Day 3 Grade 8 ELA
Day 3- Grade 8- English Language Arts (ELA)
Standards
RI.11.2 Analyze and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient; recognize
when irrelevant evidence is introduced.
Learning Targets/ I Can Statements
RI.11.2: I can analyze and evaluate the argument and specific claims in a text.
RI.11.2: I can assess whether the reasoning is sound.
RI.11.2: I can assess if the evidence is relevant and sufficient to support the claims.
Essential Question(s)
How does the media shape our view of the world and ourselves?
Resources
1. Connection Word document 2. “Opinion: Mahomes, in Super Bowl Comeback, Showed Why He is the Best NFL
Quarterback” Newsela article 3. Evaluating an Argument Notes Word document 4. Evaluating an Argument Graphic Organizer Word document 5. Closure Word document
Learning Activities or Experiences
In this lesson you will build on your understanding of claims, reasons, evidence, and tracing arguments to evaluate an argument and specific claims in a text to determine if the reasoning is sound and then evidence is relevant and sufficient. Remember, that when we evaluate an argument we assess whether the reasons and evidence are strong and successful at supporting the claim. 1. Step One: Locate Connection Document
Locate the Day 3_Grade 8_Connection Word document 2. Step Two: Respond to Connection
Read the argument and respond to the questions. Make sure that you answer all parts of the question.
3. Step Three: Locate Notes
Locate the Day 3_Grade 8_Notes Word document.
4. Step Four: Notes Review
Read through the notes.
5. Step Five: Locate Article
Locate the Newsela article “Opinion: Mahomes, in Super Bowl Comeback, showed Why he is Best NFL Quarterback”
6. Step Six: First Draft Reading
Read the Newsela “Opinion: Mahomes, in Super Bowl Comeback, showed Why he is Best NFL Quarterback”
7. Step Seven: Locate Graphic Organizer
Locate the Day 3_Grade 8_Graphic Organizer
Day 3 Grade 8 ELA
8. Step Eight: Evaluating if the Evidence is Relevant
For each piece of evidence offered, explain how each piece of evidence offered is relevant or irrelevant to the claim.
9. Step Nine: Evaluating if the Evidence is Sufficient
Using your notes and prior knowledge, evaluate the evidence to determine if the evidence is sufficient and explain why or why not.
10. Step Ten: Evaluating if the Reasoning is Sound
Using your notes and prior knowledge, evaluate if the reasoning is sound and explain why or why not.
11. Step Eleven: Locate Closure Document
Locate the Day 3_Grade 8_Closure Word document. 12. Step Twelve: Respond to Closure
Respond to the closure question in complete sentences. Make sure to answer all parts of the question.
Due:
Connection
Graphic Organizer
Closure
Day 3 Grade 8 ELA
Closure
Respond to the following question:
Based on the article, does the author successfully prove the claim? Why or why not? Refer to
what you wrote about relevant and sufficient evidence and sound reasoning.
Click here to enter text.
Day 3 Grade 8 ELA
Connection
Directions: Read the argument and respond to the questions.
Our food should come from nature, not industry. The food industry makes me angry. The people who run it are bad people who just want to make money. When I went to the grocery store today, I noticed so many people buying chips and soda. We don’t want to end up obese,
so we better eat food from nature. 1. What is the claim? Click here to enter text. 2. Is the evidence in this argument relevant? Does it support the claim? Explain. Click here to enter text. 3. Is the evidence sufficient? Is there enough evidence to support the claim? Explain. Click here to enter text. 4. Is the reasoning sound? Is the reasoning based on fact and not feeling? Explain. Click here to enter text.
Day 3 Grade 8 ELA
Evaluating an Argument
Article: “Opinion: Mahomes, in Super Bowl Comeback, Showed Why He is Best NFL Quarterback”
Author/Speaker’s Claim: Patrick Mahomes is the greatest player in the NFL.
Evidence Evidence Evidence
“…he threw two late touchdown passes to lead the Chiefs to the most
memorable of their come-from-behind victories during the postseason.
“He completed 26 of 42 passes for 286 yards and two touchdowns.”
“He threw multiple interceptions for the first time since November 2018.”
Explain how this piece of evidence is relevant or irrelevant to the claim:
Click here to enter text.
Explain how this piece of evidence is relevant or irrelevant to the claim:
Click here to enter text.
Explain how this piece of evidence is relevant or irrelevant to the claim:
Click here to enter text.
Evidence Evidence Evidence
Day 3 Grade 8 ELA
“Reid focused on calling plays in which Mahomes threw the ball quickly.”
“At halftime, Mahomes was averaging just 5.8 yards per pass attempt, well
below his 8.6 career average.”
“On both sides, the opening half was mostly a display of defensive speed and
versatility.”
Explain how this piece of evidence is relevant or irrelevant to the claim:
Click here to enter text.
Explain how this piece of evidence is relevant or irrelevant to the claim:
Click here to enter text.
Explain how this piece of evidence is relevant or irrelevant to the claim:
Click here to enter text.
Evidence Evidence Evidence “But all of a sudden, Mahomes was
under siege, impatient and feeling the need to rescue the team.”
”The Chiefs scored 21 unanswered points in the fourth quarter…”
“Importantly, he had led Kansas City to its first Super Bowl championship in 50
years.”
Explain how this piece of evidence is relevant or irrelevant to the claim:
Click here to enter text.
Explain how this piece of evidence is relevant or irrelevant to the claim:
Click here to enter text.
Explain how this piece of evidence is relevant or irrelevant to the claim:
Click here to enter text.
Did the author provide sufficient evidence? Explain why or why not. Click here to enter text.
Day 3 Grade 8 ELA
Was the reasoning sound? Explain why or why not. Click here to enter text.
Day 3 Grade 8 ELA
Evaluating an Argument Notes
Read through the notes before completing the assignment to better understand what
relevant evidence, sufficient evidence, and sound reasoning looks like in an argument.
What does relevant evidence mean?
Relates to the claim
Proves the point
Supports the argument
Can be facts, statistics, or examples
Not Just personal opinions
What does sufficient evidence mean?
Enough evidence to prove the claim
More than one piece of evidence
Might give several supporting pieces of evidence
Might be strong evidence to support the claim
What does sound reasoning mean?
Logical argument
Based on facts, not feelings
Hard to disagree with once you read/hear it
Makes sense
No gaps or holes in the argument
Ideas connect to one another logically
Can’t find exceptions
Day 4 Grade 8 ELA
Day 4- Grade 8- English Language Arts (ELA)
Standards
RI.5.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.1 Evaluate the advantages and disadvantages of using different mediums to
present a particular topic or idea.
Learning Targets/ I Can Statements
RI.5.1: I can cite textual evidence to support analysis of what the text says. RI.5.1: I can make inferences based of what the text says. RI.7.1: I can evaluate the advantages of using different mediums to present a particular topic or ideas. RI.7.1: I can evaluate the disadvantages of using different mediums to present a particular topic or ideas.
Essential Question(s)
How do author’s use the resources of language to impact the audience?
Resources
1. Connection Word document 2. What Really Happens to the Plastic You Throw Away TedEd Video 3. Evaluating the Advantages and Disadvantages of Different Mediums Word
document 4. Closure Word document
Learning Activities or Experiences
In this lesson you will develop use a visual image and video to evaluate the advantages and disadvantages of different mediums. Remember, that authors use mediums (different ways of communication) to present topics and ideas. 1. Step One: Locate Connection Document
Locate the Day 4_Grade 8_Connection Word document 2. Step Two: Respond to Connection
Look over the visual and respond to the questions.
3. Step Three: Locate Interpreting Visual Text Document
Locate the Day 4_Grade 8_Graphic Organizer Word document
4. Step Four: Analyze Visual Text
Use the guiding questions on the graphic organizer to support you in analyzing and interpreting the visual.
5. Step Five: Locate Video
What Really Happens to the Plastic You Throw Away TedEd Video
6. Step Six: Watch Video
Watch the video through twice paying attention to what happens to bottle one, bottle two, and bottle 3.
7. Step Seven: Locate Evaluating the Advantages and Disadvantages of Different
Mediums Word Document
Day 4 Grade 8 ELA
Locate Day 4_Grade 8_ Advantages and Disadvantages of Different Mediums Word document
8. Step Eight: Respond to Prompt
Complete the compare and contrast graphic organizer and answer the question in complete sentences.
9. Step Nine: Locate Closure Document
Locate the Day 4_Grade 8_Closure Word document. 10. Step Ten: Respond to Closure
Respond to the closure question in complete sentences. Make sure to answer all parts of the question.
Due:
Connection
Graphic Organizer
Advantages and Disadvantages of Different Mediums
Closure
Day 4 Grade 8 ELA
Interpreting Visual Text
Directions: Using the image below and the guiding questions, interpret the meaning of the image.
Day 4 Grade 8 ELA
Interpreting Visual Text
Observe What do you notice first? Describe what else you see. Click here to enter text.
What is the subject of this visual? Click here to enter text.
What is the setting of the visual? Click here to enter text. Is the setting important? Explain. Click here to enter text.
Are there words used? Are there few words or several words? Click here to enter text. Do any of the words help explain the image? Explain Click here to enter text.
Reflect
Why do you think the created chose to include the objects show?
Day 4 Grade 8 ELA
Click here to enter text. What might the creator have chosen to leave out of the visual? Click here to enter text.
What was the author’s purpose in creating this visual? Click here to enter text. What evidence from the visual supports the purpose you identified? Click here to enter text. Who do you think the audience was for this visual? Click here to enter text. What do you think the creator wanted the audience to think or feel? Click here to enter text.
Do you agree or disagree with the author’s point of view? Why or why not? Click here to enter text.
Day 4 Grade 8 ELA
What did you learn from examining the visual? Click here to enter text. Does any new information you learned from the visual challenge or support your prior knowledge about the topic of this visual? Explain. Click here to enter text.
Day 4 Grade 8 ELA
Closure
Directions: Respond to the following question in complete sentences.
How could you use what you learned today about evaluating the advantages and
disadvantages of different mediums in your life?
Click here to enter text.
Day 4 Grade 8 ELA
Connection
Directions: Look closely at the visual and then respond to the questions that follow.
1. What can you infer is happening or is about to happen in this picture?
2. What from the image help you make this inference?
Day 4 Grade 8 ELA
Interpreting Visual Text
Directions: Using the image below and the guiding questions, interpret the meaning of the image.
Day 4 Grade 8 ELA
Interpreting Visual Text
Observe What do you notice first? Describe what else you see. Click here to enter text.
What is the subject of this visual? Click here to enter text.
What is the setting of the visual? Click here to enter text. Is the setting important? Explain. Click here to enter text.
Are there words used? Are there few words or several words? Click here to enter text. Do any of the words help explain the image? Explain Click here to enter text.
Reflect
Why do you think the created chose to include the objects show?
Day 4 Grade 8 ELA
Click here to enter text. What might the creator have chosen to leave out of the visual? Click here to enter text.
What was the author’s purpose in creating this visual? Click here to enter text. What evidence from the visual supports the purpose you identified? Click here to enter text. Who do you think the audience was for this visual? Click here to enter text. What do you think the creator wanted the audience to think or feel? Click here to enter text.
Do you agree or disagree with the author’s point of view? Why or why not? Click here to enter text.
Day 4 Grade 8 ELA
What did you learn from examining the visual? Click here to enter text. Does any new information you learned from the visual challenge or support your prior knowledge about the topic of this visual? Explain. Click here to enter text.
Day 5 Grade 8 ELA
Day 5- Grade 8- English Language Arts (ELA)
Standards RL.9.1 Determine the figurative and connotative meaning of words and phrases as they are used in text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Learning Targets/ I Can Statements
RL 9.1: I can determine the figurative and connotative meaning of words and phrases as they are used in a text. RL.9.1: I can analyze the impact of specific word choices on meaning.
Essential Question(s)
How do authors use the resources of language to impact the audience?
Resources
1. Connection Word document 2. Author’s Craft Notes 3. Text Excerpt from Monday’s Not Coming 4. Analyzing Author’s Craft – Figurative Language Graphic Organizer Word document 5. Closure Word document
Learning Activities or Experiences
Writers make intentional choices in their writing to impact readers. As writers, we must “read like a writer” and notice the effective techniques of other writers. Figurative language is a part of author’s craft, and writers frequently use it to impact the meaning of their text. 1. Step One: Locate Connection Document
Locate the Day 5_Grade 8_Connection Word document
2. Step Two: Respond to Connection
Read the short excerpt below from Counting by 7s and answer the questions in complete sentences.
3. Step Three: Locate Figurative Language Notes
Locate the Day 5_Grade 8_ Notes PDF
4. Step Four: Read Notes
Read through the notes.
5. Step Five: Locate Text
Locate the Day 5_Grade 8_Text
6. Step Six: Read Text
Read the excerpt from Monday’s Not Coming
7. Step Seven: Locate Graphic Organizer
Locate the Day 5_Grade 8_Graphic Organizer Word document 8. Step Eight: Complete Graphic Organizer
Complete the Analyzing Author’s Craft – Figurative Language Graphic Organizer using the excerpt from Monday’s Not Coming
9. Step 9: Locate Closure Document
Locate the Day 5_Grade 8_Closure Word document
Day 5 Grade 8 ELA
10. Step 10: Respond to Closure
Respond to the closure question in complete sentences. Due:
Connection Graphic Organizer
Analyzing Author’s Craft – Figurative Language Graphic Organizer
Closure
Day 5 Grade 8 ELA
Closure
Directions: Respond to the following question in complete sentences.
1. The thing that made the most sense to me while completing this lesson was….
Click here to enter text.
2. The one thing that I just don’t understand/I am confused by is…
Click here to enter text.
Day 5 Grade 8 ELA
Connection
Directions: Read the short excerpt below from Counting by 7s and answer the questions in
complete sentences.
Excerpt from Counting by 7s
Holly Goldberg Sloan
I had not uttered a single syllable in my five sessions as a student, and I had no
intentions of doing so.
But after days of hearing more lies from an adult than I had been exposed to in my
whole lifetime – everything from how fairies cleaned up the classroom at night to insane
explanations for earthquake preparedness kits – I was at some kind of breaking point.
So when the teacher specifically said:
“Willow, do does this book make you feel?”
I had to tell the truth.
“It makes me feel really bad. The moon can’t hear someone say good night; it is two
hundred thirty-five thousand miles away. And bunnies don’t live in houses. Also, I don’t think
that they artwork is very interesting.”
I bit my lower lip and experienced the metallic taste of blood.
1. What can you infer about the character based on this excerpt?
Click here to enter text.
2. What did the author do to convey this message about the character?
Click here to enter text.
Author's Craft
What is author'scraft?
Intentional use of
SPECIFIC techniques by an
author to craft (create)
and enhance a text.
Author's use this to create
meaning and feeling for
the reader.
FIND A DEEPER MEANING By analyzing author's craft, the reader can determine the deeper
meaning in a text.
DEVELOP WRITING TECHNIQUES Studying an author's craft can help you develop your own writing
craft.
Why Study Author's Craft?
Author's craft their writing byusing the following:
Figurative Language
Imagery
Word Choice
Dialogue
Sentence Structure
Text Structure
Text Features
Figurative Language IS OUR FOCUS TODAY!
Lets Review
SimileA comparisonbetween twounlike things
using like or as.
Example: I felt like I was a balloon and
someone let the air our of me.
MetaphorA comparisonbetween two
unlike objects.
Example:
The calm lake was a mirror.
IdiomAn expression or phrasewhere what is says
(literally) is differentfrom what it means
(figuratively). Example:
It's raining cats and dogs.
HyperboleExtreme exaggerationused to increase the
effect of thestatement or phrase.
Example:
I'm so hungry I could eat a horse.
PersonificationGiving human
characteristics tonon-living objects.
Example:
Lightening danced across the sky.
OnomatopoeiaA word that makes asound which conveys
its meaning.
Example:
The bees were buzzing past us.
AlliterationA repetition of
consonant sounds.
Example:
I can be back before work.
ImageryDetails that appeal toat least one of the five
senses to createpictures in the mind of
the reader.
Example:
The sunset was the most gorgeous they'd ever seen;
the clouds were edged with pink and gold.
Day 3 Grade 8 ELA
Excerpt from Monday’s Not Coming Tiffany D. Jackson A roaring crowd filled the bleachers, jumping up at every swoosh of the ball hitting net. You
could smell the sweat off the brows of every player, hear sneakers squeak against the shiny
floor of a packed gymnasium, and be blinded by the bright lights bouncing off the cheerleaders’
curly pom poms shaking in the air.
I unzipped my jacket as we climbed to the top of the bleachers, squeezing in the very middle of
the row.
“It’s high up here,” I said, smoothing down my hair, hoping it wouldn’t frizz in the sticky heat.
“The air’s just fine,” he said with a wink, scooting closer. My cheeks burned as I bit back a girly
grin. This is not a date.
Second quarter, the Clerks with a 20-15 lead, I drank in the intoxicating electric air. A scene
ripped right out of a movie that I not had a leading role in.
“Aren’t you hot?” Michael said, tugging at my sleeve. “Take your coat off! Stay a while.”
I pulled at Ma’s jacket in the tight space, and when he helped, his fingers grazing the back of my
neck, a spark flew. Our eyes locked, tension frying like water popping off hot oil. He gulped as
his eyes flicked back to the game. Just static. This is not a date.
“So. . .ugh. . .we only up by three. It’s gonna be a tight game,” he said, rubbing his sweaty hands
over his jeans. “You know anything about basketball?”
I let out a nervous laugh. “Yeah, but I like football better.”
He grinned. “That’s cool. Maybe you can come to one of the games next year. Coach said I’ll be
starting.”
I shrugged, playing it off. “Okay.”
He laughed as we turned back to the game. This is not a date. He’s just being friendly. But I
wondered what Monday would have thought of it. I could picture us now in our tent,
overanalyzing every word and movement of the moment. If Monday never comes back, who
will I talk to about boys?
The buzzer sounded, and the announcer blared through the speakers.
“Alright, ya’ll! Put your hands together for the all-state Cardozo dance team!”
Day 3 Grade 8 ELA
A storm of silver and purple sequins ran out to the middle of the floor, waving at the crowd,
forming a flood pyramid, their heads down. The music started, and heads popped up with huge
red smiles before the team jumped into high splits and parted. I noticed Megan in the back row,
her eyes sparking as she high kicked. I leaned forward, engrossed in their routine. Michael
watched me with a smirk.
The crowd cheered, harder than they did during the game. Megan looked amazing, her moves
fluid, smile effortless. Grinning as she twirled, her head arching back with a laugh before she
dipped, like she was having the time of her life. Maybe that’s what’s missing from my dancing:
fun. I used to have fun.
Then I saw it. The move that Monday taught me. The boom beat beat, step step. They did it
twice before their grand finale. I stood with the rest of the crowd in awe, jumping and
screaming my lungs out, like they’d won the game. That’s going to be us, I thought. Monday
and me, on the dance team, the crowd loving us.
This article is available at 5 reading levels at https://newsela.com.
Opinion: Mahomes, in Super Bowl comeback,showed why he is best NFL quarterback
Quarterback Patrick Mahomes of the Kansas City Chiefs celebrates after throwing a touchdown pass against the San Francisco 49ersduring the fourth quarter in Super Bowl LIV at Hard Rock Stadium on February 2, 2020, in Miami Gardens, Florida. Photo by: Rob Carr/GettyImages
MIAMI GARDENS, Florida - Patrick Mahomes cringed. He was confused, frustrated, overeager.
He was terrible. For once, the Kansas City Chiefs quarterback, the wonder boy of the NFL, was
facing a force as mighty as the offense he directs so brilliantly. And the San Francisco 49ers
defense was dragging him by the mohawk toward his ultimate humbling.
Then, with Kansas City's first Super Bowl appearance in a half-century descending into agony,
Mahomes proved he is more than the sport's greatest entertainer. At this time, he is its greatest
player, period, and now he has the championship, the signature comeback and all the requisite
toughness and resilience to boot.
In a rousing rally, Mahomes turned his most perplexing performance into his grittiest in a 31-20
Kansas City victory in Super Bowl LIV. He rallied the Chiefs from a double-digit fourth-quarter
By Jerry Brewer, Washington Post on 02.04.20Word Count 998Level MAX
This article is available at 5 reading levels at https://newsela.com.
deficit, delivered the Lombardi Trophy to a long-suffering football town and provided a capstone
accomplishment to the career of Andy Reid, his long-suffering coach.
Reid entered this game with 221 career regular season and postseason victories, the most in league
history for any coach without a Super Bowl or NFL championship. After 21 NFL seasons as a head
coach, we now know why it took so long for Reid to win the big one: He had to wait for Mahomes.
Mahomes might have been worth all the heartbreaking losses. Before 62,417 at Hard Rock
Stadium, Mahomes needed until midway through the fourth quarter to find himself, but he finally
did so, throwing two late touchdown passes to lead the Chiefs to the most memorable of their
three come-from-behind victories this postseason.
By the end, his numbers looked quite nice: He completed 26 of 42 passes for 286 yards and two
touchdowns. But before he took over the game, before he threw touchdown passes to Travis Kelce
and Damien Williams, before he found that Mahomes magic, he threw multiple interceptions for
the first time since November 2018. He looked lost. He looked bad.
And it only enabled him to show how great he truly is.
The 49ers sacked Mahomes just once in the first half, but their pass rush still set an early tone. Out
of respect for San Francisco's ferocious defensive front, Reid focused on calling plays in which
Mahomes threw the ball quickly. He also employed runs designed to keep the defense honest, a
great contrast to Reid's reputation as a pass-obsessed play caller.
The Chiefs had some successes. In his first 10 carries, Williams rushed for 47 yards. But they
couldn't push the ball downfield for big plays regularly. At halftime, Mahomes was averaging just
5.8 yards per pass attempt, well below his 8.6 career average. He completed one pass longer than
11 yards.
Reid was aggressive when he could be, converting twice on fourth and one. But the Chiefs weren't
too ambitious in thinking they could turn to slow-developing plays in which Mahomes would need
to stay in the pocket for a long time. The quarterback didn't do too much scrambling and
extending plays, either. As a result, the Chiefs' offense went into the break gaining only 4.7 yards
per play.
Still, after the 49ers took an early 3-0 lead, Kansas City controlled a large chunk of the first half.
Mahomes scored a one-yard touchdown with 31 seconds left in the first quarter to give Kansas City
a 7-3 lead. Then the Chiefs capitalized on a Jimmy Garoppolo interception and added a field goal
in the second quarter to go ahead 10-3.
On both sides, the opening half was mostly a display of defensive speed and versatility. The
offenses were left to be more resilient than potent. And after throwing that interception to
cornerback Bashaud Breeland, Garoppolo showed the ability to bounce back on the 49ers' next
drive.
Garoppolo had quietly played some of his best football after making mistakes throughout this
season, but it's a different task to settle down and respond on this stage. He did so impressively,
driving San Francisco 80 yards on seven plays. He completed all three of his passes and threw for
42 yards, including a 15-yard touchdown to fullback Kyle Juszczyk, who refused to go down and
This article is available at 5 reading levels at https://newsela.com.
finished the play with a leap into the end zone. That tied the score at 10 with 5:05 remaining in the
second quarter. It remained that way entering halftime.
Then the game turned in a third quarter that was borderline disastrous for Kansas City and its 24-
year-old former MVP quarterback. After a Robbie Gould field goal gave San Francisco a 13-10 lead,
Mahomes - who had mishandled a snap earlier on the drive and seemed out of sorts - threw a
terrible pass that 49ers middle linebacker Fred Warner intercepted.
San Francisco capitalized on the turnover, with Raheem Mostert scoring a one-yard touchdown
late in the third quarter to give his team a 20-10 lead.
Throughout these playoffs, throughout the past two seasons, a 10-point deficit has been nothing
for the Kansas City offense to overcome. But all of a sudden, Mahomes was under siege, impatient
and feeling the need to rescue his team. He couldn't get the ball easily to his favorite receivers,
Tyreek Hill and Sammy Watkins. He also couldn't find Kelce, his all-pro tight end. The 49ers were
pressuring him, hitting him, frustrating him. This was the most human Mahomes has looked
during his rise to stardom.
In the fourth quarter, he threw another interception, releasing a pass behind Hill and ultimately
into the hands of safety Tarvarius Moore. On that play, Mahomes had a clean pocket and an open
receiver. And he just missed. He uncharacteristically missed.
Mahomes wouldn't miss when it mattered, however. The Chiefs scored 21 unanswered points in
the fourth quarter, including touchdown passes from Mahomes to Kelce and Damien Williams.
The quarterback won the game's Most Valuable Player Award. Importantly, he had led Kansas City
to its first Super Bowl championship in 50 years.
Jerry Brewer is a sports columnist at The Washington Post.