Lesson from: Can I Have a Pet, Please – Argumentative Quick Write

Curipod creator studio

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. 🌟 Can I Have a Pet, Please - Argumentative Quick Write Your best friend dreams about getting a pet, but her parents don't approve. Can you help her change her parent's mind with a great argument? 🦸 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 a pet. 2. Select your grade level. 3. Click Customize now to personalize your lesson! 🚀 Pro-Tips: Let your students decide which pet the lesson should be about! 📍Standards: 📜 Texas Essential Knowledge and Skills Standards (TEKS) ELAR 3.6: Comprehension: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. 3.6(F) make inferences and use evidence to support understanding (R) ELAR 3.7: 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. 3.7(C) use text evidence to support an appropriate response (R) ELAR 3.11: 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 3.11(B) develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction and a conclusion (R) (ii) developing an engaging idea with relevant details (R) ELAR 3.12: 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 3.12(C): compose argumentative texts, including opinion essays, using genre characteristics and craft (R) ELAR 4.6: Comprehension: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. 4.6(F) make inferences and use evidence to support understanding (R) ELAR 4.7: 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. 4.7(C) use text evidence to support an appropriate response (R) ELAR 4.11: 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 4.11(B) develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion (R) (ii) developing an engaging idea with relevant details (R) ELAR 4.12: 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 4.12(C): compose argumentative texts, including opinion essays, using genre characteristics and craft (R) ELAR 5.6: Comprehension: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. 5.6(F) make inferences and use evidence to support understanding (R) ELAR 5.7: 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. 5.7(C) use text evidence to support an appropriate response (R) ELAR 5.11: 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 5.11(B) develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion (R) (ii) developing an engaging idea reflecting depth of thought with specific facts and details (R) ELAR 5.12: 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 5.12(C): compose argumentative texts, including opinion essays, using genre characteristics and craft (R) 📜 Common Core State Standards (CCSS) CCSS.ELA-Literacy.L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. CCSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Tags: Quick write, argumentative writing, citing evidence, AI feedback, pets, domestic animals, mammals, rodents, cat, dog, horse, parrot, family.