G7 - Unit 5

UNIT 5
Instructional Overview and Resources

Instructional Focus Resources
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Unit Instruction Unit 5 Essential Question Stream to Start: Taking Action

UNIT
MORE THAN
A GAME
More Than a Game Unit 5 Academic Vocabulary Unit 5 Response Log
? ESSENTIAL
QUESTION:
How do
sports bring
together
friends,
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©monkeybusinessimages/iStock/Getty Images;
families, and
communities?
(b) ©Hero Images/Getty Images
“ I watched them play the game

and get happy . . . and I wanted
”
a chance to be that happy.
Phiona Mutesi
360 Unit 5
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ANALYZE & APPLY

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BACKGROUND
Joseph Bruchac (b. 1942) lives in Greenfield Center, New York, where
he grew up. While he was a student at Cornell University, he began to
NOTICE & NOTE
“Ball Hawk” Reading Audio

• Analyze Point of View
consider a career as a writer. Today, as a professional storyteller
Short Story by Joseph Bruchac

and the author of more than 120 books for adults and young
people, Bruchac creates works that often are rooted in the
traditions of his Abenaki heritage. He also writes poetry
and music that reflect his Native American ancestry.
BALL HAWK
• Set a Purpose Reading Studio: Notice & Note
Lexile 830L
SETTING A PURPOSE
Writing: Write an Epilogue Writing Studio: Writing Narratives

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Chris Felver/Getty Images; (b) ©Duane Osborn/
As you read, pay attention to how Mitchell tries to connect to Notice & Note
his late father. Note details that help you understand Mitchell’s
Use the side margins to notice
personality, his feelings and motivations, and the conflict he faces.
and note signposts in the text.
1
“I ndians invented baseball.”
NOTICE & NOTE READING MODEL

2 That’s what Uncle Tommy Fox said on the day I ANALYZE POINT OF VIEW
Annotate: In paragraph 3, mark
was ready to throw in my glove and quit the Long Pond
the words that tell you what
High School team for good. It was one of his typically point of view the author is
Speaking and Listening Studio: Participating in a

cryptic remarks and, as usual, it started me thinking. using in this story.
3 Quite frankly, if Uncle Tommy hadn’t come into my life Identify: What is that point of
Speaking and Listening: Create a Baseball Card

when he did, I probably would have ended up dyeing my view, and what does Mitchell
reveal about himself in this
hair purple and going goth.1 (I would, I might add, have
paragraph?
been the first to do that in Long Pond High School, which
Corbis/Getty Images
is barely big enough to have cliques. My high school’s size clique

(kl∆k) n. If you are part of a
is one of the reasons why I was still, pathetic as I was with a clique, you belong to a small
glove and a bat, a regular member of the varsity nine. There group of friends that doesn’t
allow outsiders.
NOTICE & NOTE READING MODEL

just weren’t that many eligible candidates.)
Collaborative Discussion
1
going goth: adopting the thinking and appearance of those who are attracted to
Signposts
things that most people find dark, gloomy, and mysterious.
Ball Hawk 367
Vocabulary: Spelling Commonly Confused Words

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• Tough Questions
h4_n-and-n Vocabulary Studio: Word Origins
• Words of the Wiser
• ul_bullet_n-and-n
Language Conventions: Capitalization
• Aha Moment Grammar Studio: Module 10: Glossary of Usage

BACKGROUND
There’s no question that video games are a popular pastime. From
the appearance of the first video-game consoles and arcade video
games in the 1970s to today’s generation of online 3D and virtual
NOTICE & NOTE
“Get in the Zone: The Reading Audio

• Predict
reality games, they have captured the attention of players of all ages.
Psychology of Video
Players have their favorite games—but what makes some games more
popular than others? In this selection, author Aaron Millar gives his
answer to that question.
• Analyze Subjective and Objective Point of View Reading Studio: Notice & Note
Game Design”
GET IN THE ZONE:
THE PSYCHOLOGY OF
VIDEO GAME DESIGN
Informational Text by Aaron Millar
Informational Text by Aaron Writing Studio: Using Textual Evidence

SETTING A PURPOSE
Writing: Write an Objective Summary

As you read, pay attention to clues in the text that help you predict Notice & Note
what the author will discuss in each section. Think, too, about
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Linda Bucklin/Shutterstock
whether the author’s point of view is largely subjective, largely and note signposts in the text.
objective, or a mix of both—and how you can tell.
1
T he dragon rises above me, breathing flames into the
night air. Stone ramparts crumble in the township;
ANALYZE SUBJECTIVE AND
OBJECTIVE POINT OF VIEW
Millar
Annotate: Mark details in
houses burn. Screams echo all around me. I have only one paragraph 1 in which the
chance. His jaws open. I draw my sword. But before I can author is talking about himself.

react he’s snatching me into his talons, throwing me in his Critique: Why do you think
mouth, and the hero … dies. In exactly the same place. the author chose this point of
Speaking and Listening: Discuss a Video Game

Again. It’s completely unfair. I throw my control pad on the view? How does this convey the
author’s voice?
floor, scream at the screen, and walk out of my bedroom in
disgust.
2 Sound familiar?
3 Frustration is something every gamer knows all too
well. But why do some video games completely absorb us absorb
Lexile 800L
(∂b-zôrb´) v. Things that absorb
in their world while others leave us howling at the screen? you occupy your time or
The answer has less to do with your ability to press buttons attention.
Get in the Zone: The Psychology of Video Game Design 383
Vocabulary: Use Context

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Vocabulary Studio: Context Clues

Language Conventions: Semicolons
Grammar Studio: Module 14: Lesson 6: Semicolons
“It’s Not Just a Game!”

BACKGROUND
Lori Calabrese worked as a TV producer for ten years before deciding
to become a writer after the birth of her children. Her first book was
NOTICE & NOTE
Reading Audio
Informational Text by Lori • Set a Purpose
the well-received picture book The Bug That Plagued the Entire Third
Grade. She also has written many nonfiction articles for young people,
including “It’s Not Just a Game!” Calabrese says that she is “forever
probing people and places in search of information.” “I love research,”
she admits—“in fact, I can’t get enough.”
Calabrese • Analyze Organizational Patterns Close Read Screencasts: Modeled Discussions

IT’S NOT JUST A GAME!
Informational Text by Lori Calabrese
SETTING A PURPOSE
As you read, think about what you like and dislike about sports.
How does the information the author presents give you more
Notice & Note
Lexile 990L Writing: Write a Poem Reading Studio: Notice & Note
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©fstop123/iStock/Getty Images

insights into the wide world of sports—and into your own and note signposts in the text.
experiences with them?
W
1 hether you run a race, bounce a basketball, or
hurl a baseball home, you do it because it’s fun.
Some scientists claim play is a natural instinct—
Writing Studio: Writing as a Process

ANALYZE
just like sleep. That might explain why sports are likely to be ORGANIZATIONAL
as old as humanity.
Speaking and Listening: Present an Infographic

PATTERNS
2 Some claim sports began as a form of survival. Annotate: In paragraph 2, mark
Prehistoric man ran, jumped, and climbed for his life. references to three groups of
people from the past.
Hunters separated themselves by skill, and competition
Analyze: Review the entire
flourished. Wall paintings dating from 1850 b.c., that
paragraph. How does the
depict wrestling, dancing, and acrobatics, were discovered author use time order to
in an Egyptian tomb at Bani Hasan.1 The Ancient Greeks organize information?
1
Bani Hasan (bän´∏ hä-s≤n´): ancient Egyptian burial site, located along the
Nile River.
Speaking and Listening Studio: Using Media in a

It’s Not Just a Game! 395
Vocabulary: Reference Aids

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Presentation
Language Conventions: Complex Sentences and
Subject-Verb Agreement Grammar Studio: Module 8: Lesson 1: Agreement of
Subject and Verb
Unit
SUGGESTED Introduction Ball Hawk Get in the Zone It’s Not Just a Game!
PACING:
30 DAYS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
360A Unit 5
PLAN
Text in
FOCUS
English Learner Support Differentiated Instruction Assessment

• Learn New Expressions
• Text X-Ray • Oral Assessment When Students Struggle Selection Test

• Vocabulary Pronunciation • Vocabulary Strategy • Gallery Walk
• Think Out Loud To Challenge Students

• Write It Your Way
• Characterization
• Choral Reading
• Point of View
• Text X-Ray • Discuss a Presentation When Students Struggle Selection Test

• Use Cognates • Vocabulary Strategy • Use Graphic Organizers
• Understand First-Person To Challenge Students

Point of View • Consult Multiple Sources
• Understand Quotations
• Language Conventions
• Confirm Understanding
• Oral Assessment
• Text X-Ray When Students Struggle Selection Test

• Use Cognates • Using Graphic Organizers
• Getting Organized
• Understand Word Play
• Identify Quotations
• Oral Assessment
• Using Articles
Independent
The Crossover/ Double Doubles Reading End of Unit
17 18 19 20 21 22 23 24 25 26 27 28 29 30
More Than a Game 360B

PLAN
UNIT 5 Continued
Instructional Focus Resources
COLLABORATE & COMPARE
Reading Audio
• Analyze Novel in Verse
• Analyze Metaphor and Personification Text in Focus: Interpreting Graphic Elements
Reading Studio : Notice & Note
BACKGROUND
Kwame Alexander (b. 1968) is an American poet, novelist, and
educator. He has written more than two dozen books and has won
numerous literary awards. These include the prestigious John Newbery
NOTICE & NOTE
Writing: Write a Letter

Award, the Coretta Scott King Author Honor Book Award, and

the Lee Bennett Hopkins Poetry Award, all in recognition of The
Crossover. Alexander frequently travels to schools—both in
Speaking and Listening: Create a Podcast

the United States and around the world—where he reads and
discusses poetry and leads writing workshops.
from
“The Crossover”
THE CROSSOVER
by Kwame Alexander
Speaking and Listening Studio: Participating in

PREPARE TO COMPARE
Novel in Verse by Kwame

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Frederick M. Brown/Getty Images for NAACP
Collaborative Discussions; Using Media in a Presentation

As you read these three poems, think about the story that they Notice & Note
tell and the way that Alexander tells it. Note the ways in which Use the side margins to notice
he brings the sport of basketball to life and relates it to personal and note signposts in the text.
relationships.
Alexander
JB and I
are almost thirteen. Twins. Two basketball goals at ANALYZE NOVEL IN VERSE
opposite ends of the court. Identical. Annotate: In lines 1–9,
underline examples of unusual
Image Awards ;(b) ©FatCamera/Getty Images
It’s easy to tell us apart though. I’m line breaks. Circle an unusual
type style.
an inch taller, with dreads to my neck. He gets Analyze: Why do you think
5 his head shaved once a month. I want to go to Duke, the poet used these graphical
he flaunts Carolina Blue. If we didn’t love each other, elements?
Lexile 660L
we’d HATE each other. He’s a shooting guard.
I play forward. JB’s the second
most phenomenal baller on our team.
The Crossover 407
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BACKGROUND
J. Patrick Lewis (b. 1942) is an American poet who served as the
Poetry Foundation’s Children’s Poet Laureate from 2011 to 2013. He has
published numerous books of poetry; indeed, he says, “[W]hat truly
NOTICE & NOTE
“Double Doubles” Reading Audio

Poem by J. Patrick Lewis • Analyze a Two-Voice Poem
transports me is poetry, and so I spend most of my working hours
thinking of themes to develop into manuscripts.” In addition to
his prolific writing and editing career, Lewis regularly visits
classrooms to spread appreciation for poetry.
DOUBLE
DOUBLES
by J. Patrick Lewis • Make Inferences Reading Studio: Notice & Note
PREPARE TO COMPARE
Writing: Write a Two-Voice Poem

As you read, keep track of who is speaking, and when. Add your Notice & Note
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©J. Patrick Lewis; (b) ©Tim Clayton/Corbis/
knowledge to clues in the text to make inferences about the Use the side margins to notice
speakers and their perspective on their sport and their relationship. and note signposts in the text.
I took the name

between the Earth MAKE INFERENCES
and Mercury. Annotate: In lines 1–14, mark
We took our game We took our game words that you think are sports
5 to beaded stars above. to beaded stars above. terms.
My sister’s My sister’s Infer: Which sport are these

speakers discussing? Who are
lobs and these speakers? (Skim the rest
volleys of the poem to check.)
Speaking and Listening: Critique a Poem

so astonish me, so astonish me,
10 the score
our score ANALYZE A TWO-VOICE
is usually POEM
Getty Images
Annotate: Mark examples of

plenty— plenty— lines that are spoken by both
love. voices.
Analyze: Why you think the
poet chose these lines to be
spoken by both voices?
Double Doubles 417
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Collaborate and Compare Reading: Speaking and Listening Studio: Giving a Presentation
• Compare Theme
• Analyze the Texts
Speaking and Listening: Collaborate and Present
INDEPENDENT READING
The independent Reading selections are “Batting After Sophie” “Bridging the Generational Divide Between a
only available in the eBook. Short Story by Sue Macy Football Father and Soccer Son
Go to the Reading Studio Lexile 760L Blog by John McCormick
for more information on Lexile 1040L
Notice & Note.
END OF UNIT
Writing Task: Write a Short Story Writing: Write a Short Story Unit 5 Response Log
Language Conventions: Correct Punctuation of Dialogue Reading Studio: Notice & Note
Writing Studio: Writing Narratives
Reflect on the Unit Grammar Studio: Module 15: Lesson 1: Quotation Marks
360C Unit 5
PLAN
English Learner Support Differentiated Instruction Assessment
• Text X-Ray When Students Struggle Selection Tests

• Comprehend Academic • Learning Strategy
Terms To Challenge Students
• Language Conventions • Historical Research
• Oral Assessment
• Discuss with a Small Group
• Text X-Ray When Students Struggle Selection Tests

• Understand Directionality • Adjust for Graphic Elements
• Making Inferences
• Repeated Language
• Oral Assessment
• Discuss with Partners
• Ask Questions When Students Struggle

• Identify Themes
“Arc of Triumph” “Amigo Brothers”

Short Story by Nick D’Alto Short Story by Piri Thomas
Lexile 830L Lexile 910L p_body
p_body-bold-red
• Language X-Ray When Students Struggle Unit Test

• Understand Academic Language • Develop a Draft
• Create a Collaborative Short Story • Correct Punctuation of Dialogue
• Use the Mentor Text To Challenge Students

• Expand Themes
• Use Modifiers
• Correct Punctuation of Dialogue
More Than a Game 360D

UNIT 5
TEACH
Connect to the
ESSENTIAL QUESTION MORE THAN
Ask a volunteer to read aloud the Essential Question.
Discuss how the images on page 360 relate to the question.
What makes a given sport “more than a game?” What life
lessons can sports teach? Ask students to consider sports
A GAME
as a unifying force among the participants and the fans
in the stands.
■■English Learner Support

Learn New Expressions Make sure students understand
the Essential Question. If necessary, explain the following
? ESSENTIAL
QUESTION:
idiomatic expressions:
• sports refers to any number of American games, such
How do
as football, soccer, baseball, and golf. As needed, sports bring
pantomime or demonstrate examples.
• bring together means “to unite people around an together
issue, idea, or goal.” If needed, in order to convey the friends,
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©monkeybusinessimages/iStock/Getty Images;
concept, show students an image of fans, united and
cheering for their team. families, and
Help students restate the question in simpler language: communities?
How do sports, like soccer, unite (cognate: unir) people?
SUBSTANTIAL/MODERATE
DISCUSS THE QUOTATION

Tell students that Phiona Mutesi (b. 1996) is an extraordinary
chess player whose gifts at the game lifted her up and
out of dire poverty in Kampala, Uganda. She began
(b) ©Hero Images/Getty Images

“
playing the game as a nine-year-old girl when she visited
a Sports Outreach Missionary program hoping to get
a free cup of porridge. She stayed to play and went on I watched them play the game
to excel, representing Uganda in international chess and get happy . . . and I wanted
”
tournaments and earning worldwide recognition. Phiona’s a chance to be that happy.
story has inspired millions, especially girls in places and
circumstances that make them feel less privileged than boys. Phiona Mutesi
360 Unit 5
LEARNING MINDSET
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Plan/Predict Suggest that students plan their work in practical terms by sorting and
labeling tasks and placing them in do now, do soon, and do later categories. Encourage them
to make a plan for completing an assignment, then map out the steps. Recommend that they
commit to specific times when they will work on the do now, do soon, and do later parts of
their plan.
360 Unit 5
UNIT 5
ACADEMIC VOCABULARY TEACH
Academic Vocabulary words are words you use when you discuss and write about texts.
In this unit you will practice and learn five words.
✔attitude
❑ ❑ consume ❑ goal ❑ purchase ❑ style ACADEMIC VOCABULARY
Study the Word Network to learn more about the word attitude. As students complete Word Networks for the remaining
four vocabulary words, encourage them to include all the
categories shown in the completed network if possible, but
SYNONYMS
point out that some words do not have clear synonyms or
stance, mindset antonyms. Some words may also function as different parts
DEFINITION ANTONYMS of speech—for example, factor may be a noun or a verb.
a way of thinking or feeling absence of goals, passive
about something or someone state of mind attitude (√t´-Ĭ-t∫∫d´) n. A manner of thinking, feeling,
or behaving that reflects a state of mind or disposition
attitude (Spanish cognate: actitud)
(√t´ ∆-t◊d´, -ty◊d´)
n.
CLARIFYING EXAMPLE WORD ROOT OR ORIGIN consume (k∂n-s∫∫m´) tr. v. To eat or drink up; to
His attitude toward sports comes from the Latin word expend or use up (Spanish cognate: consumir)
was that he had to win aptitudinem, meaning
any game that he played. “disposition” or “posture”
goal (g∫l) n. The object of an endeavor; an end
RELATED WORDS (Spanish cognate: gol)
attitudes, attitudinal,
attitudinize
purchase (pûrćh∆s) tr. v. To obtain or acquire, by
money or effort
Write and Discuss Discuss the completed Word Network with a partner, making sure
to talk through all of the boxes until you both understand the word, its synonyms, style (stπl) n. The way in which something is
antonyms, and related forms. Then, fill out Word Networks for the remaining four words. said, done, expressed, or performed (Spanish
Use a dictionary or online resource to help you complete the activity. cognate: estilo)
Go online to access the Word Networks. DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=TX-A
UNIT 5
RESPONSE LOG
Use this Response Log to record your ideas
about how each of the texts in Unit 5 relates to
RESPOND TO THE
ESSENTIAL QUESTION
or comments on the Essential Question.
Essential Question:
? How do sports bring together friends, families,
and communities?
RESPOND TO THE ESSENTIAL QUESTION Ball Hawk

Direct students to the Unit 4 Response Log. Explain that
students will use it to record ideas and details from the
© Houghton Mifflin Harcourt Publishing Company
In this unit, you will explore how people participate in and

respond to games. As you read, you will revisit the Essential Get in the Zone: The
Psychology of Video
Game Design
selections that help answer the Essential Question. When
Question and gather your ideas about it in the Response Log they work on the writing task at the end of the unit, their
that appears on page R5. At the end of the unit, you will have It’s Not Just a Game!
Response Logs will help them think about what they have
the opportunity to write a short story related to sports and read and make connections among texts.
games. Filling out the Response Log will help you prepare for from The Crossover
this writing task.

Double Doubles
You can also go online to access the Response Log. Response Log R5
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More Than a Game 361
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More Than a Game 361

PLAN
DO NOT EDIT--Changes
must be made through
CorrectionKey=TX-A;NL-A “File info”
ANALYZE & APPLY
MENTOR TEXT BALL HAWK

BALL HAWK ? ESSENTIAL

QUESTION:
Short Story by Joseph Bruchac How do

sports bring
together
Osborn/Corbis/Getty Images
friends,
families, and
Company • Image Credits: ©Duane

communities?
This story serves as a mentor text, a model for students to follow when
Company
© Houghton Mifflin Harcourt Publishing

they come to the Unit Writing Task: Writing a Short Story.
364 Unit 5
7_LTXESE973237_U5AAS1GR.indd
364
4/11/2018 3:54:09 AM
GENRE ELEMENTS LEARNING OBJECTIVES

SHORT STORY • Examine narration and perspectives in fiction writing.
Explain to students that the purpose of a short story is not only • Conduct research on Native American baseball players.
to stimulate a reader’s imagination, but also to allow an author to • Write their own epilogue to the story “Ball Hawk.”
experiment with character, perspective, and craft. All storytelling, • Create a baseball card for a character.
including film, novels, and plays, involves some amount of • Learn how to set a purpose before reading.
experimentation with people and conflict, but short stories tend to • Use capitalization appropriately for proper nouns and
be a perfect platform for playing with narration, perspective, and proper adjectives.
characterization. In this lesson, students will examine these formal
• Language Work with a partner to capitalize words correctly.
concepts, as well as the ideas of struggle and perseverance in life.
TEXT COMPLEXITY
Quantitative
Measures Ball Hawk Lexile: 830L
Ideas Presented Mostly explicit, with some implied meaning
Qualitative Structure Used Largely conventional with clear chronology

Measures
Language Used Much is explicit, but uses figurative language
Knowledge Required Requires no special knowledge, but uses some unique cultural references
362A Unit 5
PLAN
Online
RESOURCES SUMMARIES
• Unit 5 Response Log English Spanish
• Selection Audio Mitchell’s late father was a great El difunto padre de Mitchell
baseball player; Mitchell is the era un gran jugador de béisbol;
• Reading Studio: Notice & Note worst player on his high school Mitchell es el peor jugador del
team. Just when he’s decided equipo de su secundaria. Justo
Writing Studio:

• to drop out, his uncle shows up cuando decide renunciar, su
Writing Narratives
to remind him of what it means tío le recuerda lo que significa
• S peaking and Listening Studio: uphold the traditions of his conservar las tradiciones de su
Participating in a Collaborative Indian tribe, even when it seems tribu indígena, incluso cuando
Discussion hopeless. Uncle Tommy is there parece imposible. El tío Tommy
to persuade him that something está ahí para persuadirle de
• V
ocabulary Studio:
as simple as a small-town sport que algo tan sencillo como un
Word Origins
can reconnect his spirit to his deporte en un pueblito le servirá
• G
rammar Studio: Module 10: community, his father, and to his para reconectar su espíritu con
Glossary of Usage heritage. su comunidad, su padre y su
herencia.
• ✔ “Ball Hawk” Selection Test
SMALL-GROUP OPTIONS
Have students work in small groups to read and discuss the selection.
Think-Pair-Share Send a Problem

• After students have read and digested “Ball • Present a question about the material to the
Hawk,” ask the class a question such as: How do class, such as: Who is the narrator in “Ball Hawk”?
sports and sporting events help individuals and • Call upon a student to respond, giving him or
communities? her ten seconds to respond.
• Have students think about the question • If the student does not know the answer within
individually, and take notes on their thoughts. that timeframe, the student has the option
• Ask students to get into pairs and discuss to “send” it by repeating the full question to
their answers. another student.
• Finally, ask students to share their answers with • Monitor the routine and call on a student or
the class. change the question at any time.
Ball Hawk 362B

PLAN
Text X-Ray: English Learner Support

for “Mentor Text Ball Hawk”
INTRODUCE THE SELECTION

DISCUSS ANXIETY AND STRUGGLE CULTURAL REFERENCES
In this lesson, students will read about a young man who struggles playing The following words and phrases may be unfamiliar
baseball. to students:
Put students into small groups and have them discuss what group or • goth (paragraph 2): a style of dress and music, related
communal activities make them happy. These group activities can be to punk-rock, that is a teen subculture
sports, or they can be family holidays, religious ceremonies, or games with • buffaloed (paragraph 6): a verb meaning intimidated
friends. Then ask the groups to write a sentence or two about why group or and/or baffled
community activities make them better people—what do they get from group • tight and D-end (paragraph 20): tight-end and
activities like sports that they can’t get alone? defensive-end, two field positions in football
Use the following frames: • beater (paragraph 56): an old junk car that still functions
A sport or group/community activity that I enjoy is . • Louisville Slugger (paragraph 58): a famous brand of
baseball bat
Group activities like sports are important because .
• doe (paragraph 71): a female deer
LISTENING
Describe the Narrator Have students listen as you read aloud paragraphs 1–3. Use the following supports with students at
varying proficiency levels:
Tell students that you’re going
• Ask students simple questions, such as: Does the story involve family? (yes) Native Americans?
to read them the opening to
(yes) Tennis? (no, baseball) SUBSTANTIAL
the short story “Ball Hawk.”
Ask that they pay close • Guide students to describe the narrator, Mitchell. Supply the following sentence frames: The
attention to details about the story is about a high school ____ (student). He plays ____ (baseball) but he is not _____ (good)
narrator, taking notes at it. He learns that ____ (Indians/Native Americans) invented baseball.
if necessary. MODERATE
• Now read the first few paragraphs, and ask students to take notes on the narrator. Pair students
with varying English proficiencies and have them compare their notes. Ask what conclusions they
can draw about the narrator. LIGHT
362C Unit 5
PLAN
SPEAKING
Discuss Point Use the following supports with students at varying proficiency levels:
of View • Display and read aloud the following sentences while modeling the actions that occur in them:
(Point to yourself while walking) “I walk to the door” is first person. (Indicate a student) “He sits in
Have students talk about
the chair” is third person. Read sentences that indicate point of view on p. 365. Have students use a
the different forms of
thumbs-up signal when they hear a first or third person pronoun. SUBSTANTIAL
narrative perspective
discussed on p. 365. • Ask students to fill in the following frames orally: “I lived in New York City” is person. She lived in
Circulate to ensure they Chicago” is person. MODERATE
understand the different • Pair students and ask them to find a first-person sentence from the text of “Ball Hawk” (using I).
points of view. Now have them work together to reformulate it and say it as a third-person sentence. LIGHT
READING
Describe a Work with students to read paragraphs 6–7. Use the following supports with students at varying
Character proficiency levels:
• After reading, ask students some simple yes-no questions about the text: Is Uncle Tommy Indian?
Inform students that
(yes) Is Mitchell related to Uncle Tommy? (yes) SUBSTANTIAL
they can learn about
the narrator’s character • Present students with the idea that the narrator Mitchell is upset and depressed. Then have students
through his own words read and underline any descriptions in the text that might indicate that this is true of Mitchell’s
and by analyzing the way character. MODERATE
or style he describes other • Pair students and ask them to read and discuss both paragraphs. Then have them write one
people and things around sentence that describes the central idea(s) of each paragraph. Use the frame: In paragraph , the
him. author is telling us that . LIGHT
WRITING
Write an Epilogue Use the following supports with students at varying proficiency levels:
• Have students complete the Create a Baseball Card activity on page 377. Provide the following
Work with students
sentence frames to help students create their baseball cards: Mitchell plays baseball at High
to read the writing
School. Mitchell’s mother is from . SUBSTANTIAL
assignment on p. 377.
• Have students work together to write epilogues. Have pairs fill in a few experimental frames in first-
person, past-tense narrative: One year later, I and Uncle Tommy . MODERATE
• Have students brainstorm a few ideas about how Mitchell’s life might have continued after the
story ended. Did he still play baseball? Did he move away? Make lists on the board and encourage
students to use their imaginations and experiment with sentences in the first person.
LIGHT
Ball Hawk 362D

TEACH Notice Note
READING MODEL
EXPLAIN THE SIGNPOSTS

BALL HAWK
Explain that Notice & Note signposts are significant
For more information on You are about to read the short story “Ball Hawk.” In it, you will notice
moments in the text that help readers understand and these and other signposts
to Notice & Note, visit the and note signposts that will give you clues about the story’s characters
analyze works of fiction or nonfiction. Use the instruction on Reading Studio.
and ideas that are expressed from the narrator’s point of view. Here are
these pages to introduce students to the signposts Tough three key signposts to look for as you read this short story and other
Questions, Words of the Wiser, and Aha Moment. Then works of fiction.
use the selection that follows to have students apply the
signposts to a text. When you read or infer Tough Questions You may have been there—in an argument with a
questions like these—questions friend or a relative. You find yourself asking or answering some tough
For a full list of the fiction and nonfiction signposts, that express a challenge or,
sometimes, serious confusion—
questions about your feelings or maybe about your relationship.
see p. 424.
pause and ask yourself whether
you have found a Tough
Authors of fiction often present situations in which a character asks
Questions signpost: Tough Questions that reveal inner struggles. The struggles may
TOUGH QUESTIONS “What in the world did you be within that character, or they may reveal a struggle that another
think you were doing?” character is facing. When you come across Tough Questions in a story,
Conflict drives narratives in much the same way as people
“Is this really what you want ask yourself what they make you wonder about. They usually point to
drive cars: a problem for the main character becomes the to do?” some inner conflict that helps reveal an important idea in the story.
vehicle for telling a story—for taking it from here to there. “What could I possibly do?” The paragraphs below illustrate a student’s annotation within “Ball
Tough Questions identify the vehicle, almost as if naming “How could I ever understand?” Hawk” and a response to a Notice & Note signpost.
make, model, and color. With a Tough Question, the “Why did this happen?”
protagonist puts into words the struggle he or she is facing. 43 “I hate this game!”
44 Uncle Tommy shook his head. “Why did you keep
Review the sample passage. Ask: What is the conflict that playing it so long?”
the tough questions suggests? (Mitchell plays baseball 45 “Because the other guys won’t let me quit. No . . .
because he is expected to, even though he doesn’t like the because my mom wants so bad for me to play baseball.”
game that much.) 46 “And why is that?”
47 “Because she’s got some idea that Indians should play
Tell students that when they spot a Tough Question, they
Anchor Question baseball.”
should pause, mark it in their consumable texts, and ask When you notice 48 “Why?”
the anchor question: What makes this moment important this signpost, ask:
“Because there are teams with Indian names. Right?”

49
What does this
to the story? make me wonder 50 I looked over at Uncle Tommy and he shook his head.
about?
What tough questions does “Why did you keep playing it [baseball] so long?”
Uncle Tommy ask Mitchell? Why does his mom want him to play baseball?
Why does she think Indians should play baseball?
What inner struggle do these This is Mitchell’s struggle. The questions show that he is
questions reveal? Whose struggling to understand why he plays a game that his
struggle is it? father was very good at but that he himself is not.
362 Unit 5
7_LTXESE973237_U5NN.indd 362 4/7/2018 5:29:26
362 Unit 5
Words of the Wiser To whom do you turn for encouragement or
TEACH
advice? Just as in real life, a story character may offer Words of the
Wiser to the main character. These words of wisdom or advice often
help the main character with a problem. Paying attention to these
moments in a story can help readers understand the story’s theme or WORDS OF THE WISER
life lesson and how it relates to the main character. In the following
example, a student underlined and responded to Words of the Wiser. Explain that Words of the Wiser is a literary device that
helps the writer convey the story’s theme or message.
28 Sometimes Uncle Tommy made it all seem so easy. When this device is used, an individual, often an older
29 “Mitchell,” he said, “things that are supposed to come Anchor Question
mature person, offers insights or shares a life lesson with
easy aren’t always that easy to do.” When you notice another character.
30 Uncle Tommy, the mind-reading Zen master. this signpost, ask:
What’s the lesson Read the example passage. Ask: If this is a teaching moment,
for the character? what are the wise words meant to teach? (that Mitchell
shouldn’t quit because a given thing is not easy)
What words of wisdom “Mitchell, . . . things that are supposed to come easy
or advice does the older aren’t always that easy to do.”
Tell students that when they spot Words of the Wiser, they
character give? should pause, mark them in their consumable texts, and ask
What is Uncle Tommy referring He is referring to baseball. He is encouraging Mitchell the anchor question: What’s the life lesson here?
to? Why might this be helpful to believe that he can improve his game if he works
advice for Mitchell? harder at it.
AHA MOMENT
Aha Moment Have you ever worked for what seemed like hours on When you see phrases like Aha Moments are like the familiar light bulb going on above
a homework problem, only to have the answer come to you all at these, pause to see if it’s an a cartoon character’s head: in literature, a solution of some
Aha Moment:
once, as a “surprise”? These Aha Moments happen in fiction, too. For kind is suddenly illuminated in the Aha Moment.
“All of a sudden . . .”
example, a character may realize a problem or its solution, or may
“for the first time . . .” Read the example passage. Ask: What makes line 70 a clever
suddenly reach a broader undertanding about life. Here, a student
marked and responded to an Aha Moment. “and just like that . . .” Aha Moment? (It has two meanings, applying to a hawk
“I realized . . .” tracking a bird and a player tracking a baseball.)
67 “How can this hawk catch a bird in flight at ninety miles
an hour?” Uncle Tommy said. Tell students that when they spot an Aha Moment, they
68 “Because he sees it?” I asked. should pause, mark them in their consumable texts, and ask
Anchor Question
69 Uncle Tommy shook his head. He wanted me to think. When you notice the anchor question: How might this change things?
70 “Because he sees where it’s going to be,” I said. this signpost, ask:
How might this

change things?
APPLY THE SIGNPOSTS
What word(s) tell you Have students use the selection that follows as a model
that Mitchell has realized “Because he sees where it’s going to be.” text to apply the signposts. As students encounter signposts,
something about baseball? prompt them to stop, reread, and ask themselves the anchor
questions that will help them understand characters and
How might this realization It might help him change his focus, enabling him to
help Mitchell with his conflict? hit the ball more accurately. themes.
Notice & Note 363
WHEN STUDENTS STRUGGLE . . .

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Use Strategies If students struggle to recognize Aha Moments, have them use the Syntax
Surgery strategy. In their consumable texts, ask students to underline details that define
characters or the conflict, with arrows to brief notes such as He seems overconfident or She
doesn’t like him. Then ask them to likewise note a moment when a character trait or element
of the conflict may have changed. (She is talking to him now.) Encourage students to patiently
review the text and their notes, looking for a moment of insight or action in that changes a
character or the nature of the conflict.
Notice & Note 363

ANALYZE & APPLY
TEACH
BALL HAWK
Connect to the
ESSENTIAL QUESTION
“Ball Hawk” tells the story of a young Native American boy,
Mitchell, living on an Indian reservation with his mother. At
a time in his young life when nothing seems to go right— Short Story by Joseph Bruchac
including baseball practice—Uncle Tommy Fox shows up
to show Mitchell how playing the game well can make life
worthwhile, reaffirm his place in his Indian tribe, and keep
the memory of his father alive.
MENTOR TEXT
At the end of the unit, students will be asked to compose
?
a short story. “Ball Hawk” provides a model for how to ESSENTIAL
incorporate plot, character, point of view, and dialogue into QUESTION:
a story.
How do
sports bring
together
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Duane Osborn/Corbis/Getty Images
friends,
families, and
communities?
364 Unit 5
LEARNING MINDSET
7_LTXESE973237_U5AAS1GR.indd 364 4/11/2018 3:54:09
Grit Remind students that good work depends on a strong, flexible way of thinking. A
person’s intellectual strategy is as important as the results, since good strategies can be
applied to a range of difficult problems in life. Encourage students to view problems and
setbacks as opportunities, and to value the experiences of struggle and failure as much as
success. Working hard is its own reward, and ultimate success in the end will come not as
a result of a single achievement but from a lifetime of applying reliable strategies, grit, and
integrity to life’s difficulties.
364 Unit 5
GET READY
TEACH
QUICK START
Have you ever struggled to do something that you thought would be
easy? Discuss how anxiety might affect how you play a sport.
QUICK START
ANALYZE POINT OF VIEW
Have students respond to the Quick Start question in small
In a work of fiction, the narrator is the voice that tells the story. The GENRE ELEMENTS: groups. As they listen to each other’s stories, encourage
author’s choice of narrator becomes a story’s point of view. Authors SHORT STORY
• includes the basic elements
other group members to ask questions about what strategy
choose a point of view in order to give readers a certain perspective on
of fiction—setting, characters, the student used or could have used to help in a time when
the story. The three types of point of view are shown in this chart.
plot (including conflict), and they were struggling. Then call on students to recount the
theme
POINT OF VIEW IN NARRATIVES most interesting story they heard.
• centers on one particular
First Person Third-Person Third-Person moment or event in life
Limited Omniscient • can be read in one sitting
(“All-Knowing”) ANALYZE POINT OF VIEW
• Narrator is a story • Narrator is not a • Narrator is not a Help students understand the terms and concepts related
character. story character and story character and on this page. Point out that narrators and points of view are
• Narrator uses first- is outside the story. is outside the story. used in novels, plays, and films as well, but that the short
person pronouns • Narrator uses third- • Narrator uses third- story makes use of these by focusing on a single moment
such as I, me, mine, person pronouns person pronouns
in an individual character’s life and giving a brief snapshot
we, us, and our. such as he, she, him, such as he, she, him,
• Reader sees events her, and their. her, and their. of that experience. Remind students to keep an eye on the
and characters • Reader sees events • Reader is shown narrator (the voice that tells the story) and point of view (first
through the and characters different characters’ person, past tense) throughout the story, making notes on
narrator’s eyes. through one thoughts and how the narrator’s worldview changes over the course of
character’s eyes. feelings.
the tale.
As you read “Ball Hawk,” consider how the point of view affects the way
you understand the story. SET A PURPOSE
Inform students that setting a purpose for their reading
SET A PURPOSE
will help them in comprehension and retention. To follow
When you set a purpose for reading, you choose one or more specific the changes that Mitchell’s character undergoes, they may
reasons to read a text. For example, in reading a short story, you might
simply make marginal notes or notes in a log as they read.
set a purpose of following how an author uses characterization, the

Questions they might ask themselves are:
methods that help develop each character. These methods can include
presenting (and commenting about) the character’s thoughts, words, • At this point in the story, how has Mitchell changed?
and actions, and looking at how the setting influences the characters. • What is different about the choice he makes or the
An author can also develop a character through other characters’ language he uses here?
thoughts, words, and actions towards that character.
• How is Mitchell the same or different at the beginning
As you read “Ball Hawk,” set the purpose of noticing which methods and end of this story?
the author uses to develop the character of Mitchell. Consider how
Mitchell responds to the story events, to the setting, and to the other
characters—and how other characters respond to him.
Ball Hawk 365
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Ball Hawk 365

GET READY
TEACH CRITICAL VOCABULARY
clique consecutive mascot federal talon
To see how many Critical Vocabulary words you already know, use
them to complete the sentences.
CRITICAL VOCABULARY
1. In school, he was never part of any particular .
Encourage students to read all the sentences before
deciding which word best completes each one. Remind 2. The owl swooped down and snatched up the field mouse in
them to look for context clues that match the meaning of its .
each word. 3. Union High School’s is a roaring tiger.
Answers: 4. Because of the blizzard, school was canceled for three
1. clique days.
2. talons 5. The budget is approved by the U.S. Congress.
3. mascot
4. consecutive LANGUAGE CONVENTIONS
5. federal Commonly Confused Words Many words challenge writers because
they look similar and sound alike. Because each word of this kind is
■■English Learner Support actually a word, electronic spell-checkers can’t tell if the wrong word is
being used. Here are some examples of commonly confused words.
Vocabulary Pronunciation Put students into pairs and
ask them to pronounce the Critical Vocabulary terms clearly accept / except affect / effect than / then to / two / too
and articulately. Have Spanish speakers pay special attention As you read “Ball Hawk,” note the spellings of words that are similar,
to pronouncing the two consecutive voiceless consonants such as its and it in this example from the text:
sc in mascot and the two consecutive voiced consonants in A very big bird, the circle of its soaring flight carrying it closer
ns in talons. Then have them write and say aloud their own to us.
simple sentences using each. LIGHT
ANNOTATION MODEL NOTICE & NOTE

LANGUAGE CONVENTIONS As you read, notice and note signposts, including Tough Questions,
Review the capitalization instruction with students, and ask Words of the Wiser, and Aha Moments. In the model, you can see one
them to make note of when words are capitalized in “Ball reader’s notes about the opening paragraphs of “Ball Hawk.”

Hawk.” Ask students what the purpose of capitalization is.
(The purpose of capitalization is to mark off important words, 1 “Indians invented baseball.” The narrator is a player
such as words that begin a sentence or identify important 2 That’s what Uncle Tommy Fox said on the on a school baseball team.
people, places, and things.) day I was ready to throw in my glove and quit
the Long Pond High School team for good. It Uncle Tommy has helped
was one of his typically cryptic remarks and, the narrator’s thinking in
ANNOTATION MODEL as usual, it started me thinking. the past. Maybe he will be
a wise voice in this story.
Point out to students that they may follow this annotation
suggestion or use their own system for marking up the
selection in their write-in text. They may want to color-code 366 Unit 5
their annotations by using highlighters. Their notes in the
margin may include questions about ideas that are unclear
or topics they want to learn more about. 7_LTXESE973237_U5AAS1GR.indd 366 4/11/2018 3:54:12
366 Unit 5
NOTICE & NOTE
BACKGROUND TEACH
Joseph Bruchac (b. 1942) lives in Greenfield Center, New York, where
he grew up. While he was a student at Cornell University, he began to
consider a career as a writer. Today, as a professional storyteller
and the author of more than 120 books for adults and young BACKGROUND
people, Bruchac creates works that often are rooted in the
traditions of his Abenaki heritage. He also writes poetry After students read the Background note, explain that
and music that reflect his Native American ancestry. authors often draw characters, experiences, and settings
from their own lives. In this note, we learn that Joseph
Bruchac is Native American (Abenaki) and that he bases
much of his storytelling on his heritage.
SETTING A PURPOSE
BALL HAWK
Direct students to use the Setting a Purpose prompt to focus
their reading.

Remind students that point of view is not the identity of
the voice telling the story, but the perspective from which the
story is told (first person, third person). (Answer: Using first-
person point of view, Mitchell shows that his Uncle Tommy had a
SETTING A PURPOSE profound influence on him, he attends a small high school, and
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Chris Felver/Getty Images; (b) ©Duane Osborn/
As you read, pay attention to how Mitchell tries to connect to he is not good at baseball, though he is on the varsity team.)
Notice & Note
his late father. Note details that help you understand Mitchell’s
personality, his feelings and motivations, and the conflict he faces. For listening support for students at varying
and note signposts in the text.
proficiency levels, see the Text X-Ray on page 362C.
1
2 “I ndians invented baseball.”
That’s what Uncle Tommy Fox said on the day I
was ready to throw in my glove and quit the Long Pond
Annotate: In paragraph 3, mark
the words that tell you what
High School team for good. It was one of his typically point of view the author is
cryptic remarks and, as usual, it started me thinking. using in this story.
3 Quite frankly, if Uncle Tommy hadn’t come into my life Identify: What is that point of
when he did, I probably would have ended up dyeing my view, and what does Mitchell
reveal about himself in this
hair purple and going goth.1 (I would, I might add, have
paragraph?
been the first to do that in Long Pond High School, which
Corbis/Getty Images
is barely big enough to have cliques. My high school’s size clique

(kl∆k) n. If you are part of a
is one of the reasons why I was still, pathetic as I was with a clique, you belong to a small
glove and a bat, a regular member of the varsity nine. There group of friends that doesn’t
allow outsiders.
just weren’t that many eligible candidates.)
1
going goth: adopting the thinking and appearance of those who are attracted to
things that most people find dark, gloomy, and mysterious.
Ball Hawk 367
ENGLISH LEARNER SUPPORT

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Think Out Loud If students struggle with the story, ask a series of related questions and
encourage students to give one-word answers that come to mind, and then jot the answers on CRITICAL VOCABULARY
the board so students can write them down. Ask: Who is the narrator? (Mitchell) How old is he?
(teenage). Provide answers to the questions in instances when students don’t know them. clique: Since a clique is a small group of people, it’s a
When done, have students read their lists back to you and congratulate them for keeping up comic note that the school could hardly have any.
with the storyline. MODERATE ASK STUDENTS what connotation they think the word
clique has, as opposed to group or team. (The word clique
has a negative connotation, suggesting a group of people
who don’t let others into their group.)
Ball Hawk 367

NOTICE & NOTE
TEACH 4 Uncle Tommy, though, saved me from turning my back on
being a skin. I’d been hanging around Uncle Tommy ever since
he moved up here to work in the Indian Village and my mom
introduced him to me in her German accent.
5 “Mitchell, it vould be gut for you to meet anudder real
SET A PURPOSE Indianishe mann und he vas ein freund of you vater.”
SET A PURPOSE 6 It wasn’t just that Uncle Tommy was, indeed, a real Indian,
Remind students that characterization is anything about a Annotate: Remember the albeit of a different tribe than my father. Or that this broad-
character in a story, from physical appearance to thoughts, purpose you have set: noting
how the author uses
shouldered old Indian guy with long gray braids and a friendly
speech, actions, and dreams. (Answer: Mitchell seems to be characterization. In paragraph face really did seem to like me and enjoy taking on that role
a character with a chip on his shoulder about baseball—to be a 6, mark Mitchell’s thoughts of being an uncle. Or that he knew more about being Indian,
about playing baseball. really being Indian, than anyone else I’d ever met. He also had
little resentful of people’s expectations.)
Infer: How does Mitchell’s a sense of humor and we both needed it when it came to me
attitude toward baseball help to
characterize him?
and baseball. For some reason, everyone thought I should
ANALYZE POINT OF be playing it. True, I’d always been good at other sports like
football and wrestling, but baseball had me buffaloed. My
VIEW mother had gotten it into her head that being an Indian I
Remind students of the differences between third-person should of course not just play baseball but excel at it. Even
limited (knows just one character’s perspective and consecutive striking out in nineteen consecutive at-bats had failed to
(k∂n-s≈ký∂-t∆v) adj. When disabuse her of that certainty.
experience) and third-person omniscient perspective things are consecutive, they
follow one after another
7 Why baseball? Well, as little as my mom knew about
(knows all). (Answer: Seeing this description from Mitchell’s
without interruption. American sports, she had heard of the Cleveland Indians and
point of view makes the reader feel sorry for him. It helps the the Atlanta Braves. So she figured it was a game that honored
reader feel the pain that his father’s death has caused.) Indians and thus I should be part of it. Yeah, I know. But
For reading support for students at varying try to explain to an eager German immigrant mother about
mascot stereotyping and American Indians being used as mascots.
proficiency levels, see the Text X-Ray on page 362D.
(m√s´k≤t´) n. A mascot is a 8 Plus my dad had been a really great baseball player.
person, animal, or object
used as the symbol of an He’d been playing armed forces ball when Mom met him in
organization, such as a Germany.
sports team.
9 He was the best baseball player in the history of our family.
He was even better than his grandfather, who’d played baseball
at the Carlisle Indian School and in the summer Carolina semi-
pro leagues with Jim Thorpe.2 On the ball field, my Dad was
unstoppable. He could hit almost any pitch. If he’d had the right
breaks, and hadn’t gotten his right knee ruined when he was in

the service, he could have gone pro.
ANALYZE POINT OF VIEW 10 We played pitch and catch together almost every day during
Annotate: In paragraph 10, the seven years we shared before his truck was hit head-on by
mark Mitchell’s description of
the aftermath of his father’s
a drunk driver, leaving his half-Indian son to be raised in the
death. sticks by the wife he had brought back with him at the end of
Critique: How does seeing this his tour of duty with the marines, which had concluded in der
description through Mitchell’s Vaterland.3
eyes affect the reader?
2
Jim Thorpe: Native American athlete (1887–1953), most famous as a track-and-field
star and All-American football player but also excelling in a variety of other sports.
3
der Vaterland: German for “the Fatherland,” or land of one’s ancestors. (Mitchell’s
mother is German.)
CRITICAL VOCABULARY
368 Unit 5
consecutive: Mitchell is being very detailed about his failures,
noting how many times he struck out in a row.
ASK STUDENTS what other things in life generally appear 7_LTXESE973237_U5AAS1.indd 368 3/12/2018 11:37:59
consecutively. (A new pack of playing cards are consecutive,

as are days in the week.)
mascot: He seems deeply aware of the derisive
way Native Americans are often portrayed in wider
American culture.
ASK STUDENTS when they’ve seen a mascot and what
makes a good one. (Mascots are at most sporting events
and a good one is memorable, costumed, and usually based
on an animal.)
368 Unit 5
NOTICE & NOTE
11 Anyhow, going back to that day when I was ready to pack TEACH
it all in, it was a game we were sure to win. But even though we
were leading the Hurleytown Hornets by a score of 6–0 and it
was the bottom of the seventh inning, I still had to take at least
one more turn at bat. When there’s only twelve guys on your
whole team and you’re the center fielder, you can’t avoid it. SET A PURPOSE
12 I wiped my hands on my knees, knocked imaginary dirt off
my cleats. Nineteen, I thought. Remind students that once they’ve set a purpose for
13 The Hurleytown pitcher smiled when he saw me come up to reading, it’s important to start noticing, highlighting, and
the plate. All the pitchers in the Northern league did that. Then taking notes. Words describing feelings often stand out from
he mouthed the words. Easy out. I hate it when they do that. the other words in the text by being more dramatic, e.g.,
14 I looked over toward the stands. My mom was smiling and “Mercifully” and “desperately.” (Answer: He feels sad and
nodding at me, even though she had both fists clenched around embarrassed but wants someone to comfort him. It suggests
her soda can so hard that it looked like an hourglass. Uncle that he thinks he should be a good player or he feels he’s letting
Tommy, who was next to her, just kept his face blank. I was
someone down.)
grateful for that.
15 The pitcher wound up, kicked high just to show off, and
let it go. Fastball, high and outside just where I like it. I took a
cut that would have knocked down a wall if I’d been holding a
sledgehammer. Unfortunately all I had was a bat. WHIFFF!
ENGLISH LEARNER
16 Strike one. SUPPORT
SET A PURPOSE
17 I don’t have to tell you what happened with the next two Annotate: In paragraph 18, Understand Characterization Help students notice
pitches. Just the usual. Twenty in a row. mark words and phrases that aspects of Mitchell’s character by putting them in pairs
18 Mercifully, we finished the game without my coming reveal what Mitchell looks
like and how he feels after the and asking them to discuss what they’ve learned about
around in the batting order again and us winning 7–1. I took
my time in the locker room, soaped my long black hair and
game. (Remember: these are Mitchell so far. They can make lists and share them or
methods of characterization.)
rinsed it out twice. Half of me hoped everybody would be gone simply discuss what they know.
Infer: Why do you think Mitchell
by the time I came out. But the other half of me desperately is confused after the game? ASK STUDENTS to describe Mitchell’s appearance to
wanted to not be alone, wanted somebody to be there waiting
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Image Source/Getty Images
What does it suggest about his

each other. (Mitchell is young, smart, Native American,
for me. character?
and with long black hair.) SUBSTANTIAL/MODERATE
Ball Hawk 369
Ball Hawk 369

NOTICE & NOTE
TEACH 19 That’s what I was thinking as I shuffled out of the gym, my
duffel bag in one hand and my towel in the other. Then I saw
Uncle Tommy still sitting there, all alone in the bleachers. He
raised a hand, gesturing for me to join him.
20 It might have been my mom who encouraged Uncle Tommy
WORDS OF THE WISER to stay around and wait for me. But maybe not. After all, Uncle
Remind students that the Words of the Wiser signpost is Tommy had been faithfully watching in the stands each time
I whiffed out. He came to all my games, not just football in the
often identifiable through context or setting. When two
the fall, where I’d found my groove in my sophomore year at
characters, one older and one younger, retire to a quiet place
both tight and D-end. Tackling other ballplayers, blocking and
to talk seriously, this often becomes a moment for wisdom snagging the occasional pass were right up my alley. Unlike
to be shared by the elder with the younger character. Have trying to tag that white little pill with either glove or bat.
students think and talk about why Uncle Tommy might WORDS OF THE WISER 21 “Indians invented baseball,” Uncle Tommy said again. We
have taken this moment to share his words with his nephew Notice & Note: In paragraph
were sitting at the very top of the stands where we had a great
Mitchell. (Answer: Uncle Tommy is trying to tell Mitchell that 21, underline Uncle Tommy’s view of the high peaks that were beginning to turn red in the
baseball is part of his heritage, part of who he is. Mitchell comment to Mitchell. Then, setting April sun. I knew he had to get back to his place and
circle the later paragraph that check on the hawks before dark, but he wasn’t making a move
needs to be reminded of this because he seems to want to give explains the meaning of that
to stand up, so I stayed put. My uniform was in my bag, but I
baseball up because he thinks that he is useless on the field.) comment.
had pulled my glove out and I was punching my left fist into it.
Analyze: What is Uncle Tommy
trying to tell Mitchell? Why
22 I looked up at him, ready to smile if I saw him grinning. But
does Mitchell need to be his face was serious.
reminded of this? 23 “You know what I mean,” he said.
24 Well, I did. I’d heard the whole rap before. There were no
team sports in Europe before those early explorers stumbled
into the new world and found Indians playing all kinds of team
games—from lacrosse to basketball. Rubber balls were invented
by Indians.
25 But I didn’t say anything. I just pounded my glove a little
harder.
26 Uncle Tommy looked up and nodded his head. I followed
his gaze. There was a distant speck getting closer. A very big
bird, the circle of its soaring flight carrying it closer to us. It
wasn’t Hawk or any of the other birds that Uncle Tommy was
nursing back to health. It was bigger. An eagle. Pretty soon it
was right overhead. I wondered how Uncle Tommy could do

that. Call a great bird like that to us.
27 Folks around here knew that whenever anyone came across
a big bird that had been hurt, maybe tangled with a power line
or sideswiped by a truck, a hawk or an owl or even an eagle like
the one above us, they could bring it to Uncle Tommy. He didn’t
federal have one of those federal licenses to care for birds of prey, but
(f≈d´∂r-∂l) adj. Something that whenever game wardens came out to check on him, they never
is federal relates to the U.S.
government in Washington,
found anything. Uncle Tommy never caged or tied down any
D.C., and not to state and local of his birds. He let them fly free. If they were too hurt to fly he
governments.
kept them somewhere safe that the federal people couldn’t find.
370 Unit 5

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CRITICAL VOCABULARY
Gallery Walk Help students follow along by having them respond to a few simple questions
federal: Mitchell seems to imply that government officials about the storyline in an interactive gallery walk.
sometimes intrude on his uncle and other members of his
Native American community. Think of some basic questions about “Ball Hawk,” such as: Who is the narrator? Where is the
story taking place? What sport is being played? Paste these questions on posters around the
ASK STUDENTS what other things they can think of are
classroom and have students work in pairs to respond to them. Establish a time for pairs to
federal, as opposed to state or local. (The mail system move on to the next posted question. Then, when students have answered them all and have
as well as most holidays are federal because they are returned to their seats, recap the story with the class.
nationwide, and most laws are federal because they are
passed and implemented by the U.S. government.)
370 Unit 5
NOTICE & NOTE
28 Sometimes Uncle Tommy made it all seem so easy. TEACH
29 “Mitchell,” he said, “things that are supposed to come easy
aren’t always that easy to do.”
30 Uncle Tommy, the mind-reading Zen master.
31 “Meaning what?” I said, like I was supposed to do.
32 “Do you like playing baseball?” Uncle Tommy asked. Of TOUGH QUESTIONS
course he was not answering my question. Tell students that this signpost is often intimately tied
33 “Baseball is great,” I said. “It’s just me. I stink.” TOUGH QUESTIONS up with characterization and character development.
34 “Hmm,” Uncle Tommy said. Not a question, not a comment, Notice & Note: In paragraphs We see that Mitchell doubts his own skill in baseball,
but a lot more than both. 33–40, mark the complaints
35 “Okay, so I’m good at running bases. Better than most, I that Mitchell has about the way but also is aware that he has some talent. When asking
guess. And when I do finally get the ball I can throw it hard and he plays baseball. himself Tough Questions, a character is usually delving
straight. But half the time I go out to shag a fly ball, I miss it. Analyze: What internal conflict into himself or herself and trying to uncover something in
You ever notice how when I yell ‘I’ve got it,’ all the other fielders or struggle do these lines their background. In Mitchell’s case, that question might
reveal?
start praying?” be summarized as: “What’s stopping me from being the
36 “Hmm,” Uncle Tommy said again. He really wasn’t going to best that I can be at baseball?” (Answer: The lines show that
let go of this, was he? Mitchell cares about playing baseball. It bothers him greatly
37 “Well, what about my batting?” I asked. “The only way I
that he isn’t a better player; he wants to be good at the game.)
could ever get a hit was if the ball was as big as a watermelon
and you set it up on a tee.”
38 “And painted a bull’s-eye on it?” Uncle Tommy said.
39 I couldn’t help it. I had to laugh. For a while. Then I
stopped, feeling empty inside.
ENGLISH LEARNER
40 “I quit!” I yelled, standing up and throwing my glove out SUPPORT
onto the field. “I’m done with it.”
Choral Reading To help students with pronunciation or
41 Uncle Tommy didn’t bat an eye at my temper tantrum. He
reading comprehension, use the following routines.
just kept looking out at the mountains. So I stood there, not
sure whether I should climb out of the stands and stomp off or Beginning with paragraph 29, read the quoted dialogue
go down on the field and pick up my glove. passages between Mitchell and Uncle Tommy aloud.
42 “Why’d you say that?” Uncle Tommy finally asked in a soft Using the teacher’s pronunciation and delivery as a
voice.
model, students repeat each line.
43 “I hate this game!”
44 Uncle Tommy shook his head. “Why did you keep playing it
so long?” Put students into pairs, assign roles, and ask them
45 “Because the other guys won’t let me quit. No . . . because to read the dialogue in paragraphs 29–51 having it
my mom wants so bad for me to play baseball.” modeled for them. Have students choral read one of the
46 “And why is that?” LANGUAGE CONVENTIONS
Annotate: To recognize the denser paragraphs, such as paragraphs 51 and 52, after
47 “Because she’s got some idea that Indians should play correct spelling of a commonly having it modeled for them. Then have them discuss
baseball.” misspelled word, pay attention
48 “Why?” to its use in texts. Underscore this moment in the text: Why does Mitchell start to cry
49 “Because there are teams with Indian names. Right?” the words in paragraph 49 that now, what is upsetting him?
are often misspelled.
50 I looked over at Uncle Tommy and he shook his head. LIGHT
Compare: Choose one word
51 “Mitchell,” he said, “I knew your dad when he played ball and write down the other ways
at Haskell Indian School. My playing days were way behind me to spell the word. Think of a
then, but I was there teaching in the crafts program. He was sentence where each word is
used correctly. LANGUAGE
Ball Hawk 371 CONVENTIONS
Guide students to underscore the words there and Right in
paragraph 49. (Answer: The word “right” sounds the same
TXESE973237_U5AAS1.indd 371 3/12/2018 11:38:03 PM as the word “write.” The exclamation “right” is an expression
that asks for agreement, such as, “You are coming to my house
tomorrow. Right?” The verb “write” refers to symbols made with
a pen or pencil, e.g., “I will write her a letter now.”
Ball Hawk 371

NOTICE & NOTE
TEACH good enough to have pro scouts looking at him until he decided
to go with the military instead. But even then he was a star on
those armed forces teams.”
AHA MOMENT 52 I started crying then. Uncle Tommy was right. My mom
Notice & Note: Mark the two wanted me to play baseball because she knew how much Dad
AHA MOMENT things that Mitchell suddenly loved the game. She’d met him when she came to one of his
realizes in paragraphs 52 and games on the base in Germany. She fell in love with the way he
Remind students that an Aha Moment comes at a critical 53.
ran like a deer after hitting the ball over the fence. Then she fell
juncture in the text when a character realizes he or she has Predict: What do you think in love with him.
to make a tough or important decision. At this moment, a Mitchell will do, now that he
knows why he hasn’t been
53 But he’d never be here in the bleachers to watch me play the
character will pivot toward a new way of doing things, a new game he loved best of all. I wanted so badly to connect with him
playing well?
solution to a problem, or a new philosophy or understanding that—even though I knew it was impossible—my mind was
of life. In this case, Mitchell realizes that he’s been trying twisted against itself whenever I went out onto the field.
too hard to connect with his father while playing baseball 54 Uncle Tommy’s hand was on my shoulder. He stayed silent
because he knows how much his father loved the game. until I’d cried myself out. Then he climbed down out of the
(Possible answer: He may try to get Uncle Tommy to help him stands with me when I went to pick up my glove—which had
play better.) landed far out in left field.
55 “Time to check on the hawks,” he said.
56 Uncle Tommy never drove. Instead he’d let me take him
places in the old beater truck I’d bought with the money I’d
SET A PURPOSE earned working summers with him at the Indian Village,
Remind students that the narrator of any story may not teaching the tourists about real Native people. Neither one of us
be aware of himself or herself as much as the reader is and said anything until we were almost at his place.
that it’s up to the reader to infer motivations, attitudes, 57 “Mitchell, maybe your mind is getting clear now, but you
and beliefs through the actions, not only the words, of a still need to train your eye,” he said as we pulled in the drive.
“We’ll start tomorrow morning.”
character. (Answer: The response suggests that Mitchell is
SET A PURPOSE 58 I came back at dawn. Of course he was already up and
very motivated to become a better baseball player.) Annotate: In paragraph 58, waiting for me with his own glove, a beautiful old Louisville
mark Mitchell’s response to
Uncle Tommy’s telling him that
Slugger,4 and a whole box of baseballs. All stuff that he’d stored
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©PhotoDisc/Getty Images

they would start training the in that little attic of his, which somehow seemed to have more
next day. storage space than a cargo ship. He’d never let me go up there,
Infer: What does this response but he was always producing unexpected things from it. Like
suggest about Mitchell? that time he brought down two saddles and blankets and all the
gear for riding and roping calves. But that’s another story.
59 “Batting practice,” he said, pointing at the home plate he
had set up against the side of his house.
60 Uncle Tommy had been a pitcher when he was in Indian
school and it turned out he could still bring it—fastball, slider,
even a tricky little curve.
61 “Focus,” he’d say. “Don’t see anything except that ball getting
bigger. Connect.” Then he would whiz another one past me. But
by Sunday afternoon I started making contact.
62 “Are you slowing the pitches down?” I said.
4
Louisville Slugger: official bat of Major League Baseball, originally designed by
“Bud” Hillerich of Louisville, Kentucky.
372 Unit 5
IMPROVE READING FLUENCY

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Targeted Passage Pair students and tell them that they will focus on paragraph 58 for a
reading fluency exercise. After modeling reading the passage aloud, ask students to begin
reading the paragraph to each other. Encourage them to record their readings with a camera,
cell phone, or Dictaphone and listen to it repeatedly to focus on word pronunciations and
passages (such as “Louisville” or “riding and roping calves”) with which they may struggle. For
more advanced students, ask them to discuss the concepts and ideas in the paragraph with
their partners.
Go to the Reading Studio for additional support in developing fluency.
372 Unit 5
NOTICE & NOTE
TEACH

Remind students of the concept of first-person perspective
and how this narrative form shapes the reader’s perception
by filtering images, characters, ideas, and events through
the mind of a narrator. (Answer: Mitchell is very fond of
63 “Nope.” Uncle Tommy smiled. “You are.” He got ready to Uncle Tommy and presents him as wise, caring, and almost
throw again. “Relax with power,” he said. “Hard and easy.”
superhuman. Because this is the only view we have of Uncle
64 He had another trick up his sleeve. “The way we always
used to learn,” he said, “was by watching nature. I got another Tommy, it makes us like and respect him just as Mitchell does.)
teacher for you here.” Annotate: Mark the words and
65 He wrapped a deerskin around his arm and we walked out phrases in paragraph 66 that
back. suggest that Mitchell thinks
66 “Hawk,” he called, holding up his arm. Uncle Tommy never Uncle Tommy has a special ENGLISH LEARNER
connection with animals.
gave names to wild animals more than that. A deer was just
Analyze: How does reading
SUPPORT
“Deer,” a bear was just “Bear.” But when he called out the word about Uncle Tommy from
“Hawk,” the one hawk he was calling to was always the one that Point of View Assist students in understanding point
Mitchell’s perspective shape
would come. This time it was the big red-tail. It dove down out the way readers feel about the of view by having them search the text of “Ball Hawk”
of the tree, braked with its wings, and reached out its big talons character of Uncle Tommy? for pronouns. On the board, list first-person pronouns
to grasp his arm. talon (I, me, my, we, our) and third-person pronouns (he, she,
67 “How can this hawk catch a bird in flight at ninety miles an (t√l´∂n) n. A talon is the claw of a her, his, they, their). Have them circle these pronouns as
hour?” Uncle Tommy said. bird of prey.
they read the text. Intermediate students may make a
68 “Because he sees it?” I asked. list of their findings and read it aloud. Students should
69 Uncle Tommy shook his head. He wanted me to think.
use their notes and lists to identify the perspective in
70 “Because he sees where it’s going to be,” I said.
which the story is written.
71 “Go ahead,” Uncle Tommy said. He lifted his arm and the
hawk took flight. It whistled as it rose and then began circling MODERATE
overhead. I cut a piece of meat from the flank of the road-killed
doe we’d picked up from the main road that morning. It was
a piece about the size of a baseball. I cocked my left arm and
heaved it. SET A PURPOSE
72 Before it could hit the ground, that red-tail caught it out of Explain that just as in real life, characters in stories constantly
midair with its claws.
go through changes of all kinds. In paragraph 73, the author
is encouraging the reader to infer that Mitchell’s changes
73 Our next game was Wednesday afternoon. Instead of the usual SET A PURPOSE
heavy feeling of hopeless despair, I was feeling sick to my Annotate: In paragraph 73, aren’t just emotional, but are happening throughout his
stomach. I felt like I might even throw up. And that wasn’t a bad mark words and phrases that body. (Answer: The change suggests that Mitchell is becoming
describe how Mitchell usually
thing. Whenever I threw up in the locker room before I went more confident as a baseball player and that he is not as
feels before a game and how he
out on the mat to wrestle, I usually ended up doing good. In is feeling before this game. depressed about his skills.)
another couple of minutes we’d be heading out on the field. My Infer: How does this change
gut roiled. help to characterize Mitchell?
Ball Hawk 373
CRITICAL VOCABULARY
talon: Biologists use the specialized term talons to identify
the hooked feet with which large birds of prey hunt.
ASK STUDENTS to think about what body parts of other
animals correlate to the talons of large birds. (Humans
have hands/feet, lions have claws, bears have paws, and
horses have hooves.)
Ball Hawk 373

NOTICE & NOTE
TEACH
74 “Excuse me, guys,” I said, heading for the john.
75 “Hey,” Robby Mills, our shortstop said, “Sabattis is about to
lose his lunch.”
76 “Cool,” Zach Branch said. He was on the wrestling team
AHA MOMENT with me.
77 It wasn’t that big a game that day for most of us. It was the
Remind students that Aha Moments come with their own
Carrier Falls Cougars we were playing and we’d beaten them
language, which usually includes phrases like “Suddenly, already a few weeks ago by a score of 4–1, despite my striking
I knew” or “All at once everything was clear.” Ask students out three times. But it was big enough for me. It started in the
to pay close attention to the text here and make note of top of the third inning when I called for a fly ball and not only
the specific language that tells us this is probably an Aha caught it, but threw it back in quick and hard enough to catch
Moment for Mitchell. (Answer: He won’t be so depressed and the Cougars runner who’d been on base between second and
resentful about baseball. He may even embrace it and enjoy it third. My first double play! Robbie almost cracked my ribs
as a connection to his father.) when he came running out from shortstop to hug me.
78 Bottom of the third, I was the second batter up. I looked
up just before the pitch and thought I saw a bird circling above
the field. Then the pitcher reared back and let it fly. It was
a curveball. I saw that clearly as it came toward me. I swear
I could even see that there was a smudge of green from the
turf on the ball’s lacing as it rotated toward me. My swing was
strong, but relaxed at the same time. Hard and easy. And I
connected.
AHA MOMENT 79 The ball hit the sweet spot on the bat. It was a sound half
Notice & Note: In paragraph
crack and half chunk, a sound I had heard before, just plain
79, mark Mitchell’s music. And the ball was rising, heading up and out, and I knew
accomplishment. it was going far past any of the fielders, way out beyond the
Predict: What do you think this fence. People were yelling at me to run, but I was just standing
will mean for Mitchell? there, watching it go, flying toward the sun.
80 And that was when the yelling stopped. It stopped as that
hawk dove. It caught the ball in its claws, banked, flapped its
wings, and floated off toward the distant mountains, taking
what should have been my first home run with it.
81 “You got it, Dad,” I whispered. Don’t ask me why I said
that or if it makes any sense. I mean, I knew it was just Uncle
Tommy’s red-tail.

82 I turned to the umpire, whose mouth was open as he
watched the big bird disappear.
83 “Hey,” I said in a soft voice, “I think I know what you should
call it.” Then I told him.
84 A big grin came to his face and he pointed off in the
direction the hawk had gone.
85 He yelled it out and everybody in the park went wild.
86 The pitcher was so rattled by what had happened that he
threw me an easy one on his next pitch that I stroked over the
third baseman’s head for a double.
374 Unit 5
TO CHALLENGE STUDENTS . . .
7_LTXESE973237_U5AAS1.indd 374 3/12/2018 11:38:07
Write It Your Way Have students reread paragraph 79 and imagine how such a moment
would feel if they had been Mitchell. Talk to students about feelings of accomplishment,
triumph, and joy, and ask them to think of a time when they did something important
or achieved something special. Now ask students to rewrite paragraph 79, substituting
themselves for Mitchell and substituting his moment of achievement for an important moment
from their own lives. Circulate and ensure students consider character, setting, the narrator,
and point of view.
374 Unit 5
NOTICE & NOTE
TEACH
87 I ended up that day with two more doubles and a sacrifice ANALYZE POINT OF VIEW
bunt to my credit. We won 5–2. And I played out the rest of Annotate: In paragraph 87,
mark sentences that reveal that
that season with a batting average of .285 and a reputation as a the narrator is reflecting on that
better than average fielder. I even had a grand slam home run day and what he has learned.
the last game of the season. But the best moment I ever had
in baseball came that day against the Cougars. It came to me
Analyze: Why do you think that ANALYZE POINT OF
the narrator tells this story from
because of what Uncle Tommy taught me about letting go of the perspective of looking back VIEW
on events, rather than as they
anger and putting my heart in the game. It allowed me to have Inform students that some of the benefits of a first-person
actually are happening? What
my best hit ever, even if it ended up being a foul ball. benefit does this perspective singular, past-tense point of view are the ability for the
have?
narrator to be reflective, thoughtful, and to build his
character slowly and carefully. For contrast, suggest students
think or write about what a third-person plural, present-
tense point of view (we, our) would sound like. (Answer:
CHECK YOUR UNDERSTANDING Telling the story from the perspective of looking back on events
Answer these questions before moving on to the Analyze the Text allows the narrator to weave wisdom and life lessons into the
section on the following page. story.)
1 According to Mitchell, what is Uncle Tommy’s best characteristic?
A The fact that Uncle Tommy knew Mitchell’s father

CHECK YOUR
B The fact that Uncle Tommy is a real Indian
UNDERSTANDING
C His sense of humor about dealing with life
Have students answer the questions independently.
D His spiritual connection with the natural world
Answers:
2 The author has Mitchell tell about Uncle Tommy’s care for injured 1. C
birds of prey in order to —
2. F
F emphasize Uncle Tommy’s compassionate nature
3. B
G suggest that Uncle Tommy has a hidden past
H compare Uncle Tommy to a fierce predator If they answer any questions incorrectly, have them reread
the test to confirm their understanding. Then they may
J praise Uncle Tommy’s knowledge of Indian folklore
proceed to ANALYZE THE TEXT on p. 376.
3 According to Mitchell, why was the hit that the hawk intercepted
his best hit ever?

A The fact that a hawk had taken his hit earned him the respect of
his teammates.
B It was the first hit he made because he truly cared and was no
longer angry.
C He knew that the hit was powerful enough to produce a
home run.
D It was a great hit, which he followed with other good hits in the
same game.
Ball Hawk 375

Oral Assessment Use the following questions to assess students’ 2. What is Uncle Tommy’s relationship to birds? Is this an important detail?
comprehension and speaking skills: Tell why or why not. (Uncle Tommy helps birds that are hurt. It is am
important detail because it shows he cares about others and nature.)
1. Is Uncle Tommy a kind character? (yes.) Provide a sentence frame to help
students describe Uncle Tommy: Uncle Tommy is ___. (kind) He helps 3. At what time of day do Uncle Tommy and Mitchell begin their practice?
Mitchell play ___. (baseball) (They begin at dawn, the very beginning of the day.)
Ball Hawk 375

RESPOND
APPLY
ANALYZE THE TEXT
Support your responses with evidence from the text. NOTEBOOK
1. Analyze Review paragraphs 3 and 10. What point of view is used

ANALYZE THE TEXT in describing the setting in which Mitchell lives? How does this
Possible answers: setting affect Mitchell as a character?
1. DOK 4: Mitchell uses a first-person point of view to say 2. Infer Refer to your “Set a Purpose” notes about Mitchell’s
that he lives “in the sticks.” He recognizes that he is on characterization. Why do you think that Uncle Tommy twice
the varsity baseball team only because there are very few reminds Mitchell that “Indians invented baseball”? Why are these
students. Uncle Tommy’s connection with nature helps words an important part of Mitchell’s characterization?
shape him, and Mitchell’s work in the village. 3. Interpret In the language of baseball, a “ball hawk” is a
player who is skilled in catching fly balls. Why is “Ball Hawk” an
2. DOK 2: Because Mitchell is a Native American, as was appropriate title for this story?
Mitchell’s father, Tommy wants Mitchell to remember that
4. Analyze When a writer provides hints that suggest future events
baseball is part of his heritage.
in a story, it’s called foreshadowing. Identify and explain an
3. DOK 2: “Ball hawk” literally refers to the hawk that example of foreshadowing in “Ball Hawk.”
catches Mitchell’s ball at the end of the story. It is symbolic 5. Notice & Note What does Uncle Tommy do to help Mitchell
of the way that Mitchell improves by taking Uncle Tommy’s overcome his anger and work on his baseball skills?
words to heart.
4. DOK 4: The scene in which Uncle Tommy calls Hawk and RESEARCH
discusses how it can catch a bird in flight foreshadows the RESEARCH TIP Like Mitchell’s father, many well-known Major League Baseball players
climax of the story, in which the hawk catches Mitchell’s When you scan search results, were (and are) Native Americans. Research these baseball players.
look for websites that are more
home run hit. likely to include information
Record details abut their origins, teams, and achievements.
that is accurate and current.
5. DOK 4: Uncle Tommy offers Mitchell advice and is patient This includes sites that end in BASEBALL PLAYER ACHIEVEMENTS
with him. He helps Mitchell see his anger and the reason .gov, .org, and .edu. For sites that
end in .com, use your judgment. Born on the Penobscot Indian reservation in
that he isn’t playing baseball well. He is like a substitute for
Ask yourself who published Maine in 1871 he was the first well-known
Mitchell’s late father. the information and what the Louis Sockalexis Native American in the big leagues. He
purpose might be. Evaluate
whether the information seems
played three years for the Cleveland Spiders.
credible, well researched, and Born in Minnesota, he played for the
RESEARCH unbiased. Philadelphia Athletics from 1903 to 1917.
Charles Albert Bender

Tell students that they should confirm the information they He was the first Native American inducted
into the National Baseball Hall of Fame.
gather by double checking it with other credible sources.
From Hamilton, Missouri, his mother was
Extend Some good resources for this are the histories of a Cherokee. Wheat played for the Brooklyn
Zachariah Davis Wheat
Native Americans in baseball found at the Major League Dodgers. He was the 2nd Native American
Baseball website (www.mlb.com) and www.baseball- inducted into the Baseball Hall of Fame, in 1959.
almanac.com. Ask students to think about what hurdles Extend In the first paragraph of Bruchac’s story, Uncle Tommy notes
these players, like Mitchell, must have had to overcome to that “Indians invented baseball.” In fact, there were other ways that
play the game they loved. Indians became familiar with the game. Find out how a lot of Native
Americans were introduced to baseball in the 1800s and 1900s.
376 Unit 5
LEARNING MINDSET
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Questioning Students should always feel comfortable asking questions. Curiosity is always
a good thing, no matter how silly the inquiry might feel. The only way to grow, learn new
things, and feel comfortable taking on a problem is to ask the right things and pursue new
ideas according to the answers. Remind students that the pursuits of science, technology,
education, and so much more are all predicated on important but surprisingly simple
questions: How does the world work? How can we make it work better? How can people learn
to work well together? Questioning is essential for learning, growing, and understanding your
surroundings. Never hesitate if you feel curious—and never hesitate to ask!
376 Unit 5
RESPOND
APPLY
CREATE AND ADAPT
Write an Epilogue Write a three- to four-paragraph epilogue or Go to Writing Narratives
in the Writing Studio to
concluding section in which you describe Mitchell’s views of baseball a help with the epilogue.
year after the story ends. CREATE AND ADAPT
❏ Brainstorm how you think Mitchell will feel about baseball and Write an Epilogue Inform students that epilogue literally
about himself in a year.
means “extra text” in Greek. Encourage them to stick to the
❏ Begin your epilogue by noting where Mitchell is in a year and
list on page 377 in writing their epilogues, but to use their
what he’s doing. You may want to continue to write the story
from the first-person point of view to help you explore Mitchell’s creativity in continuing and expanding Mitchell’s story in
concerns. their own words.
❏ End the epilogue by explaining how Mitchell feels about
For writing support for students at varying
baseball and whether he plans to continue playing.
Go to Participating in
Create a Baseball Card Using details from the story and your own
Collaborative Discussions
imagination, create a baseball card for Mitchell. in the Speaking and
Listening Studio for help. Create a Baseball Card Remind students that they may
❏ As a group, review the text and note details about Mitchell’s
use preexisting knowledge about baseball cards if they
appearance, background, and batting average. Find baseball
cards online to use as a reference for the card’s design and have it, but that additional research is probably necessary
layout. to get the details—like batting averages and stats—correct.
❏ Create your card. Draw a picture of Mitchell on the front. Put Working in groups is also acceptable; group members can
biographical information and batting average on the back.
share information and responsibilities for the project.
❏ Share and compare your card with the cards that a few
classmates created. Discuss the differences in how you
portrayed Mitchell and what specific details from the story
shaped your portrayal. RESPOND TO THE
ESSENTIAL QUESTION
Allow time for students to add details from “Ball Hawk” to
RESPOND TO THE ESSENTIAL QUESTION
their Unit 5 Response Logs.
CorrectionKey=TX-A
How do sports bring UNIT 5

RESPONSE LOG
ACADEMIC VOCABULARY
As you write and discuss
together friends, families, ? Essential Question:

How do sports bring together friends, families,
and communities? what you learned from the
and communities? Ball Hawk
short story, be sure to use the
Academic Vocabulary words.
Gather Information Review your
Get in the Zone: The
Psychology of Video
Game Design
Check off each of the words
that you use.
annotations and notes on “Ball Hawk.” It’s Not Just a Game!
Then, add relevant details to your ❑ attitude

Response Log. As you determine which from The Crossover
❑ consume
information to include, think about: ❑ goal

Double Doubles
• how Mitchell changed Response Log R5

❑ purchase
• why Uncle Tommy was important

❑ style
• how seeing events through Mitchell’s eyes affected the story

At the end of the unit, use your notes to help you write a short story.
Ball Hawk 377
TXESE973237_U5AAS1RS.indd 377 4/7/2018 5:30:46 AM
Ball Hawk 377

RESPOND
APPLY
CRITICAL VOCABULARY
WORD BANK Practice and Apply Mark the letter of the answer to each question.
clique
CRITICAL VOCABULARY consecutive

mascot
1. Which of the following is an example of a federal employee?
federal
a. the president of the U.S. b. the governor of your state
Answers:
talon
1. a. The president is the head of the federal (national) 2. Which of the following would have a talon?
a. an eagle b. a sparrow
government.
2. a. An eagle needs talons because it is a bird of prey; a 3. Which of the following would more likely be a team mascot?
sparrow is not. a. a ship b. a panther
3. b. Sports teams have animal mascots, which symbolize 4. Which of the following is three consecutive days?
competitiveness and athleticism. a. Monday, Wednesday, Friday b. Thursday, Friday, Saturday
4. b. Thursday, Friday, and Saturday follow each other 5. Which of the following would more likely be found in a clique?
without interruption. a. a popular group of friends b. the best athletes in a league
5. a. People in a clique gather together as friends; athletes,

especially those on different teams, may not know each
VOCABULARY STRATEGY: Word Origins
other at all.
Go to the Vocabulary Etymologies show the origin of a word across time. Being aware of the
Studio for more on word
origins. origin and historical development of an unfamiliar word can help you
understand how the current word form evolved. Study this example of
VOCABULARY STRATEGY: the etymology of the Critical Vocabulary word talon.
Word Origins
Middle English taloun < Old French talon, heel < Latin talus, ankle
Answers:
1. clique: from the (old) French cliquer: to make a sound or The etymology for talon shows that the word is from Middle English
noticeable noise; originated in 18th century France. but has its root in a Latin word meaning “ankle.”
Practice and Apply Use a dictionary to find the etymology of each
2. mascot: from the 19th century French mascotte, and
Critical Vocabulary word in the chart below. Record what you learn.
Provençal mascoto meaning “witchcraft” or “charm” and
possibly the Latin masca meaning “ghost.” CRITICAL VOCABULARY ETYMOLOGY
WORD

clique
mascot
378 Unit 5

Vocabulary Strategy Put learners in pairs to practice sketching or acting out the new
vocabulary words. After clearly defining all new words, give the student pairs two separate lists
of vocabulary terms taken from the new vocabulary on this page. Then ask students to either
sketch or mime the words in a way that will get their partners to guess the right word. Model
for them first, using the word talon. Partners take turns until they run through the entire list.
MODERATE
378 Unit 5
RESPOND
APPLY
LANGUAGE CONVENTIONS:
Commonly Confused Words
Words that sound alike but have different meanings and different Go to A Glossary of Usage
spellings can cause problems for writers. Look at this example from
in the Grammar Studio to
learn more about the use of LANGUAGE CONVENTIONS:
commonly confused words.
“Ball Hawk.” Commonly Confused Words
“Baseball is great,” I said. “It’s just me. I stink.” Review the information about commonly confused words
In this example, it’s (meaning “it is”) is often confused with its (the with students. Explain that even accomplished writers
possessive form of it). Some other commonly confused words include occasionally misspell or misuse words that sound alike but
accept/except, past/passed, affect/effect, there/their/they’re, and to/two/ have different meanings. This usually happens when writers
too.
are in a hurry or not giving full attention to reviewing their
It is important to review your writing to make sure that you are using work. Most words that sound alike but are spelled differently
commonly confused words correctly. People reading your work may do not have similar meanings—such as to and two. There
not understand your message if you use words incorrectly. Rereading are some words which can be more difficult to use correctly;
your writing to correct any errors will help you communicate more
affect and effect are often confused with each other. In its
effectively. If you are unsure about which spelling to use in a sentence,
verb form, effect means “to make something happen,” as
consult a dictionary and determine which word has the meaning that
will fit in your sentence. in: The manual explains how to effect repairs, i.e., make, or
accomplish repairs. This can easily be confused with the
Practice and Apply Mark the word that correctly completes each
verb form of affect which means to influence. When trying
sentence. Then write the meaning of the word on the line.
to decide which verb to use, writers can ask themselves if
1. Janine didn’t want the game to (affect/effect) her friendship with they mean that they want to talk about influencing change
Laila.
in something that already exists, or making something to
________________________________________________________
happen. If the sentence above read the manual explains how
2. The basketball players wanted (their/there/they’re) own jerseys. to affect repairs it would imply that the manual explains how
________________________________________________________ to cause changes in, or influence repairs that are already
3. Mitchell swung the bat (to/two/too) soon. being made.
________________________________________________________ Practice and Apply Words that sound the same but
4. Everyone in the bleachers (accept/except) Jake’s parents cheered have different meanings are often confused with one
the referee’s call. another; playing close attention to context can be helpful in
________________________________________________________ determining which word should be used .
5. Uncle Tommy didn’t want the (past/passed) to upset Mitchell.

________________________________________________________
Use Commonly Confused Words
Answers:
1. affect: to influence
2. their: possessive for of and they
3. too: excessively
4. except: excluding; other than
5. past: a period of time before the present time.
Ball Hawk 379

Language Conventions Help students learn to distinguish between commonly confused

words. Display to, two, and too. Model their meanings. For example, say I am walking to the
door. Point at to while walking. Point to the word two and say I have two pencils while holding
two pencils. Model too as in too much, and in addition to. Guide students to choose the correct
words: I am going to/two/too the store. I would like two/too/to tickets. You made two/to/
too many cookies. I want to go to/too/two! SUBSTANTIAL
Ball Hawk 379

PLAN
ANALYZE & APPLY
GET IN THE ZO :
GET IN THE ZONE: THE PSYCHOLONE

OF VIDEO
GAME DESIGN
GY
THE PSYCHOLOGY OF
Informational Text by Aaron
Millar
? ESSENTIAL
QUESTION:
VIDEO GAME DESIGN

How do
sports bring
together
friends,
Bucklin/Shutterstock
families, and
Company • Image Credits: ©Linda

communities?
Company

380 Unit 5
380
4/7/2018 5:30:51 AM

INFORMATIONAL TEXT • Distinguish between the subjective and objective point of view.
Remind students that the aim of an informational text is to • Make predictions about a text.
present readers with facts and information about a specific topic in • Write an objective summary of an informational text.
order to inform, entertain, or persuade. Informational texts often • Discuss a video game analytically.
include supporting testimony from experts on the topic and may • Use semicolons to connect independent clauses.
use features such as headings, sidebars, and graphics to organize • Use context to determine the meaning of unfamiliar words.
and communicate information. Examples of informational texts are
• Language Discuss a video game.
magazine articles, historical writing, and biographies.
TEXT COMPLEXITY
Quantitative
Get in the Zone: The Psychology of Video Game Design Lexile: 800L
Measures
Ideas Presented Literal, explicit, and direct; purpose or stance clear
Qualitative Structure Used Conventional, supported through subheads

Measures
Language Used Some unfamiliar vocabulary, but support is offered
Knowledge Required Begins to rely more on outside knowledge
380A Unit 5
PLAN
Online
RESOURCES SUMMARIES
• Selection Audio Author Aaron Millar explains why El autor Aaron Millar explica
some video games absorb us por qué ciertos videojuegos
• Reading Studio: Notice & Note nos absorben completamente
completely while others frustrate
us to the point of losing focus mientras que otros nos frustran al
• Writing Studio: and interest. What makes the punto de perder la concentración
Using Textual Evidence y el interés. ¿A qué viene la
difference? Millar attributes it to
S peaking and Listening Studio: the psychology of gaming design. diferencia? Millar se lo atribuye a
• la psicología del diseño de juegos.
Participating in a Collaborative The best-designed games are
Discussion ones that manipulate players Los juegos mejor diseñados son
into feeling a sense of mastery los que manipulan a los jugadores
Vocabulary Studio:
• and self-satisfaction as they para que sientan un sentido
Context Clues
proceed from level to level. de dominio y de satisfacción
Grammar Studio: Module 14: Games that strike the perfect personal a medida que pasan
•
Lesson 6: Semicolons balance between challenging de nivel en nivel. Los juegos que
and just possible keep players llegan al equilibrio perfecto entre
• ✔ “Get in the Zone” Selection Test hooked—and even increase their dificultad y posibilidad mantienen
dopamine levels. a los jugadores enganchados e
incluso aumentan sus niveles de
dopamina.
SMALL-GROUP OPTIONS
Activate Academic Vocabulary Pinwheel Discussion

• Provide students with a list of Academic • After students have read the excerpt from “Get
Vocabulary words (attitude, consume, goal, in the Zone: The Psychology of Video Game
purchase, style). Design,” ask them to create pinwheel formations
• Ask students to discuss video games while of six per group.
integrating each of the Academic Vocabulary • For the first rotation, ask students to discuss the
words into their discussion. ”Challenge” section of the text.
• Ask one student to be the record keeper to see • For the second rotation, ask students to discuss
who in the group uses which word and how the “Focus” section of the text.
many times. • For the third rotation, ask students to discuss
• Set the clock for 10 minutes and see who can the “Reward” section of the text.
get the most use out of the words.
Get in the Zone: The Psychology of Video Game Design 380B

PLAN

for “Get in the Zone: The Psychology of Video Game Design”
Use the Text X-Ray and the supports and scaffolds in the Teacher’s Edition to
help guide students at different proficiency levels through the selection.

DISCUSS FRUSTRATED AND CHALLENGED CULTURAL REFERENCES
In this lesson, students will read and discuss why some video games frustrate The following words and phrases may be unfamiliar
players while others challenge them. Provide the following explanations: to students:
• frustrated: feeling annoyed and defeated because you can’t change or • Stone ramparts (paragraph 1): fortification consisting of
achieve something an embankment; usually found surrounding castles
• challenged: feeling that a task is difficult but doable • lap time (paragraph 4): a racing term, but can be
applied to how long it takes to do something
Explain to students that when people feel frustrated they want to give up,
and they lose the concentration they need to succeed. When people feel • state of mind (paragraph 5): a person’s mood
challenged, they want to keep going because they think they can overcome • delicate balancing act (paragraph 7): trying to do two
any difficulties and succeed. things at a time
Have students share times or experiences when they felt frustrated and times • feedback (paragraph 7): receiving evaluation on the
or experiences when they felt challenged. progress of one’s work
• blows a fuse (paragraph 9): idiom from overloading an
I felt frustrated when I _____. I felt challenged when I _____.
electrical circuit
• open-ended (bullets at conclusion): having no end
LISTENING
Listen for the Main Idea Have students listen as you read aloud the “Challenge” section of the article. Use the following
supports with students at varying proficiency levels:
Draw students’ attention to
• Tell students that you will ask questions about what you just read aloud. Model that they
the “Challenge” subheading
should give a thumbs up for yes and a thumbs down for no. Ask: Should videos games be very,
on p. 385. Explain that a
very hard to play? (no) Should video games be very easy to play? (no) SUBSTANTIAL
subheading of a section can
help them figure out the main • Have students talk about not being frustrated by a video game that is too hard or not being
idea of the section. bored by a video game that is too easy. MODERATE
• Have students explain what the author means by “a delicate balancing act.” What is being
balanced and why? LIGHT
380C Unit 1
PLAN
SPEAKING
Discuss a Use the following supports with students at varying proficiency levels:
Video Game • Provide sentence frames. My favorite game video is . I like . I don’t like . SUBSTANTIAL
Direct students to the • .Have student pairs find a video game they both have played. Provide sentence frames. (Name of
Discuss a Video Game game) has music. (Name of game) was not to learn. (Name of game) reminds me of .
assignment on p. 389. • Challenge them to come up with questions to ask each other about the video game that incorporate
Use the following the concepts presented in the selection. MODERATE
prompts to facilitate • Have student pairs find a video game they both have played. Challenge them to discuss it in terms of
their discussions. the concepts presented in the selection. LIGHT
READING
Understand the Work with students to reread the “Reward” section. Use the following supports with students at varying
Main Idea proficiency levels:
• Have students echo read the section. Ask whether they need clarification of any words or phrases,
Direct student attention
and provide them accordingly. Then ask students to underline the words in the text that explain why
to the “Reward” section
rewards feel good. SUBSTANTIAL
of the article on p. 386.
Ask students to keep the • Pair students to identify the reasons why, according to the section, the players of video games respond
subheading in mind as to rewards. MODERATE
they read the section. • Pair students to explain what micro-rewards are, in their own words. LIGHT
WRITING
Write a Summary Use the following supports with students at varying proficiency levels:
• Help students reread paragraph 3. Use gestures, cognates, and images to check for
Direct students to
understanding. Then, have students label images with words from their home languages,
the Writing an Objective
cognates, and the corresponding words in English. Tell them that they are making a word-image
Summary assignment
bank they will use for the assignment. Help them pronounce and use words that go with the
on p. 389. Review the
images, e.g., the word frustrated that goes with an image of a frustrated player. Continue for other
qualities of a good
key words: zone, entertaining, complicated, difficult, and easy. SUBSTANTIAL
summary.
• Have students write the titles of the subheadings on a sheet of paper. Then ask them to write a two- to
three-sentence summary of the main points of each section. MODERATE
• Have students write the titles of the subheadings on a sheet of paper. Then ask them to write a brief
summary of each section. LIGHT
Get in the Zone: The Psychology of Video Game Design 380D

ANALYZE & APPLY
TEACH
Connect to the
GET IN THE ZONE:
ESSENTIAL QUESTION
THE PSYCHOLOGY
OF VIDEO
This informational text explores the connection between
games and people by examining the psychological influence
that video games have on players.
GAME DESIGN
? ESSENTIAL
QUESTION:
How do
sports bring
together

friends,
families, and
communities?
380 Unit 5
380 Unit 5
GET READY
TEACH
QUICK START
Describe an experience that you or a character in a film or TV show
has had while playing a video game. What was the player’s focus?
Did anything unexpected happen?
QUICK START
PREDICT Have students read the Quick Start question and think
about it independently for a few minutes. Guide them
Making predictions as you read nonfiction texts means making an GENRE ELEMENTS:
INFORMATIONAL TEXT
by asking what makes them lose interest in a video game.
educated guess about what the author will discuss next. As you read
• provides factual information Have students respond to the question in a brief
on, you may confirm or change that prediction. Identifying clues in
elements such as the following can help you make predictions. and/or explanations whole-class discussion.
• presents evidence to support
• Text Features: Subheadings, boldfaced words, and graphics often key ideas
reveal ideas that you can use to inform your predictions.
• Structures: The organization of the text (for example, cause/effect or
• often contains text features, PREDICT
such as subheadings
sequence) helps you predict what the author will explain next. Explain to students that making predictions while reading is
• includes magazine and
Use the chart below as you analyze the selection. newspaper articles, legal something good readers do regularly, whether they realize
documents, essays, and
they are doing it or not. To demonstrate how students may
speeches
PREDICTION TEXT EVIDENCE THAT CONFIRMS IT already be making predictions, indicate their textbook’s
features and structure. Ask students how, after reading
through several units, they can now predict what kind of
help they will receive with each selection.

Explain to students that a writer’s bias is not necessarily a
ANALYZE SUBJECTIVE AND bad thing. Bias is simply an inclination toward a particular
OBJECTIVE POINT OF VIEW judgment on a topic or issue. Most people have a bias
Point of view refers to the perspective from which an article is written. against war and poverty, for example. But an author’s
A first-person point of view uses pronouns such as I, me, and we. A bias could also unfairly prejudice readers against a topic.
third-person point of view uses pronouns such as he, she, it, and they. Advise students to ask themselves these questions as they
Authors of nonfiction write in a subjective or objective point of view.
determine the author’s voice:

• When using a subjective point of view, an author includes personal
thoughts, opinions, and emotions. • What is the author’s attitude toward the topic?
• When using an objective point of view, an author presents fact- • What kinds of facts is the author presenting?
based information in an unbiased way.
• Do the author’s words have positive or negative
The author uses language to develop his or her voice, or unique style,
connotations?
and tone, or attitude toward a subject. Voice and tone can influence
point of view. As you read the selection, consider how the author’s use
of language shapes voice and tone and develops point of view, and
think about the author’s purpose in choosing a specific point of view.

GET READY
absorb wholly immerse irrelevant disorient
To see how many Critical Vocabulary words you already know, use
them to complete these sentences.
CRITICAL VOCABULARY
1. Waking up in the middle of the night can someone.
deciding which word best completes each one. Remind 2. While traveling in Spain, Becca tried to local customs.
them to look for context clues that match the meaning of 3. The committee ignored Raul’s objections to the new regulations,
each word. calling them to the discussion.
Answers:
4. Jonathan would himself in his notes to study for tests.
1. disorient
5. She dedicated her time to learning to play guitar.
2. absorb
3. irrelevant LANGUAGE CONVENTIONS
4. immerse Comma Splices and Run-On Sentences A comma splice is a
punctuation error. It happens in compound sentences when a comma
5. wholly is used when there is no coordinating conjunction. One way to correct
this error is to use a semicolon (;) to separate the independent clauses.
I played the video game for two hours, I finally won.
Use Cognates Tell students that several of the Critical
I played the video game for two hours; I finally won.
Vocabulary words have Spanish cognates (absorb/absorber,
irrelevant/irrelevante, disorient/desorientar). Help them A run-on sentence occurs when two or more sentences are written as
if they were one sentence. Authors avoid run-ons by separating the
pronounce the words properly. ALL LEVELS
sentences or with punctuation and coordinating conjuntions.
LANGUAGE CONVENTIONS
ANNOTATION MODEL NOTICE & NOTE
Explain that semicolons, like all punctuation, are used to
make written language clearer to the reader. Tell students As you read, look for places where you might make predictions. You can
also mark details that suggest the author’s point of view. In the model,
that they can think of the period in a semicolon separating
you can see one reader’s notes about one part of the text.
two independent clauses and the comma in a semicolon
indicating that the sentence hasn’t come to a full stop yet.

2 Sound familiar? The author asks a
question. I predict
3 Frustration is something every gamer knows all too that he’ll explain
ANNOTATION MODEL well. But why do some video games completely absorb us in why gaming
Remind students to circle the signal words that suggest their world while others leave us howling at the screen? The experiences vary.
what the text will be discussing next. Have them underline answer has less to do with your ability to press buttons than
it does with what’s happening in your brain. Good games Facts are given
sentences that indicate the author’s voice. Point out that
are designed to get you “in the zone” —a heightened state of with no emotion
they may use their own annotation system, like color-coding, concentration, and enjoyment, that psychologists call flow. or opinion.
if they prefer. Inform students to note in the margins any
questions about ideas that are unclear or topics they want to
learn more about. 382 Unit 5
382 Unit 5
NOTICE & NOTE
BACKGROUND TEACH
There’s no question that video games are a popular pastime. From
the appearance of the first video-game consoles and arcade video
games in the 1970s to today’s generation of online 3D and virtual
reality games, they have captured the attention of players of all ages. BACKGROUND
Players have their favorite games—but what makes some games more
popular than others? In this selection, author Aaron Millar gives his After students read the Background note, tell them that Millar
answer to that question. never actually mentions any specific video games in the text,
so students should ask themselves as they read if any of the
author’s information applies to the video games they play.
SETTING A PURPOSE
their reading.
GET IN THE ZONE:
THE PSYCHOLOGY OF ANALYZE SUBJECTIVE
VIDEO GAME DESIGN AND OBJECTIVE POINT
OF VIEW
Direct students to look for first-person pronouns like I, me,
we, and us. Also tell them to look for verbs and adjectives that
convey emotions. These are clues to the subjective point of
SETTING A PURPOSE view. (Answer: The author uses a first-person, subjective point
As you read, pay attention to clues in the text that help you predict Notice & Note of view. He probably does so to make an immediate connection
what the author will discuss in each section. Think, too, about with his readers by revealing his love of video games.)
whether the author’s point of view is largely subjective, largely and note signposts in the text.
objective, or a mix of both—and how you can tell.
ENGLISH LEARNER
1
T he dragon rises above me, breathing flames into the
night air. Stone ramparts crumble in the township;
houses burn. Screams echo all around me. I have only one
Annotate: Mark details in
SUPPORT
Identify Informal English Read aloud and display
paragraph 1 in which the
chance. His jaws open. I draw my sword. But before I can author is talking about himself. the text title on page 383. Explain that “get in the zone”
react he’s snatching me into his talons, throwing me in his Critique: Why do you think is an example of informal English that is used to get the
mouth, and the hero … dies. In exactly the same place. the author chose this point of reader’s attention.
Again. It’s completely unfair. I throw my control pad on the view? How does this convey the
• Form small groups of beginning and intermediate
author’s voice?
floor, scream at the screen, and walk out of my bedroom in
learners. Then have students use words from
disgust.
2 Sound familiar?
images you have labeled to construct story titles
3 Frustration is something every gamer knows all too that catch readers’ attention with informal English.
well. But why do some video games completely absorb us absorb For example, label an image of the Hoover Dam
(∂b-zôrb´) v. Things that absorb
in their world while others leave us howling at the screen? you occupy your time or
with the words water, dam, and river, and share the
The answer has less to do with your ability to press buttons attention. expression “Hold everything!” Circulate among
students to offer help as necessary.
• Ask students to write titles and the opening sentences
of a story using informal English to catch the reader’s
TXESE973237_U5AAS2.indd 383 4/7/2018 5:30:36 AM
attention. LIGHT
Understand First-Person Point of View Read paragraph 1 to students, stopping
after each sentence to see if they need any clarification of words or phrases. Ask yes-or-no
questions to help them identify the first-person point of view. Does the writer use I and me? Is he CRITICAL VOCABULARY
talking about his own experience? (Yes, yes) Continue identifying the point of view in subsequent
paragraphs. SUBSTANTIAL/MODERATE absorb: When we really get involved in a game, it takes all our
attention.
ASK STUDENTS how this definition of absorb is like a
sponge absorbs water. (Possible answer: When a sponge
absorbs water, it takes it all in and doesn’t leave anything.)

NOTICE & NOTE
TEACH
than it does with what’s happening in your brain. Good games
are designed to get you “in the zone”—a heightened state of
concentration, and enjoyment, that psychologists call flow.
In a state of flow even the most difficult tasks feel
QUOTED WORDS QUOTED WORDS 4
effortless and easy to complete. Just beat your best lap
Notice & Note: Mark the
Remind students that this signpost is used to indicate explanation that Jamie time by 10 seconds? That’s flow. Killed the monster you
opinions or conclusions of someone who is an expert on the Madigan gives in paragraph 4. were stuck on for two weeks? Welcome to the zone. “In a
subject. (Answer: Madigan explains what a “flow state” is. He Evaluate: What topic is flow state,” explains psychologist Jamie Madigan, author of
is qualified because he is a psychologist who has authored a Madigan explaining? Why is he psychologyofvideogames.com, “you don’t have to think. Your
qualified to speak about this performance is automatic. The rest of the world falls away
website on the subject.) topic?
and you are wholly focused on the screen.” Top athletes and
rock stars describe this state of mind when they’re performing
wholly
(h∫´l∏) adv. If a speech deals at their best. But gamers have an edge: unlike the real world,
wholly with the history of the video games are designed to get us into this state as quickly as
ENGLISH LEARNER solar system, that is the only
possible—and keep us there. It’s why we play: flow is fun. But
topic the speaker discusses.
SUPPORT some games are better than others. And here’s why.
Understand Quotations Have students locate the
complete quotation in paragraph 4. Explain to them
why the quotation is broken up. Have volunteers read
the text within the quotation marks. Then explain and
model “air quotes” with your fingers.
ASK STUDENTS Write the following sentence (without
the quotes) on the board and have students read it
while making “air quotes” at the appropriate times. (“It
is a beautiful day,” said the bus driver, “so I am going to
enjoy the drive.”) LIGHT
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Gorodenkoff/Shutterstock

384 Unit 5
7_LTXESE973237_U5AAS2.indd 384 4/7/2018 5:30:39
CRITICAL VOCABULARY
wholly: The writer uses wholly to explain how completely the
gamer is focused.
ASK STUDENTS how wholly focused and absorbed are
similar in meaning. (They both mean that someone is giving
their complete attention to something.)
384 Unit 5
NOTICE & NOTE
TEACH
Challenge
5 If you kill the dragon the first time, it’s boring; don’t kill him PREDICT
Annotate: Mark the subheading
the hundredth time and it’s just plain annoying. Flow happens
that introduces paragraphs
only when there’s a perfect balance between the challenge of 5–7. Predict what you think LANGUAGE
the game and the skill level of the player. “It should be difficult,” will be discussed under that
Madigan says, “but just possible.” subheading. CONVENTIONS
6 The reason has to do with the amount of information our Analyze: Review your
Explain to students that there must always be a relationship
minds can hold at any one time. Imagine your brain is like a prediction after you read the
section. Did the text reflect your between two independent clauses that are in the same
backpack. If it’s filled to the top with just the skills required predictions? Explain. sentence—they can’t be unrelated ideas. (Answer: The
for the game, there’s no room left for any distractions. You’re
semicolon joins the two independent clauses: “If you kill
completely immersed in that imaginary world. But put in too immerse
much and your backpack will break—you’ll get stressed and fed (∆-mûrs´) v. If you immerse the dragon the first time, it’s boring” and “don’t kill him the
yourself in an activity, that
up with playing; too little, and you’ll start thinking about that activity is the only thing that hundredth time and it’s just plain annoying.” The clauses are
party next week. you are focused on. related because they both refer to different levels of interest in
7 It’s a delicate balancing act: in order to keep us in the zone, the same video game.)
games have to increase their level of difficulty at precisely the
same rate at which players improve their level of skill. And ■■ English Learner Support
Language Conventions Have students choral-read the
first sentence in paragraph 5. Explain how the semicolon
joins the two independent clauses. Have students find the
sentence with the semicolon in paragraph 6.
Ask students to explain why the author uses a semicolon
in that sentence. (To join two complete ideas/independent
clauses.) SUBSTANTIAL/MODERATE
For listening support for students at varying
proficiency levels, see the Text X-Ray on page 380C.
PREDICT
Remind students that predicting content will prepare
them to understand the text more easily. (Answer: Students

should recognize that this section will present information about how
video games challenge people’s abilities and why this is an important
psychological element.)
APPLYING ACADEMIC VOCABULARY

✔❑ attitude
❑ ❑❑ consume ✔❑ goal
❑ ✔❑ purchase
❑ ❑❑ style
CRITICAL VOCABULARY
Write and Discuss Have students turn to a partner to discuss the following questions. immerse: The author suggests that when your brain is
Guide students to include the academic vocabulary words attitude, goal, and purchase in their completely involved in the video game, you are immersed
responses. Ask volunteers to share their responses with the class. in it.
• What is the author’s overall attitude toward video games?
ASK STUDENTS how immersed relates to wholly focused
• What is the author’s goal in writing this article? and absorbed. (This is the third such term the author uses to
• Does this article make you want to purchase a new video game? describe being wrapped up in a video game.)

NOTICE & NOTE
TEACH
everyone’s different. “The secret,” according to Madigan, “is
designing games that have really clear feedback so that you
know when you’re doing something well or poorly, and why.”
PREDICT Focus
Remind students that making predictions means thinking 8 Imagine fighting a horde of zombies while being distracted by
about the information you have been given before, something out the window. Not easy, right? Flow requires focus.
combining it with the information you are reading at the The games we love force us to concentrate at just the right
moment, and guessing the information the author will give level—but in order to get us in the zone, they must direct our
you next. (Predict: In this section, the author will probably discuss the concentration in the right way too.
irrelevant
(∆-r≈l´∂-v∂nt) adj. Something 9 That’s because focus, our ability to pay attention, is like a
various kinds of rewards players get in video games and how they feel that is irrelevant is unrelated to flashlight beam—it can only shine on one or two things at a
about them.) the matter under consideration.
time. Too much information, or irrelevant info, on screen and
disorient our focus blows a fuse. We become disoriented, unmotivated,
(d∆s-ôr´∏-≈nt´) v. To disorient is
to make someone or something
and unsure of what to do. The zombies win.
lose a sense of direction. 10 Ever been lost in a dungeon, not sure if you’re supposed
ENGLISH LEARNER to find a key, move a block, or start again? That’s bad flow.
SUPPORT The best game designers keep us in the zone by steering our
attention, like movie directors, from one challenge to the next—
Confirm Understanding Write the word dopamine
we’re simply along for the ride.
on the board, pronounce it, and have students repeat
it after you. Point out the Spanish cognate dopamina.
Help students understand how success can cause
Reward
chemicals to be released in the brain. These chemicals
PREDICT 11 Fighting the dragon should be fun, but we need a reason to
Annotate: In paragraph 11, keep trying too. Goals are built into games to keep us coming
can cause people to feel good. Ask students to mark where the author says that
goals need to become “sweet.”
back for more. But goals without rewards are like pancakes
underline the words in the text that explain why the without maple syrup: hard to swallow and a lot less sweet.
Predict: What do you predict
dopamine is released. SUBSTANTIAL/MODERATE 12 That’s because rewards release a chemical called dopamine
will be the author’s focus in this
final section? in our brain, which feels good. When you get an A+ on your
test, that warm feeling inside is the reward center of your brain
For reading support for students at varying having a party. And that same chemical is released by virtual
proficiency levels, see the Text X-Ray on page 380D. rewards too. Just leveled up, or beat your best score? Hello,
dopamine.
13 The key, according to Madigan, is designing games with

“micro-rewards that are linked to longer term goals.” Saving the
king is a worthy mission, but should I storm the castle or sneak
ANALYZE SUBJECTIVE AND in undetected? The best games break long-term goals into clear,
OBJECTIVE POINT OF VIEW manageable chunks and reward us for achieving each one:
Annotate: Mark one opinion search the store room for a grappling hook; steal the key from
that appears in this section.
the guards; scale the tallest tower. Bingo. The king’s free and has
Analyze: Does the fact that just given me my own province to rule.
an opinion is included mean
that this whole section has a
14 Rewards are like fuel for flow. We need to keep filling up if
subjective point of view? Why we’re going to slay the dragon, build our empire, and make it to
or why not? the end of the game.
386 Unit 5
CRITICAL VOCABULARY WHEN STUDENTS STRUGGLE . . .

7_LTXESE973237_U5AAS2.indd 386 4/7/2018 5:30:42
irrelevant: Too much information is a problem and so is Use Graphic Organizers Provide students with a main-idea-and-details graphic organizer.
information that doesn’t relate to what you’re focusing on. Ask them to work individually to complete an organizer for each subheading in the article,
ASK STUDENTS what happens when there is irrelevant including one for the introduction. Then have small groups compare their organizers, decide
information on the screen. (We lose focus and become on the best main idea statements and most important details, and create a revised version that
uncertain.) reflects their decisions.
disorient: The wrong kind of information confuses the mind. For additional support, go to the Reading Studio and assign
ASK STUDENTS how we feel when we lose focus. (We feel the following Level Up tutorial: Main Idea and Supporting Details
LEVEL
lost and unsure.)
386 Unit 5
NOTICE & NOTE
TEACH
PSYCHOLOGICAL EDGE: TIPS FOR GAMERS
• Games are most fun when the level of difficulty is just above your level of skill.
It should be hard, but not impossible. If you’re screaming at the screen, it’s
probably a mismatch. Try manually adjusting the level of challenge instead.
• Increase your gaming flow by removing distractions before you play: turn off
the lights, stop texting, and focus all your attention on the screen.
ANALYZE SUBJECTIVE
• If the game feels too open-ended, or you’re not sure what to do next, try AND OBJECTIVE POINT
breaking down big goals into more immediate and manageable chunks.
OF VIEW
Inform students that the use of a word such as fun is
a subjective term because it depends on individual
experience. For instance, what if someone does not enjoy
video games at all? They would consider no game as the
CHECK YOUR UNDERSTANDING “most fun.” (Answer: Students may suggest that the overall
Answer these questions before moving on to the Analyze the Text presentation in that section is objective and that even though an
section on the following page. opinion is stated, it is a generally accepted opinion rather than
1 In paragraph 3, the author introduces the idea of “flow” the author’s personal view.)
in order to —
A describe a strategy used by successful players of video games
CHECK YOUR
B explain why some video games are better than others
UNDERSTANDING
C show how creators of video games work together
D encourage readers to try different kinds of video games
Answers:
2 According to the section called CHALLENGE, why do players of
1. B
video games often give up?
F The game requires too much button pressing in 2. H
complicated patterns. 3. A
G The game has been designed to be impossible to win.
If they answer any questions incorrectly, have them reread
H The game contains too much information that is not really the test to confirm their understanding. Then they may
important. proceed to ANALYZE THE TEXT on p. 388.
J The game requires concentration but does not offer much
enjoyment.
3 What is the purpose of the bulleted points in the final section?
A They give readers advice about how to play video games better
and enjoy them more.
B They summarize the kinds of rewards that players of video
games like best.
C They present the main points regarding “flow.”
D They list and rate several popular video games.

Oral Assessment Use the following questions to assess students’ 3. How can bulleted sentences help the reader?
comprehension and speaking skills. (bullets help readers to understand and synthesize the most important
points to consider in a text.) SUBSTANTIAL/MODERATE
1. Do people get bored if a game is too easy? Why? (Yes. If a game is too
easy, players they lose interest .)
2. Do people get upset or give up if a game is too hard? Why? (Yes. Players
become frustrated and give up if a game is too difficult.)

RESPOND
APPLY
ANALYZE THE TEXT
1. Summarize Reread paragraphs 3 and 4. Then summarize in a few

ANALYZE THE TEXT sentences what the author means by “flow” in video games.
Possible answers:
2. Analyze Where in the text does the point of view change, and
1. DOK 2: Flow occurs when a person is completely how does it change? How does the structure of the article help
focused on a video game and the player’s actions express the author’s attitude toward the subject?
come automatically. 3. Cause/Effect According to the article, how do micro-rewards
affect the player’s experience of the game? How are they related to
2. DOK 4: The author uses a subjective point of view in
the achievement of long-term goals?
paragraph 1 and then shifts to an objective point of view
in paragraph 3. The first paragraph sets a tone of fun in 4. Analyze What are two different types of evidence the writer
dealing with a technical subject. offers to support his discussion of the concept of flow? Which type
of evidence do you think is more effective? Explain.
3. DOK 2: Micro-rewards keep the player focused on the
5. Notice & Note Reread Madigan’s quotation in paragraph 7. Based
long-term goal by providing satisfaction along the way. on what you know about him from paragraph 4, how do you think
4. DOK 4: The author provides (1) evidence based on he came to understand feedback in video games?
personal experiences and (2) scientific evidence provided
by psychologists. Both are effective because one connects RESEARCH
readers to the article and the other proves the points in a RESEARCH TIP In a small group, research a career in video game development.
more objective way. General questions, like the ones Think about which aspects of video game development you want to
in this chart, are a good way
know more about. For example, are you interested in coming up with
5. DOK 4: Because of Madigan’s background, it is logical to to start doing your research.
However, be ready to get gaming concepts, programming them, or creating visuals? Find out
assume that he has read or been involved in psychological
more specific. As you start about the skills needed for this career.
studies of gamers. to see results, you may want
to rephrase your questions,
QUESTION ANSWER
or create new and more
precise questions, to search
RESEARCH for the best, most interesting Which career in video
information. games interests me the
Explain to students that a good place to get information most?
about careers in video game development would be
websites for schools that provide training in these areas. What kind of training

Extend Student responses will vary. Among the careers and education do I need
for this career?
they might discover in their research are software developer,
game designer, game producer, animator, artist, technical
What are some of the
director, and creative director. Software developers and
challenges and rewards
designers will need a college degree, and most artists and of this career?
animators go to art school.
Extend Find out about a video gaming convention that takes place
each year. Which companies exhibit during these conferences? What
are some of the career-related activities that take place?
388 Unit 5
TO CHALLENGE STUDENTS. . .
Consult Multiple Sources This informational text presents video games in a favorable light,
but it is only one opinion of a topic. Assign students to research other articles that cite different
scientific studies about video games. They may also want to branch out to the economics
involved in video gaming and the psychology behind “micro-rewards” and whether these are
really positive or negative in the long run. Have students produce a 3-5 page essay comparing
and contrasting “Get in the Zone: The Psychology of Video Game Design” with one or more
articles with a different view of the topic.
388 Unit 5
RESPOND
APPLY
CREATE AND ADAPT
Write an Objective Summary Write a summary of “Get in the Zone: Go to Using Textual
Evidence in the Writing
The Psychology of Video Game Design.” Studio for more on
❏ Review the text, your answers to the guided reading questions,

summarizing. CREATE AND ADAPT
and any other notes you made while reading. Write an Objective Summary Explain to students that
❏ Remember that the text is organized into sections. Write a rereading a text is a good way to remind themselves of key
summary for each section; then put section summaries together.
points and to notice points they missed in the first reading.
❏ Make sure that the summary includes only the most important
information. You don’t want to include every detail. Remind them that:
❏ Use your own words, but stick to the facts. To make the summary • quoting specific facts and phrases may be helpful, but
objective, leave out your personal feelings and opinions. using block quotes or paraphrasing every sentence
Discuss a Video Game Adapt what you learned in “Get in the Zone: Go to Participating in will not result in a good summary.
The Psychology of Video Game Design” to a discussion about another in the Speaking and • using their own words but not expressing their
Listening Studio to learn
game. In a small group, give a rating to a video game you have played more. feelings is a good way to write objectively.
(or would like to play) in terms of the concept of flow.
❏ Choose a specific game. In the discussion, include precise details
about the game. proficiency levels, see the Text X-Ray on page 380C.
❏ Describe your experience (real or imagined) in playing the game. Discuss a Video Game If students have no experience
In particular, evaluate its flow—that is, how well it makes you
concentrate on and enjoy the action.
playing video games, they may modify the discussion by
❏ Offer praise about the game or suggestions for improving it.
choosing a sport, playground game, or board game.
Remind students to encourage participation from all
group members.
RESPOND TO THE ESSENTIAL QUESTION DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=TX-A
RESPOND TO THE
How do sports bring ACADEMIC VOCABULARY
ESSENTIAL QUESTION
UNIT 5 Use this Response Log to record your ideas
RESPONSE LOG about how each of the texts in Unit 5 relates to
As you write about and discuss


informational text, be sure to Allow time for students to add details from “Get in the Zone:
use the Academic Vocabulary The Psychology of Video Game Design” to their Unit 5
Gather Information Review your notes
words. Check off each of the
Response Logs. Encourage students to think about the video
Psychology of Video
Game Design
words that you use.

on “Get in the Zone: The Psychology of It’s Not Just a Game! games that challenged them and frustrated them.
Video Game Design.” Then, add details ❑ attitude
to your Response Log. As you determine from The Crossover

❑ consume
which information to include, think about: Double Doubles

❑ goal
• your experience with video games Response Log R5

❑ purchase
• what makes playing video games 7_LTXESE973237_EMU5RL.indd 5 2/2/2018 5:58:23 PM
❑ style
enjoyable

Discuss a presentation Help students describe their own experience of playing video
games. Encourage them to draw and/or find images of players whose expressions show how
they feel about the video games they are playing. Tell them they may use some of the images
they created earlier for their word-image bank. Guide students in writing text that will go with
the images. Use sentence frames to get them started, for example: I like playing (name of the
video game) it is (easy/difficult/challenging); I enjoy the (images/characters). Circulate around
the room helping students. SUBSTANTIAL/MODERATE

RESPOND
APPLY
CRITICAL VOCABULARY
WORD BANK Practice and Apply Mark the letter of the word whose meaning is
absorb similar to each Critical Vocabulary word. Verify your answers using an
CRITICAL VOCABULARY wholly
immerse
online dictionary or thesaurus.
1. b irrelevant
disorient 1. absorb: a. bleed b. consume c. sing
2. a 2. wholly: a. totally b. partially c. fortunately
3. a 3. immense: a. enormous b. intelligent c. miniature
4. c 4. irrelevant: a. dreamlike b. appropriate c. unnecessary
5. disorient: a. clarify b. confuse c. doubt

5. b
VOCABULARY STRATEGY: Context Clues

VOCABULARY STRATEGY: Go to the Vocabulary When you come across an unfamiliar word in a text, use the following
Studio for more on
Use Context context clues. strategy to determine the word’s meaning.
Possible answer: Saving the king is a worthy mission, but Step 1 Step 2 Step 3 Step 4
should I storm the castle or sneak in without anyone realizing Determine Substitute the Look up the Determine
that I’m there? the likely likely meaning word in a which
meaning using for the word in print or digital definition after
context, the the sentence dictionary to the entry word
surrounding to see if it verify the likely best fits with
words and makes sense. meaning. the context.
sentences.
Look at this example from “Get in the Zone: The Psychology of Video
Game Design”:
We become disoriented, unmotivated, and unsure what
to do.
The nearby phrase unsure what to do provides a clue: The meaning of

disoriented has something to do with a feeling of confusion. Try using
confused instead of disoriented in the sentence. Both meanings make

sense. A dictionary verifies the meaning by giving this definition for
disoriented: “mentally confused or losing a sense of direction.”
Practice and Apply Find the sentence containing the word
undetected in paragraph 13 of the selection. Then, use the four steps
above to determine the word’s meaning. Write it below.
390 Unit 5

Vocabulary Strategy If students are unable to determine the meaning of words in the
article by using context clues, provide them with additional practice that makes the task more
easily understood. Write on the board: I am very agitated/excited because I found out that my
dog is sick. He was elated/depressed because he just won $1,000 in the lottery. The impressive/
insignificant building was more than 30 stories high. The inquisitive/incurious man kept
asking me questions. Ask students to justify their choice of words by citing cognates (agitato,
insignificante) or other reasons. MODERATE
390 Unit 5
RESPOND
APPLY
Comma Splices and Run-On Sentences
The semicolon (;) is a punctuation mark that has a variety of uses. Go to Run-On Sentences
For example, when two independent clauses express complete and

and Semicolons in the
Grammar Studio to learn LANGUAGE CONVENTIONS:
more.
related ideas, a semicolon can be used to connect them, rather than a Semicolons
comma plus a coordinating conjunction. In this example from “Get in
the Zone: The Psychology of Video Game Design,” the semicolon takes Remind students that first they must determine whether a
the place of a comma and the coordinating conjunction and. sentence has two independent clauses. If it does, the next
Stone ramparts crumble in the township; houses burn.
step is to see whether those clauses are joined by the proper
punctuation. No punctuation between the two clauses
Because semicolons have this use, they can be used to correct means that the sentence is a run-on. A comma all by itself
comma splices (which occur when only a comma is used to connect means the sentence is a comma splice.
independent clauses) and run-on sentences (which occur when there
is no punctuation or conjunction to connect independent clauses). Practice and Apply
Note these examples.
1. semicolon after player; run-on
COMMA SPLICE: This new video game is terrific, in
fact, I could play it every day. 2. semicolon after weekend; comma splice
REVISION: This new video game is great; in fact, I 3. semicolon after Texas; comma splice
could play it every day.
4. semicolon after Saturday; run-on
RUN-ON SENTENCE: I’m going to tell Jalayne about
this game she will probably want to play it with me. 5. semicolon after someday; comma splice
REVISION: I’m going to tell Jalayne about this game;
she will probably want to play it with me.
Practice and Apply Use semicolons to correct the error in each of the
following sentences. Then identify whether the original sentence had a
comma splice or was a run-on sentence.
1. Jalayne is an experienced player I’m just a beginner.
2. There are some terrific video games on sale this weekend the
store is clearing the shelves to make room for a new shipment.
3. Jalayne has been to a video game conference in San Antonio,
Texas, next week she will attend one in Richmond, Virginia.

4. I quickly ditched my plans for shopping on Saturday I went to
Jalayne’s house and played video games with her and her brother
instead.
5. Jalayne hopes to be a video game designer for action/adventure
games someday, on the other hand, she may become a martial arts
instructor with her own studio.

Language Conventions Use the following supports with students at varying levels:
• Provide students with the following sentence and ask them if a semicolon or a comma
should replace the dash. The bowl has a hole in it—there were no cherries left in the bowl.
SUBSTANTIAL
• Where should a semicolon be placed in the following sentence: We were happy to eat the
fresh food (;) we were bored with the fried food. MODERATE
• Ask students to correctly punctuate the following sentences: If you have the time (,) video
games can be a lot of fun. I’ve lost all track of time (;) I’ve never played such a wonderful video.
LIGHT
PLAN
ANALYZE & APPLY
IT’S NOT JUST A IT’S NOT

JUST A GAME!
GAME
Informational Text by Lori
Calabrese
? ESSENTIAL
QUESTION:
Informational Text by Lori Calabrese How do

sports bring
together
friends,
Images
Company • Image Credits: ©fstop123/iStock/Getty
families, and
communities?
Company

392 Unit 5
392
4/7/2018 5:31:38 AM

INFORMATIONAL TEXT • Identify organizational patterns and use text features to navigate
Remind students that the purpose of informational text is to informational text.
present facts and information. It has a main topic and provides • Conduct research about a sport of their choice.
facts and details that support the topic. Informational text answers • Write a poem about their favorite sport.
who, what, where, and why and/or how questions. It often includes • Present an infographic that describes the positive and negative
subheadings and other text features that help organize information. aspects of sports.
In this lesson, students will use subheadings to help them explore • Identify subject-verb agreement in complex sentences.
the reasons sports are a serious matter and not merely done for • Language Discuss with a partner how to use subheads to learn
amusement. how a text is organized.
TEXT COMPLEXITY
Quantitative
Measures It’s Not Just a Game Lexile: 990L
Ideas Presented Simple, single meaning; literal, explicit, and direct; purpose or stance clear
Qualitative Structures Used Primarily explicit; varies from chronological order; largely conventional
Measures
Language Used Explicit, literal, contemporary language; vocabulary simple
Knowledge Required Requires no special knowledge; situations and subjects familiar
392A Unit 5
PLAN
Online
RESOURCES SUMMARIES
• Selection Audio Sports began in prehistoric Los deportes comenzaron
times, possibly to aid survival. en épocas prehistóricas,
• C
lose Read Screencasts:
Ancient peoples engaged in posiblemente para ayudar a la
Modeled Discussions
some sports that are still familiar supervivencia. En la antigüedad,
• Reading Studio: Notice & Note today. Children instinctively play la gente participaba en deportes
games. Sports are intended to que aún nos son familiares. Los
Writing Studio: be enjoyable. Some people play niños juegan instintivamente
•
Writing as a Process organized sports; others prefer to desde temprana edad. Los
Speaking and Listening Studio: watch them. Research has shown deportes están destinados a
• that playing sports benefits ser disfrutables. Hay quienes
Using Media in a Presentation
people’s minds and bodies. practican deportes organizados;
V
ocabulary Studio: Engaging in sports helps people otros prefieren verlos. Hacer
•
Reference Resource to integrate all of their talents and deporte beneficia nuestras
Grammar Studio: Module 8: Lesson abilities. Many forms of play teach mentes y cuerpos. Practicar
• the skill of negotiation and foster deportes nos permite integrar
1: Agreement of Subject and Verb
mutual respect between players. todos nuestros talentos y
• ✔ “It’s Not Just a Game” Selection Test capacidades. Nos enseña la
destreza de negociación y
fomenta el respeto mutuo.
SMALL-GROUP OPTIONS
Give One and Get One Numbered Heads

• Ask: How do sports utilize all of our talents and • Number students from 1-4 in teams of four.
abilities? • Ask: Which is the most important benefit of
• Students write several responses. playing a sport?
• They exchange lists with a partner and add one • Allow teams time to come up with a response.
of the partner’s ideas to their own list, noting the • Ask students with a number (from 1-4) to raise
partner/source. their hands.
• They repeat the process with new partners. • Choose from students with the chosen number
• Call on a student to give an idea and its source. to answer on behalf of their team.
The source gives an idea from someone else. • Continue until all groups have responded.
Continue through the class. Encourage groups to compare their responses.
• Make a master list as the basis for a writing
assignment.
It’s Not Just a Game! 392B

PLAN

for “It’s Not Just a Game!”

DISCUSS THE VALUE OF GAMES CULTURAL REFERENCES
In this lesson, students will need to be able to understand and discuss the The following words and phrases may be unfamiliar
importance of games. Read paragraph 3 with students. Point out the phrase to students:
serious play. Provide the following explanation: • came into play (paragraph 2): had an effect
• Play that involves rules and special skills is considered serious. • support network (paragraph 7): a group of people who
• Not all play is serious; sometimes it is spontaneous and just for fun. offer help when you are in trouble emotionally
Explain to students that all play is important because it teaches people how • birthright (paragraph 9) something to which one is
to get along with one another, how to use their skills and talents, and how to entitled when one is born
enjoy being part of a group. Have volunteers share their experience of sports. • walking encyclopedias (paragraph 13) people who have
Use the following sentence frames to structure responses. Supply labeled great knowledge of a particular subject
images of sports and games to help students complete the sentences.
My favorite game when I was small was . (tag, kickball, hide and seek, jump
rope) I used to play the game with my . (brothers, sisters, friends)
Now that I am older, my favorite sport is . (softball, basketball, other)
LISTENING
Understand Words and Have students listen as you read aloud paragraph 5. Use the following supports with students at
Meaning varying proficiency levels:
• Display student-labeled images of people playing sports as well as several content-related
Gather images of activities that
infographics—including one of the human brain. Ask: What are sports good for? (body, mind/
appear in paragraph 5. Help
brain). Work with students to listen for the vowel digraph ai in brain. Help them to listen for
students label them with the
other ai words such as rain from a supplied word bank. SUBSTANTIAL
correct words. Tell students
that the general idea of the • Say: This is exercise. Use gestures and images to demonstrate what exercise is. Ask students to
paragraph is that exercise is listen to a sentence you read aloud. Have them finish it: Play not only exercises our brain, it also
good for people. Ask them to exercises our . (body). Ask students to retell any words, phrases, and ideas they remember
listen for the main ideas in the from the paragraph. MODERATE
article, and to be prepared to • Ask pairs to take turns retelling the main points and ideas in paragraph 5. LIGHT
retell what they have heard.
392C Unit 5
PLAN
SPEAKING
Use Subheads to Set Use the following supports with students at varying proficiency levels:
a Purpose • Read, explain, and display the subhead “Forgetting the Fun,” and the sentence “Playing sports is
usually fun, but sometimes we can get frustrated.” (frustrado) Have students pronounce the short
Discuss the importance of
vowel u in fun, say the word fun, and repeat for other short u words such as cup. SUBSTANTIAL
subheads in informational
articles. Tell students that • Display the subhead “Different Sports for Different Folks.” Have students echo read it with you.
subheads are helpful for Supply the cloze sentence The sports I like best are . Help students choose words to complete the
organizing the different sentence, Ask: What sports do you like? Invite volunteers to respond. MODERATE
parts of an article; they • Pair students. Have them read aloud and discuss paragraph 2. Ask them what kinds of information
help readers remember they might want to know more about as they prepare to read or reread the article. Have volunteers
where information is share their results with the class. LIGHT
located— particularly for
later study.
READING
Use Supports for Help students read paragraph 14. Use the following supports with students at varying proficiency levels:
Understanding • Display and read the sentence“We feel self-confident and experience joy when our favorite team
wins.” Use gestures, images of a winning team and its fans, and cognates such as confianza and
Help students
favorito to explain the meaning. Model choosing “happy” from a word bank to describe the fans.
comprehend longer
Write “happy” on the board and have them say it. Practice the short vowel a with other words such
sentences and unfamiliar
as hat, bat, and tap. Allow students to use their home language to seek clarification.
topics by using visual
supports and analytical SUBSTANTIAL/MODERATE
skills. • Pair students to silently read paragraph 14, and then retell the content of the paragraph to each
other. Encourage them to seek clarification. Ask for volunteers to share with the class. LIGHT
WRITING
Write a Poem Use the following supports with students at varying proficiency levels:
• Tell students to think of the words they know in English that describe their favorite sport. Model
Explain to students
using words and drawings together to create a poem about the sport, such as a ball, a bat, or a goal.
that many poems are
SUBSTANTIAL
about feelings and
thoughts. Poets use • Pair students to brainstorm about all the action words and sounds that relate to their favorite sports,
ordinary words that are such as throw/snap or catch/plop. Then let them work together to write a poem. Provide word banks
heard in conversation to help them find words for their poems MODERATE
and as well as unusual • Suggest that students think of all the sights, sounds, and feelings they experience while playing
or made-up words. A their favorite sport. Tell them to use this memory as the basis of a descriptive poem. LIGHT
poem can be rhymed
or unrhymed. Point out
graphic elements in
various poems.
It’s Not Just a Game! 392D

ANALYZE & APPLY
TEACH
Connect to the
ESSENTIAL QUESTION IT’S NOT
“It’s Not Just a Game” explains the many benefits of sports.
The article points out that playing a sport teaches us many
lessons, such as respect for others, the ability to negotiate,
and practice in following directions. Sports fill many
JUST A GAME!
emotional and physical needs. They are good for the brain as
well as the body.
? ESSENTIAL
QUESTION:
How do
sports bring
together

friends,
families, and
communities?
392 Unit 5
LEARNING MINDSET
Grit A student’s attitude toward learning is a key element in acquiring new skills and
knowledge. Remind students that just as athletes develop stronger muscles by exercising,
they will build stronger brains by exercising them. When they choose the more difficult route
– for example, reading a newspaper instead of checking the Internet – their brains will grow
stronger and they will become smarter.
392 Unit 5
GET READY
TEACH
QUICK START
Do you like to play sports? Watch sports? Discuss with a partner how
important you think sports are to people’s lives today, and why.
QUICK START
SET A PURPOSE
Have students read the Quick Start question, and invite
Before reading an informational text, you’ll want to set a purpose— GENRE ELEMENTS:
them to share their sports interests with a partner. Tell them
that is, make a plan for what you want to get out of your reading. One INFORMATIONAL TEXT
• provides facts and
not to be shy about mentioning nontraditional sports that
tool for setting a purpose is a K-W-L Chart. You can use a chart like
explanations they may know, e.g., cricket, jai alai, or hurling.
this one to list what you already know about the topic (in this case,
sports) and what you want to know as you read. Then, as you read and • includes details that support a
main idea about the topic
afterward, you can record what you learned from the text.
• answers who, what, where, SET A PURPOSE
when, why, and/or how
What I Know questions Tell students that setting a purpose for reading helps them
• may include text features focus on information in the text. Tell them to jot down in
such as subheadings to help the chart what they already know about the benefits of
What I Want to Know organize information
sports and what they might want to know about the effects
of sports on their minds and bodies. Explain that they will
What I Learned complete the “What I Learned” section of the chart after
reading the article.
This technique can help you monitor your comprehension and decide
when you need to reread, ask questions, use what you already know, ANALYZE
or make notes to help you understand the text. ORGANIZATIONAL
ANALYZE ORGANIZATIONAL PATTERNS
PATTERNS
Effective informational writing almost always follows an
Students may be familiar with the usual patterns of
organizational pattern, or structure. For example, an author may organization, such as sequence, cause-and-effect, and order
present information in chronological order (the time order in which of importance. Point out the writers are not obliged to use
events happened) or in order of importance (usually with the most a particular pattern. They choose the pattern that suits the
important information at the end). information they want to present.
Sometimes, however, an author chooses a descriptive pattern. The The descriptive pattern used in “It’s Not Just a Game” allows
author presents a variety of kinds of information about the topic— the author to include a wide variety of information that
historical background, characteristics, examples, comments from
would not fit into other organizational patterns. Suggest that
experts, comparisons, and so on. To give structure to the presentation,
students think of the descriptive pattern as a wheel in which
the author may use subheadings, such as these examples from “It’s Not
Just a Game!”
the center is the topic and each of the spokes is a different
Different Sports for Different Folks kind of information. Tell them to look for the “spokes” in the
Making Sports Work for Us subheadings as they read.
As you read “It’s Not Just a Game!” look for the ways in which the
author presents various kinds of information. Consider how each kind
of information helps you understand the topic.

GET READY
accomplishment negotiate mutual isolate utilization
To see how many Critical Vocabulary words you already know, write
the word asked for in each question.
CRITICAL VOCABULARY
1. Which word goes with separate? _______________
2. Which word goes with achievement? _______________
deciding which word best completes each one. Remind
them to look for context clues that match the meaning of 3. Which word goes with shared? _______________
each word. 4. Which word goes with discuss and bargain? _______________
Answers: 5. Which word goes with use and implementation? _______________
1. isolate
2. accomplishment LANGUAGE CONVENTIONS
Complex Sentences and Subject-Verb Agreement In this text,
3. mutual
you will see several complex sentences—sentences made from one
4. negotiate independent clause and at least one subordinate clause. A complex
sentence, therefore, contains at least two examples of a subject and
5. utilization verb working together. In every case, the subject and verb need to
agree in number. Note these examples:
Whether you run a race, bounce a basketball, or hurl a baseball
Use Cognates Point out the vocabulary words that have home, you do it because it’s [it is] fun.
Spanish cognates: mutual/mutuo, negotiate/negociar. The
That might explain why sports are likely to be as old as humanity.
base word of utilization (utilize) also has a Spanish cognate:
utilizar. Guide students as they pronounce each word in As you read and write about “It’s Not Just a Game!” remember the
English. Repeat until they have pronounced the word importance of subject-verb agreement in complex sentences.
correctly. SUBSTANTIAL
LANGUAGE CONVENTIONS ANNOTATION MODEL NOTICE & NOTE

Tell students to analyze a sentence by first identifying the As you read, mark details you connect to and details you want to learn
clauses. They should then find the subject of each clause and more about. You can also mark information that the author uses to
determine whether it is singular or plural. Next, they should describe her topic and note how it helps you understand. In the model,

you can see one reader’s notes about a section of “It’s Not Just a Game!”
look for the verb and verify that it agrees with the subject in
number. Clauses may have multiple verbs, but they must all
agree with the subject.
1 Whether you run a race, bounce a These are sports I know. I like
basketball, or hurl a baseball home, you running and playing hoops.
do it because it’s fun. Some scientists claim
ANNOTATION MODEL play is a natural instinct—just like sleep. “as old as humanity” = I hope
Remind students of the descriptive pattern they learned That might explain why [sports are likely the author follows up with more
about in Analyze Organizational Patterns. Point out that to be as old as humanity.] historical info about sports.
they may follow this suggestion or use their own system for
marking up text. 394 Unit 5
394 Unit 5
NOTICE & NOTE
BACKGROUND TEACH
Lori Calabrese worked as a TV producer for ten years before deciding
to become a writer after the birth of her children. Her first book was
the well-received picture book The Bug That Plagued the Entire Third
Grade. She also has written many nonfiction articles for young people, BACKGROUND
including “It’s Not Just a Game!” Calabrese says that she is “forever
probing people and places in search of information.” “I love research,” After students read the Background note, explain that
she admits—“in fact, I can’t get enough.” nonfiction writers spend much of their time doing research
so they will make accurate statements and find new
information to share with their readers.
SETTING A PURPOSE
their reading.
NALYZE ORGANIZATIONAL
A
IT’S NOT JUST A GAME!
PATTERNS
Remind students that the descriptive pattern of organization
is flexible. The writer can use any type of order within a
paragraph because he or she is not following a more formal
SETTING A PURPOSE pattern of organization.
As you read, think about what you like and dislike about sports. Notice & Note (The author organizes information chronologically: She starts with
How does the information the author presents give you more prehistoric people; then refers to ancient Egypt, followed by ancient

insights into the wide world of sports—and into your own and note signposts in the text. Greece; then goes to the early nineteenth century; and finally discusses
experiences with them?
the sports today.}
W
1 hether you run a race, bounce a basketball, or
hurl a baseball home, you do it because it’s fun.
Some scientists claim play is a natural instinct—
ANALYZE
just like sleep. That might explain why sports are likely to be ORGANIZATIONAL
as old as humanity. PATTERNS
2 Some claim sports began as a form of survival. Annotate: In paragraph 2, mark
Prehistoric man ran, jumped, and climbed for his life. references to three groups of
people from the past.
Hunters separated themselves by skill, and competition
Analyze: Review the entire
flourished. Wall paintings dating from 1850 b.c., that
paragraph. How does the
depict wrestling, dancing, and acrobatics, were discovered author use time order to
in an Egyptian tomb at Bani Hasan.1 The Ancient Greeks organize information?
1
Bani Hasan (bän´∏ hä-s≤n´): ancient Egyptian burial site, located along the
Nile River.

Getting Organized Review the characteristics of descriptive organization with students.

Ask them to draw a small circle on a sheet of paper and write the word Sports in the center of
the page. Point out the subheadings in the article. Tell them to draw a line from the center of
the circle each time they see a subheading. They will write the subheading on the line. Tell
students that this will help them understand the organization of the article. It will also help
them complete the chart on the student page. Circulate among students to be sure they
understand the task. SUBSTANTIAL

NOTICE & NOTE
TEACH revolutionized sports by holding the world’s first Olympic
games at Olympia in 776 b.c. But it wasn’t until the early
nineteenth century, that sports as we know them came into
play. (Pardon the pun!) Modern sports such as cricket,2 golf,
and horse racing began in England and spread to the United
States, Western Europe, and the rest of the world. These sports
ENGLISH LEARNER were the models for the games we play today, including baseball
SET A PURPOSE and football.
SUPPORT Annotate: In paragraph 3, mark 3 All organized sports, from swimming to ice hockey, are
the evidence that supports the
Understand Word Play Have students locate the idea that organized sports are
considered serious play. There are rules to obey, skills and
sentence in parentheses in paragraph 2. Discuss the serious play. positions to learn, and strategies to carry out. But Peter Smith,
meaning of the word pun (using a word in a way that Connect: Did you already know a psychology professor at Goldsmiths, University of London,
suggests more than one meaning). Then point out the this information? Explain. and author of Understanding Children’s Worlds: Children and
Play (Wiley, 2009), says, “Sport-like play is usually enjoyable,
idiom came into play. Explain that it means “to have had
and done for its own sake.”
an effect.”
ASK STUDENTS to read the sentence before “Pardon Different Sports for Different Folks
the pun.” Point out the word sports. Ask students why 4 Sports come in many shapes and sizes. Both team and
individual sports have advantages and disadvantages, but most
the word play is a pun. (People play sports, but the author
people find that from an early age, they are drawn toward
is humorously apologizing for using the word play in the
one or the other. In a team sport like soccer, you’re part of a
idiom in the same sentence as the word sports.) accomplishment group, striving to be a winning team. That means putting the
LIGHT (∂-k≤m´pl∆sh-m∂nt) n. An team ahead of your own accomplishments. You must learn
accomplishment is a task that
you succeed in doing. to get along with your teammates and share responsibility. In
an individual sport like tennis, you’re usually only concerned
SET A PURPOSE about your own performance. That can make these sports more
challenging.
Suggest that students look for the qualities that describe a
serious activity. (Students probably will mention times when The Ultimate Value of Sports
they have had to follow rules and to exhibit skill and strategy—if QUOTED WORDS 5 Whether it’s football or golf, there’s little doubt about the value
not in a traditional organized sport, then in informal play and Notice & Note: Mark the of sports. According to the American Academy of Pediatrics
even in board games.) source of the quotation in (AAP), “play is essential to the cognitive, physical, social,
paragraph 5. and emotional well-being of children and youth.” Play not
Evaluate:: Why would this only exercises our bodies, it also exercises our minds. Sports
source be a valuable one to teach us about ourselves and our world. We learn how to
QUOTED WORDS quote?

negotiate plans, settle disagreements, and how to monitor our
Explain that quotations have value in proportion to the attitude. The skills we learn playing can be applied to school
negotiate
authority being quoted. Students should always consider and work. Since organized sports are a hands-on, minds-on
(n∆-g∫´sh∏-∑t´) v. When you
the source of information that is quoted. (There are many negotiate, you work with others learning process, they stimulate our imagination, curiosity, and
organizations that evaluate the impact of various activities on to reach an agreement. creativity. The growing science of play is armed with research
claims that play, and thus sports, is important to healthy brain
the health of children. Finding experts who do not have a vested
development. We use language during play to solve problems,
interest in sports or a personal bias about the value of sports
we use thinking when we follow directions to a game, and we
is important. Many experts have examined the “well-being of
children and youth” in relation to organized sports.
2
cricket (kr∆k´∆t): English team sport, played with a bat, ball, and wickets.
CRITICAL VOCABULARY
396 Unit 5
accomplishment: Succeeding in an effort to do
something well is an accomplishment that makes
us proud. 7_LTXESE973237_U5AAS3.indd 396 4/10/2018 9:06:07
ASK STUDENTS what kinds of accomplishments are more

important than winning when playing sports. (getting
along with teammates and sharing responsibility)
negotiate: When we negotiate on the playing field, we
learn to compromise so everyone feels they have been
treated fairly.
ASK STUDENTS what is the value of being able and willing
to negotiate. (Negotiation allows us to settle differences
without creating conflict.)
396 Unit 5
NOTICE & NOTE
TEACH
LANGUAGE
CONVENTIONS
Review subject-verb agreement in complex sentences.
Remind students to identify the independent and dependent
clauses and look for the subject and verb in each part of the
sentence. (In each clause the subject is we, which is plural, so
the verbs, start and feel, have the form that agrees with a
plural subject.)
NALYZE ORGANIZATIONAL
A
PATTERNS
use math skills to recognize averages and odds of each Annotate: The last sentence
Remind students that the author is using a descriptive
sports play. of paragraph 6 is a complex
6 Sports also raise our energy level and act as antidepressants. sentence, made of an pattern of organization. This pattern allows the writer to
independent clause and a address topics in whatever order he or she wishes. (Up to this
Activity increases the brain’s level of chemicals called subordinate clause. In each
endorphins, which boost mood. When we start moving and clause, mark the subject and its
point, the author has focused on the positive—“fun”—aspect of
having fun, we feel good about ourselves. verb. sports. Now, she will explore some possible negative aspects.
Identify: How do you know The subheading signals this shift in focus.)
Forgetting the Fun that each verb agrees with its
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©monkeybusinessimages/iStock/Getty Images
subject?
7 In a perfect world, everyone would have fun playing sports. For listening and speaking support for students at
But that’s not always the case. Sports can get aggressive and ANALYZE varying proficiency levels, see the Text X-Ray on
cause scrapes, bruises, and broken bones. They can also hurt ORGANIZATIONAL
pages 392C–D.
PATTERNS
us psychologically. David Elkind, professor emeritus of Child
Annotate: Mark the subheading
Development at Tufts University and author of The Power of that introduces paragraph 7.
Play, says that when young children play self-initiated games Analyze: Review the first few
such as tag or hide and seek, “misunderstandings and hurt sentences of paragraph 7. How
feelings are part of the learning process, and happen in a does the subheading help
context of mutual respect. Those that arise in organized team readers understand the author’s
change in focus?
sports, don’t have the same supportive network, the sense of
competition outweighs the sense of cooperation, and can be mutual
hurtful to the child’s sense of self and self-esteem.” Playing (my◊ćhoo-∂l) adj. Something
is mutual when everyone treats
sports is usually fun, but sometimes we can get frustrated. It each other the same way or
might be because of the pressure to win, parents who yell and shares the same feeling.
scream from the stands, or coaches who treat us unfairly. Sports
are supposed to bring people together, but they can also drive
people apart. When sports are separated into skill level, gender, isolate
(i´s∂-l∑t´) v. When you isolate
or ethnicity, some players feel isolated, begin to forget the fun something, you separate it so
in sports, and even want to quit. Sports may not always be a that it is apart or alone.

CRITICAL VOCABULARY
mutual: Children who choose to play together have
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ENGLISH LEARNER SUPPORT 4/10/2018 9:06:10 PM
mutual respect and deal with misunderstandings.

Confirm Understanding Write the word endorphins on the board and draw lines to ASK STUDENTS some reasons children who play
separate the word into syllables. Draw attention to the digraph ph, and remind them that it is informally have mutual respect. (They know each other;
pronounced f. Pronounce the word several times. Have students say it with you. Then ask them they can choose to play or not play.)
to pronounce it on their own. (Note that some Asian students from the Philippines pronounce
f as p and may have difficulty with the word.) Tell students that endorphins act to temporarily isolate: Being isolated from other players because of age or
decrease pain and (often) make people feel happier. SUBSTANTIAL skill makes some players want to quit a game.
ASK STUDENTS why feeling isolated makes players want
to quit. (People feel as though they do not have an equal
chance of being part of the team or sport. )

NOTICE & NOTE
TEACH positive experience, but even when they’re not, they give us a
SET A PURPOSE dose of how to face life’s challenges.
Annotate: Mark new information
that you learned from reading Making Sports Work for Us
paragraphs 8 and 9.
8 Playing sports doesn’t mean you have to play on a varsity team.
Critique: Why do you think
SET A PURPOSE this information is valuable for
And very few people have what it takes to be a professional
everyone to know? athlete. But your school basketball coach or gymnastics teacher
Discuss the task to be sure that students understand has found a way to make play their work. And in doing so,
that they are to mark only the facts they have not they’ve found the work best suited to who they are. According
utilization
previously known. (Annotations will vary. Students may mark (y◊t´l-∆-z∑´sh∂n) n. Utilization is to Elkind, “Whenever we combine play with work, as in our
the Elkind quotation, for example, or the reference to play when you put something to use hobbies, cooking, gardening, sewing, and carpentry, it is the
in an effective way.
as “a right of every child.” Answers to the skill question will full utilization and integration of all our interests, talents, and
vary depending on the fact chosen. For example, the Elkind abilities. It’s an activity that makes us feel whole.”
quotation is valuable because it shows how play can address 9 Play is so important to our development that the United
Nations High Commission for Human Rights has included
many aspects of a person’s life; the reference to play as a
it as a right of every child.3 In other words, it’s your birthright
“birthright” shows that many forms of it are valued for a variety to play! And there’s no better place to play and learn about
of reasons.) the world than on a sports field. So regardless of your sport—
from swimming to soccer—play to have fun and you’ll
automatically win!
ENGLISH LEARNER Keep Your Eye on the Ball

SUPPORT 10 Are your eyes glued to the TV when a basketball superstar
takes the court or a baseball superstar steps to the plate? While
Identify Quotations Draw quotation marks on fans fill arenas, even more click their TVs on at home to watch
ANALYZE
the board. Remind students that these are used to ORGANIZATIONAL athletes slam a puck into a net or hit a ball with a fat stick. Play
show someone’s exact words. Have students look for PATTERNS is not only something to do, it’s something to watch others do.
Annotate: In paragraphs 11–13,
quotation marks on the student page. Ask them to point 11 Sports are a form of entertainment. The joy you and
mark three positive effects of
out where they occur (at the end of paragraph 8). Ask sports when people watch your teammates get by working together is the same joy your
students to identify who said the words. If they have others play them. family, friends, and other spectators get when they watch. Fans
Connect: Which effect means experience the thrill of victory and the agony of defeat,4 just like
difficulty identifying the name Elkind, explain that the
the most to you? Why? the players on the field. Think of all the applauding, shouting,
name of the person being quoted is usually near the
and yelling that happen at sporting events. It’s a way for many
quotation. MODERATE of us to live vicariously through the players’ actions.
12 Sports are also social events, opportunities for strangers to

cheer together and debate outcomes. A Saturday morning game
is a great way to spend time with family.
ANALYZE ORGANIZATIONAL 13 Sports involve learning, too. Fans research players, teams,
PATTERNS and the sports themselves. How many fans do you know who
Point out to students that a descriptive organizational are walking encyclopedias of sports trivia?
pattern allows the writer to present information in any order.
(Answers will vary, but students probably will focus on the 3
United Nations High Commission for Human Rights: In 1989, the United
Nations passed the Convention on the Rights of the Child, a treaty that protects the
entertainment value and/or social aspect of being a sports fan.) human rights of every child.
4
the thrill of victory and the agony of defeat: This common sports phrase was
originally part of the introduction to Wide World of Sports, a popular TV program
that ran from 1961 to 1998.
398 Unit 5

7_LTXESE973237_U5AAS3.indd 398 4/10/2018 9:06:11
Using Graphic Organizers Have students read paragraphs 11–15. Ask them to draw
a circle and put the words “Benefits of Sports” inside it. Tell them to draw smaller circles
CRITICAL VOCABULARY around the center circle. In each smaller circle, they should write one of the benefits of sports
mentioned in the paragraphs. Have students share their graphic organizers with each other
utilization: Full utilization of all our abilities in play makes us and add any points that they have missed.
feel whole and completely engaged in what we are doing.
ASK STUDENTS why utilization of all your abilities is a For additional support, go to the Reading Studio and assign
good thing. (Using all our abilities allows each of them to be the following Level Up tutorial: Reading for Details.
LEVEL
developed to their full potential.)
398 Unit 5
NOTICE & NOTE
14 Why do so many of us watch sports and have a favorite TEACH
team? Studies show that it fills both emotional and
psychological needs. We feel self-confident and experience joy
when our favorite team wins. Sports fulfill our human need to
belong, and many fans, whether their team wins or loses, enjoy
the suspense that allows them to release their emotions. Where CHECK YOUR
we live, our family background, peer pressure, and our own
sense of self (identity) all determine which baseball cap we wear UNDERSTANDING
and why we root for our team. Have students answer the questions independently.
15 So the next time you put your Red Sox cap on and tune in
Answers:
to the game, remember it’s not just about the amazing pitchers
and batters, but about the way you feel when you watch your 1. D
team play.
2. G
3. B
the text to confirm their understanding. Then they may
CHECK YOUR UNDERSTANDING proceed to ANALYZE THE TEXT on page 400.
Answer these questions before moving on to the Analyze the Text
For reading support for students at varying
section on the following page.
1 The author includes information about the Greeks in order to —
A explain how we know which sports ancient peoples played
B prove that “sports” was once a means for survival
C encourage readers to play the games the Greeks once played
D show that an ancient people had a high regard for sports
2 According to paragraph 7, why can a negative experience in sports

still have a positive effect?
F It encourages people to work together to solve problems.
F It can make people more compassionate toward their enemies.

G It can help people learn to deal with other difficult experiences.
J It teaches people to think carefully about their priorities.
3 What does the section Keep Your Eye on the Ball contribute to
this text?
A It explains why entertainment is the greatest benefit of sports.
B It explains that sports benefit spectators as well as players.
C It quotes experts about the various benefits of sports.
D It outlines the physical benefits that result from playing sports.

Oral Assessment Use the following questions to assess students’ 4. What does the section “Keep your eye on the Ball” add to this text? (It
comprehension and speaking skills: quotes experts about the various benefits of sports.)
1. Where were the first Olympic Games held? (Olympia, Greece)
2. In a team sport like soccer (football), what is an accomplishment for the
whole team? (teamwork, playing as well as possible by relying on each
other’s talents)
3. If you have respect for someone, are you isolated from that person? (no.)

RESPOND
APPLY
ANALYZE THE TEXT
1. Interpret How does the title “It’s Not Just a Game!” reflect the
ANALYZE THE TEXT main idea of this text?
Possible answers:
2. Cause/Effect According to the author, why can individual sports
1. DOK 2: Even though there is a “fun” element to sports, be more challenging than team sports?
there are significant health benefits from participation. 3. Summarize How does the author support the idea that sports
2. DOK 2: In team sports, the team shares responsibility. In can build our brains, not just our bodies?
individual sports, one person bears all of the responsibility, 4. Evaluate In paragraph 9, the author tells readers, “[P]lay to
making that situation more challenging. have fun and you’ll automatically win!” Do you agree with this
statement? Why?
3. DOK 2: Sports can help people learn to negotiate, to
control their attitude, and to become more curious and 5. Notice & Note Reread the quotation in paragraph 3. How does it
contribute to a greater understanding of sports?
imaginative. Sports can also help develop language and
math skills. Playing sports releases endorphins that can
decrease pain and create an overall “good” feeling. RESEARCH
RESEARCH TIP In “It’s Not Just a Game!” the author includes a little information about
4. DOK 3: By “win,” the author means “be successful.” She Don’t believe everything you sports history in general. Now it’s time to get specific. Choose a sport
supplies quotations from experts and provides verifiable read online. It’s always a good
that you enjoy or are curious about. Do some research to learn about
facts to explain the various benefits of sports idea to get information from
sites you know are reliable— its history and complete the graphic organizer below.
5. DOK 4: The quotation states that sports can be for fun, and from more than one site.
It’s especially smart to check ____________________(NAME OF SPORT)
or for “serious play.” In the final two sections of the text, multiple reliable sites if you
the author provides readers with a perspective on the have any doubts about whether When and Where It Began
importance of sports around the world. a piece of information is correct. Invented by James Naismith late in autumn 1891, at the YMCA Training
School in Springfield, MA, where Naismith was an instructor; meant to
give students something to do when cold weather made outdoor activities
difficult.
RESEARCH
Point out to students that there are many sources online and How It Spread and Became Popular
in print that they can access for information about any sport. Spread to other YMCAs and then to basketball leagues and college
Tell them to consult a variety of sources to cross-check the teams; some professional teams after World War I; first national

championship in March 1938; much more growth in the prosperous times
accuracy of their information.
that followed World War II (NBA founded in 1949); even more popularity
Connect Tell students that as they fill out the graphic with the spread of TV.
Differences in How It Is Played Today
organizer they should keep a record of their sources.
Played with a special ball, not the original soccer ball; a larger court today;
five players on the court instead of nine; the ball can now be dribbled, not
just thrown from player to player; the basket is now open at the bottom;
games today last for four quarters instead of two halves.
Connect Compare your findings with those of a classmate who chose

a different sport. What can you learn from each other?
400 Unit 5
LEARNING MINDSET
Questioning Explain to students that asking questions is a way to learn about new ideas and
experiences. Remind them that asking questions is closely related to “grit.” You need courage
to ask questions; never fear being embarrassed. And remember to ask your question again, in
a different way, if you don’t understand the answer. Don’t give up!
400 Unit 5
RESPOND
APPLY
CREATE AND ADAPT
Write a Poem Write a poem about your favorite sport. Go to Writing as a Process
in the Writing Studio for
❏ Include characteristics of the sport that make it your favorite. help in writing a poem.
(You may get some ideas by thinking about some of the positive CREATE AND ADAPT
aspects of sports discussed in “It’s Not Just a Game!”)
Write a Poem Remind students to use figurative language
❏ Focus on the main idea or feeling you want to convey. Then
and vivid words in their poems. Tell them to avoid vague
brainstorm for vivid details that will make your ideas clear to
readers. words and that originality is an important ingredient in a
❏ Decide whether to use rhyme and rhythm in your poem or to good poem.
have your poem flow in an unstructured way.
Present an Infographic Meet with a partner and use the information Go to Using Media in
a Presentation in the
from your research to create an infographic poster that shows both Speaking and Listening
the positive and the negative aspects of the sport or sports that you Studio to learn more. Present an Infographic Remind students that their
learned about. Then present the graphic to the class. infographic should present information clearly and simply.
❏ Use information from “It’s Not Just a Game!” to discuss ways in Tell them to take their time and use rulers and circular
which the sport(s) you chose benefits players and fans and the objects to aid them. Point out that clear organization will
ways in which it is challenging. Make lists of these benefits and help them present their work in a smooth and logical way.
challenges.
❏ Choose images and decide on text to include—and how to
present that text visually (for example, through captions or
callout boxes). RESPOND TO THE
❏ Sketch out possible designs. Revise to keep text brief and to ESSENTIAL QUESTION
ensure that the images and text work together. When you have a
sketch that you both like, create a final version to present. Allow time for students to add details from “It’s Not Just a
Game” to their Unit 5 Response Logs.
RESPOND TO THE ESSENTIAL QUESTION

CorrectionKey=TX-A
How do sports bring UNIT 5

RESPONSE LOG
ACADEMIC VOCABULARY
As you write and discuss

informational text, be sure to
use the Academic Vocabulary
Gather Information Review your Get in the Zone: The
Psychology of Video words. Check off each of the
Game Design
words that you use.

annotations and notes on “It’s Not Just a It’s Not Just a Game!
Game!” Then, add relevant details to your ❑ attitude

Response Log. As you determine which from The Crossover
❑ consume
information to include, think about: Double Doubles

❑ goal
❑ purchase
• what people can learn by playing sports Response Log R5
❑ style
• how sports can be used to benefit all students and their schools
At the end of the unit, you can refer to your notes when you write a
short story.

RESPOND
APPLY
CRITICAL VOCABULARY
WORD BANK Practice and Apply Complete each sentence to show that you
accomplishment understand the meaning of the vocabulary word.
CRITICAL VOCABULARY negotiate
mutual
1. The senator’s greatest accomplishment was when she . . .
Answers: isolate
utilization 2. Because the two sides agreed to negotiate, . . .
1. The senator’s greatest accomplishment was when she
had the new automobile safety law passed. 3. Fans of the same sports team have a mutual . . .
4. Doctors decided to isolate the patient because . . .

2. Because the two sides agreed to negotiate, they reached
a settlement that made everyone happy. 5. Plans for utilization of the empty building included . . .
3. Fans of the same sports team have a mutual interest in its

players. VOCABULARY STRATEGY:
4. Doctors decided to isolate the patient because they didn’t Reference Resources
want to risk having other patients catch his illness. Go to the Vocabulary A thesaurus is a reference aid that lists synonyms, or words with
Studio for more on
5. Plans for utilization of the empty building included a similar meanings. Writers can use a print or digital thesaurus to help
reference resources.
them find the exact word they need. A thesaurus entry usually looks
children’s museum, a fitness studio, and a homeless shelter.
something like this:
isolate v. confine, cut off, disconnect, keep apart, remove, quarantine,
VOCABULARY STRATEGY: seclude, segregate, separate, set apart
Reference Aids The fact that a thesaurus shows you several synonyms doesn’t mean
that all of the synonyms would work equally well in a sentence. Choose
Possible synonyms appear in boldface: the synonym that best captures the meaning you want to convey and
(Sports are also friendly events, opportunities for strangers to reflects your style as a writer.
celebrate together and argue outcomes. A Saturday morning Practice and Apply Choose four words in paragraph 12 of “It’s Not
game is a wonderful way to spend time with family.) Just a Game!” Use a print or digital thesaurus to find synonyms for
those words. Then, rewrite the paragraph, using what you think are
appropriate synonyms for the words you chose.

402 Unit 5

Using Articles Some Asian students may forget to use definite and indefinite articles in
spoken and written language. Work with these students to use the new vocabulary in writing
their own sentences. Have them speak the sentences aloud. If they have left out articles, have
them repeat the sentences correctly. Then suggest that they add the articles to their written
work as a reminder. Supply them with quick reference charts that show the proper use of
articles. SUBSTANTIAL/MODERATE
402 Unit 5
RESPOND
APPLY
Complex Sentences and Subject-Verb Agreement
A subject and its verb work together to create meaning in a sentence. Go to Agreement of
In a complex sentence, that work happens at least twice: once in an

Subject and Verb in the
Grammar Studio to learn LANGUAGE CONVENTIONS:
more.
independent clause and once in each subordinate clause. No matter Complex Sentences and Subject-Verb
how many times that work happens in a sentence, it is important for Agreement
the subject and its verb to agree in number. A singular subject takes a
singular verb form; a plural subject takes a plural verb form. Note these Review the information about subject-verb agreement in
examples from “It’s Not Just a Game!”: complex sentences. Remind students to separate the clauses
Since organized sports are a hands-on, minds-on in a sentence when they are checking for subject-verb
learning process, they stimulate our imagination, agreement.
curiosity, and creativity. Point out that sometimes there is a word in one clause that is
Play is not only something to do, it’s something to referred to in another. Have students note the first example
watch others do. (Note that one verb is part of a sentence on this page. The word they in the independent
contraction.) clause refers to the word sports in the dependent clause.
We feel self-confident and experience joy when our Practice and Apply
favorite team wins. (Team is considered a singular
Answers:
noun. Note that the subject in the independent clause,
we, works with two verbs.) 1. I (wonder/wonders) if wrestlers (was/were) as popular in
ancient Egypt as they (is/are) today.
Practice and Apply These complex sentences are based on “It’s Not
Just a Game!” Whenever you see a choice of verbs in parentheses, mark 2. Rules (keeps/keep) games functioning in an orderly way,
the correct verb and then mark the subject with which it agrees. especially when a player (makes/make) a mistake.
1. I (wonder/wonders) if wrestlers (was/were) as popular in ancient 3. Because people (has/have) different interests, (there’s/
Egypt as they (is/are) today.
there are) a sport for just about everyone.
2. Rules (keeps/keep) games functioning in an orderly way, especially
when a player (makes/make) a mistake.
4. After the game (ends/end), the players of both teams
(shakes/shake) hands as they (heads/head) to the locker
3. Because people (has/have) different interests, (there’s/there are) a
rooms.
sport for just about everyone.
5. When my friends (follows/follow) directions, our game
4. After the game (ends/end), the players of both teams (shakes/
nights (runs/run) smoothly and (is/are) a lot of fun.
shake) hands as they (heads/head) to the locker rooms.

5. When my friends (follows/follow) directions, our game nights
(runs/run) smoothly and (is/are) a lot of fun.

PLAN
BACKGROUND NOTICE & NOTE

Kwame Alexander (b. 1968)
is an American poet, novelist,
educator. He has written and
more than two dozen books
numerous literary awards. and has won
These include the prestigious
Award, the Coretta Scott John Newbery
King Author Honor Book
the Lee Bennett Hopkins Poetry Award, and
Award, all in recognition
Crossover. Alexander frequently of The
travels to schools—both
the United States and around in
the world—where he reads
discusses poetry and leads and
writing workshops.
THE CROSSOVER
from
THE CROSSOVER
by Kwame Alexander
Novel in Verse by Kwame Alexander PREPARE TO COMPARE
for NAACP
As you read these three poems,
Image Awards ;(b) ©FatCamera/Getty Company • Image Credits: (t) ©Frederick M. Brown/Getty Images
think about the story that
tell and the way that Alexander they Notice & Note
tells it. Note the ways in which
he brings the sport of basketball
to life and relates it to personal Use the side margins to
notice
relationships. and note signposts in
the text.
JB and I
are almost thirteen. Twins.
Two basketball goals at
opposite ends of the court. ANALYZE NOVEL IN VERSE
Identical.
Images
It’s easy to tell us apart though. Annotate: In lines 1–9,

I’m underline examples of
unusual
line breaks. Circle an unusual
an inch taller, with dreads
to my neck. He gets type style.
5 his head shaved
once a month. I want to Analyze: Why do you think
he flaunts Carolina Blue. go to Duke,
If we didn’t love each other, the poet used these graphical
elements?
we’d HATE each other. He’s
a shooting guard.
I play forward. JB’s the second
most phenomenal baller
on our team.
The Crossover 407

7_LTXESE973237_U5CCS1.indd
407
4/7/2018 5:32:38 AM

NOVEL IN VERSE • Analyze a novel in verse.
Inform students that the aim of a novel in verse, like all creative • Analyze metaphor and personification.
writing, is to entertain and interest the reader. All of the elements • Conduct research on rules of a team sport.
present in prose novels are present in verse novels too, and students • Write a letter asking for information.
will once again be asked to be mindful of things like setting, • Create a podcast.
character, plot, and conflict. The primary differences between the • Language Use the key words verse novel in a discussion.
two kinds of novels are form and style. Novels in verse look and
sound like poetry; prose novels do not.
TEXT COMPLEXITY
Quantitative
Measures The Crossover Lexile: N/A
Ideas Presented Mostly explicit, some implied meaning
Qualitative Structures Used Clear, primarily explicit

Measures
Language Used Mostly explicit, some figurative language and dialect
Knowledge Required Requires no special knowledge; subject is familiar
404A Unit 5
PLAN
Online
RESOURCES SUMMARIES
• Selection Audio This excerpt from the verse novel Este pasaje de la novela en verso
Text in
The Crossover is an example of El paso es un ejemplo de poesía
• FOCUS Interpreting Graphic Elements narrative poetry. It features a narrativa. Presenta a un narrador
thirteen-year-old speaker who de trece años que se destaca en
• Reading Studio: Notice & Note excels at basketball. He talks el baloncesto. Él habla cariñosa y
lovingly but competitively of his competitivamente de su hermano
• Writing Studio: twin brother, JB, who also excels gemelo, JB, quien también se
Writing as a Process
at basketball. Although they are destaca en el baloncesto. A
S peaking and Listening Studio: twins and play on the same school pesar de ser gemelos idénticos
•
Participating in a Collaborative basketball team, the speaker y jugar en el mismo equipo
Discussion; Using Media in a makes it quite clear that he and escolar de baloncesto, el narrador
Presentation his brother are very different kinds deja bastante claro que él y su
of people. hermano son personas muy
• ✔ “The Crossover” Selection Test
distintas.
SMALL-GROUP OPTIONS
Pinwheel Discussion Jigsaw with Experts

• After students have read the excerpt from • Divide the excerpt into its three component
The Crossover, ask them to create pinwheel sections.
formations of six per group. • Have students count off, or assign each student
• For the first rotation, ask students to discuss a numbered section.
what the speaker is saying in the first section. • After they read their section, have students
• For the second rotation, ask students to form groups with other students who read the
discuss what the speaker is saying in the same section. Each expert group should discuss
second section. its section.
• For the third rotation, ask students to discuss • Then, have students form new groups with a
what the speaker is saying in the third section. representative for each section. These groups
should discuss the excerpt as a whole.
The Crossover 404B

PLAN

for The Crossover

DISCUSS SPORTS AND FAMILY CULTURAL REFERENCES
In this lesson, students will need to be able to discuss the dynamics within The following words and phrases may be unfamiliar
a family as they are affected by sports. These words and the concepts they to students:
represent will be helpful to students in their discussions: • Sunday school (poem 1, line 7): a class held on Sundays
• Competition. In competition, people try to win by being or doing better that teaches children about their religion
than the people they compete against. Brothers and sisters are often • warm-ups (poem 2, title): preparation and practice before
competitive with each other, and that is brought out when they play a game
sports together. • A. K .A. (poem 2, line 23): also known as; another name or
• Cooperation. In both sports and families, cooperation is more important nickname for a person
than competition. Cooperation means “working together.” Teams have to • Phil Jackson (poem 2, line 28): a famous basketball player
cooperate to win, and families have to cooperate to thrive. and championship-winning coach
Have volunteers share the things they feel competitive about and the ways • play-by-play (poem 3, line 20): an analysis of the moves in
they cooperate, either with their teammates or with their families. a game
LISTENING
Listen for Details Have students listen as you read aloud “At the End of Warm-Ups, My Brother Tries to Dunk.” Use the
following supports with students at varying proficiency levels:
Remind students that the
• Tell students that you will ask questions about what they just heard. Ask questions that require
things speakers say in
a yes-or-no or one-word answer. For example, ask: Is the speaker trying to tease his brother? (yes)
a personal narrative are
Who is giving advice? (the coach) SUBSTANTIAL
important details that help
readers understand the • Have students describe in their own words what happens near the end of the warm-ups.
speakers’ feelings, ideas, and MODERATE
attitudes about themselves • Ask students to work in pairs and discuss the speaker’s feelings about his brother, using
and others. evidence from the narrative. LIGHT
404C Unit 5
PLAN
SPEAKING
Deliver a Podcast Use the following supports with students at varying proficiency levels:
• Ask students what comment or note they would like to contribute to the podcast. Allow short
Draw students’ attention
answers, e.g., Basketball is fun, exciting, competitive, cooperative. Write their responses on the board
to the Create a Podcast
in the form of complete sentences. Have students pronounce the responses properly. SUBSTANTIAL
Use this practice to help • Have students work in pairs, asking each other questions about designated parts of the text and
them prepare for the then answering the questions asked of them. MODERATE
recording. Circulate • Have students record their podcast and then evaluate their performance in it and its overall clarity
around the room to and organization. LIGHT
make sure students are
speaking correctly.
READING
Read Narrative Work with students to read one of the three sections in the excerpt. Use the following supports with
Poetry students at varying proficiency levels:
Inform students that • Have students echo read “The Sportscaster.” Ask them to raise their hands if they need clarification
reading narrative poetry of a word or phrase and provide it. Ask a yes-or-no question to see if they understand the word or
requires the same phrase. SUBSTANTIAL
analytical skills as reading • Ask students to reread “JB and I.” Then ask them to identify three ways that the speaker and his twin
any kind of literary text. are different. MODERATE
The reader is looking • Ask students to reread “At the End of Warm-Ups, My Brother Tries to Dunk.” Then ask them to
for details about the describe what the speaker is feeling during the warm-up. LIGHT
characters and their
behavior.
WRITING
Write a Letter Use the following supports with students at varying proficiency levels:
• Help students to understand the form for questions they would like to ask the author of The
Work with students
Crossover by writing sentence frames: Are you (excited/unexcited) by basketball? Do you think
to read the writing
different basketball teams are (cooperative/competitive) with each other? SUBSTANTIAL
Point out to speakers of • Provide sentence frames, such as the following, that students can use to craft their letters: I would
Spanish and Arabic that in like you to know that I am . The question I would most like to ask you is . MODERATE
questions the verb comes • Remind students to use transitions to link their details to their opinions. Have pairs find three places
before the subject, and in their essays where they can use a transition. LIGHT
there’s often another verb
after the subject. (Do you
live here?) In statements
the subject comes first.
The Crossover 404D

TEACH
NOVEL IN VERSE
Connect to the
ESSENTIAL QUESTION from
In The Crossover excerpt, playing basketball brings out the THE CROSSOVER
love and connection a young teenage boy shares with his
by Kwame Alexander
brother and father, proving that sports do indeed bring
pages 407–411
families together.
COMPARE THEME
Point out to students that poems come in many different
forms and styles. Some rhyme and some don’t. Some follow
strict patterns while others have a free form. Some are two
lines long, and some go on for volumes. Nonetheless, they
COMPARE THEME
From sonnets to haiku, from ballads to epic
? ESSENTIAL
QUESTION:
all share many of the devices and techniques detailed in poems, from odes to elegies, poets are
the unit. always seeking creative freedom in poetic
forms, old and new. Think about how the
How do sports
form of each poem—along with its use of bring together
rhythm, sound devices, and figurative
language—creates layers of meaning. friends, families,
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©FatCamera/Getty Images; (b) ©Tim Clayton/
and communities?
POEM
DOUBLE
DOUBLES
Corbis/Getty Images
by J. Patrick Lewis
pages 417–419
404 Unit 5
7_LTXESE973237_U5CCS1GR.indd 404 4/7/2018 5:31:31
404 Unit 5
GET READY
TEACH
from The Crossover
QUICK START
Have you ever heard a rap with a story that caught your imagination?
What happened? What about the rap made it special?
QUICK START
Have students read the Quick Start question, and invite
ANALYZE NOVEL IN VERSE them to share their thoughts with a partner or in small
A narrative poem tells a story. Some narrative poems are brief, like old GENRE ELEMENTS: VERSE groups. Explain that rap and poetry have many similarities:
ballads that were originally sung. Others are book-length, including NOVEL they both use rhyme, rhythm, images, and figurative
ancient works such as the Odyssey and Beowulf. • has many of the characteristics
of a story, including setting,
language to tell a story.
Throughout history, new forms of narrative poetry have emerged. For characters, and plot (which
example, the verse novel is a novel-length narrative told in poetry may include conflict)
instead of prose. As you read “JB and I,” “At the End of Warm-Ups, My • is structured in groups of lines ANALYZE NOVEL IN VERSE
instead of in paragraphs
Brother Tries to Dunk,” and “The Sportscaster” by Kwame Alexander,
• usually uses vivid word choices Help students understand the terms and concepts related to
note examples of these characteristics of verse novels: and figurative language analyzing novels in verse. Tell them that even though a novel
to make the topic easy to
Organized into scenes, each with a setting and a plot visualize
is in verse, they should analyze it as they would any other
• expresses a theme, or a lesson story, by examining the main characters, the events in the
about life plot, and the conflict.
Suggest that students ask themselves these questions as
they analyze novels in verse:
Presents a speaker and other characters, often interacting and even • What qualities and attitudes does the main character
conflicting; usually shows the speaker’s emotions have?
• What does the main character feel about the other
characters?
• How does the author’s choice of words express these
feelings?
May include graphical elements (unusual line breaks and line length;
unusual punctuation and type styles/sizes)
Expresses a theme in each scene, working together for a “life lesson” that
relates to the verse novel as a whole
The Crossover 405
TXESE973237_U5CCS1GR.indd 405 4/7/2018 5:31:33 AM
The Crossover 405

GET READY
TEACH ANALYZE METAPHOR AND
PERSONIFICATION
Poets often use figurative language to express their ideas in
imaginative ways. Figurative language is not literally true, but it can
ANALYZE METAPHOR AND be used to emphasize ideas, create mental images, or stir readers’
emotions. Two common types of figurative language used in poetry
PERSONIFICATION are metaphor and personification.
Explain to students that figurative language isn’t exclusive In a metaphor, the poet compares two basically unlike things that
to poetry. Authors of all genres use metaphors and have one or more qualities in common. A metaphor makes a direct
personification to make their writing more interesting. Tell comparison and does not use the words like or as.
students that figurative language is especially present in
The basketball court was a swarm of activity.
poetry because it is a way to express feelings and ideas in
few words with more impact. This metaphor compares the players to a swarm of insects. It helps
create a feeling of intense, fast-moving action.
To help students analyze figurative language, have them ask
In personification, the poet gives human qualities to an animal,
the following questions:
object, or idea.
• What are the two things being compared?
The ball thought about things for a moment and then
• How are the two things alike?
dropped through the net.
• Does the comparison help to create an effective
visual image? This personification creates the mental image of a basketball that does
not fall through the net right away. It adds suspense to the scene.
• Does the comparison help to express a feeling or idea?
As you read these three poems by Kwame Alexander, look for
■■English Learner Support examples of figurative language. Think about what the poet wants to
say and the kind of mental image or feeling he wants to create.
Language Conventions Inform students that metaphor
and personification have Spanish cognates (metáfora and
personificación). Provide students with easy-to-understand
examples of each: The night was as black as ink. The moon NOTICE & NOTE
ANNOTATION MODEL
smiled at me. SUBSTANTIAL/MODERATE
As you read, think about the elements of verse novels. You can
also mark examples of figurative language and other interesting
details. In the model, you can see one reader’s notes about a
ANNOTATION MODEL scene from The Crossover.

Remind students that they are looking for examples of
metaphor and personification, but that they are welcome to
. . . I snicker This may be an important
annotate other interesting choices like unusual capitalization moment in the plot.
but it’s not funny to him,
and punctuation. Point out that students may choose to
5 especially when I take off from center court, The figurative language helps
circle metaphors, box examples of personification, and me “see” the scene.
underline other interesting details. Or they may create their my hair like wings,
own annotation methods, like color-coding. Encourage each lock lifting me higher and HIGHER
students to comment on what the use of the figurative like a 747 ZOOM ZOOM! The different sizes of types
remind me of the sound of a
language adds to the text. plane taking off.
406 Unit 5
406 Unit 5
NOTICE & NOTE
BACKGROUND TEACH
Kwame Alexander (b. 1968) is an American poet, novelist, and
educator. He has written more than two dozen books and has won
numerous literary awards. These include the prestigious John Newbery
Award, the Coretta Scott King Author Honor Book Award, and BACKGROUND
the Lee Bennett Hopkins Poetry Award, all in recognition of The
Crossover. Alexander frequently travels to schools—both in Inform students that the three sections in the unit are
the United States and around the world—where he reads and selections from a full-length novel in verse in which the
discusses poetry and leads writing workshops. author tells a complete story with all the usual elements
of a novel—main characters, secondary characters, a plot,
conflict, and resolution. Encourage students to read the
from entire book if they are interested in finding out more about
the narrator, JB, and their father.
THE CROSSOVER
by Kwame Alexander
PREPARE TO COMPARE
Direct students to use the Prepare to Compare prompt to
focus their reading.
Text in
FOCUS TEXT IN FOCUS
Interpreting Graphic Elements Have students view the
Text in Focus video on this page of their ebook to learn how
PREPARE TO COMPARE
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Frederick M. Brown/Getty Images for NAACP
to use graphic elements to aid their understanding of a story.

As you read these three poems, think about the story that they Notice & Note Then have students use Text in Focus Practice to apply
tell and the way that Alexander tells it. Note the ways in which Use the side margins to notice what they have learned.
he brings the sport of basketball to life and relates it to personal and note signposts in the text.
relationships.
ANALYZE NOVEL IN
JB and I VERSE
are almost thirteen. Twins. Two basketball goals at ANALYZE NOVEL IN VERSE
Annotate: In lines 1–9, The author uses unusual line breaks to emphasize points
opposite ends of the court. Identical.
underline examples of unusual about the two brothers and to keep readers in a bit of
Image Awards ;(b) ©FatCamera/Getty Images
It’s easy to tell us apart though. I’m line breaks. Circle an unusual
suspense until they find out the information in the next line.
type style.
an inch taller, with dreads to my neck. He gets The capitalization of the word hate emphasizes the great
Analyze: Why do you think
5 his head shaved once a month. I want to go to Duke, the poet used these graphical difference the speaker sees between himself and his brother.
he flaunts Carolina Blue. If we didn’t love each other, elements?
(Answer: The author uses unusual line-breaks in the first three
stanzas to highlight the differences (and competition) between
we’d HATE each other. He’s a shooting guard.
I play forward. JB’s the second the two brothers. The graphical elements are often at odds
most phenomenal baller on our team. with the punctuation and capitalization that create sentence
structure. For example, “I’m” is the last word at the end of the
first stanza instead of the first word at beginning of the second
The Crossover 407 stanza. The graphical elements direct the reader’s attention to
the contrasts and comparisons the author is creating.)

TXESE973237_U5CCS1.indd 407 4/7/2018 5:32:38 AM
Confirm Understanding Have students choral read the first three stanzas of “JB and I.”
Stop after each sentence or two to ask students whether they need any words or phrases
clarified. Check for comprehension by asking yes-and-no questions (Are the boys related? Are
they cousins?) or questions with one-word answers (Who is taller? Who plays guard?)
SUBSTANTIAL
The Crossover 407

NOTICE & NOTE
TEACH 10 He has the better jumper, but I’m the better
slasher. And much faster. We both
pass well. Especially to each other.
CONTRASTS AND To get ready for the season, I went

CONTRASTS AND CONTRADICTIONS CONTRADICTIONS to three summer camps. JB only went to
Remind students that this signpost is used to indicate Notice & Note: Mark the way 15 one. Said he didn’t want to miss Bible school.
in which the speaker says that
sharp contrasts, in this case the way JB used to behave and JB has changed.
What does he think, I’m stupid? Ever since
the way he behaves now. Have students identify the clue Connect: Imagine a big change Kim Bazemore kissed him in Sunday school,
words (”Ever since”) that signal this contrast. Then have in someone close to you. How
he’s been acting all religious,
them answer the question to determine the purpose of the do you think that change
would make you feel?
contrast. (Answer: Students may suggest that a big change in thinking less and less about
someone close to them might make them feel uncomfortable or 20 basketball, and more and more about
worried that the friendship may change as well.) GIRLS.
At the End of Warm-Ups,

ANALYZE NOVEL IN My Brother Tries to Dunk
VERSE ANALYZE NOVEL IN VERSE Not even close, JB.
Annotate: In lines 1–8, mark the What’s the matter?
Remind students that a novel in verse still has many of the words that the speaker is either
features of prose fiction, such as conflict. (Answer: The saying to or thinking about JB.
The hoop too high for you? I snicker
speaker’s taunt points to a conflict he has about his brother’s but it’s not funny to him,
Infer: A narrative’s plot usually
focuses on a conflict. What 5 especially when I take off from center court,
basketball skills and might even suggest other conflicts, such as
conflict do you see in these my hair like wings,
JB’s newfound interest in girls.) lines? each lock lifting me higher and HIGHER
ANALYZE METAPHOR AND

like a 747 ZOOM ZOOM!
ANALYZE METAPHOR PERSONIFICATION I throw down so hard,
Annotate: In lines 9–18, mark 10 the fiberglass trembles. personification
AND PERSONIFICATION an example of a metaphor and BOO YAH, Dad screams
an example of personification.
Remind students, if necessary, of the definition of each term from the top row.
Critique: How does this I’m the only kid
and of the enhanced meaning and beauty figurative speech figurative language contribute
on the team
brings to a poem. (Answer: These figures of speech create to the reader’s understanding
and enjoyment of the poem? 15 who can do that.
vivid mental images that make the reader understand the

action—the successful dunk—and the feelings—near dizziness The gym is a loud, crowded circus.
about the crowd and the game—that the speaker is describing.) My stomach is a roller coaster. metaphors
My head, a carousel.
The air, heavy with the smell
For listening support for students at varying 20 of sweat, popcorn,
proficiency levels, see the Text X-Ray on page 404C. and the sweet perfume
of mothers watching sons.
408 Unit 5
IMPROVE READING FLUENCY

7_LTXESE973237_U5CCS1.indd 408 4/7/2018 5:32:39
Targeted Passage Have students work with partners to read the section “At the End of
Warm-Ups, My Brother Tries to Dunk.” First, use lines 1 through 5 to model how to read verse.
Have students follow along in their books as you read the text with appropriate phrasing,
feeling, and emphasis. Then, have partners take turns reading aloud the entire section.
Encourage students to provide feedback and support for achieving a dramatic effect. Inform
students that when they are reading verse aloud for an audience, they should be expressive
and convey feeling.
Go to the Reading Studio for additional support in developing fluency.
408 Unit 5
NOTICE & NOTE
TEACH
WORDS OF THE WISER

Remind students that this signpost is used to indicate advice
or insight that a wiser character who is usually older offers
about life to the main character. Then have students answer
the question. (Answer: Brotherly love for your teammates
makes everyone play better.)
ENGLISH LEARNER
SUPPORT
Identify Formal and Informal English Read aloud
and display the Background information on page 407.
Explain that it is an example of formal English. Every
word means the same thing as its dictionary definition.
Then read aloud lines 30–34 of “JB and I.” Point out
the playful tone. The expression “ready to bust out
laughing” is an example of informal English; it’s closer
to the way people talk to each other when they are
Our mom, a.k.a. Dr. Bell, a.k.a. The Assistant Principal, WORDS OF THE WISER comfortable and want to convey a specific feeling.
is talking to some of the teachers
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Bonita R. Cheshier/Shutterstock;
Notice & Note: Mark the • Use gestures, cognates, and intonation to aid
25 on the other side of the gym. advice that the coach offers to
I’m feeling better already. the players.
student comprehension. Read aloud and display
Coach calls us in, Interpret: What lesson does
sentences written in both formal and informal
does his Phil Jackson impersonation. the coach want the players to English and ask students to identify them. For
Love ignites the spirit, brings teams together, he says. learn? example: I laughed so hard, I thought my mouth
30 JB and I glance at each other, would break. (informal). SUBSTANTIAL
ready to bust out laughing, • Supply students with sentences in formal
but Vondie, our best friend,
and informal English. Ask them to distinguish
beats us to it.
The whistle goes off. between the two. For example: I would really like
to work for that company. (formal). I’d give my right
(b) ©fstop123/Getty Images
35 Players gather at center circle,

dap1 each other, arm for that job. (informal). MODERATE
pound each other. • Ask students to compose their own sentences
Referee tosses the jump ball. and/or paragraphs in both formal and informal
Game on. English. Challenge them to convey the same
meaning in formal and informal language.
1
dap (d√p): to give a congratulatory greeting by tapping a closed fist on top of
and on the bottom of the other person’s fist. LIGHT
The Crossover 409
APPLYING ACADEMIC VOCABULARY

❑❑ attitude ✔❑ consume
❑ ❑❑ goal ✔❑ style
❑ ❑❑ purchase
Write and Discuss Have students turn to a partner and discuss the following questions
before they write their responses. Guide students to include the Academic Vocabulary words
consume and style.
• Why is the speaker in the poem consumed by his twin brother’s actions?
• In what ways are their basketball styles different?
The Crossover 409

NOTICE & NOTE
TEACH
ANALYZE NOVEL IN
VERSE
Explain to students that poets use line breaks to guide
readers and, sometimes, to make them pay attention. When
reading a poem, students may be surprised and feel that a
line is not finished. For example, “JB likes to taunt and.” For
just an instant, before the reader goes on to the next line, he
or she wonders what else JB likes to do. (Answer: Students
may say that the author uses lines with only a few words and
many breaks in order to emphasize phrases or to create a
particular mood, a change from what went before.)
ENGLISH LEARNER The Sportscaster

SUPPORT ANALYZE NOVEL IN VERSE JB likes to taunt and
Annotate: Mark examples
Language Conventions Direct students’ attention trash talk
of unusual punctuation,
capitalization, and line length in during games
to lines 11 through 13. Read the words, giving each
“The Sportscaster.” like Dad
emphasis. 5 used to do
Analyze: Why do you think
• Have students echo your reading. Give students the poet chose these unique when he played.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©oneinchpunch/Shutterstock

this sentence frame to complete to describe the graphical elements?
effect of the three words. “The poet makes the When I walk onto
narrator seem _____.” (careful, fast, smart) the court
SUBSTANTIAL/MODERATE I prefer silence
10 so I can
• Have pairs of students read the lines to each other Watch
and discuss the effect of the lines in showing JB’s React
character. Surprise.
LIGHT
I talk too,
15 but mostly
to myself,
For reading support for students at varying
like sometimes
when I do
my own
20 play-by-play
in my head.
410 Unit 5

7_LTXESE973237_U5CCS1.indd 410 4/7/2018 5:32:43
Read Poetry If students are having difficulty understanding the text because of the many
unusual line breaks and the fragmented language, advise them to disregard the line breaks
and read the poems as though they were regular prose, joining words and phrases that
logically belong together and stopping when there is an end period. For additional support,
ask students what each sentence is saying, using their own words.
For additional support, go to the Reading Studio and assign

the following Level Up tutorial: Paraphrasing.
LEVEL
410 Unit 5
NOTICE & NOTE
TEACH
CHECK YOUR
UNDERSTANDING
Answers:
1. C
2. J
CHECK YOUR UNDERSTANDING
3. B
Answer these questions before moving on to the Analyze the Text
section on the following page. If they answer any questions incorrectly, have them reread
the text to confirm their understanding. Then they may
1 According to the speaker in “JB and I,” why is JB more interested in
proceed to ANALYZE THE TEXT on p. 412.
being religious than in playing basketball?
A JB had a spiritual experience at camp.
B JB is not as good a slasher as the speaker is.
C JB is interested in a girl at church.
D JB is trying to please his parents.
2 Near the end of “At the End of Warm-Ups, My Brother Tries

to Dunk,” the brothers probably are tempted to laugh because —
F they already have been trying hard to make the coach’s
advice work
G their teammate Vondie is making fun of the coach as
he talks
H the coach does a terrible job of imitating a famous
NBA coach
J the coach’s advice is the opposite of their feelings toward

each other
3 Which statement best describes the brothers’ father as we see him

in the second and third scenes?
A He misses the days when he was a basketball player.
B He has a bond with his sons because of basketball.
C He is not as impressed with his two sons as his wife is.
D He attends his sons’ games only because he must.
The Crossover 411

Oral Assessment Use the following questions to asses students’ comprehension and
speaking skills:
1. Is JB interested in a girl? (yes, at church)
2. At the end of “At the End of Warm-Ups, My Brother Tries to Dunk,” who gives them advice,
which the boys laugh at? (the coach)
3. Which sport did the boy’s father used to play? (basketball)
The Crossover 411

RESPOND
APPLY
ANALYZE THE TEXT
1. Compare In lines 1–2 of “JB and I,” the speaker compares JB and
ANALYZE THE TEXT himself to “goals at / opposite ends of the court.” According to lines
Possible answers: 3–15, how are the speaker and JB different?
1. DOK 2: The speaker is an inch taller than JB and has 2. Infer How does the use of capital letters in “JB and I” and “At
dreadlocks; JB shaves his head. The speaker wants to go the End of Warm-Ups, My Brother Tries to Dunk” affect your
to Duke; JB flaunts “Carolina Blue,” a different college. The understanding of the speakers’ personality?
speaker plays forward; JB is a shooting guard. JB is a better 3. Connect Review lines 16–18 of “At the End of Warm-Ups, My
jumper; the speaker is a better slasher. The speaker went to Brother Tries to Dunk.” What mental images do these metaphors
three basketball camps; JB went to only one. create and how do they help express what the speaker is feeling?
2. DOK 2: The brothers love each other but are very 4. Synthesize Think about these three verse novel scenes. What
theme do the scenes, taken together, suggest?
competitive. They probably know that they have different
basketball skills but are both good players. 5. Notice & Note How does the speaker contrast himself with his
brother in “The Sportscaster”? To which brother do you think the
3. DOK 4: JB tries to dunk the ball but fails. The speaker term sportscaster applies better, and why?
taunts him, but JB isn’t laughing. The speaker shows off
by flying down court like a jet, jumping, and dunking the RESEARCH
basketball as Dad cheers him on from the stands.
RESEARCH TIP Research the rules of another team sport that you play or that interests
4. DOK 4: The three scenes suggest that the brothers The rules of a sport can change you. Use the graphic organizer to analyze some of its key elements.
over time. As you research the
acknowledge a competitive spirit but also have a lot in rules of the sport you have
common. The theme may be that family relationships don’t chosen, check the date for each QUESTION ANSWER
always go smoothly but that there usually is a basis for source and make sure that your
information is current. How many players are on
getting along with each other.
each team?
5. DOK 4: The speaker is the more likely “sportscaster”
because he does a “play-by-play” analysis, which is the
What is the role of each
kind of talk that a sportscasters do.
type of player?
RESEARCH

How are points scored?
Review the Research Tip with students. Remind them to
use reputable, reliable sources of information, such as sites
published by established news and sports organizations. What are some key rules of
the game? What happens if
Connect Answers will vary, depending on which sport a rule is not followed?
students choose to examine. Remind students to document
their sources. Connect With a small group, discuss the rules for the game. Which
rules do you think make for a better game? Which rules do you think
should be changed, and why?
412 Unit 5
7_LTXESE973237_U5CCS1RS.indd 412 4/7/2018 5:32:30
Historical Research Have students conduct more intensive research to learn how an
organized sport has changed through history. Inform students that a sport like baseball has
been around for more than a century. Encourage students to address not only the change in
rules but also organizational changes and why those changes were made. This kind of activity
lends itself well to a timeline; challenge students to create one. Have students write an essay
about their findings or present them to the class in an oral report.
412 Unit 5
RESPOND
APPLY
CREATE AND DISCUSS
Write a Letter Write a letter to the poet requesting information about Go to Writing as a Process
in the Writing Studio for
what inspired him to write The Crossover. help.
❏ Write a friendly letter that includes a heading with an address CREATE AND DISCUSS
and a date, a greeting, the body of the letter, and a closing (such Write a Letter Point out that the first three bullet points of
as Sincerely,) and a signature.
the list on page 417 can serve as an outline for the students’
❏ Introduce yourself and say something about what you liked
about the scenes from The Crossover that you read. letters. Each item can be one paragraph. Advise students to
❏ Ask him questions about why he wrote these poems. (Possible select their details from the novel before they begin to write
questions: Did you play any sports in your youth? Which their letters.
character in The Crossover do you identify with the most?)
❏ Ask him why he chose the form of a verse novel and what was
the most difficult part of creating it. proficiency levels, see the Text X-Ray on page 404D.
❏ Throughout, use a friendly but respectful tone. Go to Participating in Create a Podcast Remind students that a podcast is a
Create a Podcast Work in a small group to create a podcast in which and Using Media in conversation that requires careful planning and timing.
a Presentation in the
participants discuss their responses to the excerpt from The Crossover. Speaking and Listening Suggest that each question they discuss should have a time
Studio for guidance.
❏ Review your answers and notes that you made while reading. limit so everyone can participate equally and all questions
Highlight notes that you would want to share in a discussion. can be answered effectively.
❏ As a group, plan your questions. Be sure to ask how the text
makes you curious about the rest of this verse novel. Plan a role
for each member of your group, including a moderator.
RESPOND TO THE
❏ Practice your discussion before you record it. Work with your
teacher to record the podcast and possibly post it. ESSENTIAL QUESTION
Allow time for students to add details from The Crossover to
their Unit 5 Response Logs. Remind them that the Essential
RESPOND TO THE ESSENTIAL QUESTION Question is about the effect of sports on families.
CorrectionKey=TX-A
How do sports bring UNIT 5 Use this Response Log to record your ideas
ACADEMIC VOCABULARY
As you write and discuss what

and communities? you learned from the verse
novel, be sure to use the
Gather Information Review your
Psychology of Video
Game Design
that you use.

annotations and notes on these scenes It’s Not Just a Game!

❑ attitude
from The Crossover. Then, add relevant
❑ consume
details to your Response Log. As you from The Crossover
determine which information to include, ❑ goal

Double Doubles
think about: ❑ purchase

Response Log R5
❑ style
• how sports affect people’s lives
• what makes someone a good player at a sport

• how competition shapes players’ attitudes
At the end of the unit, refer to your notes as you write a short story.
The Crossover 413

TXESE973237_U5CCS1RS.indd 413 4/7/2018 5:32:31 AM
Discuss with a Small Group To assist them with the creation of their podcasts, ask
students to discuss which specific notes they wish to share with the group so they can prevent
repetition of the same notes. Then ask students to select a moderator and finalize the order of
questions. Allow students to rehearse their podcast. Encourage them to find ways to make the
transitions move faster before you start recording. SUBSTANTIAL
The Crossover 413

PLAN
BACKGROUND NOTICE & NOTE

J. Patrick Lewis (b. 1942)
is an American poet who
Poetry Foundation’s Children’s served as the
Poet Laureate from 2011
published numerous books to 2013. He has
of poetry; indeed, he says,
transports me is poetry, and “[W]hat truly
so I spend most of my working
thinking of themes to develop hours
into manuscripts.” In addition
his prolific writing and editing to
career, Lewis regularly visits
classrooms to spread appreciation
for poetry.
DOUBLE DOUBLES DOUBLE

DOUBLES
by J. Patrick Lewis
Poem by J. Patrick Lewis PREPARE TO COMPARE

As you read, keep track of
Patrick Lewis; (b) ©Tim Clayton/Corbis/

who is speaking, and when.
knowledge to clues in the Add your Notice & Note
text to make inferences about
speakers and their perspective the
on their sport and their relationship Use the side margins to
notice
. and note signposts in
I took the name the text.
between the Earth
and Mercury.
Company • Image Credits: (t) ©J.

MAKE INFERENCES
We took our game Annotate: In lines 1–14,
We took our game mark
5 to beaded stars
above. to beaded stars above.
words that you think are
sports
My sister’s terms.
My sister’s
Infer: Which sport are these
lobs and speakers discussing? Who
volleys

are
these speakers? (Skim the
so astonish me, of the poem to check.)
rest
so astonish me,
10 the score
our score
Getty Images
ANALYZE A TWO-VOICE
is usually
plenty— POEM
plenty— Annotate: Mark examples
of
love. lines that are spoken by
both
voices.
Analyze: Why you think
the
poet chose these lines
to be
Double Doubles 417

7_LTXESE973237_U5CCS2.indd
417
4/7/2018 5:32:35 AM

POEM • Analyze two voices in a poem.
Remind students that the aim of a poem is to entertain and interest • Make inferences based on information in the text.
readers with its use of figurative and descriptive language, unusual • Compare poetic literary works.
graphical elements, rhythm (or lack of rhythm) and special way of • Conduct research about the Williams sisters.
expressing feelings, emotions, and ideas. A two-voice poem, like • Write a two-voice poem.
the one presented in this unit, has the added quality of presenting • Language Discuss the role of the speakers in a poem.
two different characters at one time, so it is up to readers to examine
and “hear” both characters as individuals and as a pair.
TEXT COMPLEXITY
Quantitative
Double Doubles Lexile: 1080L
Measures
Ideas Presented Much is explicit but moves to some implied meaning
Qualitative Structures Used More complex with multiple perspectives

Measures
Language Used Mostly explicit with some figurative language
Knowledge Required Situations and subjects familiar
414A Unit 5
PLAN
Online
RESOURCES SUMMARIES
• Selection Audio “Double Doubles” finds Venus “Dobles dobles” encuentra a
and Serena Williams side by side Venus y Serena Williams lado a
• Reading Studio: Notice & Note on the tennis court—and the lado en la cancha (y en la página)
• Writing Studio: page—playing in a doubles tennis jugando tenis en un partido de
Writing as a Process match. The poem expresses their dobles. El poema expresa el
love and admiration for each other amor y admiración de la una por
• Speaking and Listening Studio: and for the game, as well as the la otra y por el juego, así como
Participating in a Collaborative unique bond that they share as el lazo único que comparten
Discussion sisters and teammates. The poem como hermanas y compañeras
• ✔ “Double Doubles” Selection Test features lines that the two women de equipo. El poema presenta
say simultaneously as well as líneas que ambas mujeres dicen
individually. simultáneamente, así como
individualmente.
SMALL-GROUP OPTIONS
Pinwheel Discussion Think-Pair-Share

• After students have read “Double Doubles,” • After students have read “Double Doubles,”
ask them to create pinwheel formations of six pose this question: What makes the Williams
per group. sisters such excellent teammates?
• For the first rotation, ask students to discuss • Have students think about the question
what the speakers say together. individually and jot down ideas.
• For the second rotation, ask students to discuss • Then, have pairs discuss their ideas about
what the speakers say individually. the question.
• For the third rotation, ask students to discuss • Finally, ask pairs to share their responses with
the different information the two sisters provide the class.
about each other.
Double Doubles 414B

PLAN

for “Double Doubles”

DISCUSS PARTNERSHIP CULTURAL REFERENCES
In this lesson, students will need to be able to discuss the relationship The following words and phrases may be unfamiliar
between partners so they can understand why the Williams sisters work so to students:
well together. Give students these words and explanations to help them. • lob (line 7): a ball hit in a high arc over an opponent
Goals: Partners in sports and in other areas of life share goals, results they • volleys (line 8): strikes of the ball before it hits
want to achieve. They work together in many ways to reach those goals. the ground
Communication: One of the most important things in a partnership is the • love (line 14): having a score of zero in tennis
ability to communicate, to share information well. People communicate • tie-break (line 25): a move that ends an even score
with words, of course, but good partners also communicate without words • match point (line 26): a point needed to win a match
because they know each other well. • Venus is the name of the of one of the Williams sisters;
Have students fill in sentence frames like those below. Ask volunteers to read it is also the name of the planet between Earth and
their sentences aloud: Mercury.
One thing I’d like you two know about me is . My friend and I make a good
team because we .
LISTENING
Listen for Clues Have students listen as you play the selection audio of “Double Doubles.” Then, read it more slowly
aloud, combining both Venus and Selena’s parts. Use the following supports with students at varying
Remind students that authors proficiency levels:
provide clues in literary
• Tell students that you will ask questions about what they just heard. Ask questions that require
works which readers can
a yes-or-no or one-word answer or provide sentence frames: For example, ask: What game are
use to better understand the
the sisters playing? The game the sisters are playing is ______. How do you know this? I know they
characters. Have students
are playing tennis because the poem says _______. SUBSTANTIAL
listen to the selection audio.
Clarify unfamiliar terms and • Ask students to identify specific words that the author uses that suggest that the sisters love
cultural references. Read the each other and love tennis. MODERATE
poem again aloud; pause to • Ask students to work in pairs to discuss the feelings that the sisters express in the poem.
offer clarification as necessary. LIGHT
414C Unit 5
PLAN
SPEAKING
Critique a Poem Use the following supports with students at varying proficiency levels:
• Ask students what they liked about the poem and what they didn’t. Allow one- or two-word answers. Use
Draw students’ attention
sentence frames: I liked when Venus said that______. I didn’t like the poem because ______. Write their
to the Critique a Poem
responses on the board in the form of complete sentences. Have students pronounce the responses
assignment on p. 421. correctly. SUBSTANTIAL
Use this practice to help
• Have students work in pairs to determine which criticisms they would like to include in their critiques.
them prepare for the
Encourage student pairs to defend their choices. MODERATE
critique. Circulate around
• Have students deliver their critiques to a group in a trial run. Have the group evaluate their presentations
the room to make sure
and recommend areas for improvement. LIGHT
students are speaking
correctly.
READING
Understand and Work with students to reread the poem. Use the following supports with students at varying
Analyze a Poem proficiency levels:
• Have students follow the text on the page as you read it aloud. Spot-check to see whether they need
Inform students that
clarification of a word or phrase and provide it. Then ask a yes-or-no question to see if they understand
reading two-voice
the word or phrase. Review cultural references that may continue to confuse students. SUBSTANTIAL
poems requires the same
analytical skills as reading • Ask student pairs to reread “Double Doubles.” Then ask them to identify three feelings Venus and
any kind of literary text— Serena express in the poem. MODERATE
the reader is looking • Ask student pairs to reread “Double Doubles.” Then ask them to note the lines Venus and Serena say
for details about the together and discuss what they show about the sisters. LIGHT
characters.
WRITING
Write a Two-Voice Use the following supports with students at varying proficiency levels:
Poem • Help students choose the characters and subjects for their poems. Ask them for one- or two-word
comments that the characters might say about their subjects. Write a short paragraph on the board
Work with students
using those comments. Then have students copy the paragraph in their notebooks. SUBSTANTIAL
to read the writing
assignment on p. 421. • Provide sentence frames that students can use to plan their poems: The perspective the two characters
share about the subject is _______. The two characters feel differently about ______. MODERATE
• Ask students to explain how they will lay out their poems graphically. Review their poems for execution
of these elements. LIGHT
Double Doubles 414D

TEACH
POEM
Connect to the
ESSENTIAL QUESTION DOUBLE
Like The Crossover, “Double Doubles” celebrates the love
two siblings have for a sport and how that sport brings them
DOUBLES
even closer together as sisters. by J. Patrick Lewis
pages 417–419
COMPARE THEME
Point out to students that The Crossover is a full-length
novel of which they have read only three scenes; “Double
Doubles” is a poem that is a complete work unto itself.
?
COMPARE THEME
Explain that apart from this difference, they both use similar ESSENTIAL
Now that you’ve read three scenes from QUESTION:
poetic elements, including unusual line breaks and figurative
the verse novel The Crossover, read “Double
language.
Doubles,” in which siblings who play another
sport share their thoughts about their How do sports
sport—and about each other. As you read,
think about the similarities and differences bring together
© Houghton Mifflin Harcourt Publishing Company • (t) ©Tim Clayton/Corbis/Getty Images; (b) ©FatCamera/Getty Images
in how each poet presents his speakers.
After you are finished, you will collaborate friends, families,
with a small group on a final project that
involves an analysis of both poets’ work.
and communities?
NOVEL IN VERSE
from
THE CROSSOVER
by Kwame Alexander
pages 407–411
414 Unit 5
414 Unit 5
GET READY
TEACH
Double Doubles
QUICK START
Have you ever heard a duet, a song in which two artists sing—
sometimes singing to each other and sometimes singing together?
QUICK START
What makes the “conversation” in a duet different from a performance Have students read the Quick Start question, and invite
in which only one person sings? them to discuss their thoughts with a partner. Explain
that in a duet, the two singers usually share a feeling or an
ANALYZE A TWO-VOICE POEM experience with each other during the course of a song. The
same is true for the characters in a two-voice poem.
Most poems have a single voice. It is the voice of the speaker, who tells GENRE ELEMENTS:
about personal experiences, feelings, and thoughts. A popular new TWO-VOICE POETRY
form of poetry, however, is known as the two-voice poem. In this kind • is more about thoughts and
of poem, two distinct voices are heard. They may be conversing with
feelings than about a story ANALYZE A TWO-VOICE
• expresses ideas about a topic
each other, or they both may be trying to talk to you at the same time.
or theme from the perspective POEM
Reading this kind of poem, or hearing it read aloud, allows you to see of two different speakers
two points of view about a topic or theme at the same time. It also
Explain to students that poems that are meant to be read
• is structured in a way that
encourages you to explore similarities and differences between the makes it clear which lines by more than one person are not new, although they were
poem’s speakers. are spoken by one voice and once more popular than they are now. In the plays of ancient
which are spoken by both
Note these characteristics of two-voice poems:
Greece and Shakespeare’s England, there were groups of
voices
• like other kinds of poems,
actors called the chorus who spoke lines of verse together.
• They are meant to be read aloud by two people, each assuming
the voice of one of the speakers. expresses a theme, or a lesson Combining voices increases the possibilities for beautiful
about life
and interesting sounds.
• Graphical elements are very important. Two-voice poems are
usually set up in two columns, with each column representing just The two-voice poem, in particular, also allows the poet to
one speaker’s voice. If both speakers are meant to speak the same
words at the same time, either the shared words appear in both
explore a relationship between two people in a way that is
columns or the poet creates a middle column for those words. almost like a play but keeps the emotional intensity of a
(Sometimes, the poet may choose to write in alternating stanzas, short poem.
with every other stanza spoken by the same speaker.)
To help students focus on the similarities and differences of
• They should be read sequentially, from left to right, line by line
and from top to bottom. the two characters, suggest that they keep these questions
in mind as they read:
Watch for and make notes about these characteristics as you read
“Double Doubles.” • What words and phrases do they say together?
• What words and phrases do they say separately?

• What does this technique say about the characters?
Double Doubles 415
TXESE973237_U5CCS2GR.indd 415 4/7/2018 5:32:31 AM
Double Doubles 415

GET READY
TEACH MAKE INFERENCES
Poets rarely state directly every idea they want to express. However,
since poets choose their words carefully, you often can find clues in the
text that help build understanding. If you combine these clues with
MAKE INFERENCES what you already know, you will be well on your way to identifying a
poem’s speaker or speakers and the ideas expressed in the poem.
Help students understand inferences by explaining that
authors of literary works may be very explicit and direct An inference is a logical guess based on text evidence—the “clues” in
about information they tell the reader or they may be the text—plus your own knowledge and experience. For an inference
indirect about it, so it’s up to the reader to figure things out. to be reasonable, it must be supported by textual evidence along
with previous knowledge and personal experience. Using a diagram
Tell them that the author of “Double Doubles” could have
like the one below can help you make reasonable inferences.
had the character say “My name is Venus.” That would be
explicit and direct. Instead, the author chose an indirect way
Detail from Text My Own Experience My Inference
of saying this, allowing the name to find its own way into the
reader’s mind and, at the same time, leading to the imagery
of the next lines. I’ve learned the
I took the name planets in our solar
■■English Learner Support between the Earth system. Venus comes
This first speaker is
named Venus.
Making Inferences Provide students with more practice and Mercury. between the Earth
and Mercury.
making inferences by creating scenarios with clues. Allow
them to respond in their own language if necessary. Help
them translate their words into English, asking them to
repeat the words.
ASK STUDENTS what they know about a character if he is
sweating, wipes his head with a handkerchief, and takes off NOTICE & NOTE
ANNOTATION MODEL
his jacket. Use gestures to show what a person who is hot
As you read, think about the elements of two-voice poems. You
would do. (The man is hot or nervous.)
can also mark inferences that you make as you read. In the model,
SUBSTANTIAL/MODERATE you can see one reader’s notes about part of “Double Doubles.”
ANNOTATION MODEL
The Williams sisters The Williams sisters Each column represents one of
Remind students that inferences are hints that reveal Read each other better the two sisters’ voices.

20
information about what characters think or feel. Tell students than a to z
I can infer from this detail that
and everything between.
that the kinds of inferences they are looking for in this poem the sisters have a close bond.
Momentum Momentum
are hints indicating what the sisters feel about themselves,
takes us to
about each other, and about playing tennis. Point out that the final tie-break.
students may use circles and boxes to indicate inferences Match point is only one Match point is only one I wonder why they both speak
quick ace away. . . . this line but not the next one?
drawn from what the sisters say individually and underline
inferences drawn from what they say simultaneously. Or they
may create their own annotation methods, like color-coding.
416 Unit 5
416 Unit 5
NOTICE & NOTE
BACKGROUND TEACH
J. Patrick Lewis (b. 1942) is an American poet who served as the
Poetry Foundation’s Children’s Poet Laureate from 2011 to 2013. He has
published numerous books of poetry; indeed, he says, “[W]hat truly
transports me is poetry, and so I spend most of my working hours BACKGROUND
thinking of themes to develop into manuscripts.” In addition to
his prolific writing and editing career, Lewis regularly visits After students read the Background note, tell them that
classrooms to spread appreciation for poetry. poet laureate is a title used to honor a poet who is chosen to
represent a place, or group. In England, the poet laureate
is a distinguished poet chosen for a lifetime position as a
member of the royal household. In the United States, a poet
laureate is appointed each year to help make people more
DOUBLE aware of poetry. Many poet laureates are expected to write

occasional poems for special occasions.
DOUBLES PREPARE TO COMPARE

Direct students to use the Prepare to Compare prompt to
by J. Patrick Lewis
focus their viewing.
MAKE INFERENCES
Remind students that an inference is a guess readers make
PREPARE TO COMPARE
that is based on evidence in the text and their previous
As you read, keep track of who is speaking, and when. Add your Notice & Note knowledge about a subject.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©J. Patrick Lewis; (b) ©Tim Clayton/Corbis/
knowledge to clues in the text to make inferences about the Use the side margins to notice (Infer: The speakers are the Williams sisters, and the words lob, volley,
speakers and their perspective on their sport and their relationship. and note signposts in the text.
love, and score indicate that they are referring to tennis, a game the
I took the name sisters are famous for.)
between the Earth MAKE INFERENCES
and Mercury. Annotate: In lines 1–14, mark
We took our game We took our game words that you think are sports
terms.
ANALYZE A TWO-VOICE
5 to beaded stars above. to beaded stars above.
My sister’s My sister’s Infer: Which sport are these POEM
speakers discussing? Who are
lobs and these speakers? (Skim the rest
Remind students that the two voices in this poem are
volleys of the poem to check.) indicated graphically in separate columns and that the
so astonish me, so astonish me, repeated words across the columns are spoken by both
10 the score
sisters. (Answer: The poet may have chosen these lines to be
our score ANALYZE A TWO-VOICE
POEM spoken by both voices because they represent information,
is usually
Getty Images
plenty— plenty—
Annotate: Mark examples of actions, and qualities that both sisters share.)
lines that are spoken by both
love. voices.
For listening support for students at varying
Analyze: Why you think the
poet chose these lines to be proficiency levels, see the Text X-Ray on page 414C.
Double Doubles 417

Confirm Understanding Have students choral read the poem. Start with Venus’s voice first
and then read Serena’s voice. Stop after each sentence to ask students whether they need any
words or phrases clarified. Explain the various tennis terms that appear in the text. Check for
comprehension by asking yes-or-no questions (Are the sisters playing against each other? Is the
game almost over?) or questions with one-word answers (What are the sisters doing? When will
the game end?). SUBSTANTIAL
Double Doubles 417

NOTICE & NOTE
TEACH
15 I play as if I know
where she’ll be going.
AGAIN AND AGAIN We move together We move together
Remind students that this signpost refers to events, images, like a fine machine.
ideas, or particular words or phrases that repeat in a text. AGAIN AND AGAIN The Williams sisters The Williams sisters
Authors use this kind of repetition to emphasize a point. In Notice & Note: In lines 20 read each other better
19–32, mark two examples of than a to z
this poem, where repetition often means the combination of teamwork. and everything between.
two voices, that emphasis is even more effective. (Answer: Momentum
Cause/Effect: What is the likely Momentum
The sisters will probably win this doubles match.) result of the teamwork, given takes us to
this repeated idea?
25 the final tie-break.
Match point is only one Match point is only one
quick ace away.
ENGLISH LEARNER As soon as I see sister
Venus rising,
SUPPORT 30 I know why
Repeated Language Help students locate repeated double doubles double doubles
words and phrases in the poem. Have them say the players play. players play.
words. Check for proper pronunciation of vowels and
consonants— especially the short i in sisters, the two
consecutive voiceless consonants in sisters, stars,
astonish, and the final trigraph in match. SUBSTANTIAL
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Everett Collection/Shutterstock

418 Unit 5

7_LTXESE973237_U5CCS2.indd 418 4/7/2018 5:32:37
Adjust for Graphic Elements If students are having difficulty understanding or following
the text because of the graphic layout of the two voices, have them read each sister’s portion
of the poem separately. If the unusual line breaks and fragmented language pose challenges,
advise students to read the poem as though it were regular prose, joining words and phrases
that logically belong together and stopping when there is an end period.
418 Unit 5
NOTICE & NOTE
TEACH
CHECK YOUR
UNDERSTANDING
Answers:
1. C
2. G
3. D
CHECK YOUR UNDERSTANDING the text to confirm their understanding. Then they may
Answer these questions before moving on to the Analyze the Text proceed to ANALYZE THE TEXT on p. 420.
section on the following page.
1 The back-and-forth between the two speakers is meant to
represent —
A a family argument
B the age difference between the sisters
C the way a tennis match is played
D a cheering crowd
2 Which set of lines indicates that the Williams sisters consider each
other an extraordinary tennis player?
F We took our game / to beaded stars above. (lines 4–5)
G My sister’s / lobs and / volleys / so astonish me (lines 6–9)
H The Williams sisters / read each other better / than a to z.

(lines 19–21)
J Match point is only one / quick ace away. (lines 26–27)
3 According to this poem, what advantage do the Williams sisters

have over other players?
A The moves of both sisters are always identical.
B They both have been playing tennis for a long time.
C Love for the game of tennis makes both of them great.
D They each know everything about the way the other plays.
Double Doubles 419

Oral Assessment Use the following questions to asses students’ comprehension and
speaking skills:
1. Who are the two speakers in the poem? (Venus and Serena Williams)
2. Does each sister think the other is a great player? Which lines show it? (My sister’s / lobs
and / volleys / so astonish me, lines 6–9.)
3. Do the Williams sister have a special form of communication? Does this help them when
they play tennis? (Yes, they each know everything about the way the other plays.)
MODERATE/LIGHT
Double Doubles 419

RESPOND
APPLY
ANALYZE THE TEXT
1. Make Inferences How do you think the sisters feel about each
ANALYZE THE TEXT other? Which details support your inference?
Possible answers:
2. Interpret In lines 10–11, how does the sister (Serena) correct
1. DOK 2: The sisters respect and love each other. In lines what Venus says? Why do you think she makes this correction?
3–4, both took their game “to beaded stars above,” 3. Identify Patterns Except for the first sentence, every sentence
meaning they played well. In line 9, each says that the in the poem is “shared,” with each speaker taking part. Why do
other’s tennis abilities “so astonish me.” In lines 11–14, they you think the poet chose to include both speakers in almost every
both say “plenty” when they refer to “love,” a pun on the sentence?
tennis term. 4. Synthesize Lines 1–5 include references to the sky. What other
2. DOK 2: Venus says, “the score,” but Serena corrects her by lines make a similar reference? What do these references add to
your understanding of the poem?
saying “our score.” The correction emphasizes that the two
sisters are a unified team. 5. Notice & Note Earlier in this lesson, you identified two examples
of teamwork in lines 19–32 of “Double Doubles.” What is another
3. DOK 2: That they say things simultaneously and complete example, earlier in the poem? What do the examples suggest
each other’s thoughts reflect their sisterly bond and sense about a theme for this poem?
of teamwork.
4. DOK 4: In lines 29–30, “Venus rising” is another “sky”
reference; it means that Venus is playing well. These RESEARCH
references emphasize the sisters’ importance in the world RESEARCH TIP Research the tennis careers of Serena and Venus Williams. Use the
of tennis and the “out of this world” thrill that comes from As you research the careers organizer below to gather information and make comparisons.
of living people, consider
winning a game.
watching interviews, news clips,
commentary, and other video QUESTION VENUS SERENA
5. DOK 4: In lines 15–18, the sisters anticipate each other’s
sources that you find at reliable
moves and play like “a fine machine.” The theme these websites.
When was each sister born? 1980 1981
examples suggest is that people (specifically, siblings) can
succeed by knowing each other well and working together. Who introduced each sister to
Father Father
tennis?
As of 2017, what was each sister’s
RESEARCH

highest ranking in singles? In 1;1 1;1
doubles?
Review the Research Tip with students. Remind them to
use reputable, reliable sources of information, like sites As of 2017, how many Grand Slam
7 23
singles titles had each sister won?
published by established news and sports organizations.
As of 2016, how many Olympic
Extend Students may infer that the Williams sisters have 4 4
gold medals had each sister won?
played so well that their game has gone as far “up“ as it
can go; that “beaded stars above” refers to a heavenly Extend With a partner, discuss the reference to “beaded stars” (line 5).
tapestry; that “beaded stars” made by people represent How does it seem to apply to the sisters’ careers? How does it add to
the brightness of stars; both sisters are known for beaded the mental image created in lines 4–5 of the poem?
hairstyles, and both are tennis stars; they have both
420 Unit 5
challenged the tennis stars who came before them.
7_LTXESE973237_U5CCS2RS.indd 420 4/7/2018 5:33:30
420 Unit 5
RESPOND
APPLY
CREATE AND PRESENT
Write a Two-Voice Poem Write a two-voice poem that expresses two Go to Writing as a Process
in the Writing Studio to
viewpoints about a subject. learn more.
❏ Choose two speakers (two real or imaginary people, or even two CREATE AND PRESENT
objects) who might have a perspective on the same topic. Write a Two-Voice Poem Point out to students that the
❏ Draft the poem. Allow each speaker to voice his or her own list on p. 421 should be used to plan their poems. Help
thoughts and feelings and to respond to the other speaker.
Remember that some lines should be voiced by both speakers. students choose a subject with two different viewpoints
❏ Review your draft with a classmate. Revise to make each by suggesting they consider two eyewitness accounts of a
speaker’s views clearer or to point more clearly to a theme. famous historical event, an athletic game, or even a family
❏ You may wish to work with a partner to present your final version function. Explain that these accounts could be drastically
of the poem orally to the class. different or similar but with a slightly different perspective.
Critique a Poem With a partner, plan and present an oral critique of Go to Participating in a
Collaborative Discussion For writing support for students at varying
“Double Doubles.” Use the ideas below to guide your discussion. in the Speaking and
Listening Studio for more proficiency levels, see the Text X-Ray on page 414D.
❏ Review your notes about “Double Doubles,” and then read the help.
poem aloud with your partner. Critique a Poem Remind students that they are
❏ Consider how successfully the poet created two speakers and expressing their opinions in a critique and to address
structured the poem to show each speaker’s thoughts and the questions detailed on p. 421. Encourage partners to
feelings. Is the poem easy to read or challenging? In addition,
participate equally in the preparation and presentation of
discuss the poem’s theme. Include text evidence for your views.
their critiques.
❏ Together, organize your comments. Practice and work to
communicate your ideas, speaking clearly and at a good volume.
Use gestures to help your audience understand. Be prepared to
respond to questions after you present your critique. RESPOND TO THE
ESSENTIAL QUESTION
RESPOND TO THE ESSENTIAL QUESTION Allow time for students to add details from “Double
CorrectionKey=TX-A
Doubles” to their Unit 5 Response Logs. Encourage
How do sports bring UNIT 5 Use this Response Log to record your ideas
ACADEMIC VOCABULARY students to write about their own experiences with
As you write about and discuss

and communities? what you learned from the two-
successful teamwork.
voice poem, be sure to use the
Gather Information Review your notes Get in the Zone: The
Psychology of Video
Game Design
that you use.

on “Double Doubles.” Then, add relevant It’s Not Just a Game!
❑ attitude
details to your Response Log. As you
determine which information to include, from The Crossover
❑ consume
think about: ❑ goal

Double Doubles
❑ purchase
• the admiration that athletes may have Response Log R5
for each other 7_LTXESE973237_EMU5RL.indd 5 2/2/2018 5:58:23 PM

❑ style
• the nature and advantages of teamwork
• the feeling of being close to winning a game
Double Doubles 421

TXESE973237_U5CCS2RS.indd 421 4/7/2018 5:33:31 AM
Discuss with Partners Restate the oral critique activity as a question: What features of the
poem did you like or dislike and why? Allow students to work with partners to review their
notes and the text for details that answer the question. Provide these sentence frames to help
students formulate their ideas for the critiques: The lines which successfully show two speakers
communicated are ______. The lines which successfully show each speaker’s thoughts and feelings
are _____. The lines that were easy/difficult to read are ________. MODERATE
Double Doubles 421

RESPOND
APPLY
Collaborate & Compare
COMPARE THEME
COMPARE THEME
The scenes from both The Crossover and “Double Doubles” are about
Before groups work on completing their Venn diagrams, siblings who play sports. Because the poems are about the same topic,
emphasize that they are looking for details that suggest a they share many similarities—but there are differences, too.
theme or a message, about family and sports, not poetic or from THE CROSSOVER
Novel in Verse A poem’s theme is a message about life that the poet wishes to convey
graphical elements that the two works have in common. by Kwame Alexander to the reader. Poets rarely state themes directly. The reader must
infer the theme based on details from the text. Work with a group
and complete the diagram below to help you analyze and record
ANALYZE THE TEXTS DOUBLE DOUBLES similarities and differences in the two poets’ work. Think about how
Two-Voice Poem
Possible answers: by J. Patrick Lewis these details affect your understanding of the poems’ themes. One
detail has been included.
1. DOK 3: The Crossover is a verse novel with one speaker
telling his view of a situation. “Double Doubles” is a The Crossover “Double Doubles”
poem in which two characters speak. The organizational
structure of each is appropriate to its content: The
Crossover is composed of separate scenes, like a novel;
“Double Doubles” is a self-contained poem. siblings who play
sports together
2. DOK 2: In both selections, the siblings are competitive
but love and appreciate each other. In The Crossover, the
brother says, “If we didn’t love each other, / we’d HATE
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©FatCamera/Getty Images; (b) ©Tim Clayton/
each other.” In “Double Doubles,” the sisters say, “the/our
score / is usually / plenty / love.”
3. DOK 4: In The Crossover, the poet uses similes , metaphors,
and personification. They help him support his theme with
ANALYZE THE TEXTS
movement, excitement, and conflict. In “Double Doubles” Discuss these questions in your group.
the poet uses similes and metaphors to support a theme of
strength that comes from love and sharing. 1. Critique With your group, discuss the organizational structure of
each selection. How are the selections’ structures different? Is the
4. DOK 4: Answers will vary. Possible answer: Family organization of each selection appropriate to its content? Explain.
members can compete in sports but still respect and love
2. Compare With your group, review details from both selections
each other.
that express how playing a sport affects the siblings’ relationship.
Cite text evidence in your discussion.
Corbis/Getty Images
3. Analyze What types of figurative language appear in each poem?
How do they help you understand each poem’s theme?
4. Synthesize What have you learned from these selections about
how sports can affect siblings who play together?
422 Unit 5

7_LTXESE973237_U5FCCRS.indd 422 4/7/2018 5:33:28
Ask Questions Use the following questions to help students compare the selections:
1. What does each work say about being siblings?
2. What does each work say about being an athlete?
3. How is the brothers’ relationship different from the sisters’ relationship?
Remind students that they are looking for details in the texts that support their ideas.
MODERATE/LIGHT
422 Unit 5
RESPOND
APPLY
COLLABORATE AND PRESENT
Now, your group can continue exploring the ideas in these texts by Go to Giving a
Presentation in the
identifying and comparing their themes. Follow these steps: Speaking and Listening
Studio for help.
COLLABORATE AND
1. Identify Important Details With your group, review your
completed Venn Diagram. Identify the most important details
PRESENT
from each poem that you listed. Discuss points of agreement and Explain that a collaboration means that group members are
disagreement about these details and try to come to a consensus. working together as a team. Remind students to allow each
Remember to cite evidence from the texts. member of the group to participate and contribute his or her
2. Determine Themes Work together to infer the theme of each perspective on the topic.
poem based on details. Then, decide on a statement that concisely
1. Identify Important Details As students identify their
expresses each theme. Use the graphic organizers below to help
organize your thoughts as you work together. details, circulate among the groups, and check that
each student is getting the opportunity to participate.
Detail: Detail: Detail: Detail: Encourage members of the group to evaluate how well
their list of details can be used to determine a theme.
2. Determine Themes Circulate among the groups,
making sure students are completing the graphic
organizer properly. Suggest that students come up with
Theme:
multiple themes. Remind them that a theme is not a
topic like “sports.” A theme makes a statement about
some aspect of life.
3. Compare Themes Explain to students that they may
Detail: Detail: Detail: Detail: decide that the themes are similar, different, or a little
of each. Recommend that the groups seek consensus
about their choice of themes.
4. Make a Class Presentation Before students deliver
their presentations, have them decide on the format.
Theme:
For example, one student might play the role of the
moderator, who introduces the other group members.
Pairs could then present themes and supporting details.

Depending on the size of the group, students who might
3. Compare Themes As a group, decide whether the themes of the
not have a chance to present a theme or details can answer
selections are similar or different. Use details from your analysis of
questions for the group during the final segment.
the poems to support your theme statements.
4. Make a Class Presentation In your group, practice making a
presentation of your ideas to other students in the class. Be sure to
clearly state your position about whether the poems have similar
or different themes. Use your graphic organizers or other visuals to
make your presentation clear and concise.
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TXESE973237_U5FCCRS.indd 423 4/7/2018 5:33:29 AM
Identify Themes Students might find it difficult to identify and articulate themes in two
works that do not have a clear moral to the story. To help them, ask students to try a different
approach by seeing things from the perspectives of the characters themselves. Ask students
what Venus or Serena might have to say about being sisters and teammates, or what the
speaker of The Crossover might have to say about playing on the same team as his brother.
By imagining themselves in the lives of the characters, students might find the theme that is
escaping them.
Collaborate & Compare 423

INDEPENDENT
INDEPENDENT READING READING
Reader’s Choice
ESSENTIAL
?
READER’S CHOICE QUESTION: Setting a Purpose Select one or more of these options from your
eBook to continue your exploration of the Essential Question.
Select and Preview Have students review their Unit 5 How do • Read the descriptions to see which text grabs your interest.
Response Log and consider what they’ve already learned sports bring • Think about which genres you enjoy reading.
about sports as a unifying force. As they select their
together friends,
Independent Reading selections, encourage them to ask
themselves what more they want to know.
families, and
communities? Notice Note
In this unit, you practiced noticing and noting three signposts: Words
Notice & Note of the Wiser, Tough Questions, and Aha Moment. As you read
NOTICE NOTE independently, these signposts and others will aid your understanding.
Explain that some selections may contain multiple signposts; Below are the anchor questions to ask when you read literature and
others may contain only one. And the same type of signpost nonfiction.
can occur many times in the same text.
Reading Literature: Stories, Poems, and Plays
Signpost Anchor Question Lesson
Contrasts and Contradictions Why did the character act that way? p. 99
LEARNING MINDSET
Aha Moment How might this change things? p. 3
Persistence Fans love watching athletes reach deep
and try hard to succeed — but you don’t have to be Tough Questions What does this make me wonder about? p. 362
on a field or a court to persist and bring home a win. Words of the Wiser What’s the lesson for the character? p. 363
Classroom victories may not be dramatic, but it is a
Again and Again Why might the author keep bringing this up? p. 3
point in anyone’s favor to acquire a skill or insight they
may not have had yesterday. Encourage students to ask Memory Moment Why is this memory important? p. 2
for help when they need it, and their peers to share help
graciously. Those who persist can prevail. Reading Nonfiction: Essays, Articles, and Arguments
Signpost Anchor Question(s) Lesson
What surprised me? p. 265
Big Questions What did the author think I already knew? p. 183

What challenged, changed, or confirmed what I already knew? p. 437
Contrasts and Contradictions What is the difference, and why does it matter? p. 183
Extreme or Absolute
Why did the author use this language? p. 182
Language
Numbers and Stats Why did the author use these numbers or amounts? p. 264
Quoted Words Why was this person quoted or cited, and what did this add? p. 437
Do I know this word from someplace else?

Word Gaps Does it seem like technical talk for this topic? p. 265
Do clues in the sentence help me understand the word?
424 Unit 5

7_LTXESE973237_U5IR.indd 424 4/7/2018 5:33:34
Describe in Writing Support students at varying proficiency levels: definition) Ask students to identify strong verbs and modifiers in a
• Guide students to find sight words in a sample text and copy them sample text. MODERATE
into their notebooks. Then model reading those words aloud, defining • Challenge students in groups to write a group story about benign
them when possible with mime or gesture. (For example: I, you, he, aliens who arrive on Earth just in time to celebrate the last day of
she, this, that, come. go, yes, no, on, off.) SUBSTANTIAL school. Advise the group to elect one student who will make notes
• Furnish the following sentence stem: Well-chosen verbs and modifiers and write the story. Encourage all students to suggest characters, a
bring ____ to a short story. (power, nuance, sensory elements, musicality, conflict, a plot, and a resolution. Invite a group member to read the
story to the class. LIGHT
424 Unit 5
INDEPENDENT
READING INDEPENDENT READING
You can preview these texts in Unit 5 of your eBook.
Then, check off the text or texts that you select to read on your own.
SHORT STORY MATCHING STUDENTS TO TEXTS

Find out how a young softball
Batting After Sophie player learns to respect Use the following information to guide students in choosing
❑ Sue Macy her coach’s decisions and their texts.
become a true team player.
Batting After Sophie Lexile: 760L
SHORT STORY Genre: short story
Learn how Felix and Antonio Overall Rating: Accessible
Amigo Brothers respond to an opportunity
❑ Piri Thomas to box that threatens to Bridging the Generational Divide
undermine their friendship. Between a Football Father and
Soccer Son Lexile: 1040L
BLOG Genre: blog
Can people who are
Bridging the Generational Overall Rating: Challenging
passionate about different
❑ Divide Between a Football
Father and Soccer Son
sports ever understand each
Arc of Triumph Lexile: 830L
other’s point of view?
John McCormick Genre: science writing
Overall Rating: Accessible
SCIENCE WRITING
How can understanding
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©gpflman/E+/Getty Images; (tc) ©Spencer Platt/
Arc of Triumph the science of the parabola,

Amigo Brothers Lexile: 910L
❑ Nick D’Alto or curve, improve your Genre: short story
Getty Images News/Getty Images; (bc) ©D. Hurst/Alamy Images; (b) ©Viacheslav Nikolaenk/Shutterstock
performance in sports? Overall Rating: Accessible
Collaborate and Share Work with a partner to discuss what you Go to the Reading Studio
Collaborate and Share To assess how well students
for more resources on read the selections, walk around the room and listen to
learned from at least one of your independent readings. Notice & Note.
• Give a brief synopsis or summary of the text. their conversations. Encourage students to be focused and
specific in their comments.
• Describe any signposts that you noticed in the text and explain what
they revealed to you.
• Describe what you most enjoyed or found most challenging about for Assessment
the text. Give specific examples.
• Decide if you would recommend the text to others. Why or why not? • Independent Reading Selection Tests
Encourage students to visit the Reading Studio to

download a handy bookmark of NOTICE & NOTE
signposts.
Independent Reading 425

TXESE973237_U5IR.indd 425 4/7/2018 5:33:36 AM
Keep a Reading Log As students read their selected texts, have them keep a reading log for
each selection to note signposts and their thoughts about them. Use their logs to assess how
well they are noticing and reflecting on elements of the texts.
Reading Log for (title)

Location Signpost I Noticed My Notes about It
Independent Reading 425

PLAN
5 Tasks
ANALYZE & APPLY
UNIT MENTOR TEXT BALL HAWK

BALL HAWK ? ESSENTIAL

QUESTION:
Short Story by
• WRITE A SHORT STORY
How do
sports bring
together
Osborn/Corbis/Getty Images
JOSEPH BRUCHAC friends,
families, and
Company • Image Credits: ©Duane

communities?
Company

364 Unit 5
7_LTXESE973237_U5AAS1GR.in
dd 364
4/11/2018 3:54:09 AM
LEARNING OBJECTIVES
Writing Task
• Write a short story about sports or game-playing. Assign the Writing Task in Ed.
• Use strategies to plan and organize material.
• Develop a focused, structured draft. RESOURCES
• Use the mentor text as a model for writing strong • Unit 5 Response Log
introductions and descriptive language.
• Revise drafts, incorporating feedback from peers. • Writing Studio: Writing Narratives
• Edit drafts for correct punctuation of dialogue. rammar Studio : Module 15:
G
•
• Use a rubric to evaluate writing. Lesson 1: Quotation Marks
• Publish writing to share it with an audience.
• Language Brainstorm ideas for a story, develop its
essential elements, and then take a meaningful role in
writing the story with classmates.
Speaking Task
• Adapt a short story for presentation.
• Present a short story to a class.
• Use appropriate verbal and nonverbal techniques.
• Language Share information using the sentence stem
A good short story is _____.
426A Unit 5
PLAN
Language X-Ray: English Language

Support
Use the instruction below and the supports and scaffolds in the Teacher’s
Edition to help you guide students of different proficiency levels.
INTRODUCE THE WRITING TASK

Explain that short stories are an ancient form of entertainment: when ____. Or: I was sure I was right, but then I found out ____.) As
before books were printed (and before most people could read) one or two students take notes, invite group members to suggest or
people told one another stories based on events or things they “made act out characters, setting, or a problem or conflict, a sequence of
up.” Bedtime stories and beloved folk tales from every culture on Earth events, or a conclusion. To generate ideas, invite students to tell one
are all a part of the short story tradition. another familiar stories and encourage them to invent and add details.
Challenge one or more students to take the group’s notes and use
In groups, invite students to make up a story based on a sentence
them to create a short story. Invite a group member to present the
stem or a topic of their choosing. (For example, I knew I was in trouble
story to the class.
WRITING
Use Descriptive Use the following supports with students at varying proficiency levels:
Language • Model spelling and reading adjectives with close correspondents in Spanish: curious/curioso;
delicious/delicioso; numerous/numeroso. Invite students to suggest other examples. (fabulous/
Tell students that descriptive
fabuloso; glorious/glorioso; mysterious/misterioso) SUBSTANTIAL
language choices can change
what readers think about things, • Present sentence frames for practice using descriptive language. For example: She was ___,
people, and ideas in a short ____, and ___. He was ____, ____, and ____. MODERATE
story. Have students note the • Have students work in groups to identify descriptive language in a sample text and come up
differences in meaning in these with synonyms or antonyms for the words. LIGHT
word sets: small and puny, careful
and careless, bold and wild.
SPEAKING
Tell Stories Use the following supports with students at varying proficiency levels:
• Ask students questions about stories, such as What is your favorite story? Who is the main
Encourage students to tell and
character? How does the story end? Offer supports with Spanish cognates where possible.
share stories of their choosing.
SUBSTANTIAL
Guide them to understand the
short story elements present • Invite volunteers to read a brief section from a piece of fiction aloud. Ask students to identify
in the stories they have and describe the main character. MODERATE
chosen and help them use this • Invite volunteers to read a brief section from a piece of fiction aloud. Ask others to identify
understanding to shape and colorful descriptive language and offer synonyms. LIGHT
refine their writing ideas.
Unit 5 Tasks 426B

WRITING TASK
WRITING
Write a Short Story DO NOT
EDIT--C
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y=TX-A;NL-A be made
through
"File info"
UNIT
5 DO NOT
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WRITE A SHORT STORY Go to the Writing Studio

for help writing your short
This unit focuses on the ways in which sports and games MORE T
A GAME HAN
story. affect society and individuals. For this writing task, you
Introduce students to the Writing Task by reviewing the will write a short story that portrays some aspect of
?
introductory paragraph with them. Encourage students to
ESSENTIA
L
sports or game-playing. For an example of a well-written

QUESTION
:
How do
sports brin
together g
refer to the notes they recorded in the Unit 5 Response Log short story you can use as a mentor text, review the
friends,
families, and
tock/Getty Images;
communiti
es?
nessimages/iS
for inspiration and ideas about characters, conflict, and plot. story “Ball Hawk.”
(t) ©monkeybusi
• Image Credits:
“
Publishing Company
I watched
them play
Stress the importance of addressing the theme of sports as

and get the gam
happy . e
Images
a chance . . and I
Mifflin Harcourt
to be that wanted
(b) ©Hero Images/Getty

As you write your short story, you can use the notes ”
happy.
© Houghton
360 Unit
5
Phiona Mute
si
something that can unite friends, family, and community. from your Response Log, which you filled out after
7_LTXESE97
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.indd 360
4/7/2018
5:29:30 AM
For writing support for students at varying reading the texts in this unit.
proficiency levels, see the Language X-Ray on
p. 426B. Writing Prompt
Read the information in the box below.
USE THE MENTOR TEXT This is the topic Many people enjoy playing individual and team sports
Author’s Craft Note that “Ball Hawk” is told in first-person or context for your and games, ranging from soccer to chess to video games.
narration from the point of view of the main character, short story. Competition can teach us many things about ourselves.
Mitchell. The narrator tells the story the way you might tell a
story to a friend. He begins with a quote about Uncle Tommy
This is the Essential Think carefully about the following question.
and then launches into the story. Suggest that students look
Question for this
at the order in which the narrator unveils the plot and the unit. How would
narrator’s use of dialogue and language for ideas for their How do sports bring together friends, families, and
you answer this
own writing. question based on communities?
the texts in this unit?
Vivid Descriptive Language Have students note the
author’s use of language in paragraphs 71 and 72. What Now mark the Write a short story about a character who is involved in a team or
details make the flight of the hawk come alive? (“caught it words that identify individual sport, or in a game played by one or more people. You may
out of midair with its claws”) Point out other examples of vivid exactly what you present either a positive view or a critical view of the sport or game.
are being asked to
descriptive language and have students note how they bring
produce.

the story to life. Be sure to—
❑ establish, develop, and resolve a conflict
Review these points
❑ introduce and develop characters, events, and setting with
WRITING PROMPT as you write and again
dialogue, pacing, and descriptive details
when you finish. Make
Review the prompt with students. Encourage them to ask any needed changes. ❑ include a series of related events that lead to a climax
questions about any part of the assignment that is unclear. ❑ use transitions among paragraphs to show sequence
Remind students that they can consider a broad range of ❑ end with a conclusion that reveals a theme
possibilities as they frame their stories: the sport, the setting,
the characters, and the conflict. Invite them to brainstorm
with each other alternatives before they settle on the
defining elements of their short stories. 426 Unit 5
LEARNING MINDSET
7_LTXESE973237_U5EOU.indd 426 4/7/2018 5:33:44
Try Again It is not easy to write good fiction. Encourage students to revisit their drafts and try
another approach if the first one is not effective. Or, they might consider trying an entirely new
approach. Persistence pays dividends in every endeavor. Suggest that students might enjoy
taking on a challenge and then well-earned pride in rising to meet it.
426 Unit 5
WRITING TASK
WRITING
1 Plan
Authors of narratives make many choices as they plan their work. Think Go to Writing Narratives:
Point of View and
about these questions as you begin planning your story. Characters for help in
planning your short story.
1 PLAN
• CHARACTERS: What does the main character look like? How does he
Allow time for students to discuss the topic with partners
or she speak and act? Who are the other characters in the story?
or in small groups and then to complete the planning chart
• POINT OF VIEW: Who tells the story? If a character narrates the
independently.
story, using pronouns I or we, the author is using a first-person point Notice & Note
of view. If the narrator is not a story character, the author is using a From Reading to Writing ■■English Learner Support
third-person point of view. A third-person narrator may be limited
As you plan your story, apply
(describing events as characters see them) or omniscient (revealing what you’ve learned about
Understand Academic Language Make sure students
characters’ thoughts and feelings). signposts to your own writing. understand words and phrases used in the chart, such as
Remember that writers use characters, setting, and conflict. Work with them to fill in the
• SETTING: The setting of your story is the time and place in which it
common features, called
occurs. Where does the story take place? signposts, to help convey their blank sections, providing text that they can copy into their
• CONFLICT: Conflict is the struggle between people or ideas that message to readers. charts as needed. MODERATE
the main character must overcome. What does he or she want? What Think about how you can
obstacles must he or she overcome to achieve that goal? incorporate evidence of an
Aha Moment into your story.
NOTICE AND NOTE
Short Story Planning Table AHA MOMENT Ask students to use signposts in their
Go to the Reading Studio story. One of the most important signposts is the Aha
Characters for more resources on
Notice & Note. moment. Remind students that these moments show visible
shifts in the thinking or understanding of a character about
something important. When a detective realizes that a piece
Point of View of evidence that was previously thought to be unimportant
will probably solve a mystery, he or she is having an Aha
moment. Ask students to brainstorm ideas for how one of
Use the notes from your
their characters comes to understand something important.
Setting Response Log as you plan your
short story.
CorrectionKey=TX-A
UNIT 5 Use this Response Log to record your ideas

? Essential Question:
and communities?
Conflict Ball Hawk

Psychology of Video
Game Design
Background Reading As they plan their essays, remind

students to refer to the notes they took in the Response Log.
It’s Not Just a Game!
from The Crossover Their notes will provide clues as to how they responded
Background Reading Review the notes you have taken in your Double Doubles
to various selections and what most interests them about
Response Log after reading the texts in this unit. These texts provide Response Log R5
sports and games. Suggest that they also review the
background reading that may give you some ideas that you can use 7_LTXESE973237_EMU5RL.indd 5 2/2/2018 5:58:23 PM
selections to find additional ideas about what they might

when planning your short story. want to include in their writing.
Write a Short Story 427
TXESE973237_U5EOU.indd 427 4/7/2018 5:33:46 AM
Expand Themes Sports can be a lens through which a writer zeroes in on big ideas.
Challenge students to plan a story by choosing an angle or issue they’d like to address before
they settle on writing about a baseball or some other sport. They might want to address issues
of gender or ethnicity, culture and subcultures, misplaced hopes or thwarted ambitions,
family, trustworthiness, or love. Ask them to imagine a conflict through which they might
deliver their broader message. Then invite them to explore and develop that conflict through
characters engaged in sports.

WRITING TASK
WRITING
Go to Writing Narratives: Organize Your Ideas After gathering ideas for your story’s characters,
Narrative Structure for
help organizing your short point of view, setting, and conflict, you need to determine the plot.
story.
The term plot refers to the series of events in a story. The major events
Organize Your Ideas Review with students the structure for in the plot of most stories are defined in the story map below. You can
short story plots. use a similar diagram to record ideas for the plot of your own story.
Point out that some writers might begin their drafts “in the
middle,” with the climax or most important event around CLIMAX: the most important
which the story is built happening in the first pages. Stress or exciting event
to students that the important thing is to find a way to draw
their readers in right away.
RISING ACTION: FALLING ACTION:
introduction of obstacles the immediate result(s)
2 DEVELOP A DRAFT or problems of the climax
Remind students to follow their charts as they draft their

stories, but point out that they can still make changes to
their writing plan during this stage. As they write, they may
decide to consider modifying their opening, refining their EXPOSITION: introduction of RESOLUTION: final status of the
character development, or adding details to their plot. characters, setting, and conflict conflict (usually a settling of it)

Create a Collaborative Short Story Simplify the writing
task and provide direct support by having students work in 2 Develop a Draft
pairs to draw and write captions for the main events of their
You may Once you have completed your planning activities, you will be ready
stories. SUBSTANTIAL/MODERATE prefer to draft
to draft your short story. Refer to your plot diagram and any notes
your short story
online.
you took as you studied the texts in the unit. These will provide a
kind of map for you to follow as you write. Using a word processor or
online writing application makes it easier to make changes or move
sentences around later when you are ready to revise your first draft.

428 Unit 5

7_LTXESE973237_U5EOU.indd 428 4/7/2018 5:33:47
Develop a Draft Writers sometimes find plot development challenging; when they get
stuck they may wonder “what ought to happen next?” If students struggle with the plots of
their short stories, suggest a chronological structure. Ask: How could you develop your work
around an eventful evening, a long weekend, or a soccer season? Likewise, a condensed plot
could track an event with a built-in narrative arc: an away game with a crosstown rival or a
Homecoming Day parade. Remind them that a strong plot can be relatively simple. Whatever
happens next can be important to your characters, and a good fit for your short story.
428 Unit 5
WRITING TASK
DO NOT
EDIT--C
ANALYZE
y=TX-A;NL-A
& APPLY
be made
through “File
info”
DO NOT
EDIT--C
y=TX-A;NL-A be made
through “File
WRITING
info”
BALL H
AWK
Use the Mentor Text Short Story
by Josep
h Bruchac
?
How do
ESSENTIA
QUESTION
L
:
WHY THIS MENTOR TEXT?
Author’s Craft
sports brin
g
together
friends,
/Getty Images
families, and
“Ball Hawk” serves as a solid example of short-story form.
©Duane Osborn/Corbis
Your introduction is your first chance to draw readers into your story. communitie
s?
• Image Credits:
Use the instruction below to help students model the mentor
Publishing Company
Publishing Company
Introduce the conflict early to create suspense. Note how the author
Mifflin Harcourt
Mifflin Harcourt
© Houghton
© Houghton
text for writing strong introductions and vivid, precise detail
364 Unit
5
captures the readers’ attention, introduces a conflict, and creates 7_LTXESE97

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364
suspense in the opening sentences of “Ball Hawk.”

4/7/2018
5:29:35 AM
in their short stories.
“Indians invented baseball.” The author opens the

That’s what Uncle Tommy Fox said on the day I was story with an intriguing USE THE MENTOR TEXT
ready to throw in my glove and quit the Long Pond quotation that makes
Author’s Craft Ask a volunteer to read aloud the
High School team for good. It was one of his typically readers want to know
more. Then he introduces introduction to “Ball Hawk.” Note that the author introduces
cryptic remarks and, as usual, it started me thinking.
the conflict of the story: the main character, establishes point of view, presents a
Quite frankly, if Uncle Tommy hadn’t come into
The narrator wants to quit conflict, and perhaps gives a hint to his plot, all in the second
my life when he did, I probably would have ended up
the team, but Uncle Tommy sentence. Ask: How do you think this conflict might play out?
dyeing my hair purple and going goth. doesn’t want him to.
(Mitchell may wrestle with his desire to quit baseball. We will see
what he chooses to do.)
Apply What You’ve Learned To capture your readers’ attention, you
might open your story with dialogue. Providing clues about characters
Invite students to propose aloud conflicts they can
and the obstacles they have to overcome is another good way to begin. summarize concisely to kick off an entertaining short
story. Ask: What kind of a conflict or problem could drive
your story? How could you rephrase that, so a character was
Genre Characteristics
To develop characters and make them believable, authors may describe thinking or saying it?
how characters look, act, talk, and think. Notice how the author of “Ball Genre Characteristics Ask students to identify the
Hawk” creates a vivid picture of Uncle Tommy. adjectives that paint a textual portrait of Uncle Tommy.
(broad-shouldered, old; long, gray, friendly) Then suggest
that they practice the art of descriptive prose with basic
Or that this broad-shouldered old Indian guy with The author (speaking
observation and note-taking. They might start with lively
long gray braids and a friendly face really did seem through the main
character, the narrator) moments like a family gathering or the school cafeteria in
to like me and enjoy taking on that role of being an
uncle. Or that he knew more about being Indian, shows what the character the minutes before the bell. Say: Try studying what you see
really being Indian, than anyone else I’d ever met. looks like, tells us what he and hear, like a reporter or secret agent. Take notes on it. Fine-
knows, and tells us that he tune them as you continue to watch and listen, to try to make
He also had a sense of humor and we both needed it
has a sense of humor.
when it came to me and baseball. word pictures.
Apply What You’ve Learned To help your readers understand and

visualize your characters, include vivid, precise words and phrases as
well as sensory details in your description.

Use the Mentor Text Use the following supports with students at varying • Ask students to circle or underline descriptive language in their
proficiency levels: consumable text. In groups, invite them to draw pictures based on
• In their consumable texts, ask students to circle sight words in the people or things vividly described in the story. MODERATE
selection. Display the words you want students to find and model • In groups, challenge students to come up with an alternative conflict
pronunciation of each word. Choose words that can be defined with that could drive a story about the same characters, in the same setting
gesture or pantomime. (For example: I, you, up, down, on, off, he, she, as “Ball Hawk.” Ask them to craft a basic plot based on five-part
sit, stand, walk, write.) SUBSTANTIAL structure. LIGHT

WRITING TASK
WRITING
3 Revise
Go to Writing Narratives: On Your Own Once you have written your draft, go back and look for
The Language of
ways to improve your short story. As you reread and revise, think about
3 REVISE Narratives for help
revising your short story.
whether you have achieved your purpose. The Revision Guide will help
Have students answer each question in the chart to you focus on specific elements to make your writing stronger.
determine how they can improve their drafts. Invite
volunteers to model their revision techniques.
Revision Guide
With a Partner Have students ask peer reviewers
Ask Yourself Tips Revision Techniques
to evaluate the form and content of their short stories.
1. Does my introduction grab Highlight the introduction. Introduce a character.
Guide reviewers to make notes that answer the following
readers’ attention? Add dialogue and descriptions
questions: of setting.
• Does my introduction grab your attention?
2. Are my characters easy to Underline examples of Add words and actions that
• Have I established a clear conflict? How might I imagine and believable? characters’ authentic words seem authentic.
improve this element? and actions.
• How did I handle exposition, or setting the 3. How well does the setting Highlight details of setting. Add sensory details to
background, for my story? affect characters and help Underline details that affect descriptions of setting.
shape the plot? characters and help shape
• Are my characters believable? the plot.
• How well-structured is my plot? What parts of it may
4. Is the conflict in the story Circle details about the Mark the beginning of each
need to be strengthened? clear? Do events build to a conflict. event.
• What could I do to improve the descriptive detail in climax? Highlight the climax. Add a strong climax.
my story?
5. Does the pacing keep the Underline events that build Delete any unnecessary events.
Students should use the reviewer’s feedback to strengthen action moving, building interest and suspense.
structure, characterization, and language in their interest and suspense?
short stories.
6. Does my conclusion Highlight the conclusion. Insert phrases or sentences that
reflect a theme, or message Underline phrases or give strong hints about and/or
about life? sentences that reflect the state the theme.
theme.

ACADEMIC VOCABULARY With a Partner Once you and your partner have worked through
As you conduct your peer the Revision Guide on your own, exchange papers and evaluate each
review, be sure to use these
words.
other’s stories in a peer review. Provide revision suggestions for
at least three of the items in the guide. Explain why you think your
❑ attitude partner’s draft should be revised and what your suggestions are.
❑ consume
❑ goal When receiving feedback from your partner, listen attentively and ask
❑ purchase
questions to make sure you understand the revision suggestions.
❑ style
430 Unit 5

7_LTXESE973237_U5EOU.indd 430 4/7/2018 5:33:50
Use Modifiers Explain that writers use modifiers to add color and definition to their work.
Have students identify the adjectives in this passage:
Gracie was a tall, athletic girl, with a proud way of walking and an easy, open smile that soon
put strangers at ease.
Encourage students to revise their short stories to include colorful modifiers.
LIGHT
430 Unit 5
WRITING TASK
WRITING
4 Edit
Once you have addressed the organization, development, and flow Go to Quotation Marks in
the Grammar Studio to
of ideas, improve the finer points of your draft. Edit for the proper
use of standard English conventions and correct any misspellings or
learn more.
4 EDIT
grammatical errors. Suggest that students read their stories aloud to assess
how clearly and smoothly they have presented their ideas.
Language Conventions Guide them to edit for descriptive language to add color and
Correct Punctuation of Dialogue Dialogue is what characters say to
definition to their texts. Remind them of the basics of story
each other in a story. Errors in the punctuation of dialogue can confuse craft: a central conflict or problem; solid characterization; a
readers about who is speaking or about when characters stop speaking credible plot built around a climactic event.
and action resumes. Here are some rules for punctuating dialogue.
Use quotation marks to enclose a direct quotation—a character’s

exact words.
Correct Punctuation of Dialogue Review the
• “Time to check on the hawks,” he said.
information about punctuation with students. Then discuss
Direct quotations usually begin with an uppercase letter. However, the sample sentences in the chart, noting that attribution is
when the speaker interrupts a quoted sentence, the second part of
a term referring to who said what: as in she said this and he
the quotation begins with a lowercase letter.
said that.
• “Mitchell,” he said, “things that are supposed to come easy aren’t
Display the following examples of incorrectly punctuated
always that easy to do.”
dialogue and ask students to correct them.
A period or a comma is always placed inside the closing quotation
marks. The same is true of a question mark or an exclamation point • “I’m not sure I can run fast enough, he said. (Quote
unless the entire sentence is a question or an exclamation. should be closed after the word enough.)
• “That’s it”, she said. “I’ve had it.” (Closing quote after
• “I quit!” I yelled, standing up and throwing my glove out onto the
first it is incorrect.)
field. “I’m done with it.”
Begin a new paragraph each time the speaker changes. ■■English Learner Support
• “Why’d you say that?” Uncle Tommy finally asked in a soft voice. Correct Punctuation of Dialogue Display punctuation
“I hate this game!” marks, including opened and closed quotes, a comma, and
a period. Model reading a sample passage, with changes in
intonation and pauses at each mark. Refer to each displayed

5 Publish
mark as you read it.
Finalize your short story and choose a way to share it with your
audience. Consider these options:
• Read your short story aloud to the class. 5 PUBLISH
• Post your short story on a classroom or school website. Students can read their short stories to the class and/or
• Submit your short story to a literary magazine. post their work to a classroom or school website. Encourage
others to read each other’s texts and write constructive
comments about them. The authors can then respond to
their comments.

Correct Punctuation of Dialogue If students are struggling with the fine points of
attribution, have them review sports news stories. Distribute among students a sports story
of local interest, and ask them to circle or underline quotations marks, commas, and periods,
as well as split paragraphs denoting speech. Encourage students to read similar stories
independently, noting dialogue punctuation style.

WRITING TASK
WRITING
Use the scoring guide to evaluate your short story.
USE THE SCORING GUIDE Writing Task Scoring Guide: Short Story
Allow students time to read the scoring guide and to ask Organization/Progression Development of Ideas Use of Language and
questions about any words, phrases, or ideas that are Conventions
unclear. Then have partners exchange final drafts of their • The event sequence is smooth • A conflict is skillfully introduced, • A consistent point of view is
and clearly structured, creating developed, and resolved. maintained.
short stories. Ask them to score their partner’s essay using suspense and building to a strong, • A clear setting is effectively used • Vivid, precise words and phrases,
the scoring guide. To support their analysis, encourage satisfying conclusion. to shape the plot. as well as sensory language, are
partners to make notes on their partner’s work as a teacher • The pacing is effective. • Characters are well developed, used to describe the setting and
might, with brief comments as to strengths or shortcomings

4 • Transition words are successfully compelling, and believable. the characters.
used to signal shifts in setting. • Dialogue and descriptions are • Spelling, capitalization, and
in content and form. Ask them to use a colored pen or • The conclusion clearly used successfully. punctuation are correct.
reflects a theme, or message, • Grammar and usage are correct.
marker for their notes. about life.
• The event sequence is generally • A conflict is introduced, • The point of view is mostly
well structured and creates some developed, and resolved. consistent.
suspense, but it includes some • The setting somewhat shapes • Some descriptive words and
extraneous events. and affects the characters and the phrases are used, but there could
• Pacing is somewhat uneven and conflict. be more sensory details.
3 confusing.
• Transition words are used
• Characters are interesting and
have some believable traits.
• Spelling, capitalization, and
punctuation are correct.
sporadically. • Dialogue and descriptions are not • Some grammatical and usage
• The conclusion hints at a possible consistently effective. errors are repeated in the story.
theme or message but does not
present it clearly.
• Some of the story’s events are • The conflict is introduced but not • The point of view is inconsistent.
structured unclearly and distract developed or resolved. • The story lacks precise words and
from the plot. • The setting is not clearly phrases and has little sensory
• Pacing is choppy or distracting. established and does not impact language.
• Transition words are used the story. • Spelling, capitalization, and
2 ineffectively, if at all. • Characters are not adequately punctuation are often incorrect
• The conclusion does not developed. but do not make reading difficult.
reflect a theme, or message, about • The story lacks sufficient dialogue • There are some grammar and
life. and descriptions. usage errors, but the ideas are
often still clear.

• The story does not have a clear • The story has no identifiable • A clear point of view has not been
sequence of events or plot. conflict. established.
• There is no evidence of pacing. • The setting is vague. • The story lacks precise language
• Transition words are not used. • Characters are underdeveloped or and sensory details.
1 • The conclusion is inappropriate to not believable. • Many spelling, capitalization, and
punctuation errors are present.
the story or is missing. • Dialogue and descriptions are
missing. • Many grammatical and usage
errors obscure the meaning of the
writer’s ideas.
432 Unit 5
7_LTXESE973237_U5EOU.indd 432 4/7/2018 5:33:52
432 Unit 5
REFLECT
REFLECT
Reflect on the Unit
By completing your short story, you have created a writing product UNIT 5 SELECTIONS REFLECT ON THE UNIT
that pulls together and expresses your thoughts about the reading you • “Ball Hawk”
have done in this unit. Now is a good time to reflect on what you have • “Get in the Zone: The Have students reflect on the questions independently,
learned. Psychology of Video Game and write some notes in response to each one. Then have
Design”
students meet with partners or in small groups to discuss
• “It’s Not Just a Game!”
their reflections. Circulate during these discussions to
Reflect on the Essential Question • from The Crossover identify the questions that are generating the liveliest
• How do sports bring together friends, families, and communities? • “Double Doubles” conversations. Wrap up with a whole-class discussion
How has your answer to this question changed since you first focused on these questions.
considered it when you started this unit?
• What are some examples from the texts you’ve read that show the
kinds of lessons people can learn from sports and how sports can
create conflict and/or bring people together?
Reflect on Your Reading

• Which selections were the most interesting or surprising to you?
• From which selection did you learn the most about the value
of sports?
Reflect on the Writing Task

• As you were writing your story, where did you get your ideas?
Did new ideas send you in a new direction with your plot?
• What difficulties did you encounter while working on your short

story? How might you avoid them next time?
• What improvements did you make to your short story as you

were revising?
Reflect on the Unit 433
LEARNING MINDSET
Self-Reflection Explain that self-reflection is important part of assessing our personal

strengths and acknowledging our areas of struggle. Remind students that each of us will
encounter difficulties with various projects we undertake. Encourage students to keep
pushing ahead even when the goal seems difficult to attain. Stress that they should take pride
in their sincere efforts both in and out of the classroom.

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What are the main topics covered in the unit?

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UNIT 5

Instructional Overview and Resources

Unit Instruction Unit 5 Essential Question Stream to Start: Taking Action

“ I watched them play the game

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ANALYZE & APPLY

“Ball Hawk” Reading Audio

Short Story by Joseph Bruchac

Writing: Write an Epilogue Writing Studio: Writing Narratives

NOTICE & NOTE READING MODEL

Speaking and Listening Studio: Participating in a

Speaking and Listening: Create a Baseball Card

is barely big enough to have cliques. My high school’s size clique

NOTICE & NOTE READING MODEL

Ball Hawk 367

Vocabulary: Spelling Commonly Confused Words

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“Get in the Zone: The Reading Audio

Informational Text by Aaron Writing Studio: Using Textual Evidence

Writing: Write an Objective Summary

Speaking and Listening Studio: Participating in a

Speaking and Listening: Discuss a Video Game

Get in the Zone: The Psychology of Video Game Design 383

Vocabulary: Use Context

Vocabulary Studio: Context Clues

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“It’s Not Just a Game!”

Calabrese • Analyze Organizational Patterns Close Read Screencasts: Modeled Discussions

Use the side margins to notice

Writing Studio: Writing as a Process

Speaking and Listening: Present an Infographic

Speaking and Listening Studio: Using Media in a

Vocabulary: Reference Aids

English Learner Support Differentiated Instruction Assessment

• Text X-Ray • Oral Assessment When Students Struggle Selection Test

• Think Out Loud To Challenge Students

• Text X-Ray • Discuss a Presentation When Students Struggle Selection Test

• Understand First-Person To Challenge Students

• Text X-Ray When Students Struggle Selection Test

More Than a Game 360B

Writing: Write a Letter

Writing Studio: Writing as a Process

Speaking and Listening: Create a Podcast

Speaking and Listening Studio: Participating in

Novel in Verse by Kwame

Collaborative Discussions; Using Media in a Presentation

The Crossover 407

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“Double Doubles” Reading Audio

Writing: Write a Two-Voice Poem

I took the name

My sister’s My sister’s Infer: Which sport are these

Speaking and Listening Studio: Participating in a

Speaking and Listening: Critique a Poem