Common Core Aligned

Common
Core
Aligned
Previewing
During Viewing
& Post Viewing
Activities
Journal Entries
& Character
Inferential
Chart
Personal
Narrative &
Argumentative
Editorial
http://www.teacherspayteachers.com/Store/Fun-Act-Prep
Table of Contents
1. Background Information
2. Setting, Plot, and Characters
3. Scene-by-Scene Summaries
4. Viewing Recommendations
5. Parent & Administration Informational Letters
6. Learning Objectives & Common Core Standards
7. Previews: Pre-viewing Activity
8. Main Attraction: During-viewing Activities
9. The End: Post-viewing Activities
10. Encore: Extension Ideas & Suggested Resources
By Mary Kate Mikulskis
http://www.teacherspayteachers.com/Store/Fun-Act-Prep
Coach Carter is a film based on the true story of high school basketball
coach Ken Carter and his team. Released in 2005, the film tells the story of
the Richmond High School basketball team. Coach Carter reverses the
team’s losing streak, but wants his players to win in the classroom as well as
on the court. It is a very inspirational story of one man’s quest to use
basketball as a tool to teach young men important lessons about life.
The film is rated PG-13 and runs 2 hours and 16 minutes.
Ken Carter, a local business owner and Richmond High School
alumnus, takes on a job coaching basketball at his alma mater. The school
has a low graduation rate and young men in the community have greater
odds of going to prison than attending college. The players are resistant to
Coach Carter’s tough drills, no-nonsense attitude, and high expectations,
especially when it comes to keeping up their grades and attending their
classes. As the team continues to win games, the boys’ egos grow, much to
Coach Carter’s dismay. When he receives the team’s progress reports and
finds many players have been cutting class and earning low grades, Coach
Carter shuts down the gym and forces the boys to study. The extreme
measure makes national headlines. The community is outraged, believing
basketball is all the boys have in life, and the school board votes to end the
lockout. Coach Carter resigns, but finds the team voluntarily using the gym
as a study hall. When their grades improve, they return to playing
basketball. Although they lose in the first round of the playoffs, they learn
that what they have accomplished is greater than any victory on the
basketball court.
Characters
Ken Carter: Richmond High School basketball coach
Damien Carter: Ken’s son, who transfers to Richmond to play for his dad
Timo Cruz: basketball player who quits the team but later begs to come back
Jaron “Worm” Willis: basketball player
Jason Lyle: basketball player
Kenyon Stone: basketball player whose girlfriend, Kyra, is pregnant
Kyra: Kenyon’s girlfriend, who is pregnant
Junior Battle: a basketball player
Principal Garrison: Principal of Richmond High School
Tonya: Ken Carter’s girlfriend
Renny: Timo’s friend, who deals drugs
Setting
The film takes place in Richmond, California, in 1998-1999.
Plot
Sporting goods store owner Ken Carter, a former Richmond High School
basketball star, sees the conflict between players on the current Richmond basketball
team when he goes to see his son, a player for the St. Francis team, at one of his
games. The current Richmond coach wants Ken to take over the team, but he’s not
sure. The coach tells him that not only has the team been suffering a losing streak, but
his players are struggling academically and not attending school regularly.
The players are put off by Coach Carter’s no-nonsense attitude, nice suit, and
tendency to address the players as “sir.” He sets consequences for being late for
practice and gives the players a contract for his team. The contract states that they
must maintain a 2.3 grade point average (even though the state only requires a 2.0),
attend all their classes, and sit in the front row of those classes. Ken’s son, Damien, a
student at St. Francis, an exclusive private school, gives his father a contract he drew
up. He wants to transfer to Richmond to play on his father’s team.
When Coach Carter asks the principal for weekly progress reports on his
players, she thinks he is overstepping his role as a coach. Coach Carter tells the team
he expects them to play basketball in college, but that means performing in the
classroom. The principal reminds Coach Carter that his job is to win basketball games
and he shouldn’t expect most of his players to even graduate from high school.
The team wins a tournament but become arrogant and defiant. Coach Carter
finally receives the boys’ progress reports, and many of the players have low grades
and have been cutting class. Coach Carter locks down the gym and orders the team to
report to the library, telling them that there will be no basketball until they turn their
grades around. The boys, their parents, and the community are furious, but Coach
Carter stands his ground, gaining the national spotlight. The school board votes to
end the lock-down, so Coach Carter resigns. However, the team decides to a
voluntarily lockout; they will bring up their grades if Carter will continue to be their
coach. When they fulfill the obligations of their contract, they return to the court.
Although they lose in the first round of the playoffs, Coach Carter couldn’t be more
proud. He tells the team that they have achieved that ever-elusive victory within.
 The opening credits play as the camera switches between Ken Carter locking
up his sporting goods store and a high school basketball game between
Richmond and St. Francis. Ken walks into the gym, greets his son, who is
sitting on St. Francis’s bench, and meets his girlfriend in the stands. During the
game, the players start fighting on the court. Richmond loses, and after the
game, the Richmond players start arguing and eventually fighting one another
in the locker room. Ken talks to the Richmond coach, who says that the losing
streak isn’t nearly as frustrating as his struggle to get his players to attend
school and take their classes seriously. (0:00-5:32)
 Carter accepts the job. His son wants to transfer from St. Francis to Richmond
to play on his dad’s team. Carter lays down the ground rules for his players:
they must maintain a 2.3 GPA, attend all their classes, and sit in the front row
of their classes. Two of the players, Worm and Timo Cruz, start mocking
Coach Carter. Coach Carter kicks out Timo, who tries to hit him. Two other
players walk off the team. (5:32-15:14)
 Worm and Kenyon meet up with Kenyon’s girlfriend Kyra. Kyra shows him
baby booties she bought; she recently found out she is pregnant. Back in the
gym, the whole team is assigned drills when Battle arrives to practice late.
Coach Carter assigns them additional laps and push-ups when they complain.
After practice, Timo chases with the players with a gun, messing around. He is
obviously going down the wrong path. (15:14-19:18)
 The players’ parents are unhappy with Coach Carter’s contract. They think the
GPA minimum is too high and they don’t want to get their kids ties and suit
coats. Coach Carter says that basketball is a privilege and players will need to
abide by his terms. Damien gives his dad his own contract, telling him he is
going to enroll at Richmond and play on his team. The team is thrilled to win
the season opener. Timo, watching from the stands, is jealous. (15:14-32:42)
 Timo shows up to practice, wanting to know what he can do to get back on the
team. Coach Carter gives him an impossible task: 2,500 push-ups and 1,000
suicide drills by Friday. As Timo starts doing push-ups, Coach Carter asks him,
“What is your deepest fear? That you’re inadequate?” He tell Timo it’s an
impossible task and he should just give up. (32:42-38:29)
 Kenyon is at Kyra’s apartment. They start kissing but are interrupted when her
baby nephew starts crying. Kenyon is worried about their future, especially
after their baby is born. (38:29-39:19).
 Coach Carter sees the principal to request weekly progress reports from the
boys’ teachers. The day before the game, Timo, despite his best efforts, is short
80 suicide drills and 500 push-ups. The other players offer to do suicide drills
and push-ups for him. Jason Lyle says, “We’re a team. If one person struggles,
we all struggle. If one person triumphs, we all triumph.” (39:19-43:24)
 The team keeps winning. Coach Carter mocks their arrogance, upset with their
poor sportsmanship. Coach Carter starts checking up on the players and finds
out the Junior has been cutting class. The boys are bragging about their stats in
the newspaper and calling each other “nigga.” Coach Carter tells them that’s a
derogatory term used to insult their ancestors. He suspends Junior until he
starts showing up to class, telling the team, “If you do not perform in the
classroom, you will not play.” Junior storms off. (43:24-53:18)
 Kenyon doesn’t like Kyra telling her friends about her pregnancy. He doesn’t
know how he’s going to play basketball in college with a baby on the way,
saying he’s not ready. She gets angry and thinks he’s only thinking about
himself. (53:18-55:29)
 The principal tells Coach Carter that Richmond has a 50% graduation rate and
he’ll be lucky to see 5 of his 15 players graduate. She tells him to stop
concerning himself with the players’ academic performance, saying, “Your job
is to win basketball games. I suggest you start doing your job.” Coach Carter
replies, “Your job is to educate these students. I suggest you start doing yours.”
(55:29-56:30).
 Willa Battle, Junior’s mother, visits Coach Carter at his store, telling him a
scout from a junior college want to see Junior play. She respects Coach Carter’s
rules but asks him to give Junior another class. She brings in Junior to ask for
Coach Carter’s forgiveness. (56:30-59:39)
 The team has been invited to play in a tournament. They are currently
undefeated. At the school dance, Kyra gets jealous when she sees Kenyon
dancing with another girl. He’s worried about the future, struggling to make
ends meet and living paycheck to paycheck. She thinks if he goes away to
college he’ll forget about her and the baby. (59:39-1:04:25)
 Richmond wins the championship game at the tournament. After the game, the
players sneak out of their hotel room and attend a wild party. Coach Carter
tracks them down and yells at them on back on the bus. Their egos are getting
the best of them, though. Coach Carter brings the championship trophy into
his office and finds the progress reports on his desk. They are full of low
grades and negative comments from teachers. Coach Carter is very distressed
(1:04:25-1:20:53)
 Thriving on the excitement of their tournament win, the players find a sign on
the gym saying, “Practice Cancelled: Report to Library.” In the library, Coach
Carter tells them that they have failed to uphold their contracts. Although some
players are fulfilling their obligations, since they are a team, the gym will remain
closed until everyone brings up their grades. Timo walks out. (1:04:25-1:23:39)
 Principal Garrison demands Coach Carter take the lock off the gym. She says
by taking away basketball, he is taking the one area of their lives where they
have some success. He says the problem is the view that this basketball season
will be the highlight of the boys’ lives. Coach Carter cancels a game; the forfeit
becomes Richmond’s first loss of the season. The media surrounds the school
and Coach Carter holds a press conference. Kenyon tells his teammates they
need to get their act together and bring up their grades. (1:23:39-1:27:05)
 The team is studying in the library. They tell Coach Carter they think he’s doing
this for the publicity. He tells the players that there is a system designed for
them to fail and shares with them the reality of Richmond’s graduation and
college acceptance rates compared to area’s imprisonment numbers. He tells
them he will do everything in his power to get them to college and to a better
life. The boys keep meeting in the library to study. Coach Carter is interviewed
on the national news and continues to cancel games. Someone throws a brick
through the window of Coach Carter’s store. (1:27:05-1:32:30)
 Timo meets up with the drug dealer LENNY. Someone spits on Coach Carter.
Timo gets involved in a fight on the street and shows a gun to scare them off.
Across the street, someone shoots and kills the drug dealer. Distraught and
covered in blood, he shows up at Coach Carter’s door, begging to return to the
team. (1:32:30-1:39:15)
 Coach Carter appears before the board of education to explain why he has
implemented the lockout. Several audience members speak out against Coach
Carter. Coach Carter urges the board not to send the message that the players
are above the law. He says if they vote to end the lockout, he’ll quit. The board
votes to end the lockout. (1:39:25-1:44:12)

Coach Carter arrives at school to pack up his office and finds the lock off the
gym. When he enters the gym, he sees the players, including Timo, sitting at
desks, voluntarily doing their schoolwork. Timo says, “Our deepest fear is not
that we are inadequate. Our deepest fear is that we are powerful beyond
measure.” He thanks Coach Carter for saving his life. (1:44:12-1:47-35)
 The boys improve their grades, so Coach Carter re-opens the gym and the team
wins their next game. Kyra tells Kenyon that she terminated the pregnancy.
Kenyon tells Kyra he wants her to come to college with him. (1:45:49-1:47:35)
 The team learns that they have made the play-off, but will be facing off against
St. Francis, the top team in the state. It’s a close game, but St. Francis scores
the game-winning shot in the final seconds. In the locker room, Coach Carter
tells the team that although they didn’t get their storybook ending, they played
like champions, and champions hold their heads high. They achieved more
than just winning basketball games; they achieved “that ever-elusive victory
within.” He says he came to coach basketball players, but they became
students; he came to teach boys, and they became men.” They exit the locker
room, greeted by cheers from their friends, families, and classmates. Updates
are shared on the six team members who went on to college. (1:47:35-2:11:36)
MPAA Rating: PG-13 (for violence, sexual content, language, teen partying, and
some drug material)
Common Sense Media recommends this film for ages 14 and up.
Violent Content:
 Fist fight on basketball court and in locker room
 Physical altercation on a street corner
 A minor character is shot and killed
Sexual Content/Teen Partying:
 A teenage girl shows her boyfriend a thong in a shopping bag
 Two teenagers are kissing and go into a bedroom but stop soon after
 Teenagers have arms around each other and are kissing each other in a
pool at a party
 A character responds to a comment about being him “on top of daddy’s
little girl” by saying, “Actually, she was on top.” This line is uttered on
the bus after Coach Carter busts the kids at a party.
 A teenage girl is pregnant and later tells her boyfriend that she
terminated the pregnancy (this is a minor story line; if you don’t want
your students to view it, skip over the couple of scenes between Kenyon
and Kyra [see “Scene-by-Scene Summaries”]).
 Some slightly risqué dancing at a school dance
 At the party, teenagers go swimming in their underwear. The party scene
also contains underage drinking.
 The film implies that Timo and Remy are dealing drugs.
 The boys are shown shirtless, with towels around their waists, in the
locker room.
Language:




Many utterances of the words “s-t” and “bulls--t.”
A few utterances of the word “a--.”
One of the players calls Coach Carter a “n----r.”
Coach Carter has a serious discussion with the players about their use of
the word “n---r” to address one another, telling them it is a derogatory
term used to insult their ancestors.
Content Areas:
 English/Literature/Language Arts
 Physical Education
 Any class where you want to motivate your students to achieve their best
and reevaluate their priorities
Dear Parents,
Our class will soon be viewing the 2005 film Coach Carter. The film is based on
the true story of Ken Carter, a high school basketball coach from Richmond,
California. In 1999, Ken Carter made national headlines when he implements a
lockout for his team from playing basketball until they bring up their grades and
uphold the commitments they made to him. Coach Carter aims to teach his players
the value of hard work, perseverance, and never settling for less than your best.
The film contains several important messages. It stresses the value of education
and of having high expectations of oneself. It downplays putting athletic talent on a
pedestal and instead stresses academics. Coach Carter holds his players to high
standards and never gives in on his principles. Most of all, the film shows students
that they are capable of overcoming their greatest fears and achieving things they
never thought possible for themselves.
I have planned several educational lessons to incorporate with our viewing of
the film. Students will be engaged in learning activities prior to, during, and after
watching the movie, including a narrative essay and an argumentative editorial. All
lesson objectives are aligned to Common Core Standards.
The film is rated PG-13. Common Sense Media rates this film appropriate for
children ages 13 and older. I feel that the positive message of this film, as well as the
engaging and meaningful lessons I have planned, will make this a worthwhile learning
experience. Please contact me if you have any questions about the content of this film.
I look forward to engaging in this meaningful learning experience with your
son/daughter.
Sincerely,
Dear Parents,
Our class will soon be viewing the 2005 film Coach Carter. The film is based on
the true story of Ken Carter, a high school basketball coach from Richmond,
California. In 1999, Ken Carter made national headlines when he implements a
lockout for his team from playing basketball until they bring up their grades and
uphold the commitments they made to him. Coach Carter aims to teach his players
the value of hard work, perseverance, and never settling for less than your best.
The film contains several important messages. It stresses the value of education
and of having high expectations of oneself. It downplays putting athletic talent on a
pedestal and instead stresses academics. Coach Carter holds his players to high
standards and never gives in on his principles. Most of all, the film shows students
that they are capable of overcoming their greatest fears and achieving things they
never thought possible for themselves.
I have planned several educational lessons to incorporate with our viewing of
the film. Students will be engaged in learning activities prior to, during, and after
watching the movie, including a narrative essay and an argumentative editorial. All
lesson objectives are aligned to Common Core Standards.
The film is rated PG-13. Common Sense Media rates this film appropriate for
children ages 13 and older. I feel that the positive message of this film, as well as the
engaging and meaningful lessons I have planned, will make this a worthwhile learning
experience. Please contact me if you have any questions about the content of this film.
I have provided parents with this information.
Thank you for supporting this meaningful learning experience.
Sincerely,
During Viewing Activity
Learning Objectives:

Journal Entries
Common Core Standards:
Make personal
connections to a story
 Understand characters’
thoughts, feelings, and
motives
 Express personal views
and experiences
W.9-10.3 Write narratives to develop real experiences or events
W.9-10.10 Write routinely over extended time frames and
shorter time frames for a range of tasks, purposes, and
audiences
During Viewing Activity
Learning Objectives:
Character s Fear Inference Chart
Common Core Standards:

Note observations from a
film
 Provide specific details
and examples
 Analyze how characters
change, grow, and develop
over time
Post -viewing Activity
Learning Objectives:
 Use correct spelling,
RL.9-10.3 Analyze how complex characters develop over the
course of a text
RL.9-10.1 Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
Your Deepest Fear Narrative Essay
Common Core Standards:
W.9-10.3a Engage and orient the reader by setting out a
problem, situation, or observation; create a smooth progression
grammar, and
of experiences or events
punctuation, complete
W.9-10.3b Use narrative techniques, such as dialogue,
sentences, descriptive
description, pacing, and reflection to develop experiences
vocabulary, and
W.9-10.3c Use a variety of techniques to sequence events so
appropriate transitions
that they build on one another to create a coherent whole
 Write a narrative that
W.9-10.3d Use precise words and phrases, telling details, and
specifies a fear, recounts
sensory language to convey a vivid picture of the experiences,
the fear’s origins and
events, setting, and/or characters
effects, and how the fear is
W.9-10.3e Provide a conclusion that follows from and reflects
overcome
on what is experienced, observed, or resolved over the course
 Reflect upon the
of the narrative
experience of overcoming L.9-10.1 and L.9-10.2 Demonstrate command of the
a fear and consider the
conventions of standard English grammar and usage and
impact on one’s future
standard English capitalization, punctuation, and spelling when
Post-viewing Activity
Learning Objectives:



Use correct spelling,
grammar, and punctuation
Create and support a
position on an issue
Acknowledge and refute
opposing viewpoints
Extension
Learning Objectives:
 Present and defend a
position on an issue
 Acknowledge and refute
arguments
 Present arguments
verbally to an audience
Argumentative Editorial
Common Core Standards:
L.9-10.1 Demonstrate command of the conventions of
standard English grammar and usage when writing
L.9-10.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when
writing
W.9-10.1a Introduce precise claims, distinguish the claims from
alternate or opposing claims, and create an organization that
establishes clear relationships among claims, counterclaims,
reasons, and evidence
W.9-10.1b Develop claims and counterclaims fairly, supplying
evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s
knowledge level and concerns
W.9-10.1d Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the
discipline in which they are writing
W.9-10.1e Provide a concluding statement that follows from
and supports the argument presented
Lockout Debate
Common Core Standards:
SL.9-10.1a Come to discussions prepared, explicitly draw on
that preparation by referring to evidence to stimulate a
thoughtful, well-reasoned exchange of ideas
SL.9-10.1d Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement
SL.9-10.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or
appropriate
In the film Coach Carter, Ken Carter requires his basketball players to sign a contract.
According to the contract, the players will maintain a minimum 2.3 grade point
average, attend all classes, sit in the front row of their classes, and wear a tie and jacket
on game days.
Think about a goal you want to achieve. Draw up a contract between you and
someone who can support you in your goals. Outline steps you will take to achieve
your goals, possible obstacles you might face, and how you can overcome those
obstacles.
Contract between ___________________________ (your name ) and _____________________
My goal:
Steps I will take to achieve my goal:
Obstacles I may face:
Steps to overcome obstacles:
__________________________________________Signature
_______________Date
Main Attractions: During Viewing
Journal Entries
After each scene, think about what the character is experiencing and make a
connection to your life. Respond using 4-6 complete sentences. Write your responses
on a separate sheet of paper. You will not be asked to share these responses with your
classmates; this correspondence will only be between you (the student) and me (your
teacher).
(5:32-15:14) After Coach Carter passes out contracts stating the players must
maintain a 2.3 GPA, attend all their classes, and sit in the front row of their
classes, three of the players walk off the team.
1. Recount a time that you quit, or were tempted to quit, something? Why did you
want to quit? Did you regret your decision? Why or why not?
(15:14-32:42)After Timo quits the team, the Oilers win their season opener, their
first victory in a long time. Timo, watching from the stands, looks jealous, but
he tries to play it off.
2. What was a time in your life that you felt jealous? Why were you jealous? Did
others know how you felt, or did you try to cover it up? How did you
overcome your feelings of jealousy?
(32:42-38:29)Timo shows up to practice, wanting to know what he can do to get
back on the team. Coach Carter gives him an impossible task: 2,500 push-ups
and 1,000 suicide drills by Friday. He tells Timo it’s an impossible task and he
should just give up.
3. What is an “impossible” task you once faced? Did anyone tell you to give up?
Did you achieve the impossible? If so, how? If not, why not?
(39:19-43:24)The day before the game, Timo, despite his best efforts, is short 80
suicide drills and 500 push-ups. The other players offer to do suicide drills and
push-ups for him. Jason Lyle says, “We’re a team. If one person struggles, we
all struggle. If one person triumphs, we all triumph.”
4. Share either 1) a time when you stepped in to help someone who was
struggling, and how you were able to help this person overcome his or her
struggle, or 2) a time when you were struggling and someone stepped in to help
you, and how that person’s assistance helped you to overcome your struggle.
(43:24-53:18)The team keeps winning. Coach Carter mocks their arrogance,
upset with their poor sportsmanship.
5. Think about a time in your life when you were arrogant. What was it that made
you feel superior and overconfident? What did you say? How did you act? How
did other people respond to your attitude?
(1:04:25-1:20:53)Coach Carter brings the championship trophy into his office
and finds the progress reports on his desk. They are full of low grades and
negative comments from teachers. Coach Carter is very distressed. The team is
winning basketball games but failing in the classroom.
6. When was a time in your life when you let someone down? Why was this person
disappointed in you? What did you do to regain this person’s faith and trust in
you?
(1:23:39-1:27:05)Kenyon tells his teammates they need to get their act together
and bring up their grades. Even though some of the players on the time are
fulfilling the contract, Coach Carter will not reopen the gym until everyone is
up to his standards.
7. Have you ever been punished or lost a privilege because of something someone
else did? Did you think it was fair for the whole group to be punished for the
actions of one or more individuals? Why or why not?
(1:39:25-1:44:12)Several community members speak out against Coach Carter,
urging the board of education to end the lockout. Coach Carter says if they
vote to end the lockout, he’ll quit.
8. Reflect on either 1) a time in your life when you felt like everyone was against
you, or 2) a time when you stuck to your principles, even when it meant giving up
or losing something you loved. Describe this situation, how you felt, and how you
handled it.
(1:44:12-1:47-35)Coach Carter arrives at school to pack up his office and finds
the lock off the gym. When he enters the gym, he sees the players, including
Timo, sitting at desks, voluntarily doing their schoolwork.
9. What is something you have done without being required to? What is something
you are required to do, that you would choose not to do if you could?
(1:47:35-2:11:36) Coach Carter tells the team that although they didn’t get their
storybook ending, they played like champions, and champions hold their
heads high.
10. What was a defeat in your life that could be viewed as a victory? In what way
did you feel defeated? How, though, did you triumph?
Main Attractions: During Viewing
Character ‘s Deepest Fear
In the film, Coach Carter asks Timo Cruz, “What is your deepest fear? That you’re
inadequate?” Coach Carter sees many of his players’ actions to be motivated by fear,
even referring to Timo as “a very confused, scared young man.”
Choose one character to track throughout the film, focusing on his or her fears. Now,
none of the characters directly say, “I am fearful of ______.” Instead, you will need to
make inferences based on what you observe in the film.
As you watch the film, explain the following for your character, writing 1-2 complete
sentences per box:
1) what his or her fear is,
2) why he or she has this fear,
3) how he or she overcomes this fear,
4) what he or she can achieve as a result.
Character: ______________________________________________
.
1) Character’s Fear
2) Reason for Fear
3) How Fear is Overcome
4) Achievements
The End: After Viewing
“Deepest Fear” Narrative Essay
Throughout the film Coach Carter (based on a true story), Coach Carter keeps asking
his players, “What’s your deepest fear?” and for quite a while the players don’t
understand the question or why it would be asked. Finally, one of the players, Timo
Cruz, responds:
“Our deepest fear is not that we are inadequate. Our deepest fear is that we are
powerful beyond measure. It is our light, not our dark that most frightens us. Your playing
small does not serve the world. There is nothing enlightened about shrinking so that
other people don't feel insecure around you. We are all meant to shine as children do.
It’s not just in some of us; it's in everyone. And as we let our own lights shine, we
unconsciously give other people the right to do the same. As we are liberated from our
own fear, our presence automatically liberates others.”
What is your deepest fear? Note the word “deepest”: think beyond a superficial fear
(such as a fear of spiders, clowns, etc.). Look within yourself and find the thing of
which you are most afraid. This may be either something that you are currently afraid
of, or you may recount a fear that you once had but overcame.
In your essay, you need to address the following questions:
1. What is (was) your deepest fear? (the more specific, the better)
2. Why are (were) you fearful of it? What is (was) the source or cause of that
fear?
3. How can (did) you overcome your fear? Provide reasonable, specific actions.
4. What will you be able to accomplish (what did you accomplish) when you
overcome (overcame) your fear?
You should use a more personal, narrative style, not necessarily a rigid five-paragraph
format. HOWEVER, you still need to organize your ideas and provide sufficient
support. I would STRONGLY recommend following this format on the next page.
Narrative Essay: Outline of Ideas
Introduction
Attention-getter:
Reference to prompt (give background information about how the film Coach
Carter deals with the idea of fears):
Thesis: State your fear
Body Paragraph 1
What is your deepest fear? (the more specific, the better)
Why are you fearful of it? What is the source or cause of that fear?
Body Paragraph 2
How can you overcome your fear? Provide reasonable, specific actions.
What will you be able to accomplish when you overcome your fear?
Conclusion
Restatement of fear
Connection to Coach Carter
Look ahead to the future
*What will make this essay successful will be your use of description to
communicate your personal experiences.*
Consider including some of the following elements:
Dialogue
Vivid descriptions
Figurative language
Sensory details (what you saw, heard, felt, smelled, and/or tasted)
Sample Narrative
Walking into the room, I feel my heart pounding. Time seems to stand still, and
sights and sounds become amplified—everything feels bigger, louder, more intense. I have
the strangest sensation of being invisible, yet feeling all eyes on me at the same time. I try to
speak, but no words come out. I feel my mind scrambling, racing, for something to say, but
everything that comes to mind is instantly met with an image of perplexed faces or pointing
fingers. I am terrified, looking for my nearest escape. Yet an outsider would be absolutely
baffled as to what is causing this fear; after all, I’m only standing in a room full of people I
don’t know. That is hardly something to be fearful of, most people would think, but
sometimes our deepest fears reside in our minds. Take the scene in the film Coach Carter
where Ken Carter surmises that one of his players, Timo Cruz, has a fear of being
inadequate. Watching the film, I felt like Coach Carter was reading my mind. As an
adolescent, feeling self-conscious was a constant burden of mine. I constantly felt judged,
unwelcome, and like an outsider. Eventually, this turned into social anxiety. In short, I was
afraid to be around other people, which in turn then led to another fear: a fear of being all
alone.
As a child, I had what I would consider a relatively normal amount of shyness. I had
plenty of friends and would interact well with other kids, although I wasn’t exactly the most
outgoing of the bunch. I also happened to have a minor speech impediment and had trouble
pronouncing certain words. I didn’t really notice too much at first though, and kids never
teased me about it outright, either. As I got older, though, I did become aware of it, which
led me to feel self-conscious when I spoke. Even when my speech improved, the selfimposed hyper-awareness of what I said and how I said it stuck with me. In my teenage
years, this hyperawareness became more pronounced. In high school, I didn’t seem to be
very adept at making small talk and joining in on the typical conversations in the halls and
the lunchroom. I was far from an outcast, but I felt like it was only a matter of time until I
would be found out.
Fast forward a few years to college. Struggling to adjust to the transition from high
school to college, being in an environment where I didn’t know anyone, had amplified my
social anxiety. I had luckily found a small group of friends to feel comfortable around, but I
didn’t like to stray far from them. One semester, studying to become a teacher, my professor
assigned us an unconventional project: We were to attend three gatherings in which we
would be an outsider, and document our experience. In addition, we couldn’t bring a friend,
no security blanket, no partner in crime to hide in a corner with all night. Reading over the
requirements, I felt my heart pound and my mind race. There was no way I could expose
myself to all those people and work up the courage to find something to say. I was furious—
how could this professor do this to me? I always excelled in the classroom—my talent was
with understanding books, not relating to people. I panicked as I considered dropping the
class. There was no way I could do this assignment.
Luckily, the assignment wasn’t as bad as I anticipated. Sure, there were some
situations where I stood out and obviously looked uncomfortable, but to my surprise, people
were kind and tried to make me feel welcome and at ease. At the Jewish center, students
were kind when I told them I was a Catholic, and even though I was the only white girl at
the Pilipino Student Association meeting, people encouraged me to check out what their
group had to offer and even invited me back to their next meeting. Knowing that I had
ventured outside of my comfort zone, and survived, gave me confidence in other
uncomfortable social settings.
Looking back, I am amazed at how far I’ve come. I went from having anxiety attacks
at the prospect of talking to a stranger to standing up in front of a classroom of teenagers
every day, instructing my students. A few years ago, that may have seemed an impossible
task. It may seem silly to some, but for me, doing that was the equivalent of Timo Cruz
completing 2,500 push-ups. Having the goal of becoming a teacher was the motivation I
needed to overcome my social anxiety. I’m still shy, and I often get nervous in new
situations, but I look at where I’ve been and how far I’ve come, I realize I am not
inadequate, but that I am powerful beyond measure.
Rubric
Weight
Points
Criteria
x
____
Paragraphs
x
____
Organization
& Structure
x
____
x
____
x
____
x
____
Examples
and Details
Personal
Reflection
Spelling,
Grammar,
and
Punctuation
Vocabulary
“Deepest Fear” Narrative
_____ points
Excellent
_____ points
Proficient
Response contains at least
4 paragraphs, including an
introduction and
conclusion
Events build on one
another to create a
coherent narrative, using
appropriate transitions
and time order words to
sequence ideas logically
Response contains at least
3 paragraphs, including a
brief introduction and
conclusion
Events generally relate to
one another to create a
fairly coherent narrative,
with some use of
transitions and time order
words to sequence ideas
Includes several specific,
descriptive examples to
illustrate events; shows
rather than tells; includes
figurative language,
imagery, dialogue, and/or
sensory details
Includes some descriptive
or specific examples; at
times shows rather than
tells; may include one or
two examples of figurative
language, imagery,
dialogue, or sensory details
Writes in first person,
provides a meaningful
conclusion that follows
from and reflects on what
is experienced over the
course of the narrative
Writes in first person, and
provides a conclusion that
reflects somewhat on what
is experienced over the
course of the narrative
Contains no errors in
spelling, grammar, and
punctuation
Contains a few minor
errors in spelling, grammar,
and punctuation that do
not interfere with
understanding
Considerately uses gradeappropriate vocabulary to
add richness, description,
and sophistication
Includes some gradeappropriate vocabulary that
at times adds some
richness, description, or
sophistication
TOTAL POINTS= _________/_________
______points
Needs Improvement
Response contains 2 or
fewer paragraphs or may
be lacking an introduction
and/or conclusion
Events are not related to
one another in a coherent
manner, lacking
transitions and time
orders words that could
have helped to sequence
ideas
Does not include specific,
descriptive examples;
lacks illustration of events;
tells rather than shows;
does not use figurative
language, imagery,
dialogue, or sensory
details
Does not write in first
person; lacks a conclusion
that provides any personal
reflection that is relevant
to what is experienced
over the course of the
narrative
Contains many errors in
spelling, grammar, and
punctuation that inhibit
understanding and distract
from the message of the
paper
Vocabulary is not ageappropriate; word choice
fails to add richness,
description, or
sophistication
The End: After Viewing
Argumentative Editorial—Option A
Did the board of education make the right decision when they voted to end the
lockout?
Imagine it is the evening before the board’s vote. Write a letter to the board
urging them to either A) end the lockout and let the boys play basketball, or B)
uphold Coach Carter’s lockout and keep the gym closed until the players improve
their grades.
In your letter, you must address and refute the opposition. In other words, you
must acknowledge the opposite point of view, but then explain why that side is wrong
and you are right. A template has been included to help you to frame these ideas.
Write from your point of view whether or not the board should overturn the
lockdown.
My position: I am ____________________________ (for/against) the lockout.
My Reasons:
Opposing Reasons:
The End: After Viewing
Argumentative Editorial—Option B
Did the board make the right decision when they voted to end the lockout?
In the film, we see several stakeholders, including teachers, parents, and
members of the community, share their differing viewpoints on the subject. Consider
the point of view of one of these stakeholders:
A) a teacher supporting the lockout
C) a parent supporting the lockout
E) a community member supporting
the lockout
G) a basketball player supporting the
lockout
B) a teacher opposing the lockout
D) a parent opposing the lockout
F) a community member opposing
the lockout
H) a basketball player opposing the
lockout
Imagine it is the evening before the board’s vote. Pick one of the stakeholders listed
in the table above. Write a letter from that stakeholder’s point of view to the board
urging them to either A) end the lockout and let the boys play basketball, or B)
uphold Coach Carter’s lockout and keep the gym closed until the players improved
their grades.
In your letter, you must address and refute the opposition. In other words, you
must acknowledge the opposite point of view, but then explain why that side is wrong
and you are right. A template has been included to help you to frame these ideas.
My stakeholder: A ______________________ who is (for/against) the lockout.
My Stakeholder’s Reasons:
Opposing Reasons:
Requirements/Format:
Introduction:
1. Introduce yourself to the board and let them know your connection to the
issue.
2. Clearly state your position.
Body Paragraph 1
3. Provide three reasons to support your position. Provide specific examples and
details to support these reasons.
Body Paragraph 2
4. Acknowledge the opposition’s point of view, but politely explain why their side
is wrong.
Conclusion
5. Restate your position.
6. Make a recommendation to the board as to what they should do regarding
Coach Carter and the lockout.
Due Date: __________________________
Addressing the Opposition Template
However, some people feel _________________________________________________
__________________________________________________________________________.
(Use a contrasting transition word, like “however,” to introduce a shift in ideas. State a reason or concern
held by the opposing viewpoint).
Supporters/Opponents of the lockout say ____________________________________
__________________________________________________________________________.
(Include one reason given by the opposing side. Be sure to make it clear that others, not you, hold this
position).
While this may be true, _____________________________________________________
__________________________________________________________________________.
(Acknowledge this fact/concern, BUT explain why this reason does not hold much weight).
Supporters/Opponents of the lockout also believe that _________________________
______________________________________________________________________________________.
(Provide a second objection raised by your opponents).
However, the lockout could potentially have the opposite effect by _______________
___________________________________________________________________________
(Again, explain why this reason is not very strong. Notice the use of the word “however” to show a
contrast between the opposition’s viewpoint and your position).
They also mistakenly argue that _____________________________________________
_______________________________________________________________________________________.
(By subtly inserting the adverb “mistakenly,” the author both addresses AND criticizes the oppositions’
viewpoint).
This is flawed, though, because ______________________________________________
__________________________________________________________________________.
(The word “though” shows a contrast as the author explains the flaws in the opposition’s argument).
Although supporters/opponents of the lockout may have some good points,
ultimately _________________________________ would do more harm than good.
(The concluding sentence begins with an acknowledgement of the opposition’s viewpoint (notice the word
“Although,” but concludes by reaffirming this essay’s thesis).
Sample Editorial
Dear Richmond Board of Education,
Good evening. My name is Mary Kate Durkin, and I am an English teacher at Richmond
High School. I am here tonight to provide an educator’s perspective on the issue of the lockout.
While I realize that many parents, community members, and even my fellow teachers have
reservations about this lockout, I believe that it is ultimately for the good of the students and the
school.
For one, I support the lockout because it is forcing the students to bring up their grades in
fulfillment of their contract. There are several players on the basketball team whom I had previously
rarely seen in class. Now, in their efforts to be eligible to play basketball again, they are attending
class and sitting in the front row. I worry that, if the lockout were to end prematurely, these students
would go back to cutting class. Secondly, not only are the players attending class, they are also
spending large amounts of time after school doing homework and studying. This is allowing them to
bring up their grades and master their tests. For now, it seems that time after school is best devoted
to academics, not to sports. Most of all, I see this measure as restoring Richmond High School’s
academic reputation. We are a school first, not just a sports program, and I applaud Coach Carter,
who is not even a teacher, for recognizing this important distinction.
However, some stakeholders feel that the lockout is depriving the students of an important
opportunity: basketball. Opponents of the lockout argue that basketball is all that these young men
have in their lives, and by taking that away, they have nothing left. While this may seem to be the
case, this is exactly why the lockout is so important: to allow Coach Carter to show these young men
that life does, in fact, offer them so much more than basketball. Also, some parents are worried that
their children are losing out opportunities to be recruited by college scouts, and that their chances at
attending college are dwindling during this lockout. However, this is only a temporary set-back. The
young men on the basketball team will become much more desirable recruits when they can display
both their athletic and academic strengths. Opponents of the lockout also mistakenly argue that the
media attention from the lockout is giving the school bad publicity. This is flawed, though; the
media attention will only be a detriment to the school if the board gives in to the pressure to value
athletics over academics.
Therefore, as an educator at Richmond High School who is looking out for the best interests
of the students and the school community as a whole, I wholeheartedly urge the board of education
to support Coach Carter and uphold the lockout until the boys on the basketball fulfill the terms of
their contract. It may be an uncomfortable and unpopular decision, but as educators we know that
what’s popular isn’t always right, and what’s right isn’t always popular.
Respectfully yours,
Ms. Durkin
Richmond High School English Department
Rubric
Weight
Points
Criteria
x
____
x
____
x
____
Introduction
Body
Paragraph 1
(your
reasons)
Body
Paragraph 2
(addressing
the
opposition)
Argumentative Editorial
_____ points
Excellent
Clearly states author’s
background, connection to
the issue, and position
Uses at least 6-8 complete
sentences with specific
examples and details to
support author’s position
on the issue
Clearly and thoroughly
addresses and refutes
opposing viewpoints,
making a distinction
between author’s and
opponent’s ideas;
refutation is strong yet
respectful
Restates position on the
issue and make a definitive
call to action to the board
of education; ends with a
memorable statement
x
____
Conclusion
(call to
action)
x
____
Spelling,
grammar,
and
punctuation
x
____
Uses age-appropriate
language that is suitable to
Vocabulary the audience, purpose, and
and language subject matter; uses a
variety of sophisticated,
descriptive, and persuasive
word choices
Contains no errors in
spelling, grammar, and
punctuation
_____ points
Proficient
States author’s background
and position
_____ points
Needs Improvement
Author’s background,
connection to the issue,
and position is unclear
Uses fewer than 6
Uses fewer than 5
complete sentences to
complete sentences,
support author’s position
examples do not directly
on the issue; includes one
support author’s position;
specific detail or example
lacks specific examples
Addresses and refutes
Addresses OR refutes
opposing viewpoints, but
opposing viewpoints but
there may be occasional
does not do both (or
confusion between author’s either); no clear distinction
and opponent’s ideas;
between author’s and
refutation is present but
opponent’s ideas; lacks
may not be as strong;
refutation or refutation is
respectful
blatantly disrespectful
Restates position on the
Does not restate position
issue and makes a general
on the issue; does not
call to action to the board
make a call to action to
of education; does not end the board of education;
with a memorable
does not end with a
statement
memorable statement
Contains a few minor
Contains many errors in
errors in spelling, grammar, spelling, grammar, and
and punctuation that do
punctuation that inhibit
not interfere with meaning understanding and distract
and understanding
from the message
Uses age-appropriate
Language is not agelanguage that may not be
appropriate and/or is not
specifically geared towards suited to this particular
a particular audience,
assignment; word choice
purpose, or subject matter; lacks sophistication,
uses some sophisticated,
description, and
descriptive, or persuasive
persuasiveness
word choices
TOTAL POINTS= _________/_________
Extension
Argumentative Editorial Debate
In the film Coach Carter, the stakeholders did not just write letters to the board of
education; they stood up and spoke their minds. The Common Core Standards for
Speaking and Listening stress the importance of being to express ideas orally as well
as on paper.
Create a panel of students to serve as your Board of Education. They will use their
listening skills to weigh the audience’s concerns about the lockout and will make a
final ruling.
Then, gather the rest of your class to be stakeholders presenting their views to the
board. Depending on time and class size, you may have each student present
individually, or group the class to represent each of the eight stakeholders listed on
the sheet for Editorial Option B.
Depending on your students’ age, ability level, and ease with public speaking, you may
choose to have them read directly from their argumentative editorial papers, or,
ideally, use those ideas to present a more impromptu response. Coach students in
presenting their ideas in a logical, persuasive manner, reminding them that there
should be some passion and emotion in their voices, but they must still remain
respectful of opposing viewpoints.
Literature
I Beat the Odds: From Homelessness, to the Blind Side, and Beyond: Michael
Oher, the NFL star who became a household name in the film The Blind Side, gives his
side of the story. Oher aims to clear up some of the artistic licenses made in the film,
such as clearing up the misrepresentation that he struggled academically. He also
emphasizes his interest in the plight of children like him who have grown up in the
foster care system.
The Pact: Three Young Men Make a Promise and Fulfill a Dream: Sampson
Davis, George Jenkins, and Rameck Hunt were three young men growing up in
Newark, New Jersey, in the 1980s. They did not see good role models around them,
and new more people who had gone to prison than had gone to college. They
originally devise a plan to make it big by becoming rappers, but they realize that so
many young men had the same dream, and few made it to the top. They decide that,
with hard work and determination, that they have better odds of becoming doctors,
and they make a pact to complete college, then medical school, together to make their
dreams come true.
Play Their Hearts Out: A Coach, His Star Recruit, and the Youth Basketball
Machine Named one of the best sports books of 2010, Play Their Hearts Out is a
Pultizer Prize-winning journalist’s investigation of the “youth basketball machine,” a
system in which boys as young as 8 years old are scouted and recruited in the search
for the next Kobe or LeBron. This books shows a ruthless quest to produce star
athletes at any cost.
Yes, Ma’am, No, Sir: The 12 Essential Steps for Success in Life: The real Ken
Carter gives a no-nonsense approach for overcoming adversity and succeeding in life.
Films
Freedom Writers: Freedom Writers is a film based on the true story of high school
teacher Erin Gruwell and her students. Released in 2007, the film tells the story of a
high school in Long Beach, California, that experience racial tensions after integration
in 1994. It is a very inspirational story of one teacher's mission to teach her students
to believe in themselves when no one else will, and how writing can be a powerful
weapon for social change.
The Blind Side: This audience-favorite from 2009 is a heartwarming, based-on-atrue-story account of now-professional football player Michael Oher. The Touhy
family takes in Michael when he is homeless, and helps him to excel not only in
football but in school. Most of all, they give Michael a home and a family.
Hoop Dreams: This critically-acclaimed documentary, released in 1994, highlights
how the education system can fail students when it puts athlete before student-athlete.
The film follows two young men growing up in inner city Chicago who are recruited
by an elite private school to play basketball. Their paths diverge when one student,
who does not live up to his potential on the court, is force to return to the public
school system, whereas another gets a top-notch education in exchange for his athletic
talents.
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