You be the Jury: Summarizing Reading Directions: After reading each text, summarize the claim, gather evidence, and take a position. The author of ________________________________ states… Agree Evidence from reading: Disagree My thoughts… The author of ________________________________ states… Agree Evidence from reading: Disagree My thoughts… The author of ________________________________ states… Agree Evidence from reading: Disagree My thoughts…
Transcript
You be the Jury: Summarizing ReadingDirections: After reading each text, summarize the claim, gather evidence, and take a position.
The author of ________________________________ states…
AgreeEvidence from reading:Disagree
My thoughts…
The author of ________________________________ states…
AgreeEvidence from reading:Disagree
My thoughts…
The author of ________________________________ states…
AgreeEvidence from reading:Disagree
My thoughts…
You be the Jury: Summarizing ReadingDirections: After reading each text, summarize the claim, gather evidence, and take a position.
The author of ________________________________ states…
AgreeEvidence from reading:Disagree
My thoughts…
The author of ________________________________ states…
AgreeEvidence from reading:Disagree
My thoughts…
The author of ________________________________ states…
AgreeEvidence from reading:Disagree
My thoughts…
Text #1
Text #1: PYRAMID OF SUCCESS. [John Wooden, 1910 to 2010, was an American basketball player and coach. As head coach of the UCLA basketball team, the “Wizard of Westwood” won ten NCAA
championships in twelve years. Wooden was famous for teaching his players about his “Pyramid of Success” that aims for success in life as well as in basketball.]
1. In your own words, on first impression, what do you notice about the overall information communicated by this graphic?
2. What are the parts of this graphic?
3a. Going deeper, list the words along the diagonal on the left (up to the apex) that are not in boxes; they include: Ambition (properly focused);
3b.List the words along the diagonal (back down from the apex)that are not in boxes; they include: Patience (good things take time)
3c.Base or foundation: Industriousness, _______________, _______________, ________________, __________
3d. Consider all of the words in the graphic, including those explained in the boxes and those explained along the diagonals. John Wooden linked these words to his concept of success. Which words or qualities seem to be most important to Wooden’s concept of success?
3e. After considering all of the words and how they are placed in the image, do you see any patterns emerging? If so, what are the patterns? How do they affect the meaning of the graphic?
4. Look carefully at the graphic as a whole, including the title and individual pieces of text. How do the various parts of the graphic connect to each other or relate to each other?
5. What about the graphic seems most important? What, if anything, seems contradictory? Less important?
6. Does your response to the “Pyramid of Success” change when you consider its author? If so, how?
7. What is Wooden’s definition of success?
8. After carefully examining this graphic, what do you conclude about the meaning of this graphic image as a whole?
9. Summarize the message of this graphic image in one or two sentences.
Text #2:
Be a Man: Joe Ehrman at TEDxBaltimore 2013
Text References Explanation, response, and/or analysis
“If we can change these words [Be a Man] we can change the world.”
“Sports will engage more individuals, more families, more communities in a shared activity, than any cultural activity, organization or religion in America.”
“It [sports] has become the secular religion in America.”
“Historically, sports has always been a metaphor for social change.”
Pause video @ 1:19
Pause video @ 3:07
3 Myths
Start @ 3:08Pause @4:50
Stop @ 8:09
AlexithymiaPause @ 5:00
Redefine MasculinityStart @ 8:10-9:50
1. 2.
How can a team support the redefinition of masculinity?Starts @ 12:29
Summary: Provide a brief and concise summary of the Ted Talk, and respond to the following question: How can sports change the way we define masculinity?
Text #3: Big Man on Campus
SayParaphrase the text. If you quote, quote
exactly.
MeanProvide your interpretation of what the author
is saying and what makes you think so.
MatterIndicate the “so what” of it. Why should anyone care? What is the significance,
importance, or implication?
Text #4:
Like HimAaron Smith
I’m almost forty and just understanding my father doesn’t like me. At thirteen I quit basketball, the next year refused to hunt, I knew he was disappointed, but never thought he didn’t have to like me to love me. No girls. Never learned 5to drive a stick. Chose the kitchen and momwhile he went to the woods with friends who had sons like he wanted. He tried fishing—a rod and reel under the tree one Christmas. Years I tried talking deeper, acting tougher 10when we were together. Last summer I went with him to buy a tractor. In case he needs help, Mom said. He didn’t look at me as he and the sales guy tied the wheels to the trailer, perfect boy-scout knots. Why do I sometimes wish I could be a man 15who cares about cars and football, who carries a pocketknife and needs it? It was January when he screamed: I’m not a student, don’t talk down to me! I yelled: You’re not smart enough to be one! I learned to fight like his father, like him, like men: the meanest guy wins, don’t ever apologize. 20
Like Him by Aaron Smith
1. Three-Read of Poema. First Read—teacher reads poem aloud as students underline key words or phrases (they should “notice
things”)b. Second Read—hand out the Thinking Notes Chart for Annotation and while a student volunteer reads
the poem aloud, students add Depth and Complexity Icons to the text, or any other form of annotation.c. Third Read—allow think time for students to choose their favorite line(s); then teacher reads aloud
again as students join in on chosen line(s) or “gems”.2. Silent Reading of the Poem
a. Students read independently and layer the Thinking Notes/Annotations onto the poem. They should have at least FIVE.
3. Group Activity: Exploring the Text Discussion Questions
a. Look at the title of the poem. What are the connotations of the word “like”?
b. Highlight all references to typically masculine behaviors. Why does Smith include so many examples?
c. How would you describe the relationship between the speaker and his father? Use textual evidence to support your ideas.
d. What does the progression of time symbolize about the speaker and his connection with his father.
e. What is the purpose of the repetition in line 19?
f. How is the ending of the poem ironic? Revisit the title in light of this irony.
g. What is the claim of the poem?
Text #5: What Playing Sports Teaches Kids About Bigger Roles in Life by Patti Neighmond
Amy Roegler and her husband Octavio Herrera live with their young kids, Jake and Alyssa, in Los Angeles. So, when it comes to pro baseball, they’re all Dodgers fans. And Jake loved balls even as a baby, Octavio says.
“We have a picture of him as a 3-month-old with a little Dodger jersey and a glove,” Octavio says. “So he was definitely going to be introduced to sports early, and he took to it right away.” Today 10-year-old Jake is on his baseball league’s All-Star team.
Meanwhile his sister, 8-year-old Alyssa, has a passion for gymnastics. She, too, was a natural, her parents say — swinging on the monkey bars at age 2, and practicing the splits on a balance beam today.
The parents know that the physical exercise their kids are getting is good for their health. But that’s not their only motivation for encouraging the children to participate in organized athletics.
“When you do sports as a kid,” Roegler says, “you learn how to win and how to lose. You learn what it’s like to put in lots of work and have things not turn out terrifically. And you learn what it feels like to put in a lot of work — and then win.
“I think you can’t teach those lessons,” she says. “You have to experience them.” The majority of parents in NPR’s recent poll on the role of sports and health in America seem to agree. The poll, done in conjunction with the Robert Wood Johnson Foundation and the Harvard T.H. Chan School of Public Health, finds that the majority of adults say they played sports when they were younger.
Moreover, 76 percent of adults who have children in high school or middle school today say they encourage their children to play sports. Engaging in sports isn’t just an important physical and social activity, these parents say. It also builds skills that can make a difference later.
“Parents think that the organized way you participate in sports — the leadership and fellowship — is actually preparing people not only for the next game but for much broader roles in life,” says Harvard professor and health policy analyst Robert Blendon, who co-directed our poll.
Like the Herreras, the parents in our poll talk about sports teaching their children about discipline, dedication and how to get along with others — all skills to help in future schooling and beyond.
Octavio Herrera also played baseball when he was Jake’s age, and well remembers how it felt.
“Nerves in your stomach – right?” he says. “Butterflies. I remember that as a kid, pitching in a game — 10 years old — so nervous and scared.”
It may be uncomfortable at the time, he says, but “that’s great to have in a situation where the stakes are really low — where, if you fail you’re still going to get pizza and ice cream, and your parents are still going to tell you they love you.”
If kids can learn to fight their fear and work through it, he says, that steadiness comes in handy later in life — when the stakes are much higher. It’s an ability Octavio says he relies on routinely, as a software entrepreneur who has created, bought and sold a number of companies. Octavio also stresses the value of learning to be part of a team — both in childhood and now, at the office.
“It’s just like that baseball team when we were little kids,” he says. “Not all the kids were great hitters, or could pitch. But everyone could contribute.” His business works the same way, he says.
“I can’t do everything. My partner can’t do everything. We hire people who are good at what they do — we put together a team, come up with an idea, execute. It takes teamwork — just like winning a baseball game.”
Amy Roegler played soccer in high school and college, and says team sports aren’t just about winning, but also about developing a solid work ethic, and learning why that’s important.
“I was the captain in high school,” she explains, “and then my first year playing college soccer, I was on the bench.”
“No problem,” she says. “I belonged on the bench — many teammates were incredible.” It motivated her to want to earn a starting position, she says.
Andy Driska is a Michigan State University researcher with the Institute for the Study of Youth Sports. He says parents are right when they cite life skills — like discipline, commitment and physical confidence — that can develop naturally when kids play sports.
In a recent study that’s not yet published, Driska and his colleagues looked at an intense two-week wrestling camp, measuring feelings and attitudes of 89 teens before the camp experience and after.
As expected, the players’ confidence increased — it was a tough camp to get through, Driska says. But what surprised him, he says, was how much feelings of hopefulness among the young people also increased.
Profoundly so, he says. One teenage boy, for example, told Driska the camp changed the way he interacted with his mom, helping to quell the bitter arguments they always seemed to fall into.
“He said that he sat down — talked it out, resolved the situation,” Driska says. The teen told Driska that “before camp he would not have done that — been pro-active in seeking a solution. He simply would have walked away and just been bitter or complained about it.”
In just a brief sports experience at camp, that teen and many of the others developed a ‘can do’ life strategy that seemed to translate to other aspects of their lives, Driska says.
And that change persisted. Nine months after the camp ended, Driska notes, the teens in his study maintained their bolstered sense of confidence — and hope.
Copyright 2015 NPR. To see more, visit http://www.npr.org/.
Text #6: “Bills' Richie Incognito goes from bully to out of the league to the Pro Bowl” by Matt Wilhalme
A few years ago it would have been unthinkable. Last season, he wasn't even in the league. But this is 2016, and Richie Incognito is headed to the Pro Bowl* as an alternate for Arizona Cardinals guard Mike Iupati.
In 2013, Incognito was at the center of the Miami Dolphins' bullying scandal in which Jonathan Martin claimed he was abused by his teammate. Martin appeared in seven games that year before choosing to sit out the rest of the season.**
Incognito was suspended indefinitely for bullying and harassing his teammate. His suspension was lifted after the season ended and he was ultimately released by the Dolphins.
A league investigation by Ted Wells, who also led the Deflategate investigation of the Patriots, found that Incognito had created a venomous locker-room environment in Miami. Incognito has denied the report's findings.
He sat out the 2014 season and remained unsigned until new Buffalo Bills Coach Rex Ryan gave Incognito another chance in the league.
Before signing with Buffalo, Ryan said he was going to "build a bully." Incognito fit the mold, whatever that was.
Incognito started all 16 games for the Bills, who finished 8-8 this season. They led the league in yards rushing (2,432) and yards-per-carry (4.8) even though the team's top running back, LeSean McCoy, sat out four games with injuries.
This will be Incognito's second Pro Bowl appearance (2012).
Bills center Eric Wood and quarterback Tyrod Taylor were also named as replacement players for the Pro Bowl, which will take place Sunday in Honolulu.
