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"After the Race" (Teacher's Edition) ~ This is the text of "After the Race" with questions in bold after the corresponding paragraphs. These questions could be used as discussion questions during the reading, saved for short response answers by the students, or a combination of both (recommended).
Estimated Time Frame: Reading (1 day), Questions (2-3 days depending structure of responses) Standards: ELA.10.R.1.1, ELA.10.R.1.2, ELA.10.R.1.3, ELA.10.R.3.1, ELA.10.R.3.2, ELA.10.R.3.4, ELA.10.V.1.1, ELA.10.V.1.3, ELA.10.C.2.1, ELA.10.C.1.5 (Additional standards if students are writing responses to questions): ELA.10.C.1.3, ELA.10.C.1.4, ELA.10.C.3.1 |
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"After the Race" (Student's Edition) ~ This is the student version of the text, "After the Race", which does not contain any of the questions in the teacher edition.
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Class Activity With Questions
"After 'After the Race'" ~ This is inspired by the 1903 Gordon Bennett Cup from which Joyce got the inspiration for the race in his story. In this interactive game, students will analyze the story in an actual mock race with 29 stops corresponding to the 29 questions in the teacher's edition.
Day 1: Read "After the Race" with class discussions. This should be the student version without questions. Otherwise, the students will get caught up on the questions and not pay attention to the story. Give the students the teacher's edition with questions for homework explaining that they should answer as much as they can by tomorrow (with textual evidence for support) and meet in a larger designated space (i.e. media center) tomorrow. Remind them to bring their copies of the story and their notes.
Day 2 - 3: Lay out the sign-up sheets and have the students form teams of up to 6 as they walk in to the media center or whichever space was chosen. Each team gets the name of a country mentioned in the story: Ireland, France, Germany, Belgium, Canada, Hungary, England, or America. Have each student choose their designated "racer" who will relay the team's answers to the teacher. Show the students the racing route map and the different stops in the room as they are laid out. With the students starting at Old Kilcullen and the teacher standing at the next stop, The Curragh, the first question is asked. The students should have their own copies of the story along with any notes they may have taken. The students confer and when they have a consensus on the correct answer with textual evidence from the story, they inform the "racer" who runs to the next stop. In the order the racers arrive, they may answer the question for all to hear. Once the "racer" is at the teacher, the team must be silent and no longer further assist in the response. This ensures that the students think carefully before rushing off. The group that answered the question correctly first may advance to the next stop while the others must remain behind. If all of the teams answer the question incorrectly, all "racers" may return to their teams to try again. After the first stop/question, the teacher should relocate to a central spot which will likely shift throughout the race to ensure that they are equal distance from all of the teams. Athy is usually a good central location. Challenges by students may be allowed if a question has more than one correct answer; if those students also contribute thoughtfully with textual evidence, they may too advance to the next stop. Also, to ensure that no one student is doing all of the work which the others on the team are simply taking advantage of, the teacher reserves the right to ask follow-up questions of the team to encourage fuller participation. By the end, the group that made it the farthest wins; if there is a tie by question 28, allow only the first "racer" to answer the question correctly to advance, forcing a winner. Just as in the actual 1903 Gordon Bennett Cup, some racers will not finish. Provide prizes to the racers with top awards to first place. These may be academic, edible, or any incentive at the teacher's discretion. There will be a slight learning curve so be flexible.
The stops in the figure-8 format like the map should go in this order: the starting point should be Old Kilcullen. Round One: 1) The Curragh, 2) Maryboro, 3) Ballylynan, 4) Athy, 5) Old Kilcullen, 6) Carlow, 7) Athy, 8) Old Kilcullen, Round Two: 9) The Curragh, 10) Maryboro, 11) Ballylynan, 12) Athy, 13) Old Kilcullen, 14) Carlow, 15) Athy, 16) Old Kilcullen, Round Three: 17) The Curragh, 18) Maryboro, 19) Ballylynan, 20) Athy, 21) Old Kilcullen, 22) Carlow, 23) Athy, 24) Old Kilcullen, Round Four: 25) The Curragh, 26) Maryboro, 27) Ballylynan, 28) Athy, 29) Old Kilcullen.
Extra Competition!
Another way to add an increased layer of adrenaline is to set up stopwatches or laptops with stopwatches on the screen (simply Google "stopwatch" for a simple, free version) and place them at a central location (perhaps the Athy stop) or somewhere accessible and equal distant from all of the teams (perhaps a rolling cart would suffice). The "racer" begins at the stopwatch and presses "start" after the question is asked, they then head back to the team. When they return with the answer, they hit "stop". If the teacher or students are worried a "racer" may accidentally hit "reset", someone can keep track of the times for each question just in case. There is space for this on the "race tracker" below. At the end of each class period, these times can be posted for all to see so that even the teams in different periods can compete with each other for supremacy and bragging rights. While the ultimate winner could receive an additional prize, never underestimate the power of competition among teenagers. Below is a "Race Time Tracker" that can be filled in and presented to students.
Estimated Time Frame: Reading (1 day), Questions (2 days depending structure of responses), Race (3-4 days)
Standards: ELA.10.R.1.1, ELA.10.R.1.2, ELA.10.R.1.3, ELA.10.R.3.1, ELA.10.R.3.2, ELA.10.R.3.4, ELA.10.V.1.1, ELA.10.V.1.3, ELA.10.C.2.1
Day 1: Read "After the Race" with class discussions. This should be the student version without questions. Otherwise, the students will get caught up on the questions and not pay attention to the story. Give the students the teacher's edition with questions for homework explaining that they should answer as much as they can by tomorrow (with textual evidence for support) and meet in a larger designated space (i.e. media center) tomorrow. Remind them to bring their copies of the story and their notes.
Day 2 - 3: Lay out the sign-up sheets and have the students form teams of up to 6 as they walk in to the media center or whichever space was chosen. Each team gets the name of a country mentioned in the story: Ireland, France, Germany, Belgium, Canada, Hungary, England, or America. Have each student choose their designated "racer" who will relay the team's answers to the teacher. Show the students the racing route map and the different stops in the room as they are laid out. With the students starting at Old Kilcullen and the teacher standing at the next stop, The Curragh, the first question is asked. The students should have their own copies of the story along with any notes they may have taken. The students confer and when they have a consensus on the correct answer with textual evidence from the story, they inform the "racer" who runs to the next stop. In the order the racers arrive, they may answer the question for all to hear. Once the "racer" is at the teacher, the team must be silent and no longer further assist in the response. This ensures that the students think carefully before rushing off. The group that answered the question correctly first may advance to the next stop while the others must remain behind. If all of the teams answer the question incorrectly, all "racers" may return to their teams to try again. After the first stop/question, the teacher should relocate to a central spot which will likely shift throughout the race to ensure that they are equal distance from all of the teams. Athy is usually a good central location. Challenges by students may be allowed if a question has more than one correct answer; if those students also contribute thoughtfully with textual evidence, they may too advance to the next stop. Also, to ensure that no one student is doing all of the work which the others on the team are simply taking advantage of, the teacher reserves the right to ask follow-up questions of the team to encourage fuller participation. By the end, the group that made it the farthest wins; if there is a tie by question 28, allow only the first "racer" to answer the question correctly to advance, forcing a winner. Just as in the actual 1903 Gordon Bennett Cup, some racers will not finish. Provide prizes to the racers with top awards to first place. These may be academic, edible, or any incentive at the teacher's discretion. There will be a slight learning curve so be flexible.
The stops in the figure-8 format like the map should go in this order: the starting point should be Old Kilcullen. Round One: 1) The Curragh, 2) Maryboro, 3) Ballylynan, 4) Athy, 5) Old Kilcullen, 6) Carlow, 7) Athy, 8) Old Kilcullen, Round Two: 9) The Curragh, 10) Maryboro, 11) Ballylynan, 12) Athy, 13) Old Kilcullen, 14) Carlow, 15) Athy, 16) Old Kilcullen, Round Three: 17) The Curragh, 18) Maryboro, 19) Ballylynan, 20) Athy, 21) Old Kilcullen, 22) Carlow, 23) Athy, 24) Old Kilcullen, Round Four: 25) The Curragh, 26) Maryboro, 27) Ballylynan, 28) Athy, 29) Old Kilcullen.
Extra Competition!
Another way to add an increased layer of adrenaline is to set up stopwatches or laptops with stopwatches on the screen (simply Google "stopwatch" for a simple, free version) and place them at a central location (perhaps the Athy stop) or somewhere accessible and equal distant from all of the teams (perhaps a rolling cart would suffice). The "racer" begins at the stopwatch and presses "start" after the question is asked, they then head back to the team. When they return with the answer, they hit "stop". If the teacher or students are worried a "racer" may accidentally hit "reset", someone can keep track of the times for each question just in case. There is space for this on the "race tracker" below. At the end of each class period, these times can be posted for all to see so that even the teams in different periods can compete with each other for supremacy and bragging rights. While the ultimate winner could receive an additional prize, never underestimate the power of competition among teenagers. Below is a "Race Time Tracker" that can be filled in and presented to students.
Estimated Time Frame: Reading (1 day), Questions (2 days depending structure of responses), Race (3-4 days)
Standards: ELA.10.R.1.1, ELA.10.R.1.2, ELA.10.R.1.3, ELA.10.R.3.1, ELA.10.R.3.2, ELA.10.R.3.4, ELA.10.V.1.1, ELA.10.V.1.3, ELA.10.C.2.1
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"Sign-Up Sheets" ~ Here are sign-up sheets for the teams under the names of countries listed in the short story.
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"Race Tracker" ~ This form allows the teacher to keep track of which question/stop they are on and at the end of the period which team is where.
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"Race Time Tracker" ~ This form can be customized so that the teacher can track the times of each team in each period for a larger scale competition.
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"Sample Map" ~ Below are two maps drawn for different spaces in the Learning Commons at the school I teach. They show two maps for two spaces for the same route. A map was displayed to the students to show them their route. The black horizontal and vertical lines on the bottom and right edges show smart televisions which displayed the 1903 Gordon Bennett Cup map (optional), this route, and the "Race Time Tracker".
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1903 Gordon Bennett Cup Map
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