens of thousands of men made hearing a drumbeat difficult.”

c. “Instead, smaller, fast-moving units and trench warfare, neither of which required drummers, became popular.”

d. “Even as their role in the fighting was changing, Civil War drummers stayed at their positions signaling orders to the troops.”

e. “Hundreds were killed and thousands more wounded.”

Part III: Compare and Contrast Points of View

Directions: Use your knowledge of boy soldiers and drummer boys to compare and contrast their points of view about serving in the Civil War.

6. Read the following excerpts from The Boys’ War. Annotate, by underlining or highlighting, words and phrases that help you infer each boy’s point of view about his experiences in battle.

Excerpt 1, page 36

In this part of chapter 3, Elisha Stockwell explains the chaos at the end of a battle.

Elisha Stockwell’s first fight ended like this: “We had lost all formation, and were rushing down the road like a mob. When we got to the foot of the hill, there was a small stream of water from the rain of the night before. We stopped there and got behind a small tree. I could see the little puffs of smoke at the top of the hill on the other side some forty rods from us, and I shot at those puffs. The brush was so thick I couldn’t see the Rebs, but loaded and fired at the smoke until a ... shot came through the tree and knocked me flat ... I thought my arm was gone, but I rolled on my right side and looked at my arm and couldn’t see anything wrong with it, so got to my feet with gun in my hands and saw the Rebs coming down hill just like we had.

“The road was full for several rods, and I shot for the middle of the [charging] crowd and began loading. But as they were getting so close, I looked behind me to see what the rest [of my friends] were doing. I saw the colors going out of sight over the hill, and only two or three men in sight. As I started to run, I heard several shout, ‘Halt!’ But I knew it was the Rebs, and I hadn’t any thought of obeying them.”

Excerpt 2, page 43

ForReviewOnly

In this section of chapter 4, a drummer boy explains how he responded to a cannon ball being fired near him.

Even as their role in the fighting was changing, Civil War drummers stayed at their positions signaling orders to the troops. Hundreds were killed and thousands more wounded. “A cannon ball came bouncing across the corn field,” a drummer boy recalled, “kicking up dirt and dust each time it struck the earth. Many of the men in our company took shelter behind a stone wall, but I stood where I was and never stopped drumming. An officer came by on horseback and chastised the men, saying, ‘this boy puts you all to shame. Get up and move forward.’ We all began moving across the cornfield ... Even when the fighting was at its fiercest and I was frightened, I stood straight and did as I was ordered ... I felt I had to be a good example for the others.”

7. According to excerpt 1, what is Elisha Stockwell’s point of view about experiencing a battle as a boy soldier? Use evidence from the text to infer this soldier’s feelings and opinions. Write your answer in two to three sentences.

8. According to excerpt 2, what is the drummer boy’s point of view about experiencing a battle? Use evidence from the text to infer this soldier’s feelings and opinions. Write your answer in two to three sentences.

9. Elisha Stockwell and the drummer boy both express their points of view about experiencing battle for the first time. Are their points of view similar, different, or both? Write a paragraph to explain your answer, using evidence from both excerpts.

Assessment 12A: Focusing Question Task 2

Purpose:

In this task, you will express your opinion about the experiences of boy soldiers fighting in the Civil War and how those experiences changed boy soldiers. Writing about how the war impacted boy soldiers will help prepare you for other tasks that ask you to consider impacts of war on people. Additionally, writing an opinion essay will prepare you for the End-of-Module Task opinion essay.

Introduction:

For the past several lessons, you’ve been reading detailed accounts of what life as a boy soldier was like during the Civil War. How did the experiences of being a soldier in the Civil War affect these boys? Were they affected mostly positively or mostly negatively?

Task:

Write an opinion essay in which you explain whether being a soldier in the Civil War affected boys for the better or for the worse. Your audience is your teacher and classmates. Use evidence from The Boys’ War to develop two reasons. Elaborate on your evidence to support your reasons.

Checklist for Success:

Be sure to do all of the following in your essay: Write an opening introduction.

State an opinion on whether the experience of serving in the Civil War affected boy soldiers for the better or worse.

Support an opinion with at least two reasons.

Support reasons with evidence from The Boys’ War.

Elaborate on evidence to explain how war changed boy soldiers for the better or for the worse.

Write a brief conclusion.

Form and use the correct perfect verb tenses.

Use verb tense to convey times, sequences, states, and conditions.

Assessment 21A: New-Read Assessment 2

Directions: Read pages 67–70 of chapter 6, beginning with the line “Only a day or so later” to the break on page 70, ending with the line “I thought of Mama.” Then answer the following questions to demonstrate your understanding of the varieties of English that different characters speak.

PART 1

Directions: Curry writes his letter to Tilly in informal English, the same way he speaks. Read the following lines from Curry’s letter to Tilly, and then rewrite the underlined phrases in formal English, as shown in the example below.

We march south to Paducah or wherever we can find us a Confederate militia to soldier with

Answer: wherever we can find a Confederate militia

Now that Captain Grant has organized a Northern regiment at Anna, Egypt’s no place for them of my convictions

If I had me a pocket watch or anything of value, I would leave it in your safekeeping.

They say that all the best officers that ever come out of West Point are on the Secesh side.

1.

2.

3.

PART 2

Directions: Read the following excerpt from pages 69–70 of chapter 6. Then, answer the questions that follow.

His letter chilled me, and stirred me up. My eyes didn’t sting or moisten, but I felt like a turned-out glove. Delphine noticed.

“’Tain’t a love letter,” I told her. “Nothing like that.”

Delphine gave one of her little shrugs. She wore fewer petticoats in this weather, and Calinda was too busy not to give her hair more than a lick and a promise. “A soldier must leave someone behind,” she said. “What men do best is walk away from women. Wars are handy for that.”

This seemed so worldly-wise I wondered if she could be nineteen.

“Curry says it’s all apt to be over by Christmas.”

Delphine shrugged that off too. “Wars are always to be over by Christmas. At least he fights on the side of right.”

“But if Curry wins, Noah loses.” Did it cross my mind they could both lose?

A quiet moment followed. There weren’t many quiet moments in Delphine’s vicinity, but now you could hear voices from town, and the river lapping the bank. We sat there with our skirttails tucked under us. At last she said, “You are relieve it is the lamp boy who goes, and not Noah.”

She read my heart aright. It was one of her talents. Sorry though I was to see Curry go, I could have burst into song right where we set that it wasn’t Noah going. Not yet.

4. List three words or phrases from the passage above that show examples of Tilly’s dialect:

5. In this passage, as in other passages you have read in the story, what do you notice about the way Delphine speaks English? What does it reveal about her background? Cite one example from the passage above to support your answer. Write your answer in two or three sentences.

6. How is Delphine’s way of speaking English similar to and different from the way that Tilly speaks English? Write your answer in two or three sentences.

Assessment 25A: New-Read Assessment 3

Directions: Continue reading chapter 10, beginning on page 114 with “He tried to hide them from Delphine” through the end of the chapter. Then, answer the following multiple-choice and short-response questions to demonstrate your understanding of a narrator’s point of view.

1. Which sentence summarizes the scene on pages 114–116 of The River Between Us?

a. Tilly and Delphine search for Noah without luck among the soldiers’ tents at Camp Defiance.

b. Tilly and Delphine find Noah weak but alive in the camp hospital and observe him as he eats the food they brought.

c. Tilly and Delphine find Noah and try to convince him to come home with them, but he wants to stay and fight the war.

d. Tilly and Delphine discover Noah in the camp hospital, but he is too sick and weak to recognize them.

2. What does the word tactics mean as it is used on page 116?

a. the skill of arranging and moving troops in battle

b. the science of preventing and treating wounds

c. the art of designing military tools and technology

d. the study and treatment of illness and disease

3. Which words best describe Tilly’s feelings upon discovering the book next to Noah’s cot?

a. frightened, but excited

b. amused and understanding

c. sad, yet hopeful

d. surprised and troubled

4. What is Tilly’s point of view about war, according to this passage? Use evidence from the text to support your ideas. Write your answer in one or two sentences.

5. How does Tilly’s point of view about war influence the way she describes discovering Noah’s book on page 116? Use evidence from the text to support your ideas. Write your answer in one or two sentences.

6. Consider how Noah’s description of the scene on page 116 might differ from Tilly’s if Noah were the narrator. Write a short description, about a paragraph in length, of events on page 116 from Noah’s first-person point of view. (Hint: Before you write, consider how Noah might describe Tilly in this scene and how he might explain his choice of book. Remember to write as if you are Noah.)

Assessment 27A: Focusing Question Task 3

Purpose:

In this task, you will express your understanding of the Focusing Question, How did the Civil War impact girls and women? Writing about the Civil War’s impact on some of the female characters in The River Between Us will help prepare you for the final Focusing Question Task as well as the End-of-Module Task, which asks you to consider the war’s impact on the Pruitt family as a whole.

Introduction:

The Civil War touched the lives of all Americans, free and enslaved, women and men. The River Between Us is told from Tilly’s first-person point of view. This allows readers to learn how Tilly herself understands the war and its impact on her life and the lives of the women around her, including Mama, Cass, Delphine, and Calinda. On page 122 of the novel, Tilly reflects how she and Delphine “hardly had time to look up from [their] days, or to notice that [they] weren’t girls anymore.” How would Tilly support this point of view about how her experiences of the war have changed her and Delphine?

Task:

Write a journal entry from Tilly’s first-person point of view that states this opinion: that the war and the experiences in Cairo and at Camp Defiance have changed both her and Delphine by making them grow up faster. Support Tilly’s opinion with two reasons based on Tilly’s first-person account of her and Delphine’s experiences in Cairo and at Camp Defiance.

Support your response using evidence from the following resource:

• The River Between Us, Richard Peck

Checklist for Success:

Be sure to include all of the following in your paragraph:

Write from Tilly’s first-person point of view, staying true to her experiences in the story.

Include an opening for Tilly’s journal entry by introducing the topic.

State Tilly’s opinion that the war and the experiences in Cairo and at Camp Defiance have changed both her and Delphine, turning them from girls into young women.

Support Tilly’s opinion with two reasons: one about how Tilly has changed and one about how Delphine has changed.

Support reasons with evidence from The River Between Us of what Tilly and Delphine were like before coming to Cairo and Camp Defiance and how their experiences there have changed them.

Elaborate on evidence to explain how the experiences in Cairo and at Camp Defiance have changed them, turning them from girls into young women.

Include at least one “If—then” statement to elaborate on evidence.

Include a brief conclusion to Tilly’s journal entry that reinforces her opinion.

Recognize and correct inappropriate shifts in verb tense.

Use verb tense to convey times, sequences, states, and conditions.

Assessment 31A: Focusing Question Task 4

Purpose:

In this task, you will express your understanding of the Focusing Question, How did the Civil War impact free people of color in the South? Writing about this topic will prepare you for the End-of-Module Task, in which you will consider some of the broader impacts of the war on the Pruitt family.

Introduction:

On page 130, Delphine tells Tilly and Dr. Hutchings, “We free people of color live on a kind of island, lapped by a sea of slavery.” According to Delphine—and the author in the excerpt you read from “A Note on the Story”—how was life as a free person of color in New Orleans like living on “a kind of island, lapped by a sea of slavery?” In what ways did Delphine’s life as a free person of color in New Orleans differ from the lives of most African Americans in the South during the Civil War?

Task:

Write a well-developed paragraph to explain how Delphine’s life as a free person of color in New Orleans was like living on “a kind of island, lapped by a sea of slavery,” and how her life differed from the lives of most African Americans in the South during the Civil War. Your audience is your teacher and classmates. Use evidence from The River Between Us, including the author’s “Note on the Story” and the “Slavery” article to inform your explanation of this analogy.

Support your response using evidence from the following resources:

• The River Between Us, Richard Peck

• “A Note on the Story,” Richard Peck

• “Slavery” article, Britannica Kids

Checklist for Success:

Be sure to include all of the following in your paragraph:

A topic statement that introduces the analogy.

An explanation of how life as a free person of color is like an island.

Evidence from The River Between Us or “A Note on the Story” of what Delphine’s life as a free person of color is like.

An explanation of how even free people of color were affected by slavery.

Evidence from the “Slavery” article about what life is like for enslaved people in the South.

An explanation of how life as a free person of color is different from that of an enslaved person.

Elaboration on how evidence relates to the analogy.

A concluding statement that relates to the topic statement.

Assessment 33A: End-of-Module Task

Purpose:

This task will give you the opportunity to express your understanding of the module’s Essential Question: How did the Civil War impact people? You will demonstrate what you learned about the craft of opinion writing as you synthesize your ideas about the Civil War’s impact on the Pruitt family from the historical fiction novel The River Between Us.

Introduction:

The River Between Us tells a unique story of how the Civil War impacted the Pruitt family. Even before Noah enlists to fight, the Pruitt family feels the effects of the Civil War. Consider all the ways in which the Civil War impacted the Pruitt family. Was this impact mostly positive or mostly negative?

Task:

Write an opinion essay that states whether the Civil War impacted the Pruitt family in a mostly positive or mostly negative way. Your audience is your teacher and classmates. Use evidence from The River Between Us to develop two reasons. Elaborate on your evidence to support your reasons.

Support your response using evidence from the following resource:

• The River Between Us, Richard Peck

Checklist for Success:

Be sure to include all of the following in your essay:

A brief opening paragraph with a hook and introduction to the novel.

An opinion on whether the Civil War had a mostly positive or mostly negative impact on the Pruitt family.

Two reasons that support your opinion.

Evidence from The River Between Us to support your reasons.

Elaboration on evidence to explain the impact of war on the Pruitt family.

At least one “If-then” elaboration statement.

A brief concluding statement.

Transitions to link opinions and reasons and to order ideas in a logical way.

Commas to separate introductory elements from the rest of the sentence.

Correct perfect verb tenses.

Verb tenses that convey times, states, sequences, and conditions.

Assessment 33B: Vocabulary Assessment 1

Directions: Definitions do not need to be complete sentences. Instead, define the words and word parts below with a synonym or brief explanation. For example, if the sample sentence is “The scientist tried to find out which medicines would be helpful,” either of the responses below would be correct:

ƒ Sample response 1: researcher

ƒ Sample response 2: a person who measures when patients get better from medicine

1. Which state was the first to secede?

2. The boy soldiers were naïve.

3. Only certain women could wear the tignon.

4. Slavery was abolished.

5. Slavery was abolished.

6. Dr. Hutchings’s sons found the expedition exciting.

7.

8.

9.

10.

11.

12.

13.

14.

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15.

The reality of war is difficult.

Noah looked sober.

Delphine and Calinda were aliens in Grand Tower.

Devil’s Backbone was a landmark.

Delphine and Calinda were consolers of Noah.

Camp Defiance was a quagmire.

Death in war is inevitable.

The doctor amputated his own finger.

The Civil War lasted from 1861–1865.

Assessment 34A: Vocabulary Assessment 2

Directions: Definitions do not need to be complete sentences. Instead, define the words and prefix below with a synonym or brief explanation. For example, if the sample sentence is “The scientist tried to find out which medicines would be helpful,” either of the responses below would be correct:

ƒ Sample response 1: researcher

ƒ Sample response 2: a person who measures when patients get better from medicine

1. Do not give succor to the enemy.

2. The Pruitts’ dialect was different from Delphine’s.

3. Harriet Tubman was antislavery.

4. Cass was transfixed by the guests.

5. Mrs. Pruitt was never idle.

6. Laws against the tignon were futile.

7. Mrs. Pruitt stared absently.

8. Recruitment during the war was easy.

9. Many young boys wanted to enlist.

10. The North was mainly industrial.

11. General Ulysses S. Grant led Union forces.

12. Robert E. Lee led Confederate forces.

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13. Hospital conditions were primitive.

14. The South was mainly agricultural.

15. The doctor did not intend to mutilate his patient.

Assessment 4A: Focusing Question Task 1

Purpose

This task will give you the opportunity to express your understanding of the Focusing Question, “How can sports affect the way we view others?” based on what you learned from reading “Raymond’s Run.” Writing about this topic will help you think about the overall influence that sports can have on individuals and societies and prepare you for the other writing you will do in this module.

Introduction

Nelson Mandela once said that sport “has the power to unite people in a way that little else does.” In the short story “Raymond’s Run,” how does Squeaky’s perspective toward her rival Gretchen or her brother Raymond change after the race? How does she come to understand Gretchen or Raymond in new ways as a result of running this race?

Task

Choose either Gretchen or Raymond. Write a paragraph to explain how Squeaky’s perspective toward this character changes by the end of the race, and how she comes to understand this character in a new way as a result of running the race. Support your ideas with evidence from “Raymond’s Run.”

Checklist for Success

Be sure to include all of the following in your paragraph:

A topic statement that explains how Squeaky’s perspective toward Gretchen or Raymond changes by the end of the race.

Relevant evidence from “Raymond’s Run” that shows Squeaky’s perspective toward the character leading up to and after the race.

Elaboration to explain how the evidence reveals Squeaky’s new understanding of the character as a result of running the race.

A concluding statement that reinforces the essential idea.

Correct spelling of grade-appropriate words.

Assessment 9A: New-Read Assessment 1

Directions: For this New-Read Assessment, you will read two new informational texts about famous Negro League players, Cool Papa Bell and Josh Gibson. As you read, consider how these texts add to your knowledge of the importance of the Negro Leagues. Then, answer a series of questions that allow you to demonstrate what you’ve learned about how authors structure informational texts to make information clear to readers.

PART 1 Directions: After reading the article “Cool Papa Bell” on Handout 9A, answer questions 1 and 2 below. Note that item 2 has two parts. Be sure to answer PART A of the question before you answer PART B.

1. The box below has a list of qualities for a ballplayer. Select the two qualities that best describe Cool Papa Bell, and place them in the table below the box. Then, find one piece of evidence from the text to support each answer, and write it in the appropriate space in the table.

2. PART A

What is the overall text structure of “Cool Papa Bell”?

a. problem/solution

b. chronological

c. comparison and contrast

d. description

PART B

How do you know the text structure of “Cool Papa Bell”? Explain your answer to item 2, PART A in three to four sentences. Use evidence from the article in your explanation.

PART 2 Directions: After reading the article “Josh Gibson” on Handout 9A, answer questions 3–5. Items 3 and 5 two parts: PART A and PART B. Item 4 has three parts: PART A, PART B, and PART C. Be sure to answer each part in its correct order.

3. PART A

Which statement best summarizes Josh Gibson’s talents as a baseball player?

a. He was known for how quickly he could run.

b. He was known for his strength.

c. He was known for how smartly he played the game.

d. He was known for how lucky he was in baseball.

PART B

Which of the following details from the text best support your answer to item 3, PART A?

a. “He was considered the best power hitter of his era in the Negro baseball leagues and perhaps even the majors.”

b. “He became a professional by accident July 25, 1930 while sitting in the stands.”

c. “He occasionally played left field or third base, but never for more than a game or two.”

d. “In 1972, Gibson became the second player from the Negro leagues elected to the National Baseball Hall of Fame, joining [Satchel] Paige.”

4. Answer the following three questions, PART A, PART B, and PART C, using your knowledge about conjunctions in a sentence.

PART A

What is the purpose, or role, of a conjunction in a sentence?

a. to show a word’s relationship to another word

b. to express emotion

c. to show how a sentence should be read

d. to join the parts of a sentence together

PART B

Read the following excerpt from “Josh Gibson.”

“You look for his weakness and while [you’re] lookin’ for it, he’s liable to hit 45 home runs.” —Satchel Paige, from “Josh Gibson”

Highlight or underline the conjunction in the sentence above.

PART C

Read the following excerpt from “Josh Gibson.” Then answer the following question in one to two sentences.

“You look for his weakness and while [you’re] lookin’ for it, he’s liable to hit 45 home runs.” —Satchel Paige, from “Josh Gibson”

Explain how the excerpt in PART B uses a conjunction to help readers understand Josh Gibson’s talents as a player.

5. PART A

What is the main text structure of “Josh Gibson”?

a. problem/solution

b. chronological

c. comparison/contrast

d. cause and effect

PART B

How do you know the text structure of “Josh Gibson”? Explain your answer to item 5, PART A in three to four sentences. Use evidence from the article in your explanation.

PART 3 Directions: Now, use both articles, “Cool Papa Bell” and “Josh Gibson” on Handout 9A, to respond to the prompt.

6. Compare and contrast how each article uses text structure to highlight a famous Negro League baseball player. Write your response in five to six sentences, using evidence from both articles to support your ideas.

Assessment 13A: Focusing Question Task 2

Purpose

This task will give you the opportunity to reflect on the Focusing Question, “How can sports create opportunities for change?” and the story of the Negro Leagues. Writing about this topic will help you prepare for the research and writing you will do for Focusing Question Task 3 and the End-of-Module Task.

Introduction

Major League Baseball celebrates Jackie Robinson Day every April 15 to remember the first African American man to break baseball’s racist color barrier and integrate the Major Leagues. Why should we honor and remember all of the Negro League players and their accomplishments on Jackie Robinson Day, along with Robinson himself?

Task

Plan a speech to give to students at your school who have not learned about the history of the Negro Leagues, explaining why the Negro Leagues and its players should be honored and remembered on April 15, along with Jackie Robinson. Use evidence from We Are the Ship to develop three points to support your thesis statement. Consider the Negro Leagues’ accomplishments and contributions to the sport of baseball, and elaborate on your evidence to support your points.

Checklist for Success

Be sure to include all of the following in your paragraph:

An opening that introduces the topic and provides background information about the Negro Leagues.

A thesis statement with three logically sequenced points about why the Negro Leagues and its players should be honored and remembered on April 15, along with Jackie Robinson.

At least two examples of paraphrased evidence from We Are the Ship.

At least one example of directly quoted evidence from We Are the Ship.

Elaboration to explain how the evidence connects to each point.

A concluding statement that reinforces your thesis and reflects on its importance.

Assessment 23A: Focusing Question Task 3

Purpose

This task will give you and your peers an opportunity to reflect on Focusing Question Task 3 by researching an individual who challenges or overcomes a barrier(s) through sports. The barrier(s) might be physical, such as a disability, or it might be a social barrier(s), such as racism, gender, or culture. The research skills you use in this task will help you prepare for the End-of-Module Task.

Introduction

Your class will create a special sports Hall of Fame dedicated to honoring individuals who challenge or overcome barriers in sports. For this task, you will work in small groups to research and present on an athlete for this “Hall of Fame for Barrier-Breakers in Sports.”

Handout 23A contains a list of athletes who, in some way, challenge or overcome barriers through sports. Read the short blurb about each person on Handout 23A. Mark your level of interest in researching each person, and then rank in order your top four choices of athletes to research. Your teacher will use these choices to help determine your group and research topic assignment.

Task

With your group, research your athlete to learn how they challenge or overcome barriers through sports. Take notes about your athlete as you explore at least three different sources, such as online biographies, encyclopedia entries, news or feature articles, and videos. Then, create an exhibit about your athlete that includes text as well as visual and multimedia elements to honor them as part of the class’s “Hall of Fame for Barrier-Breakers in Sports.”

Use the following checklist for success to help guide you and your group through each part of the task and ensure that you are meeting individual and group success criteria.

Checklist for Success

PART 1: Learn About Your Topic

Individually do the following:

Read or view at least two sources about your topic.

Record information about each source (i.e., source title, type, and a brief description) you explored on the charts on Handout 25A, “PART 1: Learn About Your Topic.”

Share information about each source you explored with your group.

PART 2: Identify Your Sources

As a group, do the following:

Choose at least three sources to use for your group’s research.

Record information about each source (i.e., source title, author/producer, website name, publication date, source type) on the table on Handout 25A: “PART 2: Identify Your Sources,” and explain why you chose each source.

PART 3: Gather Information about Your Topic

Individually do the following:

Carefully read/watch each source your group identifies for its research.

Record paraphrased notes to answer one or two designated research questions on the chart on Handout 25A: “PART 3: Gather Information about Your Topic.”

Record at least one powerful quotation from one of your sources to support answers to your designated research questions.

After each note or quotation, cite the source where you found the information. Share the notes you take about your designed research questions with your group.

As a group, do the following:

Ensure that the group takes thorough notes to answer these research questions:

Background: Who is this athlete? What important details do you learn about their background?

Goals: What goals does this athlete have? Why are these goals important to them?

Barriers: What barrier(s) does this person face? Why do the barrier(s) exist?

Barriers Challenged: How does this person challenge or overcome barriers through sports?

Impact: What does this person accomplish? What impact does this person and their accomplishments have on society?

PART 4: Reflect on the Significance of Your Topic

As a group, do the following:

Discuss the significance of your athlete’s accomplishments and story.

Individually do the following:

Record three big takeaway ideas from your group’s discussion.

PART 5: Synthesize Information about Your Topic

As a group, do the following:

Write a thesis statement that explains who your athlete is and why they are being honored in the “Hall of Fame for Barrier-Breakers in Sports.”

Include one paragraph of text for each of the following areas to support the thesis about your athlete:

Background: Give your audience important background about your athlete.

Barriers: Explain what barrier(s) your athlete faces.

Barriers Challenged: Explain how your athlete challenges or overcomes the barrier(s) through sports.

Impact and Significance: Summarize the impact of your athlete’s accomplishments, and reflect on the significance of their story.

Individually do the following:

Write at least one paragraph of text (i.e., Background, Barriers, Barriers Challenged, Impact and Significance) about your athlete to support the thesis, supporting your ideas with evidence from the sources you used in your research.

PART 6: Plan and Create Your Presentation

As a group, do the following:

Identify and describe at least one visual and/or multimedia element from each of the following categories to enhance your athlete’s Hall of Fame exhibit:

Category 1: Images

• Photographs.

• Illustrations.

Category 2: Graphic/Visual Displays

• Diagram, chart, or table with data or information.

• Text box with a quotation.

Category 3: Multimedia Content

• Audio recording.

• Sound clip.

• Short video or video clip.

• Slideshow of photographs.

Individually do the following:

Contribute to the creation of your group’s exhibit in one of the following roles:

Copy Editor: Review and edit all text sections; create final copies of text; create a list of sources used in research.

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Multimedia Developer: Finalize visual and multimedia element choices; prepare and/or create visual or multimedia elements for exhibit.

Exhibit Designer: Design exhibit layout, including presentation of text and visual elements; create exhibit titles and subtitles; assist Copy Editor with creating final copies of text; assist Multimedia Developer with putting together visual and multimedia elements.

PART 7: Present Your Research

As a group, do the following:

Create an exhibit about your athlete for the class “Hall of Fame for Barrier-Breakers in Sports” that includes the following:

A title.

Text, including a thesis statement about your athlete and a section for each of the following categories to support the thesis:

• Background.

• Barriers.

• Barriers Challenged.

• Impact and Significance.

Visual and multimedia elements to enhance the main ideas of your exhibit, including at least one element from two or more of the following categories:

Category 1: Images

• Photographs.

• Illustrations.

Category 2: Graphic/Visual Displays

• Diagram, chart, or table with data or information.

• Text box with a quotation.

Category 3: Multimedia Content

• Audio recording.

• Sound clip.

• Short video or video clip.

• Slideshow of photographs. A list of sources your group uses in its research.

Individually:

Share key ideas about your athlete with audience members during one ten-minute rotation, answering questions and presenting multimedia content.

Explore other groups’ exhibits to learn about other athletes who challenge or overcome barriers through sports, and provide feedback on at least four of these exhibits by completing one of the forms on Handout 30A.

Evaluate and reflect on your own and your peers’ contributions to Focusing Question Task 3 as well as your group’s collaborative effort by completing Handout 30B.

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Assessment 23B: New-Read Assessment 2

Directions: For this New-Read Assessment, you will read two new informational texts about Dr. Ludwig Guttmann and the Paralympic Games. As you read, consider how these texts build your knowledge of how people can challenge or overcome barriers through sports. Then, answer a series of questions to demonstrate your understanding of each text and how you can use these different sources to answer questions and build knowledge.

PART 1 Directions: After reading the excerpt from “Mann on a Mission” on Handout 23B, answer questions 1–3. Note that item 2 has two parts. Be sure to answer PART A of the question before you answer PART B.

1. What is the passage “Mann on a Mission” mostly about?

a. It describes the circumstances and events that brought Dr. Guttmann to come and work at Stoke Mandeville Hospital.

b. It explains how Dr. Guttmann’s patients became paralyzed and the effects that their injuries had on their futures.

c. It tells how Dr. Guttmann’s ideas and methods for treating spinal paraplegics differed from others in the medical profession.

d. It tells of the impact that Dr. Guttmann had on his patients by sharing firsthand accounts of their experiences.

2. PART A

What is the meaning of the word pointless, as it is used in paragraph 2 of the passage “Mann on a Mission”?

a. having no purpose

b. of great value or worth

c. lasting only a short time

d. without interest or excitement

PART B

Based on your answer to PART A, which word has the opposite meaning of the word pointless?

a. lengthy

b. meaningful

c. enthusiastic

d. unimportant

3. According to the passage “Mann on a Mission,” how did other doctors, as well as the public, view patients with spinal paraplegia during the 1940s?

a. They were hopeful that these patients could learn the practical life skills that they had lost.

b. They thought these patients’ mental health was just as important as their physical health.

c. They believed these patients would never be able to live and work as normal members of society.

d. They did not think enough was being done to treat these patients and help them recover.

PART 2 Directions: After reading the excerpts from “About the Paralympics: Paralympic History” on Handout 23B, answer questions 4–6 below.

4. W hich word has a similar meaning to the word standard as it used in the introduction to the text “About the Paralympics: Paralympic History”?

a. important

b. common

c. natural

d. unusual

5. How did the early Stoke-Mandeville Games, prior to 1960, differ from the more modern Paralympic Games?

a. The Stoke-Mandeville Games included only competitors from London.

b. The Stoke-Mandeville Games included both winter sports and summer sports.

c. The Stoke-Mandeville Games included only male competitors.

d. The Stoke-Mandeville Games included few sports, including archery and javelin-throwing.

6. Which of the following statements is true about today’s Paralympic Games?

a. The Paralympic Games take place two weeks after the Olympic Games.

b. Paralympic athletes compete in different facilities from Olympic athletes.

c. The Paralympic Games are held in the same locations as the Olympic Games.

d. The Paralympic Games include Summer Games but no longer include Winter Games.

e. Paralympic athletes stay in special facilities rather than in the Olympic Village.

PART 3 Directions: Refer to the passage “Mann on a Mission” from the text “History in Detail: Dr. Ludwig Guttmann” (British Paralympic Association) and the excerpts you read from “About the Paralympics: Paralympic History” (PBS Medal Quest) on Handout 23B to help you answer questions 7 and 8 below. Write each answer in two to three sentences.

7. If you wanted to learn about the barriers that Dr. Guttmann faces in his role at Stoke Mandeville Hospital and how he challenges those barriers, which text would you use: “Mann on a Mission” from “History in Detail: Dr. Ludwig Guttmann” or “About the Paralympics: Paralympic History”? Explain your choice, and cite at least two pieces of evidence (one that shows a barrier that Dr. Guttmann faces and one that shows how he challenges that barrier) from that text to support your choice.

8. If you wanted to learn more about the impact of Dr. Guttmann’s work at Stoke Mandeville and what happens as a result of his work there, which text would you use: “Mann on a Mission” from “History in Detail: Dr. Ludwig Guttmann” or “About the Paralympics: Paralympic History”? Explain your choice, and cite at least two pieces of evidence from that text to support your choice.

PART 4 Directions: Think about what you learned about Dr. Ludwig Guttmann and the Paralympics from the texts “History in Detail: Dr. Ludwig Guttmann” (British Paralympic Association) and “About the Paralympics: Paralympic History” (PBS Medal Quest) on Handout 23B, as well as from the short documentary “The Mandeville Legacy” that you watched in Lesson 22. Then complete items 9 and 10 below. Use at least one pair of correlative conjunctions in your response to either question 9 or 10.

9. How does Dr. Ludwig Guttmann challenge barriers through sports? What impact does his work have? Write a short paragraph to explain your answers. Be sure to support your ideas with evidence from at least two of the sources listed above.

10. Why is Dr. Ludwig Guttmann’s work important? What can you learn from his story? Write a short paragraph to explain your answers. Be sure to support your ideas with evidence from at least two of the sources listed above.

Assessment 31A: End-of-Module Task

Purpose

This task will give you the opportunity to answer the module’s Essential Question: “How can sports influence individuals and societies?” while also showing what you’ve learned about researching topics to build your knowledge.

Introduction

Several organizations throughout the world—Streetfootballworld, Search for Common Ground, and Football for Hope—are using the sport of soccer, known as football in most places around the world, to transform people’s lives. Choose one of these organizations; then, consider in what ways this organization influences individuals and societies. What does this organization show about the power of sports?

Task

Write an essay for your teacher and classmates explaining how one of these organizations is using the sport of soccer to influence individuals and societies. Support your ideas by using information from the article provided to you (listed below) and by researching information from two additional sources.

• Streetfootballworld: “Street Soccer,” Connie Colón

• Search for Common Ground: “Finding Common Ground on the Soccer Field,” Todd Tuell

• Football for Hope: “Guardians of the Game,” Todd Tuell

Checklist for Success

Be sure to include all of the following in your typed response:

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An introduction paragraph that hooks readers and introduces the purpose, or mission, of your selected organization.

A thesis statement that states an idea about how sports can influence individuals and societies, and includes two key points.

Paraphrased evidence, from at least two sources, that supports the thesis statement.

Elaboration to explain how the evidence reveals the influence sports have on individuals and societies.

A concluding section that restates key ideas from the essay.

A variety of sentence length and structure to maintain reader interest.

At least one example of a sentence that uses punctuation to separate items in a series.

Correct spelling, capitalization, and punctuation.

A list of sources used.

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Assessment 32A: Vocabulary Assessment 1

Directions: Read each sentence. Write a short definition for each boldface word, being sure to explain what the word means to the best of your ability. If you come to a word you cannot read, ask for help. Definitions do not need to be in complete sentences. For example, if the sample sentence is, “The scientist tried to find out which medicines would be helpful,” either response below would be correct:

ƒ Sample response 1: researcher

ƒ Sample response 2: a person who measures when patients get better from medicine

1. A stereotype is not based on fact.

2. As the only girl on the rifle team, Elena did not fit the social norms.

3. Branch Rickey decided to challenge the idea that African American players did not belong in the Major Leagues.

4. Branch Rickey was involved in the integration of Major League Baseball.

5. Dr. Ludwig Guttmann worked with patients who were paralyzed.

6. Hank Aaron showed amazing resilience in the face of death threats when he broke Babe Ruth’s homerun record.

7. I had to synthesize information from several sources to write my research paper.

8. I was surprised at how much I learned from my research.

9. I wonder if the Negro League players were bitter about their treatment.

10. Jackie Robinson broke the racist color barrier in Major League Baseball.

11. Jackie Robinson encountered racism when he played with the Brooklyn Dodgers.

12. Jackie Robinson had a positive influence on Major League Baseball.

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13. Jill was baffled by her neighbors’ reaction to the Fugees.

14. Maria became a refugee after the government in her country collapsed.

Assessment 33A: Vocabulary Assessment 2

Directions: Read each sentence. Write a short definition for each boldface word or word part, and explain its meaning to the best of your ability. If you come to a word or word part you cannot read, ask for help. Definitions do not need to be in complete sentences. For example, if the sample sentence is, “The scientist tried to find out which medicines would be helpful,” either response below would be correct:

ƒ Sample response 1: researcher

ƒ Sample response 2: a person who measures when patients get better from medicine

1. South Africa was a young democracy when Nelson Mandela was elected president.

2. Students guilty of plagiarism will receive a zero on the assignment.

3. The artist’s compositions are on display at the Museum of Modern Art.

4. The athletes look forward to the Paralympics each year.

5. The Fugees have faced antagonism from some of their rivals.

6. The Fugees have found the transition to American schools difficult.

7. The Fugees have overcome many difficulties to come to the United States.

8. The Fugees play soccer with zeal.

9. The Fugees still face hostility.

10. The Negro League players faced discrimination when they attempted to stay at some hotels.

11. The Negro League players faced segregation.

12. The Negro League players were men of great fortitude.

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13. The Springbok became a symbol of South African unity.

14. The students worked on their multimedia presentations for hours.

15. W hat did you think of the sculpture?