1. Hey Batter, Batter…Swing!
You will use an online Thinking Map to gather relevant evidence from the text to support writing.
Follow the directions below to complete the activity.
You will create an account for Exploratree at – Remember to write down your username and password on your log sheet in your quality binder
Read writing prompt associated with the story and review the grading rubric to familiarize yourself with how you will be assessed on the assignment
Review the story “Casey at the Bat” and identify text that supports the writing prompt. In your Holt Readers Workbook, you should highlight the text you will use as support for the writing prompt
To begin the assignment, you will open shared Thinking Guide titled Question Things
You will complete the Thinking Guide using the grading rubric in order to ensure you are gathering relevant information that will ensure success with the writing prompt
Once you have completed the Thinking Guide, will save and print it in order to turn in for final assessment
You will be required to present the Thinking Guide to the class while teacher and classmates assess that student has gathered relevant data according to rubric. The presentation will allow for teacher and classmates to help you determine relevant support to the writing prompt prior to completing the writing piece
This task uses:
Common Core/NG Standard(s): RL Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI Delineate 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. SL Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
TEACHER NOTES:
Teacher’s name/ Taylor
School: Molo Magnet Middle School
Grade Level/Subject: 8th Grade ELA
Task Card Level: Two
Special Directions/Considerations: Teacher should create an account with Exploratree and set up framework for the Thinking Guide prior to activity. Teacher should also create writing prompt and have this on a separate sheet for the students. This activity is a pre-writing activity that will help guide students in gathering Text-based evidence to answer a writing prompt. The writing component would be a separate activity. The teacher may want to use this activity as a way to teach gathering text-based evidence. If the teacher chooses this option, he/she may also want to consider grouping students in order for them to be successful.
Activity Evaluation: Students will present Thinking guide to class upon completion. Rubric will be used to assess relevancy of information gathered.
Prerequisites for students: Reading “Casey at the Bat” ; Create Exploratree Account; Knowledge of Writing Prompt and Rubric Text being used (from the High School ELA Guidebook): “Casey at the Bat” in Holt Elements of Literature; possible use of writing prompt from Anthology Alignment Project