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Grade 5, Module 4, Lesson 2 (Commander Days 15 & 16) Essential Question: How can sports influence individuals and societies? Focusing Question: How can sports affect the way we view others? Content Framing Question: Reveal: What does a deeper exploration of the narrator reveal in “Raymond’s Run”?

1. You will continue to think about how sports can affect the way we view others over the next several lessons as you read a short story called “Raymond’s Run” by Toni Cade Bambara. Do not throw away this story!!! You will use it for the next several lessons. The narrator in a story tells events from his or her perspective, or point of view. For instance, we got to hear about what happened to the Nez Perce from Sound of Running Feet’s perspective in Thunder Rolling in the Mountains. Read paragraphs 1-3 of “Raymond’s Run.” Who is telling the story? What did you notice and wonder about her in these opening lines of the story? ___________________________________________________________________________________________________________

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2. Background on the story’s author; setting, and characters: ● The story’s author; Toni Cade Bambara, is an African American woman who was born in Harlem, a

neighborhood in New York City known for its rich African American history and culture. ● References to street names in the story, such as Amsterdam Avenue in paragraph 3, place the story in

the community of Harlem. ● Like many of Toni Cade Bambara’s characters, Squeaky speaks in the everyday language, or

vernacular, of her African American Harlem community in the 1960s-70s. You will explore her use of vernacular as you read this passage and the rest of the story.

● Squeaky’s description of her brother Raymond as “not quite right” implies that Raymond is mentally disabled. Her references to her brother’s enlarged head implies that he has the brain condition hydrocephalus, caused by build-up of fluid in parts of the brain. Children can be born with hydrocephalus or develop it as a result of head injury or infection.

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3. Read paragraphs 1-3 again.

❖ hustling: doing whatever it takes to get by

❖ mind: care for

❖ play the dozens: to trade insults or generally talk in an exaggerated, colorful way - a time-honored

tradition in many African American communities

❖ Mercury: Roman god and messenger known for his great speed

❖ Amsterdam Avenue: A street in Harlem, New York City

❖ PAL: An abbreviation for Police Athletic League

4. Answer the following questions: 1. Read these sentences from the passage.

“So as far as everyone’s concerned, I’m the fastest and that goes for Gretchen, too, who has put out the tale that she is going to win the first-place medal this year. Ridiculous.” When Squeaky says that Gretchen put out the tale, she means that Gretchen a. won an important race. b. made a false claim. c. said mean words. d. told the truth.

2. This item has two parts. Answer PART A; then answer PART B. PART A: Which conclusion about Squeaky does this passage support? a. She is confident in her running abilities. b. She is shy about competing against others. c. She gives up easily when challenged. d. She values her friendship with Gretchen. PART B: Which piece of evidence from the text best supports the answer to PART A? a. “I used to win the twenty-yard dash when I was a little kid in kindergarten.” b. “I’m subject to run the quarter-meter relay all by myself and come in first, second, and third.” c. “He can beat me to Amsterdam Avenue with me having a two-fire-hydrant head start” d. “In the third place, she’s got freckles.”

3. How does Squeaky’s first-person point of view influence this passage? a. Readers learn how Squeaky and Gretchen feel about each other. b. Readers understand Squeaky’s attitude toward her competitors. c. Readers learn the true facts of the situation from Squeaky. d. Readers understand the reasons why Squeaky’s father races his daughter.

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5. Complete the section of Handout 2A: Story Map for “Raymond’s Run” labeled “Exposition.” Remember, exposition is the beginning of a story where the author establishes characters, setting, and conflict. You should list six characters and briefly describe each of them. 6. Because the author chose Squeaky as the narrator of this story, it is her voice we hear. Readers learn a lot about her, including what she thinks and feels as a result. Sometimes Squeaky comes right out and tells us things about herself, like how fast she is - “I’m the fastest thing on two feet,” she says - while other times we can infer, or read “between the lines,” to understand her character. How do these lines capture Squeaky’s traits, or personality? “And I don’t play the dozens or believe in standing around with somebody in my face doing a lot of talking. I much rather just knock you down and take my chances even if I am a little girl with skinny arms and a squeaky voice.” Use the following frame if needed: I think this quotation shows that Squeaky is _____ because _____. ___________________________________________________________________________________________________________

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7. The next scene takes place on a street called Broadway in Harlem. Notice the center island in the middle,

which Squeaky refers to in the story. The street and the island probably looked different in the 1960s-1970s

when the story takes place, but the photograph can help you visualize this city street.

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8. Read paragraphs 4-13. 9. Record notes under “Scene 1” on Handout 2A: Story Map for “Raymond’s Run.” 10. Text Dependent Questions (TDQs) THINK about these questions to help you check for understanding. If you can’t think of possible answers, you need to re-read.

1. Based on the language in paragraph 6, what can you infer about Squeaky’s feelings as Gretchen and her “sidekicks,” Mary Louise and Rosie, approach? What makes you think so?

2. In paragraph 7, Squeaky says, “Besides there’s just me and Gretchen standing there really, so no use wasting my breath talking to shadows.” Why does Squeaky refer to Mary Louise and Rose as “shadows”? What does this reveal about how Squeaky views this interaction?

3. How does Squeaky interpret Gretchen’s smile in paragraph 9? Why do you think she feels this way? (Hint: Look at Squeaky’s words. Reflect on her meaning when she says: “Gretchen smiles, but it’s not a real smile, and I’m thinking that girls never really smile at each other because they don’t know how and don’t want to know how and there’s probably no one to teach us how, cause grown-up girls don’t know, either.”

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11. The narrator, Squeaky, wastes no time telling readers just how fast she is at the beginning of “Raymond’s

Run”: “I’m the fastest thing on two feet,” she tells us. But Squeaky’s words and actions in the opening scenes

of the story reveal a lot about her personality, too. What are two of Squeaky’s most important traits? How

does she demonstrate these traits through her words and actions in the story? Write two to four sentences

describing two of Squeaky’s most important character traits. Provide one piece of evidence from the story to

support each trait.

➢ Remember, character traits are adjectives that describe what a character is like on the inside. Character traits can be inferred by analyzing feelings, actions, dialogue, and thoughts. Examples include: confident, selfish, sassy, tough, lazy, caring, competitive, mean, spirited, determined, etc.

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Commander Day #16-5th Grade Math

1. Watch the video linked below on Module 4 Lesson 4: Use tape diagrams to model fractions as division

Link to Module 4 Lesson 4 Video: https://www.youtube.com/watch?v=fFESYSdwrF8

2. Option #1: Complete Module 4 Lesson 4 on Zearn by going to the following

website: https://www.zearn.org/ **Students will use the same login that was used at school.

Option #2: Complete Lesson 4 Homework Set (found below): Option #2 Module 4 Lesson 4 Homework Set:

Westward Expansion. (Commander Days 16 and 17)

Over the next 2 days Read the book “Westward Journey” about westward expansion in the United States. Imagine you are preparing a trip on the Oregon Trail. Below, plan your journey and include a timeline detailing your days and nights on the trip.

Written by Jan Goldberg

Focus Question

With a clenched jaw and downward-fixed eyes, Jessie jostled around—back and forth, up and down—on one of the 36 wagons slowly rolling west, and refused to see the beauty of the wide-open spaces. Why did we ever leave Ohio? he thought as he leaped down from the wagon. With slumping shoulders, he then grabbed a pebble from his shoe and forcefully flung it to the ground. Huddled together inside the oxen-pulled wagon were Jessie’s mother and eight-year-old sister. His mother and sister looked alike with their brightly-colored cotton dresses and bonnets that his mother had hand-sewn. Jessie and his father looked like mirror images in the grey 1848, west of Independence, Missouri cotton pants, grey shirts, and hats that Jessie’s How in all creation did I land here? thought eleven-year-old Jessie Townsend. The wheels of his family’s covered wagon rolled over the uneven mother had also sewn. Jessie and his father routinely walked side by side during the 10 to 15 miles the wagon train travelled each day. ruts that marked the beginning of a 2,000-mile In the wagon following, another eleven-year- wagon-train journey west. Oregon Country old—a blond-haired, blue-eyed girl named promised flowers that bloomed all year, free Bessie—noticed Jessie walking on the flat prairie land ripe for farming, and rivers and streams beside his family’s wagon. She thought he looked overflowing with fish; but none of this bounty about her age and wondered whether he might be mattered to Jessie. His closest friends

and favorite interested in playing with her and Wag. fishing hole remained in Ohio. Westward Journey • Level Y

3 4 Bessie jumped down from the wagon and threw Wag’s favorite ball into the high prairie grass in the general direction of the boy. “Come on, Wag,” Bessie coaxed, “go fetch.”

Wag, a four-year-old golden retriever, took off in an instant. He cavorted like a puppy as he sprang forward, hurtled toward the ball, retrieved it, and presented it back to Bessie before she could take more than one step. The boy ahead barely noticed the ruckus created by the energetic dog’s mad dash for his toy. Bessie’s attempt to snare the boy’s attention had failed. Maybe he doesn’t care beans for dogs, Bessie thought. Then, Wag distracted her by nudging her hand and dropping the ball into it. Though Wag was a dog, he moved as quickly as a rabbit and could play for hours and hours and never tire. Bessie likened herself more to a tortoise than a hare and was always first to end their fetching games.

As Bessie walked beside the wagon a few days later, she began to feel dizzy, and the feeling worsened as the day grew longer. Uh-oh, my stomach is doing flip-flops, she thought. And my head is beginning to feel like flour kneaded into pie dough. Bessie didn’t want to be treated like a baby and be confined to the wagon—so she hid her illness as long as possible.

Westward Journey • Level Y

5 6 At dinnertime, however, when the wagon train set up camp for the night, Bessie could no longer fake feeling well. When her mother, Sarah, caught a glimpse of her in the firelight, she immediately felt Bessie’s forehead and realized that her daughter was burning up with fever.

“Go lie down, Bessie,” Sarah ordered. “I’ll bring you a cupful of bitters to drink. I want you lying on that mattress until you’re feeling better.”

“Yes, ma’am, but what about my responsibilities to Wag? Who will take care of him?”

“I’ll feed him and give him water,” Sarah said.

“Yes, but who will entertain him? He’s used to me playing with him every day.”

“I’m sorry, Bessie, but none of us has the time to watch him or play with him,” said her father, William. “Don’t worry. He’ll be fine.”

That night, Bessie slept fitfully as her fever climbed ever higher. Plaguing her sleep were nightmares of Wag being lonely, wandering the vast prairie, and searching for her from far behind the wagon train.

Two mornings later as the wagon train prepared to break camp, Jessie walked up to Bessie’s father.

“Uh, pardon me, sir, where is the little girl who plays with the dog? Is she in good health?”

“I’m afraid our daughter is ill with fever, so she’s abed inside the wagon.”

“Oh, sorry,” said Jessie apologetically, knowing others in the wagon train were suffering from a similar affliction. “Where’s her dog?” he asked.

“He sleeps next to her most of the day,” answered Bessie’s father.

“I mean no disrespect, but is he getting any exercise?” Jessie asked. “Is anyone paying attention to him when he’s rambling around?”

“We’re too busy to worry about that, I’m afraid,” said Sarah as she reloaded the breakfast supplies.

“Well, maybe I could come by and tend to his exercise each day,” offered Jessie, “at least until your daughter is feeling better.”

Westward Journey • Level Y

7 8 After “Well, that would be very kind of you,” said a brief amount of restful sleep, Sarah and Sarah. “Bessie would truly appreciate your taking William had their team of oxen plodding along the an interest in Wag.” trail when a thunderous boom echoed across the “Oh, it’s no trouble, ma’am,” said Jessie. “I’ll countryside. come back later this afternoon to tend to him.” “Hurry, circle the wagons,” shouted the trail That night, Bessie’s illness became as severe as her parents had ever seen. Chills shook Bessie’s body as Sarah spoon-fed her all the medicine they had to make her well. It seemed as though nothing improved her condition. Earlier that morning, an elderly

woman had died from sickness. leader from a few wagons ahead. Bessie’s parents hurried to do as they were told though

their daughter was oblivious to the trouble heading in their direction. “Circle the wagons. Unwelcome company’s about to charge past us. Round up the animals and the children.

Make sure everyone and everything is accounted for. We don’t have Sarah could not bear the thought of losing her

much time!” child. Bessie awoke delirious several times in the night but didn’t notice her mother’s tear-stained cheeks. About an hour before dawn, Bessie’s fever broke. Sarah’s shoulders shook as she wept with joy, and William comforted her. Although he advised everyone not to panic, it was clear in listening to the voice of the wagon- train leader that he too was frightened. His warning traveled like wildfire throughout the train, and everyone scurried to direct their wagons into a circular pattern, placing the oxen in the center so the vital animals wouldn’t stampede. Just as the circle had barely been completed, a huge herd of enormous creatures with brown, shaggy coats rushed around it. Everyone inside the protection of the ring felt the earth shake as countless buffalo kicked up a blanket of dust that enveloped everything for hours. Everyone literally Westward Journey • Level Y

9 10 held their breath as much as possible, and no one dared move outside the circle until the wagon train leader signaled that every single buffalo in the herd had passed by. When it was again quiet enough to hear the call of a bird, the pioneers felt it was safe to venture out. They moved their wagons back to their usual single-file line and began heading west once again. “Where’s Wag?” asked a weak voice from inside the wagon.

Westward Journey • Level Y

11 12 “I don’t know,” said William. “I haven’t seen him since before the buffalo stampede.”

“Oh no, you don’t suppose he got scared and ran off . . . do you?” asked Bessie.

“I don’t know, Bessie, but I’m afraid that’s very possible,” answered her father.

“Well, I’m going to go search for him,” she said with purpose.

“No, you’re not. Your fever may have broken overnight, but you’re far from well. I don’t want you wandering about, getting dizzy again, and falling and hurting yourself or worse.”

“I don’t care about any of that. I only care about Wag. Please, you know I HAVE to find him. We can’t leave him out here alone.” Visions of Bessie’s nightmare haunted her.

“We don’t really have a choice,” said her father sadly, wishing he’d done more to discourage his daughter from becoming so attached to an animal. “I think I have what you’re looking for,” said Jessie, who seemed to appear out of thin air with Wag trailing along behind him.

“Wag, boy, you’re safe!” exclaimed Bessie as color returned to her cheeks for an instant, and she climbed down from the wagon despite her mother’s protests.

Jessie explained that he’d found Wag hiding under his family’s wagon just before the buffalo herd stormed past. Wag nearly bolted out into the herd, but Jessie was able to coax him into the wagon, where he was content to play tug-of-war with a section of old rope Jessie had.

Bessie scratched Wag behind his ears and looked warily at Jessie, who couldn’t help but crack a giant grin as Wag started to lick every inch of Bessie’s face.

Bessie couldn’t help but giggle, which set Jessie to hooting. Wag happily swished his tail back and forth and nearly knocked Bessie over with his enthusiastic tongue bath.

Westward Journey • Level Y

13 14 “I don’t know what I would have done if

you hadn’t saved Wag,” said Bessie, serious once more.

“I know exactly how you feel,” Jessie said, pausing to remember the friends

he’d most likely never see again.

“When you’re feeling better, how about the three of us play fetch together?” he asked tentatively.

“You bet,” agreed Bessie, figuring that if Wag thought this boy was all right, she could give him a chance, too. Having another friend with whom to spend time

might make the demanding journey ahead a little easier to take—for both of them. Glossary

coaxed (v.) gently persuaded someone to do

or say something (p. 5)

confined (v.) kept within certain limits or

boundaries (p. 6)

content (adj.) happy or pleased (p. 14)

discourage (v.) to try to keep someone from doing

something or keep something from happening (p. 12)

entertain (v.) to provide amusing or interesting

material to a person or an audience (p. 7)

oblivious (adj.) completely unaware (p. 10)

Westward Journey • Level Y

15 16 prairie (n.) a wide, flat plain covered with

grasses (p. 4)

protection (n.) defense from harm or danger

(p. 10)

rambling (v.) walking around without a set

destination (p. 8)

ruckus (v.) noisy, confused activity (p. 5)

severe (adj.) extremely harsh or unpleasant (p. 9)

stampede (n.) a sudden rush of cattle or other herd

animals that panic and run at top speed as a group (p. 10)