Lesson from: Baseball Coaching Challenge – Argumentative Quick Write

rellerc

Updated 3 months ago

Lesson description

✍🏻 Curipod Quick Writes The Curipod Quick Write series is designed to get students excited about reading and writing. It engages students in simple writing experiences that teach them how to think like writers, build confidence, find their voice, and promote fluency. Curipod Quick Writes are TEKS and CCSS aligned. 🌟 Baseball Coaching Challenge - Argumentative Quick Write Students are the Baseball Coach for their school team. They are behind, and they have to turn the game around by picking the right strategy for the game and telling it in an argumentative paragraph. The game's outcome is based on their response. 🦸 Learning Objective: By the end of this lesson, students will be able to analyze short texts and create a short argumentative paragraph using evidence to support their claims. ⏳ Estimated time: 20 minutes 🎯 Feedback: Students receive feedback aligned with the Curipod Argumentative Quick Write Rubric. 🛠 To Customize your Lesson: 1. Type in the school name. 2. Select your grade level 3. Click Customize now to personalize your lesson! 🚀 Pro-Tips: Use your school as the location for this Baseball Coaching Challenge! 📍Standards: 📜 Texas Essential Knowledge and Skills Standards (TEKS) ELAR 6.5: Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. ELAR 6.5(F) make inferences and use evidence to support understanding ELAR 6.6: Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. ELAR 6.6(C): use text evidence to support an appropriate response ELAR 6.10 Composition: listening, speaking, reading, writing, and thinking using multiple texts. Writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. ELAR 6.10(B) develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion (R) (ii) developing an engaging idea reflecting depth of thought with specific facts and details (R) ELAR 6.11: Composition: listening, speaking, reading, writing, and thinking using multiple texts. Genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. ELAR 6.11(C): compose multi-paragraph argumentative texts using genre characteristics and compose multi‐paragraph argumentative texts using genre characteristics and craft (R) ELAR 7.5: Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. ELAR 7.5(F) make inferences and use evidence to support understanding ELAR 7.6: Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. ELAR 7.6(C): use text evidence to support an appropriate response ELAR 7.10 Composition: listening, speaking, reading, writing, and thinking using multiple texts. Writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. ELAR 7.10(B) develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion (R) (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples (R) ELAR 7.11: Composition: listening, speaking, reading, writing, and thinking using multiple texts. Genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. ELAR 7.11(C): compose multi-paragraph argumentative texts using genre characteristics and compose multi‐paragraph argumentative texts using genre characteristics and craft (R) ELAR 8.5: Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. ELAR 8.5(F) make inferences and use evidence to support understanding ELAR 8.6: Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. ELAR 8.6(C): use text evidence to support an appropriate response ELAR 8.10 Composition: listening, speaking, reading, writing, and thinking using multiple texts. Writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. ELAR 8.10(B) develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion (R) (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples (R) ELAR 8.11: Composition: listening, speaking, reading, writing, and thinking using multiple texts. Genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. ELAR 8.11(C): compose multi-paragraph argumentative texts using genre characteristics and compose multi‐paragraph argumentative texts using genre characteristics and craft (R) 📜 Common Core State Standards (CCSS) CCSS.ELA-LITERACY.L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.W.6.1: Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-LITERACY.W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.L.7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.W.7.1: Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-LITERACY.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.L.8.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.W.8.1: Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-LITERACY.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Tags: Quick write, argumentative writing, sports, athletics, competition, coaching, citing evidence, making inferences, AI feedback, baseball, softball, team sports, coach, challenge, champion, PE, Physical Education, Gym.