Lesson Plan: Deadly Hits

Essential Questions

• How can we learn and grow from difficult experiences? 
• What role do sports play in our lives? 

Literature Connection

• Novel: Final Season by Tim Green
• Novel: Before the Ever After by Jacqueline Woodson

Preview Text Features (15 minutes)

Guide students to locate the article. Preview the text features by asking the following questions:

• Read the article’s title and subtitle (the text to the right of the title). What dangers might be involved in playing football? Sample answer: Football players run into each other with great force. Even though players wear protective gear, they can still be seriously injured.
• Read the sidebar “What Is a Concussion?” What happens to the brain in a concussion? The brain slams against the skull in one direction and then the other. It can also twist and stretch depending on the severity of the hit. In a serious concussion, the brain can swell, putting pressure on the brain stem.
• Read the sidebar “What to Know About Concussions.” In your own words, list two purposes of this sidebar. The sidebar is meant to let readers know which sports have the highest concussion risks. It also lists common signs of a concussion.

Preview Vocabulary (10 minutes)

• Point out the vocabulary box. Read the words (writhed, violently, scrutiny, coma, initial, recovery) aloud and discuss their definitions.
• Play the Vocabulary Slideshow.

Make a Plan for Reading

Before students start to read, walk them through a reading plan:

• Set a purpose for reading by telling students that they will find text evidence in “Deadly Hits” that supports ideas about the importance of being informed about concussions.
• Point out the Pause and Think boxes. Tell students they can check their understanding of what they’ve read by answering these questions.
• Tell students that as they finish each section, they should think about how the text features on the page (e.g., photos, captions, and section headings) relate to what they’ve just read.
• Point out the activity at the end of the article and tell students they’ll complete it after reading. Encourage them to keep the Think About It! question at the bottom in mind as they read.

Guide students to read the article. Once they understand it well, discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (15 minutes)

• Why do you think Zack’s coaches allowed him to re-enter the game after he hit his head the first time? (inference) Zack’s coaches probably allowed him to continue playing because Zack said he felt fine. Today, we know that it’s unsafe for an athlete to go on playing after hitting his or her head, but at the time it seems this wasn’t common knowledge. Zack’s coaches probably didn't realize that continuing to play would be dangerous for Zack.
• In the section “What If?,” the author writes, “The words what if haunted Zack’s parents.” What does this mean? Hint: Use the sample “what if” questions provided to help you answer the question. (interpreting text) The author means that Zack’s parents couldn’t stop thinking about what could have happened had Zack and his coach been more informed about concussions. The “what if” questions provided show that Zack’s brain injury was preventable and that Zack might have been OK if the people involved had known more.
• What changes have been put in place since 2006 to prevent injuries like Zack’s? (key details) One big change is the passing of the Lystedt Law, which prevents young athletes who might have a concussion from returning to the game until they are cleared by a doctor. The NFL has also made tougher rules about concussions. Players who get hit in the head are examined by a doctor right away.

Critical-Thinking Question (10 minutes)

• Why do you think young athletes today might choose to play football—or any other sport listed as having high concussion risk in the article—despite the fact that those sports can be dangerous? (critical thinking) Answers will vary. Students may say that young athletes might feel that the benefits of playing these sports (staying fit, learning about teamwork and discipline, building self-confidence) are worth the risk of serious injury that comes with playing them. 
• In the section “Playing Through Pain,” we learn that when Zack was growing up, sportscasters played clips of the hardest hits of the week on TV. Why do you think sportscasters did this? Why do you think they stopped doing it? (inference) Sample answer: Sportscasters probably highlighted the most violent hits on TV because it was what drew the most attention. At the time, many people had the idea that “toughing it out” was a sign of strength, so an athlete suffering a serious injury and not thinking much of it was seen as heroic. However, today we know that these hard hits have life-threatening consequences. Sportscasters probably stopped showing clips of such hits to avoid encouraging players to behave irresponsibly and to discourage viewers from celebrating dangerous acts.

• Have students work in pairs to complete the Spotlight Skill Workout: Text Evidence activity. As a class, discuss students’ answers and the Think About It! question.
• Have students work independently to complete our Central Idea and Details Skill Builder, available in higher- and lower-level versions. (Click here to view all your Skill Builders for this article.)
• Writing prompt: Create a flyer about concussions. On your flyer, briefly explain what a concussion is, some common signs of a concussion, and what to do if you think you might have one. With permission from a school official, leave copies of your flyer where student athletes can pick them up. You’ll be helping your fellow students stay safe and healthy!