Baseball Saved Us - RIF.org | · the title, Baseball Saved Us, means. Then ask them what they think...
Transcript of Baseball Saved Us - RIF.org | · the title, Baseball Saved Us, means. Then ask them what they think...
TEACHER’SGUIDELEE&LOWBOOKS
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[Issue]::[Title]SYNOPSISOneday,mydadlookedoutattheendlessdesertanddecidedthenandtheretobuildabaseballfield.
SobeginsKenMochizuki’smovingtaleoflifeinaJapaneseAmericaninternmentcampduringWorldWarII.
“Shorty”andhisfamily,alongwiththousandsofJapaneseAmericans,areforcedtorelocatefromtheirhometoaninternmentcampaftertheattackonPearlHarbor.Fightingtheheat,dust,andfreezingcoldnightsofthedesert,Shortyandtheothersatthecampneedsomethingtolookforwardto,evenifonlyfornineinnings.Sotheydecidetobuildabaseballdiamond,andinthisunlikelyplace,aleagueisformedtoboostthespiritsoftheinternees.
Surroundedbybarbed-wirefencesandguardsintowers,Shortysoonquicklylearnsthatheisplayingnotonlytowin,buttogaindignityandself-respectaswell.
Inspiredbyactualevents,KenMochizuki’sstoryofhopeandcourageshowsusanalmost-forgottenpartoftheAmericanpast.BaseballSavedUsistheultimateriteofpassagestory.Itwillappealagainandagaintoreaderswhoenjoycheeringfortheunderdog.
BaseballSavedUswrittenbyKenMochizukiillustratedbyDomLee
AbouttheBookGenre:HistoricalFiction
*ReadingLevel:Grade3
InterestLevel:Grades1–6
GuidedReading:O
AcceleratedReader®Level/Points:3.9/0.5
Lexile™:AD550L*ReadinglevelbasedontheSpacheReadabilityFormula
Themes:UnitedStatesHistory,
SportsandSportsHistory
(Baseball),Prejudice,Identityand
Pride,SelfEsteemandConfidence,
Families(Fathers),Childhood
ExperiencesandMemories,World
WarIIandJapaneseInternment
Camps,Leadership,Courage,
PersistenceandOvercoming
Obstacles,Toleranceand
Acceptance,Immigrationand
Citizenship,JapaneseAmericans,
Asian/AsianAmericanInterest
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BaseballSavedUs
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BACKGROUNDFromtheAuthor’sNote:In1942,whiletheUnitedStateswasatwarwithJapan,theUnitedStatesArmymovedallpeopleofJapanesedescentawayfromtheWestCoast.TheyweresenttointernmentcampsinthemiddleofAmericandesertsupuntil1945.Thereason,theU.S.governmentsaid,wasbecauseitcouldnottellwhomightbeloyaltoJapan.NoneoftheseimmigrantsfromJapan—ortheirchildren,whowereAmericancitizens—wereeverproventobedangeroustoAmericaduringWorldWarII.In1988,theU.S.governmentadmittedthatwhatitdidwaswrong.
InternmentCamps:AftertheJapaneseattackonPearlHarborin1941duringWorldWarII,PresidentFranklinD.RooseveltissuedExecutiveOrder9066whichenabledtheevacuationandincarcerationofallthoseofJapaneseancestryintheUnitedStates.120,000people,mostofwhomwereAmericancitizens,weresenttotencampsforfouryears(1942–1946.ThecampswereinisolatedareasthroughouttheWest.AmapofthecampsisavailablefromtheJapaneseAmericanNationalMuseum(http://www.janm.org/projects/clasc/map.htm).AccordingtoPBS’s“TheChildrenoftheCampsProject,”halfofthe120,000senttothecampswerechildren(http://www.pbs.org/childofcamp/history/).JapaneseAmericanslosttheirpropertyandsavingswhileinthecamps.
Foradditionalteacherresources,pleasecheckout:
• “TeachingwithPrimaryResources:JapaneseAmericanInternmentTeacher’sGuide”fromTheLibraryofCongress,includesphotographs(http://www.loc.gov/teachers/classroommaterials/primarysourcesets/internment/)
• “LifeinaWWIIJapaneseAmericanInternmentCamp”fromOurStory,awebsitecreatedbytheSmithsonian’sNationalMuseumofAmericanHistorytoencourageadultsandchildreningradesK–4toreadhistoricalfictionandbiographytogether(http://amhistory.si.edu/ourstory/activities/internment/index.html)
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• “JapaneseAmericanIncarceration:TheCoreStory”fromDensho:TheJapaneseAmericanLegacyProject(http://www.densho.org/core-story/)
• “JapaneseRelocationandInternmentDuringWorldWarII”fromtheU.S.NationalArchivesandRecordsAdministration(http://www.archives.gov/research/alic/reference/military/japanese-internment.html)
AdditionaltitlestoteachaboutWorldWarII:
TheSchooltheAztecEaglesBuilt:ATributetoMexico’sWorldWarIIAirFightersbyDorindaMakanaonalaniNicholsonhttps://www.leeandlow.com/books/2936
APlaceWhereSunflowersGrowbyAmyLee-Tai,illustratedbyFeliciaHoshinohttps://www.leeandlow.com/books/2770
FlowersFromMarikowrittenbyRickNoguchiandDeneenJenks,illustratedbyMichelleReikoKumatahttps://www.leeandlow.com/books/2392
HeroeswrittenbyKenMochizuki,illustratedbyDomeLeehttps://www.leeandlow.com/books/2403
Irena’sJarsofSecretswrittenbyMarciaVaughan,illustratedbyRonMazellanhttps://www.leeandlow.com/books/2759
WaterRolls,WaterRises/Elaguarueda,elaguasubewrittenbyPatMora,illustratedbyMeiloSowww.leeandlow.com/books/2865
PassagetoFreedom:TheSugiharaStorywrittenbyKenMochizuki,illustratedbyDomLeehttps://www.leeandlow.com/books/2431
QuietHero:TheIraHayesStorybyS.D.Nelsonhttps://www.leeandlow.com/books/2435
TheWakameGathereswrittenbyHollyThompson,illustratedbyKazumiWildshttps://www.leeandlow.com/books/2901
BaseballSavedUs
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BEFOREREADINGPrereadingFocusQuestions(ReadingStandards,Craft&Structure,Strand5andIntegrationofKnowledge&Ideas,Strand7)
Beforeintroducingthisbooktostudents,youmaywishtodevelopbackgroundandpromoteanticipationbyposingquestionssuchasthefollowing:
1. Takealookatthefrontandbackcovers.Takeapicturewalk.Askstudentstomakeaprediction.Doyouthinkthisbookwillbefictionornonfiction?Whatmakesyouthinkso?Whatcluesdoestheauthorandillustratorgivetohelpyouknowwhetherthisbookwillbefictionornonfiction?
2. ReadtheAuthor’sNoteatthebeginningofthebook.Askstudents:WhatdoyouknowaboutWorldWarII,PearlHarbor,andtheUnitedStatesinternmentcamps?Howmightyouandyourfamilyfeelifyourfreedomandhomeweretakenaway?
3. Describewhatyouknowaboutbaseball.Howmightbaseballsavepeople?
4. Haveyoueverhadanickname?Howcananicknamemakeyoufeellikeyoubelongorfeellikeyoudon’tbelong?
5. Describeatimeyoufeltleftoutordidnotbelong.Howdidyoumakeyourselffeelbetter?Whodidyouaskforhelp?Whatcanyoudoifyouseesomeonealone,feelingleftout,orbeingteased?
ExploringtheBook(ReadingStandards,KeyIdeas&Details,Strand1,Craft&Structure,Strand5,andIntegrationofKnowledge&Ideas,Strand7)
Readandtalkaboutthetitleofthebook.Askstudentswhattheythinkthetitle,BaseballSavedUs,means.Thenaskthemwhattheythinkthisbookwillmostlikelybeaboutandwhothebookmightbeabout.Whateventsandexperiencesmightbetalkedaboutinthetext?Whatdoyouthinkmighthappen?Whatinformationdoyouthinkyoumightlearn?Whatmakesyouthinkthat?
Takestudentsonabookwalkanddrawattentiontothefollowingpartsofthebook:frontandbackcovers,endpapers,dedications,titlepage,author’snote,illustrations,andauthorandillustrator’sbios.
Asyoushoweachoftheillustrations,askstudentstothinkaboutwhytheillustrator,DomLee,choosestocreateanoveralluniformtoneandwhateffecthisstylehasonthemoodandsettingofthehistoricalfictionstory.
VOCABULARY(LanguageStandards,VocabularyAcquisition&Use,Strands4–6)
Thestorycontainsseveralcontent-specificandacademicwordsandphrasesthatmaybeunfamiliartostudents.Basedonstudents’priorknowledge,reviewsomeorallofthevocabularybelow.
Encourageavarietyofstrategiestosupportstudents’vocabularyacquisition:lookupandrecordworddefinitionsfromadictionary,writethemeaningofthewordorphraseintheirownwords,drawapictureofthemeaningoftheword,createaspecificactionforeachword,listsynonymsandantonyms,andwriteameaningfulsentencethatdemonstratesthedefinitionoftheword.
ContentSpecificinfieldbases,PearlHarbor,barracks,
crate,sagebrush,irrigationditches,
bleachers,catcher,groundedout,
single(typeofbasehit),hitter,
championship,pitches,strikeout,
guardhouse,homeplate,horsing
around,mattresses,inning,horse
stalls,clothsacks,onthemound
Academicendless,government,mumbled,
funneled,uniforms,glinting,staring,
suddenly,probably,expected,
dashed,teammates,grin,blinding,
pretend,roared,tower
NOTE:Thebookdepictsamomentwherethemaincharacteriscalledtheracialslur“Jap.”Studentsmayneedadditionalhistoricalcontextandawarenessconcerningtheuseoftheoffensiveterm.
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AFTERREADINGDiscussionQuestionsAfterstudentshavereadthebook,usetheseorsimilarquestionstogeneratediscussion,enhancecomprehension,anddevelopappreciationforthecontent.Encouragestudentstorefertopassagesand/orillustrationsinthebooktosupporttheirresponses.Tobuildskillsinclosereadingofatext,studentsshouldciteevidencewiththeiranswers.
LiteralComprehension(ReadingStandards,KeyIdeas&Details,Strands1–3)
1. WhyareShorty,hisfamily,andotherJapaneseAmericansatthecamp?Howdidtheygetthere?
2. Whatisthepurposeofthecamp?
3. DescribethehardshipsShorty,hisfamily,andtheotherJapaneseAmericansatthecampface.
4. HowdoesShortyfeelaboutlivingintheinternmentcamp?Howdoeshisfatherfeel?HowdoeshisbrotherTeddyfeel?
5. Whoisthenarratorofthestory?
6. Whatisnotableaboutthefenceonthecoverofthebook?Whatisthepurposeofthefence?
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Extension/HigherLevelThinking(ReadingStandards,KeyIdeas&Details,Strands2and3,Craft&Structure,Strands4–6,andIntegrationofKnowledgeandIdeas,Strand7)
1. WhydoesShorty’sfatherdecidetobuildabaseballfieldandleague?Whatisheworriedabout?
2. WhydoesTeddynotwanttoobeyhisfather?WhydoesthisconcernShortyandTeddy’sfather?
3. Howdoesbaseballimprovelifeattheinternmentcamp?Howdoesbaseballhelpboththegrownupsandthechildrenatthecamp?
4. Whyishopeimportantforenduringlifeatthecamp?
5. WhatisthecauseofShorty’sbighitattheendofthestory?
6. WhatdoyouthinktheguardisthinkingwhilewatchingShortyandhisteammatesbuildafieldandplaybaseball?
7. HowisShorty’slifeatthecampsimilartoanddifferentfromhislifeoutsidethecamp?
8. GuardsarealwayswatchingShortyandtheothersinthecamp.Howdoyouthinktheyfeelaboutbeingwatchedallthetime?
9. HowdoesShorty’slifechange,ifatall,before,during,andafterinternment?Howdoeshislifegetbetterafterthecamp?Howdoeshislifegetworse?
10. Compareandcontrastthebaseballfieldintheinternmentcamptotheoneoutsidethecamp.Whichfieldwouldyouprefertoplayon?Why?
11. WhenShortyhitsahomeruninthecamp,theguardgrinsandgivesathumbs-up.Whydoestheguarddothis?HowdoyouthinkthishomerunmakestheguardandShortyfeel?
12. IfShortyhadnothitahomerunattheendofthestory,howdoyouthinkhisteammateswouldhavetreatedhim?Why?
13. Readtheauthor’snoteagainafterreadingthestory.Whatistheauthor’spurposeinwritingthisstoryforyoungpeople?Doyouthinkheachieveshisgoal?Whyorwhynot?
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SettingaPurposeforReading(ReadingStandards,KeyIdeas&Details,Strands1–3)
Havestudentsreadtofindout:
• aboutlifeinaninternmentcamp• whyShortyandotherscreateabaseballfieldand
league• whatimpactthebaseballleaguehasonthe
internees’day-to-dayexperienceatthecampandwellbeing/stateofmind
• towhatthetitle,BaseballSavedUs,refers
Encouragestudentstoconsiderwhytheauthor,KenMochizuki,wantstosharethisstorywithyoungpeople.
BaseballSavedUs
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14. DoyouthinktheUnitedStatesgovernmentwasjustifiedinforciblyrelocatingJapaneseandJapaneseAmericanstointernmentcampsduringWorldWarII?Whyorwhynot?DoesitmatterthatthemajoritywereAmericancitizens?DoesitmatterthattherewaslittleevidencethattheinterneesposedadangertotheUnitedStates?DoesitmatterthatnoothergroupofpeoplewereforciblyrelocatedtothecampsdespitetheUnitedStateswasatwarwithothercountriesinadditiontoJapan?
15. WhatdoesitmeantobeAmerican?
16. Whydoyouthinktheauthor,KenMochizuki,choosestomakethenarratorachild?Howdoesthisaffecttheimpactofthebook?
17. Whydoyouthinktheauthor,KenMochizuki,onlyusesthemaincharacter’snickname,Shorty?
18. HowisShorty’snicknameusedtoshowheisbothacceptedandrejectedbyhisteammatesandpeers?Whydopeoplehavenicknames?Howcannicknamesmakepeoplefeel?
19. Whydoyouthinktheauthor,KenMochizuki,writesahistoricalfictionstoryinsteadofanonfictionstory?Howdoesthischoicehelpreaderslearnabouttheeventsandtimeperiod?Howdoesthischoiceinfluencehowreadersfeelabouttheeventsandtimeperiod?
20. Couldsomethinglikethishappentoday?Whyorwhynot?
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21. AreyousurprisedbythewayShortyandtheotherinterneesaretreated?Whyorwhynot?
22. Whatdoesthetitle,BaseballSavedUs,mean?Towhomdoesthe“us”refer?Howdoesbaseballsamethem?Doyouthinkthisisafittingtitle?Whyorwhynot?
23. Baseballisoftenreferredtoas“America’snationalpastime.”Whyisthedecisiontoplaybaseballinsteadofanothersportoractivityapowerfulmessagetoboththoseinsideandoutsidethecamp?
Reader’sResponse(WritingStandards,TextTypes&Purposes,Strands1–3andProduction&DistributionofWriting,Strand4)(LanguageStandards,ConventionsofStandardEnglish,Strands1and2andKnowledgeofLanguage,Strand3)
Usethefollowingquestionsandwritingactivitiestohelpstudentspracticeactivereadingandpersonalizetheirresponsestothebook.Suggestthatstudentsrespondinreader’sresponsejournals,essays,ororaldiscussion.Youmayalsowanttosetasidetimeforstudentstoshareanddiscusstheirwrittenwork.
1. ImagineyouareShortyinthestory.Writealettertoafriendoutsidetheinternmentcamporadiaryentrydescribinghowyoufeelaboutbeinginthecamp.Whatislifelikethere?
2. Describeatimeyoufeltthatyoudidnotbelongorfitin.Whydidyoufeelthatway?Whatdidyoudotomakeyourselffeelbetterorresolvethesituation?Whodidyouaskforhelp?Whatadvicedoyouhaveforsomeoneexperiencingbullyingorexclusion?
“KenMochizuki...capturestheconfusion,wonderandterrorofasmallchild....TheillustrationsbyDomLee...addaproperseriousmoodtothisfinebook.”–TheNewYorkTimes
“Thesecollaborators’prepossessingdebutlookintroducesreaderstoasignificantandoften-neglected—forchildren,atanyrate—chapterinU.S.history.”–PublishersWeekly
“Usingscratchboardoverlaidwithoils,Leeprovidessplendidlyevocativeart....Finedebutsforauthor,illustrator,andpublisher.”–KirkusReviews
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3. Describeatimeyouhadtopresentinfrontofothers(inagame,artperformance,speech,etc.).Whatadvicedoyouhaveforsomeonewhofeelsnervous,shy,orscaredaboutdoingwell?
4. WhatdoesitmeantobeAmericaninyouropinion?IfyouwerebeinginterviewedandaskedtodescribewhatitmeanstobeanAmerican,howwouldyourespond?Writeyourresponse.
5. Whatinthestoryremindsyouofamomentinyourownlifeordoyouconnecttothemost?Why?
6. TheJapaneseAmericanswerewronglyaccusedofnotbeingtrustworthy.Describeatimeyouwerewronglyaccusedofdoingsomethingwrong.Whathappened?Howdidyoufeel?Wereyoupunished?Whatdidyoulearn?
ELL/ESLTeachingStrategies(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3andPresentationofKnowledge&Ideas,Strands4–6)(LanguageStandards,VocabularyAcquisition&Use,Strands4–6)
ThesestrategiesmightbehelpfultousewithstudentswhoareEnglishLanguageLearners.
1. AssignELLstudentstopartner-readthebookwithstrongEnglishreaders/speakers.Studentscanalternatereadingbetweenpages,repeatpassagesafteroneanother,orlistentothemorefluentreader.StudentswhospeakandreadSpanishmaybenefitfromusingtheSpanishedition,Elbéisbolnossalvo(https://www.leeandlow.com/books/2481).
2. Haveeachstudentwritethreequestionsaboutthetext.Thenletstudentspairupanddiscusstheanswerstothequestions.
3. Dependingonstudents’levelofEnglishproficiency,afterthefirstreading:•Reviewtheillustrationsinorderandhavestudentssummarizewhatishappeningoneachpage,firstorally,theninwriting.•Havestudentsworkinpairstoretelleithertheplotofthebookorkeydetails.Thenaskstudentstowriteashortsummary,synopsis,oropinionaboutwhattheyhaveread.
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4. Havestudentsgiveashorttalkaboutwhichmomentinthestorytheyconnectwithmostandremindsthemofsomethingintheirlives.
5. Thestorycontainssomecontent-specificwordsthatmaybeunfamiliartostudents.Basedonstudents’priorknowledge,reviewsomeorallofthevocabulary.ExposeEnglishLanguageLearnerstomultiplevocabularystrategies.Havestudentsmakepredictionsaboutwordmeanings,lookupandrecordworddefinitionsfromadictionary,writethemeaningofthewordorphraseintheirownwords,drawapictureofthemeaningoftheword,listsynonymsandantonyms,createanactionforeachword,andwriteameaningfulsentencethatdemonstratesthedefinitionoftheword.
INTERDISCIPLINARYACTIVITIES(IntroductiontotheStandards,page7:Studentswhoarecollegeandcareerreadymustbeabletobuildstrongcontentknowledge,valueevidence,andusetechnologyanddigitalmediastrategicallyandcapably)
Usesomeofthefollowingactivitiestohelpstudentsintegratetheirreadingexperienceswithothercurriculumareas.Thesemayalsobeusedforextensionactivities,foradvancedreaders,andforbuildingahome-schoolconnection.
SocialStudies(ReadingStandards,IntegrationofKnowledge&Ideas,Strands7–9)(WritingStandards,ResearchtoBuild&PresentKnowledge,Strands7–9)(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1and2)
1. HavestudentsworkinteamstoresearcheachofthetenWorldWarIIJapaneseinternmentcampsintheUnitedStates.Groupsshouldbepreparedtoreportthenumberofpeopleheldinthecamp,whereitwaslocated,whenpeoplewerereleased,andifithasspecialhistoricallandmarkstatus.Aseachgrouppresents,markthelocationofeachcamponamapoftheUnitedStatesfortheclass.
2. HavestudentsinvestigateWorldWarIIandPearlHarbor.Makeatimelinewithstudentscontributingtheirfindings.
BaseballSavedUs
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AwardsandHonorsParents’ChoiceGoldAward
BestBooksoftheYear,BankStreetCollege
BookstoReadAloudwithChildrenofAllAges,BankStreetCollege
NotJustforChildrenAnymoreSelections,Children’sBookCouncil
“Choices,”CooperativeChildren’sBookCenter
40BooksAboutSports,CooperativeChildren’sBookCenter
50MulticulturalBooksEveryChildShouldKnow,CooperativeChildren’sBookCenter
“ClosetheBookonHate”ReadingList,TheAnti-DefamationLeague
WashingtonStateGovernor’sWritersAward
WashingtonStateChildren’sChoiceAwardFinalist
“Editors’Choice,”SanFranciscoChronicle
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3. ProvidecopiesofExecutiveOrder9066forstudentstoanalyzetheauthorizationoftheestablishmentoftheinternmentcamps(http://historymatters.gmu.edu/d/5154).HavestudentsdiscussPresidentRoosevelt’suseoftheterm“alienenemies.”ThenprovidestudentscopiesofthePresidentialLetterofApologyfromPresidentClintonin1993(http://www.pbs.org/childofcamp/history/clinton.html).HavestudentswriteaboutwhatrolethepresidentorexecutivebranchhasinupholdingtherightsofAmericancitizens.
EnglishLanguageArts(ReadingStandards,Craft&Structure,Strands4and5andIntegrationofKnowledge&Ideas,Strands7and9)(WritingStandards,TextTypes&Purposes,Strands1–3,Production&DistributionofWriting,Strand4,andResearchtoBuild&PresentKnowledge,Strands7–9)(LanguageStandards,ConventionsofStandardEnglish,Strands1&2)
1. HavestudentswriteanewspaperarticleaboutShorty’shomerunintheCamp.Theyshouldincludeadescriptionofthebaseballfieldandexplainwhytheteamsareplayingbaseballinthedesert.
2. AskstudentstoimaginetheyareShortyandhavethemwriteadiaryentrytellinghowShortyfeelswhenhehithisfirsthomerun.Studentsshoulddiscusstheirfeelingsabouttheguardwhoworesunglasses.
3. Dividetheclassinhalf.AssignonegrouptowritealetterasShortytotheguardandtheothergrouptowriteastheguardtoShorty.Whatwouldtheysaytotheotheraboutbaseball,theCamp,andthehomerun?Havestudentspairupfromoppositegroupstoreadtheletterstoeachother.Asawholegroup,reflectonwritingasShortyandtheguardandimaginingsomeoneelse’sperspective.
4. HavestudentsreadandcompareHeroes(https://www.leeandlow.com/books/2403)toBaseballSavedUs.WhyareShortyinBaseballSavedUsandDonnieinHeroestreatedliketheyarethe“enemy”?HowwouldyouteachchildrenaroundtheUnitedStateswhatitmeanstobeanAmerican?
5. RetellBaseballSavedUsasapoem.
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PhysicalEducation(ReadingStandards,IntegrationofKnowledge&Ideas,Strand7)(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1and2andPresentationofKnowledge&Ideas,Strands4&5)
1. Ifpossible,takestudentsoutsidetoplayagameofbaseballorkickball.Havestudentstaketurnstryingthedifferentpositionsonthefield.Afterwards,reflectasagrouponhowbaseballisateamsportandwhatittakestobesuccessfulasateam.AlsohavestudentsconsiderwhybaseballwouldbeagoodchoiceactivityinBaseballSavedUs.
2. Studyhumananatomyinrelationtothrowingapitchinbaseball.Whatmusclesandmusclegroupsareinvolvedinthrowingaball?Whatexercisescananathleteperformtostrengthenthosemuscles?Studentscandemonstrateunderstandingwith2-Dpicturesofthehumanformorreconstructionusingmodelingclay.
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Art(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1and2andPresentationofKnowledge&Ideas,Strands4&5)(ReadingStandards,IntegrationofKnowledge&Ideas,Strands7&9)(WritingStandards,ResearchtoBuild&PresentKnowledge,Strands7–9)1. Showstudentsphotographsofmonumentsand
paintingsdepictingsignificanteventsinUnitedStateshistory.HavestudentsdesignamonumenttoremembertheJapaneseAmericans’experienceswiththeinternmentcamps.Whatmoodortonedoyouwantviewerstofeel?Afterstudentspresenttheirideas,showthemrealexamplesofmonumentsorplacessetasidetoremembertheperiodinUnitedStateshistory.
2. HavestudentsexaminetheillustrationsinBaseballSavedUs.Whydoyouthinktheillustrator,DomLee,choosestocolortheillustrationsthisway?Whatmoodortonedotheillustrationssetforthestory?Doesthisremindthemofoldphotographs?Whyorwhynot?Afterthediscussion,askstudentstowritetheiropinions.
3. StudentsinsmallteamsshouldresearchJapaneseAmericanartistswhowereinternedduringWorldWarII.Displayexamplesoftheartworkintheclassroom.
Home-SchoolConnection(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3andPresentationofKnowledge&Ideas,Strand4)(ReadingStandards,IntegrationofKnowledge&Ideas,Strand7)(WritingStandards,TextTypes&Purposes,Strands1and2,Production&DistributionofWriting,Strand4,andResearchtoBuild&PresentKnowledge,Strand7)
1. Therearemanyresourcesandscienceexperimentsthatexplainthebiomechanicsofpitching.Additionally,encouragestudentstopracticethrowingaballwiththeirfamiliesanddetermininghowbodypositionandphysicsaffectthespeedandaccuracyofapitch.Checkoutthesescienceexperimentsandgames:ScienceBuddies(http://www.sciencebuddies.org/science-fair-projects/project_ideas/Sports_p053.shtml)andExploratorium(http://www.exploratorium.edu/baseball/).
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2. Invitestudentstointerviewafamilymemberaboutanathletetheysawwhohadtoovercomeobstacles.Whatchallengesdidthatpersonface(racism,sexism,ableism,ageism,languagebarrier,etc.)?Howdidthesportscommunityreact?Howdidtheteamreact?Havestudentswritedowntheirinterviewandsharetheminclass.
3. IfastudenthasafamilymemberwhohasaconnectiontoWorldWarIIortheinternmentcampsandfeelscomfortablesharing,invitethevolunteertodiscusswiththeclass.Helpstudentspreparealistofquestionsfortheguest.Studentsshouldwriteareflectiononwhattheylearnedaftertheguestspeakervisits.Havestudentswritethank-youlettersfollowingtheguestvisit.
4. Shorty’sfatherdecidestocreateabaseballfieldandteamintheCamp.Writeastorysharingatimewheresomeoneinyourlifehadagreatideaandmadeyouproud.Whathappened?
BaseballSavedUs
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BookInformationforBaseballSavedUs
$9.95,PAPERBACK978-1-88000-019-932pages*ReadingLevel:Grade3*ReadinglevelbasedontheSpacheReadabilityFormulaInterestLevel:Grades1–6GuidedReadingLevel:OAcceleratedReader®Level/Points:3.9/0.5Lexile™:AD550LTHEMES:UnitedStatesHistory,SportsandSportsHistory(Baseball),Prejudice,IdentityandPride,SelfEsteemandConfidence,Families(Fathers),ChildhoodExperiencesandMemories,WorldWarIIandJapaneseInternmentCamps,Leadership,Courage,Persistence,ToleranceandAcceptance,ImmigrationandCitizenship,JapaneseAmericans
RESOURCESONTHEWEB:LearnmoreaboutBaseballSavedUsat:https://www.leeandlow.com/books/2359
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ABOUTTHEAUTHORKenMochizukiisanovelist,journalist,andactor.HelivesinSeattle,Washington,whereheteaches,writeschildren’sbooks,andgivespresentationsabouthisworkfulltime.MochizukihascollaboratedwithillustratorDomLeeonhisfirstpictureBaseballSavedUs,aswellasonHeroes,PassagetoFreedom:TheSugiharaStory,andBeWater,MyFriend:TheEarlyYearsofBruceLee,allwithLEE&LOWBOOKS.BaseballSavedUslaunchedMockizuki’scareerasachildren’sbookauthorandisalsooneofthefirsttitlesLEE&LOWBOOKSeverpublished.DuringWorldWarII,hisparentsweresenttotheMinidokacampinIdaho.Visithimonlineatkenmochizuki.com.
ABOUTTHEILLUSTRATORDomLeewasbornandraisedinSeoul,SouthKorea.Hehasamaster’sdegreeinfineartsfromtheSchoolofVisualArtsinNewYorkCity.Withhisuniquestyleofartcombiningtechniquesofpaintingandscratchingdetailsinencausticwax,Leehasillustratedmanyaward-winningpicturebooksforchildrenforLEE&LOWBOOKS.DomLeeandKenMochizukithroughtheirfourchildren’sbookstogetherhaveearnedmanyawards,including“Choices”fromtheCooperativeChildren’sBookCenter,Parents’ChoiceAward,TexasBluebonnetAwardMasterList,AmericanLibraryAssociation’sNotableBookAward,“PickoftheLists”fromAmericanBookseller,andSmithsonian’s“NotableChildren’sBook.”HelivesinNewJersey.TofindoutmoreaboutDomLee,visitwww.domandk.com.
Allguidedreadinglevelplacementsmayvaryandaresubjecttorevision.Teachersmayadjusttheassignedlevelsinaccordancewiththeirownevaluations.
ABOUTLEE&LOWBOOKSLEE&LOWBOOKSisthelargestchildren’sbookpublisherspecializingindiversityandmulticulturalism.Ourmotto,“abouteveryone,foreveryone,”isasurgenttodayasitwaswhenwestartedin1991.Itisthecompany’sgoaltomeettheneedforstoriesthatchildrenofcolorcanidentifywithandthatallchildrencanenjoy.Therightbookcanfosterempathy,dispelstereotypes,promptdiscussionaboutraceandethnicity,andinspirechildrentoimaginenotonlyaworldthatincludesthem,butalsoaworldwheretheyaretheheroesoftheirownstories.Discovermoreatleeandlow.com.