Running head: SRE SHOELESS JOE

Scaffolded Reading Experience Using

Shoeless Joe by W.P. Kinsella

Tyler R. Bahr

Ferrum College
SRE SHOELESS JOE 2

Scaffolded Reading Experience Using

Shoeless Joe by W.P. Kinsella

I. Introduction

Students can be encouraged to excel in literacy knowledge by being exposed to reading

and writing in all classroom subjects. The physical education classroom is no exception. I have

formulated a Scaffolded Reading Experience (SRE) aimed at middle school students who are

currently engaged in learning about the rules and game playing of baseball. Using the book

Shoeless Joe by W.P. Kinsella, which has been turned into the film Field of Dreams, I will

encourage students to read and explore their understanding of the value of team membership,

repercussions of cheating, and making dreams a reality. Literacy knowledge will be character

based and students will recognize and discuss fictional and nonfictional texts and how the two

can be intertwined.

A. Contextualized SRE Plan

Students within the physical education classroom will use their experience of playing

baseball on a team to identify with characters in the text. They will relate their dreams for their

own futures to the realistic and unrealistic dreams within the text. The classroom will

acknowledge the diversity among each other and within the text readings. They will be

encouraged to comprehend that a fictional dream can have goals based on reality. The diversity

in how goals can be achieved will be a central issue along with repercussions of cheating

themselves out of reaching their goals.

1. Context: The SRE is aimed at the middle school grade levels. The students would be

actively involved in the P.E. program. The area of activity that is being highlighted is baseball.

Students have already begun the process of learning the basics of the game. The rules,
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positions, and game play of the sport have been covered previously during outdoor activities.

Baseball was chosen because it is a school-based and community-based sport which many of

the students have participated in over the years. Some students have not actively played but

have watched a game in action. The classroom has started off the semester doing individual

exercises, group activities, and all-inclusive classroom programs. This is now an opportunity for

them to learn about being a team member. They will come to the understanding that they are

individual players with unique positions, yet they must play as a team to excel. There are

enough students to form two separate teams. Four innings can be played within the time frame

easily. If weather permits, literacy knowledge will be enhanced by reading and discussing the

text on the outdoor baseball field. I feel the environment of the text will be more enticing if

students are experiencing the same setting while immersed in the reading and discussions.

2. Text: I will highlight the book in general to the students and take five class sessions to

cover each of the five chapters in more detail. My highlights would include the intermingling of

fact and fiction. I would encourage open discussions about their American baseball experiences

and relate some of the nostalgic references of the sport and important historical markers that it

has rendered. This would include the Black Sox Scandal and Shoeless Joe Jackson.

There are sections in each chapter that deal with the crossover of imagery into reality.

Dividing the class into groups would allow each group to read a separate passage within a

chapter. Some groups will be reading scenes that are proven to be reality. Other groups will read

texts that are imaginary and transforming. The reality groups would then form one team and

fictional groups would form the opposing team. As we take our positions on the field, we would

integrate each team’s imagery with the position they are holding. Diversity amongst students on

their fiction/nonfiction take on the text content would likely be conflicting. The different

perspectives would be acknowledged and discussed. Each chapter would be conducted this way,

where reality and fiction are both described.

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The Flesch Reading Ease score for the text that I have chosen is 62.9 which is

standard/average. Based on eight formulas, it is scored at grade level 10-11 with the readers’

ages being 15-17 years old.

The sections of each chapter that will be read by the class will be reviewed and

highlighted as a pretext learning experience therefore the middle school students will be prepared

to read the assigned text.

Embedded readings would include articles on:

● the Black Sox scandal

(http://0-go.galegroup.com.library.acaweb.org/ps/i.do?p=ITOF&u=ferrum&id=G

ALE|A137819720&v=2.1&it=r&sid=ebsco)

● J.D. Salinger,

(Fiene, D. M. (2017). J. D. Salinger. Salem Press Biographical Encyclopedia. Retrieved

from http://0-

search.ebscohost.com.library.acaweb.org/login.aspx?direct=true&db=ers&AN=88

)
801775&site=eds-live

● Moonlight Graham,

Morris, T. (2010, Spring). Chasing moonlight: The True Story of field of Dreams' Doc

Graham. Nine , 18 (2), 162+. Retrieved from http://0-

link.galegroup.com.library.acaweb.org/apps/doc/A224994119/AONE?u=ferrum&sid

=AONE&xid=47ee080c

The World Series scandal will help students understand the eight outcasted characters in the

book. Knowing some details of Salinger’s reclusiveness and his previous novel will explain his

relatedness to baseball. Archie Graham’s split life between baseball player and physician will

help explain the choices he made to follow a dream.

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B. Philosophical/Theoretical Rationale

There are multiple ways that teachers can use their own knowledge to encourage students

to excel in literacy competency. Instruction can be given in all subject areas. Physical education

classrooms must not be exempted from instructing students regarding literacy. Analyzing,

comprehension, assessing, and imagery can be developed in a physical education class setting.

Many facets of developing literacy content can be incorporated into a P.E. class. Literacy

knowledge needs to be increased among all students of all ages and grade levels so that they have

the resources to succeed in their future endeavors, whether it is academically or physically based.

Physical health cannot be minimized, therefore I have incorporated it into a physically active

classroom. Most students have an athlete that they look up to and admire. A character-based

principle would help them to relate to texts that are synchronized to physical activity. Texts that

involve diversities in community and between teammates would help to make students feel

comfortable in a diverse gym class. Diverse analyses and theories from students should be

acknowledged without prejudice just as diverse sports players can formulate a uniformed team.

Discussing the fact and fiction characteristics of the text, commenting on opposing team’s

pictures, and then exchanging for further discussion can be considered an alternate way to

impose the read-write-discuss-revise guidance (Lemov, 2016). Key points raised during

discussions would be added to the whiteboard layout consistently as a way to “chart” (Lemov,

2016) their ideas. As the story moves through chapters, these ideas would be revised publicly

based on personal reflections. The students will be able to see their interpretations in writing and

be able to reevaluate them in later chapters. We will be able to reinforce claims made or improve

upon them as each team adds their perspectives.

Centering this particular class around a character based module will help them to value

the different characteristics of each player in the text and also each player as a teammate. It will

deter them from anti-social thought and behavior while engaging their imaginations. (Lemov,
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2016).

II. Lesson Plan

A. Instructional Objectives

Students will be able to interpret the differences between fiction and nonfiction. They will

identify with characters and differentiate between reality and dreams. They will express no

discrimination of other classmate’s evaluations of the text. They will be able to summarize and

conclude that the text has a theme that can relate to all achievement dreams. Historical fact and

fiction will be appraised and students will establish criteria that evaluates the differences.

B. Materials/Equipment

Handout would be given to each group which will be used to read on the ballfield.

Embedded readings would be projected on overhead during indoor class time. A whiteboard

would be used consistently when showing students the team positions, both within the text and

their own positions on the field. Balls, bats, gloves, and helmets will be provided.

The embedded text regarding the scandal would have highlights on the overhead

pertaining to Shoeless Joe and the other team members mentioned in the text. This overhead

projection would be used before reading to explain the characters’ realities. The whiteboard

would be used during the readings to show placements on the field throughout each chapter. As

each character is introduced in the text, the embedded texts would reinforce those individuals’

historical traits. During the final chapter analysis, the whiteboard would show reality and fiction

intermingling. The overhead would show factual history. The after-reading discussions would

revolve around looking at both systematically to see how they have blended together in the text.

C. BDA Phases

The before, during, and after phases of reading the text would be implemented.

Comprehending the skills and field positions of baseball players would be already a learned

subject before reading the text. This will allow the students to experience the game before they
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read about one. Some of the vocabulary associated with baseball would be used during

intramurals as a pretext to their reading material. Continuing to take the field as players will

allow the students to relate to the subject matter within the text.

1. Pre-Reading (before): The rules of baseball would be taught and learned.

Breaking rules and cheating would be discussed along with responsibilities of umpires, coaches,

and leagues. Positions on the baseball field would be highlighted and practice sessions would be

held that show each position responsibility. Students would have the opportunity to bat, catch,

throw, pitch, field balls, and run bases. Discussions would be entertained regarding previous

baseball experiences. I would relate my own experiences. Favorite teams would be discussed. I

would discuss the World Series and its importance in professional baseball. Among the

professional players that they may have all heard of such as Babe Ruth, Cy Young, Jackie

Robinson, and Lou Gehrig, I would also highlight Joe Jackson, Archie Graham, and the Chicago

White Sox. These could also be embedded into texts. The overhead would show highlighted

material from the embedded texts that has specifics about the scandal which Joe was involved in.

Sports-related vocabulary would be explained and used during baseball activities, both

previous-played games and during this session. Other text vocabulary would be integrated into

those field activities. These words would include all the positions on the field, areas of a stadium,

and the words “scandal”, “reclusive”, and “bribery”.

2. Reading (during): Each reading activity would take 5 minutes to explain the

day’s highlights on the overhead. The whiteboard would be taken to the field so that positions

could be adjusted. Groups would take 15 minutes to read and 10 minutes to discuss their

assigned reading. A scrimmage game would be played amongst the two teams. Innings can be

minimized if time is needed.

3. Post-Reading (after): Class would come to a close with each team discussing

fiction and nonfiction ideals from their text. The emphasis would be on where nonfiction and
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fiction overlap in the story. Each group would be assigned to bring in a photo or print out of a

character or place that they read about that day. This gives a hands-on character-based imagery

to the class.

D. Assessment
Photos submitted by groups would be copied and distributed to all. Using the photos that

they have collected over the 5-chapter period, students would separate into their groups and list

on each photo the fictional concepts and factual concepts that were revealed during the readings.

Groups which read fictional excerpts would exchange their papers with the groups who read the

factual excerpts. Open discussion about their findings with me would allow me to assess their

comprehension and resume with a clarification process if necessary.

III. Reflection

A. Strengths

Students learn to work in groups. Students participate in a team-based sport. Students

have individualized positions that are unique. Diversity is encouraged in all phases of the SRE.

Character-based approaches can be visualized. Fact and fiction are exclusive and then ultimately

comprehended to be inclusive and interconnected in the text.

B. Recommended Improvements

The baseball field would need to be constructed on a smaller scale so that communication

regarding the text can be incorporated as a group. An afterthought that I’ve encountered is that

the scrimmage game could also be used to review themes in the text. I’m recommending that

each batter be asked to give his or her thoughts on a specific chapter piece. I would need to

construct simple and concise questions that required specific minimal time-consuming answers.

C. Student Response

Students look forward to escaping their desks to participate in a physical activity. I feel

the students will enjoy the sport along with the reading assignment because they are interrelated.
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The homework of finding a photo is informal and not subjected to a grading process, so students

will see it as a fun project rather than a tedious assignment. I feel that the students will be able to

identify with the book because they are playing the same sport as the characters and will then

likely enjoy the discussions regarding the text.

D. Peer Review

Hailee Green (hgreen@ferrum.edu) recommended that I explain the overhead

projection and whiteboard data in more detail. I have added clarity as to what I plan to present to

the classroom using those materials.

Literary is the art of reading and/or the art of writing. It is not to be confused with literacy.

Literacy is the ability to decode text and to produce text to make meaning. It is both a science

and a skill. It is the foundation for all word-based communication, which includes knowledge of

the content and the ability to interpret meaning from it.

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References

Fiene, D.M. (2017). J.D. Salinger. Salem Press Biographical Encyclopedia.

Kinsella, W.P. (2013). Shoeless Joe. London: Friday Project.

Lemov, Driggs, Woolway (2016). Reading Reconsidered: A Practical Guide to Rigorous Literacy

Instruction (1). Jossey-Bass.

Morris, T. (2010, Spring). Chasing Moonlight: The True Story of Field of Dream’ Doc Graham.

Nine, 18(2), p. 162.

Romano, J. (2005, Oct. 22). Eight Things To Know About Eight Men Out; (or who exactly are

the Black Sox?). St. Petersburg Times, St. Petersburg, FL, p. SC.