Teacher Lesson Plans 2012

1

Objectives of Lesson Plans “EDUCATION DAYS”

The lesson plans provided are a supplemental educational tool created to provide you with a learning “compass” to help guide your students through rewarding “out-of-class” experience, they can attend through the Nashville Sounds Reading Club. The ideas and lesson plans included within stand to serve as a guide for educators to help encourage an educational atmosphere and learning experience for all “Education Day” attendees at Greer Stadium. The lessons have been organized with the following in mind:

A) Educators mold their lesson plans to meet the needs of their students. B) Educators may use these suggestions to create their own lesson plan. C) Educators have flexibility to utilize these lessons to incorporate ideas into current studies.

The lesson plans focus on the basic areas of study and have been divided into the following: Mathematics, Science, Social Studies, and Language Arts. Each of these areas of study has additionally been divided into three learning periods: Before The Game, At The Game, and Beyond The Game. We appreciate your participation and truly hope that you find our program, educational and enjoyable. Additionally, we welcome any specific ideas or comments that would help improve our “Education Days” or the lesson plans for the future.

� The lesson plans were easy to fit into my classroom? � A particular lesson that your students enjoyed? � Did you add to any lesson, which would be helpful to other educators? � Were there any lessons that “struck out” or should be revised in the plans?

Just as in baseball, teaching only gets better with practice. So, we would like ideas for future editions of the Teacher Lesson Plans for “Education Days”. Send your ideas, comments, or even lesson plan(s) to us by email at: michaelbigley@nashvillesounds.com or by mail at:

Nashville Sounds “Education Days” 534 Chestnut Street Nashville, TN 37203

2

Table of Contents

A. Mathematics Lesson 1: “Double Play” 3 Lesson 2: “90 Feet” 4 Lesson 3: “The Shapes of the Game” 5 Lesson 4: “Peanuts and Cracker Jacks” 6

B. Science

Lesson 1: “Game Sense(s)” 7 Lesson 2: “We’ve Got Class” 8 Lesson 3: “Competitions is the Mother of Invention” 9

C. Language Arts

Lesson 1: “My Life as Bat“(Batter, Umpire..) 10 Lesson 2: “Gratitude Expressed” 11 Lesson 3: “ComparaBALL” 12 Lesson 4: “Buy Them, Trade Them, Just Do Not Bend..” 13

D. Social Studies

Lesson 1: “It Takes A Village To Play Ball” 14 Lesson 2: “Where In The World Is” 15 Lesson 3: “(Insert Your Name Here) Stadium” 16

3

MATHEMATICS

Lesson Plan 1

“Double Play” Children combine two (or three or four) numbers taken from players’ jerseys to make a target total (100, 50, 25, etc…). Students Will Be Able To:

� Add, subtract whole numbers and explain, illustrate or select thinking strategies for making computations

Objectives: The children will be able to use a variety of strategies to determine a array of number combinations that would meet a target number such as 100. Materials: Nashville Sounds program or Appendix A (Player Roster), paper, pencil, calculator. Before The Game: Practice combining numbers to make target numbers, especially those combinations that equal either ten or a hundred. Use tens charts, hundred charts, two-color chips, unifix cubes, place value blocks and more to explore combinations. Explore using a calculator too! At The Game: Informally use mental computations to add pairs of numbers such as the total value of jersey numbers of the pitcher and catcher or the pitcher and the current batter; the total of the jerseys of two (or more) players making a double play (or of those caught in a double play), etc. Beyond The Game: Set a target number (such as 100) and have the children work in teams using copies of the player roster (Appendix A) to find as many combinations of player numbers to equal that target. How many can you find using just two numbers? What is the highest number of player numbers to total 100?

4

MATHEMATICS

Lesson Plan 2

“90 Feet”

Children explore the magic distance of 90 feet (the distance between the bases) through movement, estimation, measurement, counting, and the use of a variety of measurement drills. Students Will Be Able To:

� Apply the use of tools to measure length � Use the mental, paper-and-pencil, and physical strategies to determine time elapsed

Objectives: The children will be able to use a variety of materials and strategies to analyze a specific distance, while concentrating on estimations strategies. Materials: A variety of materials to use for measuring units (unifix cubes, large paper clips, pencils, books, toothpicks, etc.) stopwatches, paper, pencil. Before The Game: Measure and mark off 90 feet in the hallway or outside. Determine how many ______’s (hands, feet, cubes, blocks, pencils, baby steps, giant steps, scissor steps, etc…) would equal the 90 feet.

5

MATHEMATICS

Lesson Plan 3

“The Shape of the Game”

Children combine common shapes to create a model baseball field or other part(s) of a baseball stadium. Students Will Be Able To:

� Sort of identify objects on multiple attributes Objectives: The children will be able to observe and identify common shapes in the environment, to combine shapes to make a new whole, to develop concepts of properties of shapes, especially the consistency of the properties regardless of orientation of the shape. Materials: Pictures of baseball fields/stadiums or Appendix B (Greer Stadium Diagram), pattern blocks, building blocks, or parquetry blocks, paper versions of those blocks (commercial or child made). Before The Game: The children practice identifying shapes in the environment by noting those in the classroom, the playground, and at home. Look for what might be found at the game by looking at the pictures of baseball fields or talking about children’s previous experiences with baseball field from playing, watching television or seeing games before. At The Game: Examine the baseball field to find shapes such as circles, squares, triangles, rectangles, ovals, and other shapes. Record the information by drawing on a pad, listening, reporting to a recorder (adult) or by reporting back after the game. Be sure to draw attention to the baseball diamond.. it IS a square! Have children stand at various places when taking their seats to see the square from a variety of perspectives. Beyond The Game: Children can work in teams to make a drawing or model of a baseball field, stadium, scoreboard, or portion of any of those using a combination of simple shapes. These can be made using pattern blocks, building blocks, parquetry blocks or any combination of those. Paper versions of photographs can record the work. Children should be able to name the shapes they used and what they represented.

6

MATHEMATICS

Lesson Plan 4

“Peanuts and Cracker Jacks”

Students Will Be Able To: � Add the cost of different orders at the concession stand and count change

Objectives: The children will be able to add and subtract dollar amounts using decimal points and be able to make change. Materials: Play money (optional), paper, pencil, Appendix C (Greer Stadium Prices) Before The Game: Instruct students that they (hypothetically) have $10.00 to spend at a Nashville Sounds game. Distribute a price list for the concession stand items and ask students to choose items they would like to purchase. Students should write the items on papers and add the find the total cost. Then have students determine the amount of change they should receive from their purchase. This activity can be advanced by giving students several problems with a list of items to purchase, beside each list request for the total amount of the purchase and the change to be received back. Students can also illustrate and color their purchases. For older students, teachers can have students add tax to the total. At The Game: Students should keep a list of all the ways you can spend money at the game. This will include concession stand, gift shops, program, parking, gas to the game, etc… Beyond The Game: Students should get into groups of four (4) and make a wish list of all the items they would like to purchase at a ballgame. They must include the necessary items such as tickets and parking. Students should find the total cost of all the items and then determine how much change would be received from $100.

7

SCIENCE

Lesson Plan 1

“Game Sense(s)”

Children actively observe during their experience at the baseball game, using all five senses to gather information.

Students Will Be Able To: � Create and use categories to organize a set of objects, organisms, and phenomena � Select instruments to make observations and organize observations of an event, object or

organism

Objectives: The children will be able to describe observations made with all five senses. Materials: An assortment of coins, food, wood, leather, chewing gum, sunflower seeds, team uniforms, cardboard, tape recorders, cassette tapes Before The Game: Discuss how we take information using all of our senses and use that information to understand the world. Begin making lists of words that describe a day at school, classifying each one as data gained from looking, smelling, tasting, hearing, or touching. Record the information by classification. At The Game: Play with senses. Predict which coin(s) will cover an outfielder or catcher’s head when held at arm’s length in the direction of that player. During loud fan noise, use fingers to quickly plug and unplug ears to make the sounds come and go. Try tasting food while holding ones’ nose plugged. Does it taste the same? Make a point to thoughtfully touch objects usually taken for granted: the seats, a ticket, a hot dog bun, the railings, etc. Beyond The Game: Have children work in teams to make games, posters, or tape recordings, or anything to document or showcase the sensory experiences of the baseball game. For example, the “Smell” team could choose to make a smell box of game day smells: the leather of the mitt, the wood of the bat, the sweat of a player, etc. The “Touch” team could choose to approximate some of the textures of game day with classroom items and classify the items touched at the game as rough, smooth, cool, warm, soft, etc. The information can be charted on a poster.

8

SCIENCE

Lesson Plan 2 “We’ve Got Class”

Students Will Be Able To:

� Understand how to classify objects according to similarities and differences Objectives: The children will be able to classify objects according to similarities and will be able to understand the difference between living and non-living things. Materials: Chart paper, pencil, notebook, magazines, scissors, glue Before The Game: Discuss classification, the grouping of objects according to similarities and differences, and its use in science. Discuss living and non-living things. Locate items throughout the classroom and around school that can be classified as living and non-living. Create a list using living and non-living classifications. For example: things you can write on paper or a chalkboard or things you can read, such as newspapers, magazines, bulletin boards, and schedules. At The Game: Instruct students to keep a list of things they see at the game and classify them into living and non-living. Living examples include people, grass, trees, birds, and insects. Non-living examples would be equipment, bleachers, lights, billboards, etc. Older students can create more specific classifications. For example, things you can eat, things you play with, things your wear, places you go, things you can buy. To simplify this lesson, objects can be classified into living and non-living things. Beyond The Game: Students will review classification. In groups, students will cut pictures out of magazines and classify them into living and non-living. Older students can create more specific classifications.

9

SCIENCE

Lesson Plan 3 “Competition is the Mother of Invention”

Children conceptualize an invention that would improve the performance of a particular player on a baseball team or an invention that would make the job of a stadium worker a little bit easier. Students Will Be Able To:

� Explain the operation of a simple mechanical device Objectives: The children will be able to observe events and explain how to effect a change in that event for a specific purpose. Materials: Paper, pencil Before The Game: List the people who they will likely be able to observe at the ballgame. What are their roles and functions? Children choose which role they would like to analyze in order to invent them. Teams of children can decide to work for the pitcher, batter, fielder, catcher, ticket taker, food vendor, usher, and more. Beyond The Game: Teams discuss the observations they made of their “client” at the ballgame. Choose one component of a person’s actions or an attribute of the tools they use or of the stadium/environment itself and invent a way to improve or simplify their performance. Their improvements might consist of a more efficient way of moving, an improvement on a tool, a new tool to use, an adjustment made to the working environment, or something the “client” might wear. Diagrams and descriptions of these inventions can be shared with the other teams of inventors.

10

LANGUAGE ARTS

Lesson Plan 1 “My Life as Bat (Batter, Umpire…)

The children will take on the perspective of people or objects related to baseball. Students Will Be Able To:

� Elicit a long fictional narrative using the writing process to make the intended clear as evidence by the use of a variety of words, a response that stays on topic, and the use of detail to support the topic

Objectives: The children will be able to write an essay from the perspective of an object or person related to baseball. Materials: Paper, pencil Before The Game: After reading a variety of baseball oriented literature, children will choose to become a bat, ball, pitcher, umpire, hot dog, vendor, etc… and begin a preliminary draft of a composition written from the perspective of that object or person. Discuss with the class the author’s need to research a topic and to take from authentic experiences. Each student will make a list of what to look for and pay attention to at the game in order to contribute detail and interest to their composition. At The Game: Gather sensory experiences for the story. Think of descriptive words to represent the sights, sounds, smells, and feelings surrounding your “character” in the composition. Beyond The Game: Complete the composition incorporating the information, experiences, and words gleaned from the game.

11

LANGUAGE ARTS

Lesson Plan 2 “Gratitude Expressed”

Children will compose a letter, note, or card of thanks. Students Will Be Able To:

� Elicit a short written piece (friendly letter, thank you note) using the writing process to make the intention clear as evidenced by:

1. A response that stays on topic 2. The use of detail to support the topic 3. The use of a variety of words

Objectives: The children will be able to produce a written product for a specific purpose. Materials: Paper, pencil, markers, card stock, and other media as required by the children’s ideas. Beyond The Game: Discuss reactions to the game and the importance of expressing positive reactions to the appropriate audience. Students may decide to express their appreciation to a specific Sounds player for signing an autograph, to the Nashville Sounds organization, a friendly usher or ticket taker, and umpire for a good call, or to those who helped make the trip possible. Other Variations: Encourage children to use their imagination when formatting the communication. For instance, the card may take the structure of a scorecard, be written in the language of a radio sportscaster giving play by play, or composed as a comic strip that represents a sequence of events in the game.

12

LANGUAGE ARTS

Lesson Plan 3

“ComparaBALL” Students Will Be Able To:

� Understand, compare, and contrast baseball to other sports they enjoy Objectives: The children will be able to complete a Venn Diagram to compare and contrast baseball to another chosen sport. Materials: Venn Diagram, 3 hula hoops (optional), chalk, chalkboard, notebook, pencil Before The Game: Discuss a Venn Diagram. Teacher can draw a Venn Diagram on the board and may use two overlapping hula hoops to illustrate a Venn diagram. The teacher should instruct the students in compare/contrast skills. They will discuss the difference between baseball and another sport the teacher chooses. The teacher should list all the similarities and differences that the sports share. The lesson can be advanced for the older students to include three overlapping circles (hula hoops) comparing three sports. At The Game: Instruct students to keep a list of things they observe occurring at the game. Students might include the environment itself, specific details related to the game such as uniforms, rules, player interactions, and even the food that is available. Beyond The Game: Students should use their notes from the game to create their own Venn Diagrams on large poster board. They will compare baseball to another sport of their choosing (one that was not done in the previous “before the game” lesson). This lesson can be expanded for older students to include writing a compare/contrast paragraph or essay using the information in the Venn Diagram that the students produced.

13

LANGUAGE ARTS

Lesson Plan 4

“Buy Them, Trade Them, Just Do Not Bend, Fold, Spindle or Mutilate Them!”

Children represent their specific characteristics through a drawing or photograph, numerical statistics and biographical, anecdotal text on baseball cards. Students Will Be Able To:

� Make or use a table to record and sort information � Elicit a summary using the writing process to make the intended clear, as evidenced by

the use of a variety of words and a response that stays on the topic Objectives: The children will be able to produce various forms of writing. Materials: Appendix D (Nashville Sounds baseball cards), blank index cards, pencils, markers, camera, and film Before The Game: After children have had the opportunities to study baseball cards, discuss the components (illustrative picture on front, statistics that represent what is important about the player, some biographical or anecdotal information about the player, etc.) Discuss why those items were chosen to be included on the baseball card. Children determine what to include on their personal cards and how to represent the selected information. One focus might be their “stats” as a classmate and/ or student. The students could focus on an interest of theirs. The card could represent a musician, comedian, chess player, jump roper, reader, videogame player or soccer player. How can each student draw themselves and their citizenships and scholastic skills or even how they would like to be photographed? What statistics would represent them? What biographical information or anecdotes can be included? In creating the cards, children should use actual baseball cards as models so that each component they create is analogous to real baseball trading cards. Encourage students to make multiple copies of their cards so that one afternoon can be devoted to a “Trading Day.”

14

SOCIAL STUDIES

Lesson Plan 1

“It Takes A Village To Play Ball”

Students will list the effects resources have on everyday activities like going to see a baseball game. Students Will Be Able To:

� Cite the resources necessary to maintain and run a baseball stadium Objectives: The children will understand what resources are and how they affect our lives. Materials: Paper, pencil Before The Game: Students will read and learn about communities around the globe and the human and natural resources that contribute to their success. Teachers will read about a variety of different communities in stories and nonfiction books that can be checked out from the libraries. Prior to reading, students will discuss what resources are and how they affect us. After reading each book, students will chart the resources available to each community and how they are used. At The Game: Students will be aware of their surroundings and think about the resources necessary to create this event. Beyond The Game: Students will list the human and natural resources necessary to build a stadium and make it successful. Examples include land (for the stadium), gasoline (for cars and delivery trucks), employees, water (for bathrooms and drinking), etc.

15

SOCIAL STUDIES

Lesson Plan 2 “Where In The World Is…?”

Students Will Be Able To:

� Understand how to read a map and locate different states on the map of the United States and different countries on a World Map

� Understand a map legend (key) Objectives: The children will be able to locate and label different locations on a map of the United State and World Map and will be able to use a map legend. Materials: Appendix A (Player Roster), Appendix E (Major League Baseball Map), World Map, drawing paper, colored pencils, pencil, large chart paper Before The Game: Using the player information from the Player Roster, discuss the birthplaces of each player. Using a United States and a World Map, point out the location of each player’s birthplace on the appropriate map. Discuss the use and purpose of different types of maps and the importance of the map legend. At The Game: Instruct students to draw a map of the stadium labeling different parts of the stadium such as bathrooms, concession stands, entrances, bleachers, playing field, etc… Beyond The Game: Using the maps drawn at the game, students should divide into groups and create large maps of the stadium. They should label the parts of the stadium and create a legend. Older students may create questions about their map for other groups to answer.

16

SOCIAL STUDIES

Lesson Plan 3 (Insert Your Name Here) Stadium

Children, to any level of complexity and with a variety of focuses, create their own version of a baseball stadium. This can be done on paper, as a classroom center, or in make-believe. It could also take over the classroom for a time. Students Will Be Able To:

� Identity and/or describe the relationship between human activity and the environment. Objectives: Children will apply their understanding of economics, occupations and services in developing a model of a baseball stadium. Materials: Child-made props, books about baseball and stadiums, samples of “real” programs, tickets, jobs applications, paychecks, child-made signs and advertisements, child-made applications, tickets, money, and programs. Before The Game: As a class, plan a day at the ‘ballgame’ within the classroom. Discuss the roles that students can take on, the settings and props to be designed and made and the details to be developed. At The Game: Be very observant and gather examples of hard data (tickets, programs, even food wrappers) to assist in designing the class stadium. Beyond The Game: Open the ballpark in the classroom: offer applications and interviews for prospective employees, develop advertising, design and create the physical representation of the stadium itself, hold try-outs for players, make real or pretend (paper, clay, cardboard) food, develop roles (such as player, fan, ticket-taker, manager, vendor, announcer, etc.) and allow opportunities for children to take on multiple roles. Discuss what worked, what didn’t, and why!

NO

PIT

CH

ER

S (

12+

2)

B-T

HT

WT

AG

EB

OR

NR

ES

IDE

NC

E2010 C

LU

BW

-LS

VE

RA

IPB

BK

NO

CA

TC

HE

RS

(2+

1)

B-T

HT

WT

AG

EB

OR

NR

ES

IDE

NC

E2010 C

LU

BA

VG

GH

RR

BI

BB

SO

SB

NO

INF

IEL

DE

RS

(6)

B-T

HT

WT

AG

EB

OR

NR

ES

IDE

NC

E2010 C

LU

BA

VG

GH

RR

BI

BB

SO

SB

NO

OU

TF

IEL

DE

RS

(4)

B-T

HT

WT

AG

EB

OR

NR

ES

IDE

NC

E2010 C

LU

BA

VG

GH

RR

BI

BB

SO

SB

12

Boggs,

Bra

ndon

S-R

6-0

195

28

1/9

/83

Atlanta

, G

AO

kla

hom

a C

ity (

AA

A-R

angers

).2

90

103

10

50

72

93

3

TE

XA

S.0

00

40

01

40

10

Bro

wn,

Jord

an

L-L

6-0

205

27

12/1

8/8

3T

ucson, A

ZC

olu

mbus (

AA

A-I

ndia

ns)

.298

83

867

21

48

2

CLE

VE

LA

ND

.230

26

02

410

0

23

Carr

oll,

Bre

ttR

-R6-0

210

28

10/3

/82

Knoxvill

e, T

NJupiter

(A-M

arlin

s)

.294

50

03

52

FLO

RID

A.1

97

32

27

629

2

New

Orleans (

AA

A-M

arlin

s)

.221

70

830

22

54

4

13

Gin

dl, C

ale

bL-L

5-9

204

22

8/3

1/8

8P

ace,

FL

Hunts

vill

e (

AA

-Bre

wers

).2

72

128

960

55

78

10

MA

NA

GE

R:

7 D

on

Mo

ney

HIT

TIN

G C

OA

CH

: 16 S

an

dy G

uerr

ero

PIT

CH

ING

CO

AC

H:

29 C

hri

s B

osio

TR

AIN

ER

: D

ave Y

eag

er

ST

RE

NG

TH

& C

ON

DIT

ION

ING

: A

nd

rew

Em

mic

k

3Ta

ylor

Gre

enIN

F5

Eric

Far

risIN

F6

Mat

Gam

elIN

F7

Don

Mon

eyM

anag

er9

And

y G

onza

lez

INF

10Jo

rdan

Bro

wn

OF

11M

ike

Riv

era

C12

Bra

ndon

Bog

gsO

F13

Cal

eb G

indl

O

F14

Mik

e M

cCle

ndon

RH

P15

Mar

k D

iFel

ice

*R

HP

16S

andy

Gue

rrer

oC

oach

17Ti

m D

illar

dR

HP

19Ju

stin

Jam

es

RH

P20

Mik

e Fi

ers

RH

P21

Wil

Nie

ves

C22

Pat

rick

Arli

s *

C23

Bre

tt C

arro

llO

F24

Dan

iel H

erre

raLH

P25

Eric

k A

lmon

teIN

F26

Sam

Nar

ron

LHP

29C

hris

Bos

ioC

oach

30D

onov

an H

and

RH

P31

Josh

But

ler

RH

P33

Edw

in M

ayso

net

INF

34Fr

anki

e D

e La

Cru

zR

HP

35D

anie

l Mea

dow

sLH

P36

Zack

Seg

ovia

*R

HP

40S

ean

Gre

enR

HP

46A

mau

ry R

ivas

RH

P

* D

L #

Reh

ab

@ In

activ

e

NU

MER

ICA

L R

OST

ER

22

*A

rlis

, P

atr

ick

R-R

6-0

229

30

12/1

8/8

0G

lendale

Heig

hts

, IL

Nashvill

e.1

80

19

02

10

11

0

Hunts

vill

e (

AA

-Bre

wers

).1

15

14

00

28

0

21

Nie

ves,

Wil

R-R

5-1

1190

33

9/2

5/7

7C

aguas,

PR

WA

SH

ING

TO

N.2

03

59

316

829

0

11

Riv

era

, M

ike

R-R

6-1

219

34

9/8

/76

Kis

sim

mee,

FL

Chattanooga (

AA

-Dodgers

).2

57

58

222

35

48

2

Alb

uquerq

ue (

AA

A-D

odgers

).1

25

14

22

219

0

New

Orleans (

AA

A-M

arlin

s)

.111

30

00

10

FLO

RID

A.0

00

70

02

30

31

Butler, J

osh

R-R

6-5

205

26

12/1

1/8

4S

an D

iego,

CA

Bre

vard

County

(A

-Bre

wers

)0-0

010.8

06.2

53

Hunts

vill

e (

AA

-Bre

wers

)3-5

04.5

653.1

26

36

Nashvill

e5-1

04.5

345.2

20

27

34

De L

a C

ruz, F

rankie

R-R

5-1

0213

27

3/1

4/8

4S

anto

Dom

ingo, D

RTokyo Y

akult (

CL)

0-0

07.8

410.1

14

Tokyo Y

akult (

EL)

2-3

10

2.5

253.2

21

42

15

*D

iFelic

e,

Mark

R-R

6-2

190

34

8/2

3/7

6H

avert

ow

n,

PA

DID

NO

T P

LA

Y (

INJU

RE

D)

17

Dill

ard,

Tim

R-R

6-4

223

28

7/1

9/8

3N

ashvill

e, T

NN

ashvill

e5-7

14.1

2109.1

32

82

20

Fie

rs,

Mik

eR

-R6-2

193

26

6/1

5/8

5P

om

pano B

each,

FL

Bre

vard

County

(A

-Bre

wers

)4-8

03.4

793.1

23

94

Hunts

vill

e (

AA

-Bre

wers

)1-1

13.6

931.2

936

40

Gre

en,

Sean

R-R

6-6

230

32

4/2

0/7

9Louis

vill

e,

KY

NE

W Y

OR

K (

N)

0-0

03.8

69.1

812

Buffalo

(A

AA

-Mets

)1-1

04.6

421.1

820

30

Hand,

Donovan

R-R

6-3

215

25

4/2

0/8

6Tow

n C

reek, A

LH

unts

vill

e (

AA

-Bre

wers

)2-1

22.8

650.1

838

Nashvill

e2-0

04.6

225.1

511

24

Her

rera

, Dan

iel

L-L

5-6

165

26

10/2

1/8

4A

ustin, T

XC

INC

INN

AT

I1-3

03.9

123.0

24

44

Louis

vill

e (

AA

A-R

eds)

2-2

54.3

037.2

534

19

Jam

es,

Justin

R-R

6-3

215

29

9/1

3/8

1Y

ukon,

OK

Kansas C

ity (

Ind.)

0-0

61.6

910.2

110

Mid

land (

AA

-A’s

)1-0

12.2

919.2

721

Sacra

mento

(A

AA

-A’s

)1-1

41.3

719.2

928

OA

KLA

ND

0-0

04.5

04.0

45

14

McC

lend

on, M

ike

R-R

6-5

225

26

4/3

/85

Corp

us C

hristi, T

XN

ashvill

e4-3

22.4

455.1

14

44

Hunts

vill

e (

AA

-Bre

wers

)1-1

00.6

114.2

115

MIL

WA

UK

EE

2-0

03.0

021.0

721

35

Meadow

s,

Danie

lL-L

6-6

223

23

11/3

/87

Katy

, T

XB

revard

County

(A

-Bre

wers

)6-5

22.8

691.1

26

92

26

Narr

on,

Sam

L-L

6-7

223

29

7/1

2/8

1G

old

sboro

, N

CC

am

den (

Ind.)

4-2

01.6

150.1

531

Nashvill

e9-7

04.1

4104.1

21

54

46

Riv

as, A

mau

ryR

-R6-2

217

25

12/2

0/8

5S

anta

Cru

z, D

RH

unts

vill

e (

AA

-Bre

wers

)11-6

03.3

7141.2

55

114

36

*S

egovia

, Z

ack

R-R

6-2

244

28

4/1

1/8

3S

afe

ty H

arb

or, F

LS

cra

nto

n/W

-B (

AA

A-Y

ankees)

3-2

44.1

962.1

14

51

* D

ISA

BL

ED

LIS

T# M

AJO

R L

EA

GU

E R

EH

AB

@ I

NA

CT

IVE

% S

US

PE

ND

ED

LIS

TIta

lics

indi

cate

s m

embe

r of t

he B

rew

ers’

40-

man

rost

er

PR

ON

UN

CIA

TIO

N G

UID

E

Eulo

gio

“F

rankie

” D

e L

a C

ruz =

ay-o

o-low

-HE

E-o

h

Fie

rs =

FIR

ES

Trip

le-A

Aff

iliat

e

25

Alm

onte

, E

rick

R-R

6-2

246

33

2/1

/78

Santo

Dom

ingo,

DR

Nashvill

e.3

20

110

238

28

63

4

5Fa

rris

, Eric

R-R

5-9

180

25

3/3

/86

Sacra

mento

, C

AN

ashvill

e.2

74

60

215

925

14

AZ

L B

rew

ers

.250

10

19

13

1

6G

amel

, Mat

L-R

6-0

215

25

7/2

6/8

5N

eptu

ne B

each,

FL

Hunts

vill

e (

AA

-Bre

wers

).3

93

81

54

90

Nashvill

e.3

09

82

13

67

38

64

3

MIL

WA

UK

EE

.200

12

01

18

0

9G

onzale

z, A

ndy

R-R

6-3

215

29

12/1

5/8

1P

alm

Bay,

FL

DID

NO

T P

LA

Y (

INJU

RE

D)

3G

reen, Taylo

rL-R

5-1

1200

24

11/2

/86

Court

enay,

BC

, C

anada

Hunts

vill

e.2

60

113

13

81

45

67

0

33

Maysonet, E

dw

inR

-R6-1

180

29

10/1

7/8

1V

ega B

aja

, P

RR

ound R

ock (

AA

A-A

str

os)

.252

86

236

25

63

2

NA

SH

VIL

LE S

OU

ND

S 2

011

RO

ST

ER

(Cur

rent

As

Of J

uly

14)

Concessions Price List *Prices Listed Are For Education Purposes Only

Ballpark Nachos $3.00

Bottled Soda $3.00

Bottled Water $3.00

Candy $3.00

Chicken Tender Basket $7.00

Chips $2.00

Corn Dog $3.00

Cracker Jacks $3.00

Foot Long Corn Dog $4.00

French Fries $4.00

Hamburger $6.00

Hot Dog $3.00

ICEE $3.00

Peanuts $3.00

Popcorn Bucket $4.00

Pretzel $3.00

Souvenir Soda $4.00