Create lesson plan using I do. we do. you do land/wrap and exit ticket aligned with the wit and wisdom curriculum FOCUSING QUESTION: Lessons 1–4 How can sports affect the way we view others? CONTENT FRAMING QUESTION: Lesson 3 Reveal: What does a deeper exploration of Squeaky’s perspective reveal in “Raymond’s Run”? In the final scenes of “Raymond’s Run,” students witness a transformation in Squeaky’s view of her brother Raymond and her opponent Gretchen. Use the TDQs, as well as student-generated questions, to illuminate Squeaky’s changed perspectives and help students understand the true victories that Squeaky achieves in this story. Challenge students, as they gather and elaborate on evidence of Squeaky’s perspective change, to consider what factors shaped Squeaky’s initial views of Raymond and Gretchen—and why her views ultimately change. Welcome 4 MIN. COMPLETE A CHARACTER QUESTIONNAIRE Display the following prompt and questionnaire for students to complete in their Response Journal. Pretend you are Squeaky. Complete the following questionnaire from her first-person point of view. Draw on what you learned about Squeaky in the first half of “Raymond’s Run” to support your answers.

1. What is your name?
2. Where are you from?
3. Who do you live with?
4. What responsibilities do you have at home?
5. How do you spend your free time?
6. What is something you do really well?
7. What is something you struggle with?
8. What three words best describe you?
9. What do you value, or believe strongly in?
10. What really bothers you? Alternate Activity In pairs, students role-play an interview with Squeaky. One student uses the questionnaire above to “interview” their partner, who adopts the role of Squeaky. Afterward, students switch roles and repeat the interview. 61 © Great Minds PBC WIT & WISDOM G5 M4 Lesson 3 ® Launch 4 MIN. Invite students to stay in character as Squeaky; use Equity Sticks to call on different students to share a response to the questionnaire. Ask: “How did the questionnaire activity help you better understand Squeaky’s perspective in the story ‘Raymond’s Run’?” Invite several volunteers to share their responses. Post the Content Framing Question. Remind students that a character’s perspective includes the characters view of themselves, others, and the world. Affirm that the questionnaire challenged students to think about Squeaky’s perspective—particularly how she views herself. Tell students that they will explore Squeaky’s perspective more in depth, but they will focus on how she views other characters in the story—and how these views change by the end of the story. Post the Focusing Question. Instruct students to Think–Pair–Share, and ask: “How might examining Squeaky’s perspective of other characters help us understand how sports can affect the way we view others?” Encourage students to think deeply about how Squeaky’s perspectives of others as they read the rest of the story today. Learn 60 MIN. ANALYZE THE NARRATOR’S INITIAL PERSPECTIVES 10 MIN. Pairs Share that to understand how Squeaky’s perspectives of other characters change in the story, students must first understand Squeaky’s views at the beginning of the story. Pose the following TDQs, and instruct pairs to revisit the first part of “Raymond’s Run” to find evidence to support their answers. © Great Minds PBC G5 M4 Lesson 3 WIT & WISDOM® 62 1 How does Squeaky view Raymond at the beginning of the story? How do you know? n Squeaky sees Raymond as childlike. He is someone who needs protection and “looking after” because of his mental disability. n We see this when Squeaky tells about how people have to face her if they make fun of him. She stands up to Mary Louise and Rosie when they begin to pick on Raymond. n Squeaky tells how she makes Raymond walk on the inside of the street so he doesn’t run in front of traffic. She tells how she often has to apologize when he disturbs old people. 2 How does Squeaky view Gretchen at the beginning of the story? How do you know? n Squeaky sees Gretchen as her running rival since Gretchen “put out the tale that she is going to win the first-place medal this year.” n Squeaky doesn’t seem to like Gretchen even though she doesn’t know her. She refers to Gretchen as “the new girl.” n When Gretchen smiles at her on the street, Squeaky automatically assumes her smile is fake. She says, “it’s not a real smile.” Bring the class together, and call on pairs to share their responses. As needed, prompt students to provide evidence or extend their thinking. READ AND SUMMARIZE A SCENE 20 MIN. Pairs Instruct students to take out their copies of “Raymond’s Run” on Handout 2B. Invite a volunteer to summarize what was happening in “Raymond’s Run” when they left off reading. Then students Partner Read the rest of the story, beginning with paragraph 14. Encourage students to read slowly and expressively to capture Squeaky’s personality in their voice. Name Date Class Handout 2B: “Raymond’s Run” Directions: Read the short story “Raymond’s Run” by Toni Cade Bambara. Refer to the glossary to define or find more information about unknown words and phrases in the story. 1 I don’t have much work to do around the house like some girls. My mother does that. And I don’t have to earn my pocket money by hustling; George runs errands for the big boys and sells Christmas cards. And anything else that’s got to get done, my father does. All I have to do in life is mind my brother Raymond, which is enough. “Raymond’s Run” by Toni Cade Bambara 2 Sometimes I slip and say my little brother Raymond. But as any fool can see he’s much bigger and he’s older too. But a lot of people call him my little brother cause he needs looking after cause he’s not quite right. And a lot of smart mouths got lots to say about that too, especially when George was minding him. But now, if anybody has anything to say to Raymond, anything to say about his big head, they have to come by me. 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, which is how I got the name Squeaky. And if things get too rough, I run. And as anybody can tell you, I’m the fastest thing on two feet. 3 There is no track meet that I don’t win the first-place medal. I used to win the twenty-yard dash when I was a little kid in kindergarten. Nowadays, it’s the fifty-yard dash. And tomorrow I’m subject to run the quartermeter relay all by myself and come in first, second, and third. The big kids call me Mercury cause I’m the swiftest thing in the neighborhood. Everybody knows that—except two people who know better, my father and me. He can beat me to Amsterdam Avenue with me having a two-fire-hydrant headstart and him running with his hands in his pockets and whistling. But that’s private information. Cause can you imagine some thirty-five-year-old man stuffing himself into PAL shorts to race little kids? 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. In the second place, she’s got short legs. In the third place, she’s got freckles. In the first place, no one can beat me and that’s all there is to it. 4 I’m standing on the corner admiring the weather and about to take a stroll down Broadway so I can practice my breathing exercises, and I’ve got Raymond walking on the inside close to the buildings, cause he’s subject to fits of fantasy and starts thinking he’s a circus performer and that the curb is a tightrope strung high in the air. And sometimes after a rain he likes to step down off his tightrope right into the gutter and slosh around getting his shoes and cuffs wet. Then I get hit when I get home. Or sometimes if you don’t watch him he’ll dash across traffic to the island in the middle of Broadway and give the pigeons a fit. Then I have to go behind him apologizing to all the old people sitting around trying to get some sun and getting all upset with the pigeons fluttering around them, scattering their newspapers and upsetting the waxpaper lunches in their laps. So I keep Raymond on the inside of me, and he plays like he’s driving a stage coach which is OK by me so long as he doesn’t run me over or interrupt my breathing exercises, which I have to do on account of I’m serious about my running, and I don’t care who knows it. © Great Minds PBC G5 M4 Handout 2B • WIT & WISDOM® Page 1 of 6 63 © Great Minds PBC WIT & WISDOM G5 M4 Lesson 3 ® TEACHER NOTE Ahead of reading, you might share with students that the first of May—or “May Day”—is often observed as a holiday that marks the arrival of spring. It traditionally features a May Pole, a tall pole decorated with ribbons around which a ceremonial dance occurs. In “Raymond’s Run,” the May Day program is a community event that includes May Pole dancing by girls in new dresses as well as a track meet. Invite students to consider how Squeaky’s opinion of May Pole dancing is different from her mother’s—and reveals Squeaky’s keen sense of independence. Scaffold If you have a high percentage of readers working below grade level or multilingual learners, consider reading aloud this scene to model fluent, expressive reading. Pause as needed to define unfamiliar vocabulary and provide context for references that might be confusing. After reading, instruct students to take out Handout 2A and, with their partner, summarize setting, characters, and events for Scene 2 as well as the story’s resolution in the designated boxes on the handout. Students leave the box for Theme blank for now. Circulate and provide support as needed. Scaffold For students who struggle to sequence events in a story, provide one or two events on Handout 2A to help students initiate the sequence, and have students fill in the remaining events. Call on pairs to summarize and share what they learned about setting, characters, events, and resolution in this scene. Record notes under Scene 2 and Resolution on the displayed copy of Handout 2A. See sample student responses on the story map that follows. Name Date Class Handout 2A: Story Map for “Raymond’s Run” Directions: Use this chart to organize and record notes about key elements of the story. Exposition Character(s): Who are the main characters? What are they like? Narrator: Other characters: Setting: Where does this story take place? Conflict: Describe the main problem that the narrator faces. © Great Minds PBC G5 M4 Handout 2A • WIT & WISDOM® Page 1 of 3 © Great Minds PBC G5 M4 Lesson 3 WIT & WISDOM® 64 ANALYZE CHARACTER CHANGES 10 MIN. Small Groups Students work in small groups to discuss and answer the following TDQs. Encourage groups to draw on evidence from the text to support their responses. Circulate and provide support as needed. 3 What does Squeaky notice about Raymond just before the race starts? How do these details reveal a change in Squeaky’s views of these characters since the beginning of the story? n Squeaky sees Raymond “bending down with his fingers on the ground just like he knew what he was doing.” She seems surprised to see Raymond acting like a real runner. 4 What does Squeaky notice about Gretchen just before the race starts? How do these details reveal a change in her view of Gretchen from the beginning of the story? n Squeaky notices Gretchen “stretching like a pro.” n The word pro shows that she is beginning to see Gretchen as a serious runner. Scene 2 Setting ƒ This scene takes place on May Day at a local park. Characters ƒ The main characters are Squeaky, Raymond, and Gretchen. We also meet Mr. Pearson, who helps organize the May Day races and runners. Events ƒ First, Squeaky arrives at the park and puts Raymond in the swings. ƒ Next, the younger kids race. ƒ Then, Squeaky beats Gretchen in the fifty-yard-dash. Squeaky notices Raymond running alongside on the other side of the fence. ƒ Finally, Squeaky realizes that Raymond could be a great runner and decides to train him. Squeaky and Gretchen smile at each other in respect. Resolution Squeaky resolves the conflict between her and Gretchen by winning the race. She and Gretchen smile at each other in respect afterward. 65 © Great Minds PBC WIT & WISDOM G5 M4 Lesson 3 ® 5 What does Squeaky notice about Raymond during the race? How does she react—and why is this moment significant? n Squeaky notices Raymond on the other side of the fence “running in his very own style.” n She is so amazed that she almost stops to watch him “on his first run.” n This moment is significant because she is seeing Raymond as a person with unique abilities for the very first time. 6 After the race, static over the loudspeaker makes it hard to hear the announcement about who won. What does Squeaky notice at this moment? What is going through her mind? n She sees Gretchen “huffing and puffing with her hands on her hips taking it slow, breathing in steady time like a real pro.” n A thought goes through her mind that she “sort of [likes Gretchen] a little for the first time.” n She hears Raymond “rattling the fence like a gorilla in a cage” as he tries to get her attention. Then she sees him “like a dancer or something … climbing up nice and easy but very fast.” n It occurs to Squeaky at this moment that “Raymond would make a very fine runner.” n She has gained a new respect and understanding for both Raymond and Gretchen in this moment. Extension Deepen students’ understanding of Squeaky’s perspective change in the story by asking them to think about how her attitude toward winning at the end of the story differs from her attitude at the beginning of the story. GATHER AND ELABORATE ON EVIDENCE OF PERSPECTIVE CHANGE 20 MIN. Individuals Share that for Focusing Question Task 1, students will write about how Squeaky’s perspective of either her brother Raymond or her rival Gretchen changes after the race. Explain that students will focus now on gathering evidence of how Squeaky’s perspective changes toward one of these characters. They will use this evidence to help them write a response to Focusing Question Task 1 in the next lesson. Distribute and display Handout 3A. Read aloud the directions; clarify questions students may have. Instruct students to take a moment to silently reflect on the next question, and ask: “What do you think changes more in the story: Squeaky’s view of Raymond or her view of Gretchen?” Date Class Name Handout 3A: Evidence Organizer Directions: How does Squeaky’s perspective of her brother Raymond and her rival Gretchen change after the race? Choose either Raymond or Gretchen. Then, choose the best evidence from the story that shows Squeaky’s perspective of this character leading up to and after the race. Elaborate on each piece of evidence. Use the back of this handout if you need more space for your notes. How does Squeaky view _______________ at the beginning of the story? How does Squeaky view_______________ differently after the race? Evidence Elaboration Evidence Elaboration List details from the story that show how Squeaky views Raymond/Gretchen leading up to the race. Use both quotations and paraphrasing. Consider: • Why is this evidence important? • What does it show us about how Squeaky views Raymond/Gretchen? • What factors do you think shaped Squeaky’s perspective of Raymond/ Gretchen? List details from the story that show how Squeaky views Raymond/ Gretchen after the race. Use both quotations and paraphrasing. Consider: • Why is this evidence important? • What does it show us about Squeaky’s new view and understanding of Raymond/Gretchen? • What do you think causes this change in Squeaky’s perspective? © Great Minds PBC G5 M4 Handout 3A • WIT & WISDOM® Page 1 of 2 © Great Minds PBC G5 M4 Lesson 3 WIT & WISDOM® 66 After a few moments of silent reflection, instruct students to choose one of these characters—either Raymond or Gretchen—to write about for Focusing Question Task 1. Students write this character’s name on the blank lines atop Handout 3A. Invite a volunteer to read aloud the questions in the Elaboration column. Encourage students to consider these questions as they elaborate on their evidence. Students work independently to find at least two pieces of evidence of Squeaky’s perspective toward their character leading up to and after the race. Remind students to record evidence in the form of a key quotation from the story and then paraphrase their evidence underneath. Then students elaborate on each piece of evidence to explain its significance. Circulate as students work, providing support as needed to help students identify evidence of Squeaky’s perspective toward Raymond or Gretchen at the beginning and end of the story. Scaffold Pair students working below grade level with a partner working above grade level who is focused on the same character. Alternatively, work with a small group of students working below grade level to support them in gathering and elaborating on evidence. Land 6 MIN. ANSWER THE CONTENT FRAMING QUESTION Reveal: What does a deeper exploration of the Squeaky’s perspective reveal in “Raymond’s Run”? Ask students to hold up one finger if they focused on Raymond and two fingers if they focused on Gretchen. Then instruct students to find a partner who focused on the opposite character; students may form groups of three if there are uneven numbers. Ask: “What did you discover about how Squeaky’s perspective of either Raymond or Gretchen changes in the story?” Remind students of the Listening Goal, listen to understand. Tell students that you will call on several students to share what they learned from listening to their peers. Students discuss responses, sharing evidence they gathered on Handout 3A to support their ideas. Then call on one or two students to share insightful responses they heard from a peer about Squeaky’s perspective changes. 67 © Great Minds PBC WIT & WISDOM G5 M4 Lesson 3 ® n Before, Squeaky might have thought that Raymond’s way of running was awkward or even embarrassing. Now, she sees it as a sign of his unique abilities. n Instead of seeing Raymond just as her brother who needs to be looked after, Squeaky is proud of her brother. She is excited about the possibility of coaching him. n Squeaky now respects Gretchen because she showed that she is a serious runner. n Before the race, Squeaky did not like Gretchen. She didn’t think it was possible to be friends. After the race, the girls smile at each other and Squeaky realizes that real friendship and respect between girls is possible. Read aloud the Focusing Question: How can sports affect the way we view others? Ask: “How have sports—in this case, running—helped Squeaky to view her brother and Gretchen differently?” Call on one or two students to share their ideas. Share that in the next lesson, students will think deeply about the story’s themes and write their responses to Focusing Question Task 1. Wrap 1 MIN. Students practice reading aloud the featured fluency passage on Handout 2C from “Raymond’s Run” three to five times. Students evaluate their own progress in the unshaded box for Day 2 and then ask an adult or a peer to listen and evaluate them as well.