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ELA G5:M3A

Sports and Athletes’ Impact on Culture

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The Foundational Reading and Language Standards Resources Package for Grades 3–5

Use this guide to build additional literacy blocks alongside the module lessons.

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This module begins with a brief study of the importance of sports in American culture over time. The heart of this module is a whole class study of the short but challenging biography Promises to Keep: How Jackie Robinson Changed America (1030L) by his daughter, Sharon Robinson. (Students will read selected segments; some of these will be read aloud.) Students will analyze Jackie Robinson as a specific example of an athlete who served as a leader who broke barriers in society. They will also begin to study argumentative writing, analyzing how the author Sharon Robinson provides evidence to support her opinions. In Unit 3, students then choose to learn about one of three other respected sports figures (Roberto Clemente, Babe Didrikson, or Jim Thorpe). Students will develop their understanding of the cultural context in which these athletes competed and the barriers these athletes broke during the times in which they lived. Students will build their research skills by reading biographical articles and other informational texts and by participating in Webquests. They also will continue to build their skills to write arguments based on multiple sources, focusing on crafting clear opinions and providing sufficient reasons and evidence.

For the final performance task, each student will write a letter to a publishing company explaining the need for a biography about their selected athlete, in which they discuss the athlete, evaluate the barriers that he/she broke during the era in which he/she lived, and give an opinion about the importance of that athlete’s impact on American society. They must support their opinions with evidence from their research. This task centers on ELA standards RI.5.9, W.5.1, W.5.4, W.5.5, W.5.7, W.5.8, W.5.9, L.5.1, L.5.2, and L.5.6.

Week-at-a-Glance

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Big Ideas & Guiding Questions

  • What is the role of sports in American culture?
  • How have athletes broken barriers during the historical era in which they lived?
  • What do biographical informational texts teach us?
  • Because sports are an integral part of American culture, athletes are presented with unique opportunities to lead.
  • Individuals are shaped by and can shape society.
  • Biographical texts about individuals also tell a bigger story we can learn from.

Content Connections

This module is designed to address English Language Arts standards. However, the module intentionally incorporates Social Studies content that may align to additional teaching during other parts of the day. These intentional connections are described below.

Theme 1

Individual development and cultural identity: “Personal identity is a function of an individual’s culture, time, place, geography, interaction with groups, influences from institutions, and lived experiences.”

Texts

Texts to Buy

Texts that need to be procured. Please download the Trade Book List for procurement guidance.


Cover Text Quantity ISBNs
Promises To Keep: How Jackie Robinson Changed America
by Sharon Robinson
One Per Student
ISBN: 978- 0439678759, 0439678757

Texts included in the module

Texts that are included in the lesson materials.

Cover Text Quantity Publisher
The Great Migration
by Junior Scholastic
Courage on the Field
by Marc Stewart
Gibson, Althea (1927-2003)
by The New Book of Knowledge
Rules for Riding Desegregated Buses
by Dr. Martin Luther King Jr
H.R. 4130: The Althea Gibson Excellence Act
by 112th Congress
2012
Notable Southerners: Althea Gibson
by Website
The Great Roberto Clemente—Latino Legends in Sports
by Website
Roberto Clemente
by Lynn C. Kronzek
Salem Press, 2001
Roberto Clemente’s Gifts From the Heart
by Scholastic News
Sports in America
by State Department
Roots of American Sports
by Phyllis Goldman
Allosaurus Publishers, , 2005
It’s Not Just a Game!
by Lori Calabrese
2009

Outcomes

CCS Standards: Reading—Informational TextLong-Term Learning Targets
  • RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  • RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
  • RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
  • RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
  • RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
  • RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
  • RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
  • RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

  • I can explain what a text says using quotes from the text.
  • I can make inferences using quotes from the text.
  • I can determine the main idea(s) of an informational text based on key details.
  • I can summarize an informational text.
  • I can explain important relationships between people, events, and ideas in a historical, scientific, or technical text using specific details in the text.
  • I can determine the meaning of academic words or phrases in an informational text.
  • I can determine the meaning of content words or phrases in an informational text.
  • I can compare and contrast multiple accounts of the same event or topic.
  • I can locate an answer or solve a problem efficiently, drawing from multiple informational sources.
  • I can explain how authors use evidence and reasons to support their points in informational texts.
  • I can accurately synthesize information from multiple texts on the same topic.
  • I can read grade-level informational texts proficiently and independently.

CCS Standards: WritingLong-Term Learning Targets
  • W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a.  Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

b.  Provide logically ordered reasons that are supported by facts and details.

c.  Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

d.  Provide a concluding statement or section related to the opinion presented.

  • W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  • W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

I can write an opinion piece that supports a point of view with reasons and information.

a.  I can introduce the topic of my opinion piece.

a.  I can create an organizational structure in which I group together related ideas.

b.  I can identify reasons that support my opinion.

c.  I can use linking words to connect my opinion and reasons.

d.  I can construct a concluding statement or section for my opinion piece.

  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience.
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing.
  • With support from adults, I can use technology to publish a piece of writing.
  • I can use technology to collaborate with others to produce a piece of writing.
CCS Standards: WritingLong-Term Learning Targets
  • W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  • W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
  • W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

e.   Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

  • W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • I can build knowledge about multiple aspects of a topic by conducting research.
  • I can use several sources to build my knowledge about a topic.
  • I can recall information that is important to a topic.
  • I can document what I learn about a topic by taking notes.
  • I can summarize or paraphrase information in my notes and in finished work.
  • I can provide a list of sources I used to gather information.
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research.

f.  (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s].”)

  • I can write for a variety of reasons.
CCS Standards: Speaking and ListeningLong-Term Learning Targets
  • SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

   a.  Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

   b.  Follow agreed-upon rules for discussions and carry out assigned roles.

   c.  Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

   d.  Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

  • SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • I can effectively engage in discussions with diverse partners about fifth-grade topics and texts.

   a.  I can prepare myself to participate in discussions.

   a.  I can draw on information to explore ideas in the discussion.

   b.  I can follow our class norms when I participate in a conversation.

   c.  I can ask questions that are on the topic being discussed.

   c.  I can connect my questions and responses to what others say.

   d.  After a discussion, I can explain key ideas about the topic being discussed.

  • I can summarize text that is read aloud to me.
CCS Standards: LanguageLong-Term Learning Targets
  • L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.  Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b.  Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).

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

d.  Recognize and correct inappropriate shifts in verb tense.

e.  Use correlative conjunctions (e.g., either/or, neither/nor).

  • L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

   a.  Use punctuation to separate items in a series.

   b.  Use a comma to separate an introductory element from the rest of the sentence.

   c.  Spell grade-appropriate words correctly, consulting references as needed.

  • L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a.  Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

  • I can use grammar conventions to send a clear message to a reader or listener.

   a.  I can explain what conjunctions, prepositions, and interjections are and how they’re used in sentences.

   b.  I can use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).

   c.  I can use verb tense to convey various times, sequences, states, and conditions.

   d.  I can identify an inappropriate shift in verb tense.

   d.  I can correct an inappropriate shift in verb tense.

   e.  I can use correlative conjunctions (e.g., either/or, neither/nor).

  • I can use conventions to send a clear message to my reader.

   a.  I can use punctuation to separate items in a series.

   b.  I can use a comma to separate an introductory word or phrase from the rest of the sentence.

   c.  I can spell grade-appropriate words correctly.

   c.  I can consult reference materials to check and correct my spelling.

  • I can use my knowledge of language and its conventions when writing, speaking, reading, or listening.

a.   I can use a variety of sentence structures in my writing.

CCS Standards: LanguageLong-Term Learning Targets
  • L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

a.  Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

b.  Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

c.  Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

  • L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

   a.  Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

  • L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
  • I can use a variety of strategies to read grade-appropriate words and phrases I don’t know.

a.  I can use context (e.g., cause/effect relationships and comparisons in text) to help me understand the meaning of a word or phrase.

b.  I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means (e.g., photograph, photosynthesis).

c.  I can use resource materials (glossaries, dictionaries, thesauruses) to help me determine or clarify the pronunciation and meaning of key words and phrases.

  • I can analyze the meaning of figurative and complex language.

a.  I can use relationships between words (synonyms, antonyms, and homographs) to help me understand words.

  • I can accurately use fifth-grade academic vocabulary to express my ideas.

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