March 27 – April 16, 2014
Enrichment Guide
Proud Cornerstone member of:
INSIDE THE GUIDE
SETTING THE STAGE
A Note to Teachers and Parents
preparing for the play
Synopsis . . . . . . . . . . . . . . . . . . . . . .
Meet the Author: Jerry Spinnelli. . . . .
Meet the Playwright: Y York. . . . . . . .
Recommended Reading. . . . . . . . . .
Pre-Show Questions. . . . . . . . . . . . .
6
7
7
8
8
FOR TEACHERS
Curriculum connections
before or after the play
CONNECTING TO YOUR
CURRICULUM. . . . . . . . . . . . . . . . 3
AUDIENCE ETIQUETTE
INFORMATION
AND WORKSHEET . . . . . . . 4–5
CRASH
Friendships, interests and differences rule middle school, a time of change and self-identity
that is full of challenges. Depicted in Jerry Spinelli’s young adult novel, CRASH, Crash Coogan
seems to have it all, but soon realizes that there are more important things than finishing first.
Enclosed in this enrichment guide is a range of materials and activities intended to help you
discover connections within the play through the curricula. It is our hope that you will use the
experience of attending the theater and seeing CRASH with your students as a teaching tool.
as educators and parents, you know best the needs and abilities of your students. Use this
guide to best serve your children—pick and choose, or adapt, any of these suggestions for
discussions or activities. We encourage you to take advantage or the enclosed student worksheets— please feel free to photocopy the sheets for your students, or the entire guide for the
benefit of other teachers.
Enjoy the show!
SOCIAL/EMOTIONAL
Conflict Resolution Playbook. . . . 9–10
Rediscover Social Boundaries:
Mix It Up . . . . . . . . . . . . . . . . . . . . . 15
SCIENCE
Compost in the Classroom. . . . . . . 11
ENGLISH LANGUAGE ARTS
Julia Magnasco
Education Director
(414) 267-2971
Julia@firststage.org
Listen to a Life Essay Contest
from The Legacy Project. . . . . . . . . 12
SOCIAL STUDIES
Persuasive Writing:
A Classroom Civics Lesson. . . . . . . 16
PHYSICAL FITNESS
Running the Penn Relay . . . . . . 13–14
ELA STUDENT WORKSHEET
Character and Comparison:
Crash vs. Penn . . . . . . . . . . . . . . . . 17
MATH
Football Math. . . . . . . . . . . . . . . . . . 18
CURTAIN CALL
Post-Show Questions . . . . . . . . . . . 19
Who Said It? . . . . . . . . . . . . . . . . . . 19
Who Said it? (ANSWERS) . . . . . . . . 20
First Stage Policies
• The use of recording equipment and cameras are not permitted during
the performance.
• Food, drink, candy and gum are not permitted during the performance.
• Electronic devices are not permitted in the theater space.
• Should a student become ill, suffer an injury or have another problem, please
escort him or her out of the theater space.
• In the unlikely event of a general emergency, the theater lights will go on
and the stage manager will come on stage to inform the audience of the problem.
Remain in your seats, visually locate the nearest exit and wait for the stage manager to guide your group from the theater.
Seating for people with special needs: If you have special seating needs for any
student(s) and did not indicate your need when you ordered your tickets, please call
our Assistant Patron Services Manager at (414) 267-2962. Our knowledge of your
needs will enable us to serve you better upon your arrival to the theater.
Connecting To Your Curriculum
Below is a list of the Common Core Standards, 21st Century Skills and Wisconsin Model Academic Standards addressed
in the activities throughout the CRASH Enrichment Guide.
COMMON CORE STANDARDS –
ENGLISH LANGUAGE ARTS
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story,
drama, or poem from details in the text, including how
characters in a story or drama respond to challenges
or how the speaker in a poem reflects upon a topic;
summarize the text.
CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range
of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts,
and issues, building on others’ ideas and expressing their
own clearly.
• CCSS.ELA-Literacy.SL.8.1c Pose questions that connect
the ideas of several speakers and respond to others’
questions and comments with relevant evidence,
observations, and ideas.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two
or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how
characters interact).
CCSS.ELA-Literacy.W.5.3 Write narratives to develop
real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.RL.6.7 Compare and contrast
the experience of reading a story, drama, or poem to
listening to or viewing an audio, video, or live version
of the text, including contrasting what they “see” and
“hear” when reading the text to what they perceive
when they listen or watch.
CCSS.ELA-Literacy.W.6.3 Write narratives to develop
real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured
event sequences.
• CCSS.ELA-Literacy.W.6.3a Engage and orient the
reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
• CCSS.ELA-Literacy.W.8.3d Use precise words and
phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences
and events.
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of
dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range
of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts,
and issues, building on others’ ideas and expressing their
own clearly.
WISCONSIN MODEL ACADEMIC STANDARDS
THEATRE—PLAY READING AND ANALYSIS
A.8.1 Attend a live theatrical performance and be able to
analyze, evaluate, and create personal meaning from the
experience through small group discussion.
CCSS.ELA-Literacy.SL.6.2 Interpret information presented
in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or
issue under study.
WISCONSIN MODEL ACADEMIC STANDARDS
SCIENCE—LIFE AND ENVIRONMENTAL SCIENCE
F.8.6 Understand that an organism is regulated both
internally and externally.
CCSS.ELA-Literacy.SL.6.3 Delineate a speaker’s
argument and specific claims, distinguishing claims that
are supported by reasons and evidence from claims that
are not.
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Shhh…It’s Time for the Show
AUDIENCE ETIQUETTE INFORMATION
Adapted from: http://www.louisvilleorchestra.org/wp-content/uploads/audience-etiquette-activity.pdf , http://www.musical-theater-kids.com/theater-etiquette.html
There are many people involved, both on stage and behind the stage, who are working to put on the best performance
possible for you and the rest of the people in the audience. Unlike watching television or a movie, the performers and
crew can see and hear the audience members—therefore, it is the audiences’ job to watch and listen carefully to the
action on stage. The audience helps the performers and crew concentrate on doing their job when we practice the
rules of theater etiquette:
• Visit the restroom before the performance begins.
• Don't speak during the performance...whispering is still speaking, so make sure you are
only speaking in an emergency.
• Do not eat or drink in the theater.
• Do not put your feet up on the seats or balcony and do not kick the seat in front of you.
• Don't put or throw anything on the stage.
• Do laugh when the performance is funny.
• Do applaud when it is appropriate during the performance.
• Do applaud when the performance is over...this tells the performers and crew that you
appreciate their work.
_________________________________________________________________________________________
CONTINUED ACTIVITY:
1..Hand out the included worksheet to students.
2..Together as a class, go through the different event locations listed on the worksheet and discuss each event: What can
you do there? What can’t you do there? Why?
3..Fill out the worksheet using Always, Sometimes or Never. Ask students why they think we behave differently at these
different places (different atmospheres, expectations, traditions, etc.).
4..Share the theater etiquette with students and discuss in details the behavior expectations we have at the theater.
4
Audience Etiquette Activity
STUDENT WORKSHEET
Adapted from: http://www.louisvilleorchestra.org/wp-content/uploads/audience-etiquette-activity.pdf ,
Look at the different events listed across the first row in the table below. For each event, fill
in ALWAYS, SOMETIMES or NEVER with the listed behavior expectations. Note the different
behavior expectations there are for different events we attend.
BASEBALL
GAME
CHURCH/
WORSHIP
SERVICE
LIVE THEATER
ROCK
PERFORMANCE CONCERT
Cheer
Clap
politely
Talk to
those
around
you
Eat
Stand up
and walk
around
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MOVIE
THEATER
Setting the Stage Synopsis
Our story begins on a Thursday afternoon during spring. Crash
Coogan has a shovel and is furiously digging in his yard when
a new kid, Mike Deluca walks into the yard and begins asking
questions. The 12-year-olds introduce themselves by sharing
their Italian and Irish heritages, tackling each other and wrestling.
Crash conquers Mike, establishing how he earned his moniker.
Crash then explains he is burying flowers in the garden so he
doesn’t have to weed. The two 12-year-olds become friends
as they talk football. Mike moved to Springfield from Cleveland,
leaving before the end of the semester so that the football coach
would see him before the summer tryouts. Crash warns Mike
about the grade requirement but Mike isn’t worried because his
dad bullies teachers into passing him.
the rec center. Crash tries to converse with Jane, but she is not
friendly. He leaves even angrier.
The next morning, Scooter, Abby, Penn and Jane are ready to
participate in the “Stall-the-Mall” protest. Mr. and Mrs. Coogan
try to discourage their participation since the family would
benefit financially from the mall. Seeing everyone there, Crash
decides to show off for Jane by suggesting a game of touch
football, him against Scooter and Penn. During the game, Crash
tackles Scooter, who ends up having a stroke and is in a coma.
While Scooter is in the hospital, Crash and his family attend
to him. In the meantime, Mike bullies Penn. He steals Penn’s
essay and turtle. When Mike tells Crash what he has done,
Crash feels guilty about bullying Penn.
As they talk, 12-year-old Penn Webb walks over pulling his pet
turtle Thomas in with his wagon. Penn is there to meet Abby,
Crash's younger sister. Penn speaks about his turtle as Crash
goes into his own world and speaks directly to the audience
about Penn. Worried about Thomas Turtle, Abby rushes out
of the house with a pitcher of water. When introduced to Mike,
Abby immediately calls him “Creephead,” which Crash explains
is a compliment. Mike and Crash taunt Penn about his Quaker
religion and second-hand clothes. When Penn leaves, Abby
warns Mike to leave Penn alone. As Mike leaves to go home,
he and Crash agree to meet at the game. Abby watches and
reminds Crash the he and Penn used to be friends, which
Crash denies.
When Crash visits Scooter at the hospital that evening, Penn is
there with a jar of his Missouri Mud to help heal Scooter. When
Penn leaves, he gives the concoction to Crash. Crash’s desire to
help Grampa leads to his placing Scooter’s fingertips in Penn’s
Missouri Mud, hoping for a miracle. When Crash leaves the
hospital, he rushes to Mike’s home, gets the turtle and sneaks
him back into Penn’s home. Unfortunately, he is seen by Jane
who decides Crash is mean and selfish.
The next day, Penn is at the track and sees tall, beautiful Jane.
Penn mistakes her for a teacher. Jane is attending her first
track meet and Penn helps her understand how to use the
starting blocks. They bond while chatting about the Penn
Relays, which Penn is named for and badly wants to win. As
they talk, Mike and Crash walk over. Mike gushes over
Jane, who is not interested. When he and Crash tease
Penn, Jane profusely defends him. Crash becomes
jealous and challenges Penn to a race. Crash wins the
race and announces he may try out for track. This is
devastating news for Penn, who leaves followed by
Jane. Mike convinces Crash to join him in making sure
Penn is shown to be a loser around Jane.
The race commences and it’s a close one with Penn and Crash
running neck and neck. Then Crash encourages Penn to “Lean.”
Penn wins the race! Although Crash really wanted to win, he
realizes his act of unselfishness has made his family and friends
proud, especially his new friend, Jane.
Weeks later, the whole community turns out for the Penn Relay
trials, including the Coogan family, Penn’s great-grandfather,
Crash’s dad and Grampa Scooter! Jane had discovered it was
Mike who stole Penn’s turtle and she is not as angry with Crash.
Back at home, Abby tries to convince her parents to
turn their garden into a natural habitat garden. Crash
asks if Mike can visit and Mom says no. Dad leaves
for work, leaving behind a very dissatisfied son but
the day gets better when Grampa, aka Scooter, stops
by for a visit and announces he will stay as long as
the family will have him. Scooter asks about Penn.
Crash says Penn was never his friend, “He’s Quaker,
not cool.” Scooter reminds Crash that Penn used to
always come over to play and would bring his turtle,
“You were friends.”
That evening Penn and Jane attend the rec center
dance. Abby arrives to retrieve Crash and Scooter
is waiting for them in the car. When Crash sees the
group, he walks toward them and Abby runs out of
6
Meet the Author: JERRY SPINNELLI
Taken from: http://www.jerryspinelli.com/newbery_008.htm
“In the eleventh grade I wrote a poem about a high school football game. It
was published in my hometown newspaper (Norristown, PA). On that day,
traded in my baseball bat for a pen and pencil and became a writer.
“I went to Gettysburg College, where I wrote my first short stories and was
editor of the college literacy magazine. The following year I attended The
Writing Seminars at Johns Hopkins University. I got a job as a men’s wear
editor for a department store magazine and began my first novel. I wrote on
my lunch hours, after dinner, and weekends. Fifteen years and four novels
later, my first book, Space Station Seventh Grade, was published.
“While publishing houses were rejecting me all those years, someone did
not. Ellen Spinelli became my wife, and we were a two –writer household,
with six kids. Our kids triggered memories of my own childhood. These
memories became a library where I do my research. And now I have 30
published books and 21 grandchildren. “
http://media.npr.org/assets/img/2013/01/04/jerryspinelli_gs_custom4675fdc80e7fcef577eaa8ce3f7f8276446372e7-s6-c30.jpg
Meet the Playwright: Y YORK
Taken from: http://msthouston.blogspot.com/2008/11/talk-back-with-playwright-y-york.html
Y York is a prolific and award-winning playwright and screenwriter
whose work is enjoyed by youth and adults, alike. She has been writing plays for all ages since the 1980s and has more than forty published
plays. In 2011, she was commissioned by First Stage to write DON’T
TELL ME I CAN’T FLY, a play inspired by the life of beloved Milwaukee
artist Della Wells. In 2013, DON’T TELL ME I CAN’T FLY was awarded
the Distinguished play Award by the American Alliance for Theatre and
Education. Our current production, Y York’s adaptation of Jerry Spinelli’s
wildly popular book CRASH, is the second play of Ms. York’s to be produced at First Stage. Ms. York resides in Ohio with her husband Mark
Lutwak and their dogs Cleopatra and Lily. http://www.mainstreettheater.com/contact/y_york.jpg
7
Recommended Reading
OTHER BOOKS BY JERRY SPINELLI:
Crash, 1996
Space Station Seventh Grade, 1982
Tooter Pepperday, 1996
Who Put That Hair on my Toothbrush?, 1984
The Library Card, 1997
Jason and Marceline, 1986
Wringer, 1997
Night of the Whale, 1988
Blue Ribbon Blues: A Tooter Tale, 1998
Dump Days, 1988
Knots in My Yo-Yo String, 1998
The Bathwater Gang, 1990
Stargirl, 2000
Maniac Magee, 1990
Loser, 2002
Hallie Jeffery’s Life, 1991
Milkweed, 2003
Fourth Grade Rats, 1991
My Daddy and Me, 2006
Report to the Principal’s Office, 1991
Love, Stargirl, 2007
There’s a Girl in My Hammerlock, 1991
Eggs, 2007
Do the Funky Pickle, 1992
Smiles to Go, 2008
Who Ran My Underwear Up the Flagpole?, 1992
Third Grade Angels, 2012
Picklemania,1993
OTHER READINGS:
Wonder, by R. J. Palacio
Confessions of a Former Bully,
by Trudy Ludwig and Beth Adams
Hoot, by Carl Hiaasen
The Bully Book: A Novel, by Eric Kahn Gale
Holes, Louis Sachar
Pre-Show Questions
1. Penn and Crash were considered friends when they were in elementary school, but now that they are older, they
have grown apart. Have you ever grown apart from a childhood friend? How can friendships change without
having them completely end?
2. Penn and Abby are passionate about protecting the earth, and they are committed to doing their part to conserve the environment. What are choices you make to help care for the earth and our natural resources?
3. Crash has a very special relationship with his grandfather, Scooter. Do you have a special relationship with a
grandparent or elder adult? What makes your relationship with this person so special?
4. Mike DeLuca says things to his classmates that are very disrespectful and hurtful. Many times, Crash doesn’t
stop Mike from saying these hurtful things, and sometimes Crash even joins in with the bullying behavior. Why
do you think it is so hard to stand up to a friend when they are acting unkind, and what advice would you give
Crash to be a better ally and not fall into these bullying actions?
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Conflict Resolution Playbook
SOCIAL/EMOTIONAL CLASSROOM ACTIVITY
Adapted from: Teacher Created Resource—A Guide for CRASH.
http://websites.msdpt.k12.in.us/ycrawford/files/2012/10/Crash-Teachers-Guide.pdf
Crash loves football and he hopes to score more touchdowns than any player on his team. Crash may be good at
sports, but he is not very good at solving conflicts between himself and other people. Crash may have benefitted from
creating his own conflict resolution playbook—illustrating the different “plays” involved in a conflict situation, and the
process for positively resolving the conflict.
ACTIVITY
1. As a class, read the scene on the following page from CRASH, between Crash and Abby, out loud. Together,
determine the conflict.
2. Brainstorm possible solutions to this conflict. List these solutions on the board.
a. Invite students to come up to the front of the class and act out the different solutions.
3. Next, give each student a blank sheet of paper to create their conflict resolution play on.
4. Show students a few examples of playbooks, and then together as a class create a conflict resolution play.
a. Choose one of the resolutions created for the conflict between Crash and Abby. The play may look similar to this:
Abby calls out Crash
for lying; she tries to
rekindle Crash and
Penn’s friendship.
Crash lies to Penn
and Abby.
Instead of denying that
Penn and Crash used to be
friends, Crash tells Abby that
he’s happy she is friends
with Penn, and maybe next
time he comes over he’ll
hang out with them.
5. Allow students to choose whichever resolution they like best, or they can create a new resolution to put into their
Crash Conflict Resolution Playbook.
6. Once finished with this conflict resolution playbook, brainstorm additional conflicts from CRASH, or conflict examples
that happen frequently in their classroom. Have students working in small groups create conflict resolution plays for
these conflicts, and share them with the whole class.
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Conflict Resolution Playbook (cont.)
SOCIAL/EMOTIONAL CLASSROOM ACTIVITY
Adapted from: Teacher Created Resource—A Guide for CRASH.
http://websites.msdpt.k12.in.us/ycrawford/files/2012/10/Crash-Teachers-Guide.pdf
CONFLICT SCENE
CRASH: adapted by Y York
From the novel by Jerry Spinelli
Abby: Dad’s working tonight.
Crash: Oh. Right.
Abby: So he’s not taking you to any baseball game.
Crash: He said he might.
Abby: He wouldn’t say that because he doesn’t break promises.
Crash: Maybe I’ll see if I can go with Mike.
Abby: It’s a school night. You could go see tulips with me and the
Webbs. We’ll be home by seven-thirty.
Crash: That’s not going to happen.
Abby: You used to be friends.
Crash: We were never friends.
Abby: You went over to his house for dinner.
Crash: Abby! Once. Years and years ago.
Abby: More than once.
Crash: As soon as I found out what they’re like, I never went back. We were never friends.
Abby: He likes you.
Crash: There’s nothing I can do about that.
Abby: I like them.
Crash: Then you go see tulips and make magic mud for Thomas. I’m not interested.
Abby: ...You’re supposed to weed Ma’s flower bed. You’re supposed to finish before she gets home from work.
Crash: Don’t worry about it.
Abby: Don’t bury the flowers again.
Crash: Don’t give me orders.
Abby: Don’t...call me names.
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Compost in the Classroom
SCIENCE CLASSROOM INFORMATION/ACTIVITY
Taken directly from: SF Environmental. http://sfenvironmentkids.org/teacher/activities/Worm_Ed_Packet.pdf.
WHAT IS DECOMPOSITION?!
Decomposition is a magical process! It occurs thanks to billions of microorganisms such as bacteria and fungi, as well
as some larger decomposers like worms and bugs. These decomposers are often called the “FBI:” fungus, bacteria
and invertebrates. The FBI break down organic matter—things that were once alive—and turn it into smaller particles
called compost. Compost is the waste product of decomposers and is dark brown like chocolate and smells fresh like
the earth after it rains. Compost is a natural fertilizer that is part of nature’s recycling process and it provides necessary
nutrients for plants. It is free of synthetic chemicals, which are found in commercial fertilizers and can be harmful to the
environment. Compost also builds up our topsoil and keeps it healthy, so we can grow more food. Decomposition, also
called rot, is a critical part of the life cycle. Not only does it provide necessary nutrients for new life to grow, but also
without decomposition, dead matter would cover the earth!
BUILDING A WORM BIN IN YOUR CLASSROOM
Having a worm bin in the classroom is fun! It teaches about habitats, nature’s cycles, and the responsibilities associated
with caring for living things. It also reduces the amount of garbage your classroom generates. Worm compost, also
called worm castings, (or worm poop!) is full of nutrients and vitamins, which feed or fertilize the soil to help plants grow
big and healthy. Composting is a great way to create some of the best fertilizer on Earth!
For detailed instructions on creating a classroom worm bin, check out The Worm Guide: A Vermicomposting Guide for
Teachers created by CA Recycle: http://www.calrecycle.ca.gov/Publications/Documents/Schools/56001007.pdf
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Listen to a Life Essay Contest from The Legacy Project
ENGLISH LANGUAGE ARTS/SOCIAL STUDIES STUDENT ACTIVITY
Taken from: http://www.tcpnow.com/contests/ltal.html
“The Legacy Project and our annual Listen to a Life Essay Contest help you travel time and change lives.
“The 14th annual Listen to a Life Contest runs to March 28, 2014. Travel through time as you interview a
grandparent or grandfriend about their life experiences – you may be surprised by what you learn! Then,
submit a 300-word story to send a message around the world and into the future. All winning essays
become part of the Legacy Project's online Legacy Library, recording life wisdom that can make the
world and our future a little bit better.
“When you really listen to a life, you have an opportunity to discover timeless insights and ideas. They
may be big or small, but they're always valuable. One Grand Prize Timeless Award winner receives a
Lenovo ThinkCentre computer – because computers are amazing tools for helping us create, record,
and share ideas – and a keepsake timepiece from Expressions of Time.
“10 Legacy Award winners also receive a keepsake timepiece from Expressions of Time. And all winners
receive a framed award certificate and an autographed copy of Dream, an award-winning bestseller
about time, legacies, and dreams across a lifetime.
“This year, we'll be featuring selected stories as they come in – even before winners are chosen! – to
recognize as many entrants as possible. A story you share can change a life!”
To find out more about the Listen to a Life Essay Contest, and learn how to enter your story, check out:
http://www.tcpnow.com/contests/ltalhowenter.html
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Running the Penn Relay
PHYSICAL EDUCATION CLASSROOM ACTIVITY
Taken from: http://www.runnersworld.com/running-tips/perfect-form, http://www.aahperd.org/naspe/grants/grants/ING/upload/Buddy-Run-2014F.pdf
Running is a great activity that offers many physical and emotional health benefits.
When you run, it is important you maintain good form—this helps you run better and achieve
advanced health results. Follow these Runners Form guidelines:
The Perfect Form: Running better, from head to toe.
Runners World. By Jane Unger Hahn. Published June 16, 2005.
• HEAD TILT: How you hold your head is key to overall posture, which determines how efficiently you run. Let your
gaze guide you. Look ahead naturally, not down at your feet, and scan the horizon. This will straighten your neck and
back, and bring them into alignment.
• SHOULDERS: Shoulders play an important
role in keeping your upper body relaxed
while you run, which is critical to maintaining
efficient running posture. For optimum
performance, your shoulders should be low
and loose, not high and tight.
• ARMS: Keep your hands in an unclenched
fist, with your fingers lightly touching your
palms. Imagine yourself trying to carry a
potato chip in each hand without crushing it.
Your arms should swing mostly forward and
back, not across your body, between waist
and lower-chest level. Your elbows should be
bent at about a 90-degree angle.
•TORSO: The position of your torso while
running is affected by the position of your
head and shoulders. With your head up
and looking ahead and your shoulders low
and loose, your torso and back naturally
straighten to allow you to run in an efficient,
upright position that promotes optimal lung
capacity and stride length.
• HIPS: Your hips are your center of gravity,
so they're key to good running posture. The
proper position of your torso while running
helps to ensure your hips will also be in the
ideal position. With your torso and back
comfortably upright and straight, your hips
naturally fall into proper alignment--pointing
you straight ahead. When trying to gauge the
position of your hips, think of your pelvis as a
bowl filled with marbles, then try not to spill
the marbles by tilting the bowl.
• LEGS/STRIDE: Efficient endurance running requires just a slight knee lift, a quick leg turnover, and a short stride.
Together, these will facilitate fluid forward movement instead of diverting (and wasting) energy. When running with the
13
Running the Penn Relay (cont.)
PHYSICAL EDUCATION CLASSROOM ACTIVITY
Taken from: http://www.runnersworld.com/running-tips/perfect-form, http://www.aahperd.org/naspe/grants/grants/ING/upload/Buddy-Run-2014F.pdf
proper stride length, your feet should land directly underneath your body. As your foot strikes the ground, your knee
should be slightly flexed so that it can bend naturally on impact.
• ANKLES/FEET: To run well, you need to push off the ground with maximum force. With each step, your foot should
hit the ground lightly--landing between your heel and midfoot--then quickly roll forward. Your feet should not slap
loudly as they hit the ground. Good running is springy and quiet.
Practice this perfect running form by doing a BUDDY RUN.
1. Students should pair up with a buddy to run.
2. Students will circle the track, jogging the straights at a pace
where they are unable to hold a conversation with their
buddy. Students should be thinking about breathing correctly.
a. Breathe in through the nose and mouth and out
through the mouth. Breathe in for a count of 3, and
out for a count of 2.
3. When they get to the curves the pace should be slower,
allowing for them to talk to their buddy about a specific topic.
a. When students are running around the curves, they
can be instructed to keep their shoulders relaxed
by shaking their arms out at their sides and taking
deeper controlled breaths.
b. Topics for the relaxed run can include: favorite animal,
activity, book, movie, “I Spy.”
c. If a student does not have a buddy, the student can
sing a song during the curves instead of holding a
conversation.
4. Continue this activity alternating between the straights and the
curves for a designated number of laps or time period.
• If you do not have a track, you can alter your space to make a
small track area in the gym and run one lap while focus is on
breathing and run one lap while talking.
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Rediscover Social Boundaries: Mix It Up
SOCIAL/EMOTIONAL WELLNESS CLASSROOM ACTIVITY
Taken from: Celebrate Kindness, No Name Calling Week. GLSEN. http://glsen.org/sites/default/files/MS%20Lesson-Are%20You%20Part%20of%20the%20In%20Crowd.pdf. 2013
Mix It Up supports the efforts of student activists who are willing to take on the challenge of identifying, questioning and
crossing social boundaries. Mix It Up is a project of Tolerance.org, Teaching Tolerance, and the Study Circles Resource
Center. Visit http://www.mixitup.org for more information.
HOW TO MIX IT UP
At many schools around the country, the cafeteria at lunchtime is a social map of the whole school. A map crisscrossed
with boundaries. These boundaries exist for many reasons — habit, friendship, status, fear, prejudice. The simple space
of a cafeteria table is, for many of us, a comfort zone where we can be our-selves with those who know us best. Touch
base. Regroup. Let down the guard that classroom pressures often require of us. For others, the lunchroom with all
its boundaries is a world with its own pressures — a world of familiar strangers and rigid expectations. But each year
students across the country stir things up in their school cafeterias. And you can do it, too.
REACH OUT
All it takes is one person venturing outside the comfort zone to stir things up, but on Mix It Up Day, why not have a whole
crowd sitting someplace new? Ask your friends to join in. Pitch the idea to the clubs, sports teams and other groups you
belong to. Invite other clubs to participate. Get teachers and administrators on board. Publicize the event with posters,
stickers and t-shirts.
PLAN
How are you going to “do the day?” Here are 5 ways to mix up lunchroom seating.:
1. Create a “calendar” out of 12 tables and sit by birth month or by Zodiac signs.
2. Number several tables and draw your seat assignment from a hat.
3. Draw colored candies out of a bag and sit with the matching tablecloth.
4. Find a table where you don’t know more than two people.
5. Give each person a “ticket” that matches the color tag on a chair.
ACT
The day has arrived and you’re sitting at a new
table staring at a bunch of people you don’t
know. What now? Here are 5 ideas to jump-start
the conversation:
1. What’s the last CD you bought or song you
downloaded?
2. Imagine you’re grown up and landed your
dream job. What is your dream job, and
why?
3. What’s the craziest or funniest thing you
ever did in public?
4. You’re signing autographs. What are you
famous for?
5. You’re the principal. What’s the first class
you drop—and what class do you add?
DIG DEEPER
How’d it go? What worked? What didn’t? What
did you enjoy? Does your school need to look
more closely at social boundaries? Start a Mix
It Up Dialogue—visit http://www.mixitup.org
to learn how.
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Persuasive Writing: A Classroom Civics Lesson
SOCIAL STUDIES CLASSROOM ACTIVITY
“No, we are not going to stand in the street. We are going to peacefully chant on the sidewalk. My
parents were very clear. There are only signs and chanting. Stall the mall, stall the mall.” -Penn
Penn and his family are planning to stage a protest for the new mall that is going up in their
neighborhood. When people feel very strongly about issues like these they may write a letter, boycott
certain products or even stage a protest at the site of their concern.
In character, as Penn, write a letter to the president of the mall trying to persuade them NOT to
begin construction.
Tips for writing a successful persuasive letter:
1. State your position on the issue clearly for your letter in the beginning. Give 3 reasons to
support your idea.
2. Suggest a realistic solution to the problem.
3. Be brief and polite.
!
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Character and Comparison: Crash vs. Penn
ELA STUDENT WORKSHEET
Crash and Penn are seemingly very different than each other, however, Scooter and Abby
both make reference to them once being very close.
Using the Venn diagram, make a list of each character’s traits—the qualities that differ,
place in each character’s individual circle, and in the middle where the two circles
intersect, list the things that they have in common.
CRASH
PENN
Which character do you identify with? Why?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
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Football Math
MATH CLASSROOM ACTIVITY
Taken from: Super Bowl Blitz: Football-Related Activities for Fans of All Ages. Article by Cara Bafile, Gary Hopkins Education World® Copyright © 2010. http://www.educationworld.com/a_lesson/lesson096.shtml
How do the two teams in this year's Super Bowl, or the class’ favorite rival teams (i.e.:
Green Bay Packers vs. Chicago Bears) look on paper? Review the rosters of the two teams
on the NFL Teams Web page. Students might work in groups to determine what can be
learned about a team from its roster. Some possible questions might include.
•
•
•
•
•
•
•
•
•
•
•
•
How many quarterbacks are on the team?
Which player weighs the most?
Which player weighs the least?
Who is the tallest player?
Who is the shortest player?
Who has the most experience? (0 indicates a
"rookie" player)
How many rookies are on the team?
Who is the oldest player on the team?
What is the average age of players on the
team?
How many injured players are on the team?
Who is the kicker on the team?
Who punts for the team?
Once students have determined their questions, they will
want to create a chart that compares the answers to those
questions for each of the competing teams. Is how a team
"looks on paper" an indicator of just how good they will be
on the field?
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WHO SAID IT?
1. My dad yells at the teacher until she passes me.
2. No, I did not get held back. I’m tall, I’m just tall.
3. I’ll call you willow, as in Willow Tree.
4. Mom, you should see the Habitat Garden, you really should.
5. Sorry, Crash. I’m booked all day tomorrow.
6. Worms are our friends.
7. Don’t know down an old man.
8. Penn Webb is not cool.
9. Stall the mall!
10.You don’t manhandle anybody.
11.If you run in the Penn Relays, we’ll all be there with bells on.
12.At our church anybody can talk, even a kid.
13.Lean, Penn, lean. Leeeean!!!
POST-SHOW QUESTIONS
1. According Crash, there have been many changes in the past year. List as many changes as you can. How did
these changes impact Crash? Were these good changes or bad changes?
2. Penn is a true friend to Crash, even when Crash does not treat him as well. Why do you think Penn continues to
be a good friend to Crash?
3. It hurts when Crash looses the race. Did Crash really loose? What did he win by letting Penn win the race?
4. Do you think Crash and Mike are still friends? Why or why not? Would you want to be friends with Crash
now? Explain.
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WHO SAID IT? ANSWERS
1. My dad yells at the teacher until she passes me.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MIKE
2. No, I did not get held back. I’m tall, I’m just tall.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . JANE
3. I’ll call you willow, as in Willow Tree.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PENN
4. Mom, you should see the Habitat Garden, you really should. . . . . . . . . . . . . . . . . . . . . . . . . . . ABBY
5. Sorry, Crash. I’m booked all day tomorrow.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DAD
6. Worms are our friends. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ABBY
7. Don’t know down an old man. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SCOOTER/GRAMPA
8. Penn Webb is not cool.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CRASH
9. Stall the mall!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PENN
10.You don’t manhandle anybody.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SCOOTER
11.If you run in the Penn Relays, we’ll all be there with bells on.. . . . . . . . . . . . . . . . . . . . . . . . . . . . DAD
12.At our church anybody can talk, even a kid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PENN
13.Lean, Penn, lean. Leeeean!!!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CRASH
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