Introduction
Introduction:
School sports are extremely popular, with a rate of more than 50% participation. But some people believe schools should emphasize learning in the classroom, not competing on the playing field. Illinois schools have eligibility requirements that students must pass x number of core classes if they want to participate in school sports. Is that a good idea? Who deserves to play?
Task
Task:
With many students participating in athletics and other extracurricular activities, or just watching them, students need to think about whether it’s worth all the time and energy. Perhaps that time is better spent working on academic goals. Our Board of Education is rethinking some of the eligibility requirements, and wants student input.
Students will look at both sides of the issue and prepare a recommendation for the Board of Education after they have done their research, working with a partner.
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Process
Step #1:
Do students and athletes care too much about winning? What do you think? Take this opinionaire and see.
https://docs.google.com/document/d/1FEnlm_Gv5ThW4lXX6-eIvsBQMR90rU4ySVsgucCzENE/edit?usp=sharing
Discuss with your partner what you think. Do you agree or disagree in some areas? When finished, move on to the next step.
Step #2:
Next, you will read The Cost of Winning by Ellen Labrecque. Before you do, let's learn/review some important vocabulary.
https://docs.google.com/document/d/15C2oygRwBZSithnmpQRj_TulfWDSr33_yU9JXmVrLGE/edit?usp=sharing
Please finish the vocabulary assignment before moving on to the next step. Questions? Don't hesitate...Please share your google doc with me, thanks.
Step #3:
Now read the story with your partner and answer the questions on the collaborative activity:
Partner A: reads Part One, The Physical Cost, and Part Two, The Emotional Cost
Partner B: reads Part Three, What It Takes to Get to the Top, and Part Four, The Academic Gamble
Here's the link to the story:
The Cost of Winning story Nov. 21.docx - Lang Arts 7 Ext 4
Step #4:
When you finish reading and writing, please discuss and share answers with your partner so the whole document is complete.
Please share your documents with me before moving on to the next step, thanks.
Step #5:
Now you and your partner need to decide: which side of the issue do you want to argue? You and your partner choose one article each from two online stories:
Too Much Pressure.docx - Lang Arts 7 Ext 4
or
10 Reasons Why High School Sports Benefit Students ...
Please fill in the following graphic organizer to list support for your position and highlight your strongest arguments.
https://docs.google.com/document/d/1tiCp-p-EtScVKYYIRr41DVlCROElaepEbtDd910KX_Q/edit
https://docs.google.com/document/d/1tiCp-p-EtScVKYYIRr41DVlCROElaepEbtD…
Before moving on, please share your organizers, thanks!
Step #6:
Share your information with your partner. You should be getting a good idea of both sides of the issue. Before you and your partner make a final decision as to what position you want to argue, please read a few more (short) articles and answer the questions:
https://docs.google.com/document/d/1s7GZqTh4CU3YJKs6vbaWTfirokyLGJ_-Q9j38093_po/edit?usp=sharing
Step #7:
Why not check out some other sources? Try these websites:
When done move on to Step 8 please.
Step #8:
You and your partner now need to find at least two people in school (administrators, teachers, student-athletes, coaches, trainers) to interview about their experiences with eligibility requirements, and take notes. Brainstorm a list of 7-8 questions you might want to ask first. Please create a google doc for this, using both of your last names and the title: Step #8 for Academics v. Athletics. Share the list of questions with me please.
When I give the go-ahead, you may set up your interviews. Please share the google doc again with me when you have written your notes from the interview.
Step #9:
Time to gather all materials and start thinking about ways to present your argument. Make sure to check out the rubric below so you know what's expected. Don't forget to include the counter-argument!! You can decide which format to use, please let me know on the online sign-up sheet:
essay
presentation
debate
etc.
Use these sources to help you organize your position and cite sources correctly:
http://muhslearningcenter.weebly.com/uploads/7/9/8/3/7983326/ice+poster.pdf
https://www.pinterest.com/pin/233131718185652304/
Check out the next module, Evaluation, to see exactly what you will be graded on. Questions? Don't hesitate!
Evaluation
| 3:Meets Expectations | 2:Progressing |
1:Beginning |
|
Position: Claim is clear, specific and arguable. |
Claim is clear and arguable. |
Claim must be inferred or too general, or it's illogical or missing. |
|
Evidence: Evidence is specific and valid, comes from varying points in the text, data and from multiple sources. All pieces of evidence support the position, and are cited correctly. |
Evidence is sufficient to support writer's position. Most evidence is specific yet some is general. Evidence comes from varying points in the text and data, and multiple sources. Minor errors in citing. |
Evidence is limited or general, or missing for most of the points. Some evidence may be illogical, and comes from one place in the text or data, or one source. Major errors in citing. |
|
Reasoning: Reasoning demonstrates a logical and convincing connection between the claim and evidence. Reasoning is original and demonstrates depth and sophistication. |
Reasoning demonstrates a basic connection between the claim and most of the evidence. Reasoning doesn't just paraphrase or repeat evidence but explains in own words how and why the evidence supports your position. |
Reasoning is attempted, but some demonstrates an unclear or illogical connection between the claim and evidence. Reasoning paraphrases the evidence. |
|
Counter-Argument: Fully examines counter argument, showing understanding of the complexity of the issue. It's used to strengthen the writer's position. |
Acknowledges counter argument and provides sufficient response to see the other side. Somewhat strengthens the writer's position. |
Acknowledges the counter argument but response is limited or not enough, or fails to acknowledge the counter argument at all. |
|
Organization: Well-developed introduction provides specific context for position, and well-chosen transitions link paragraphs. There's a logical order of evidence, and an effective, thought-provoking conclusion. |
Introduction present but simple, transitions are predictable, paragraphs provide a basic structure to the evidence, and conclusion provides a final thought. |
Introduction is undeveloped or missing, transitions are inconsistent or absent, there's a random order of evidence, and the conclusion simply restates or is missing. |
|
Mechanics: No major errors, only a few minor ones. |
A few major errors, and minor errors do not impede understanding. |
Several major and minor erros throughout. Errors prevent understanding. |
|
Style and Tone: Style is engaging and varied. Tone is formal and maintained throughout the argument. |
Style is clear with limited variation. Tone is primarily formal. |
Style is simplistic or inappropriate or confusing. Tone is too informal or inappropriate. |
Conclusion
Lesson Reflection
Now's the time to go back to the original opinionaire and see if you've changed your mind about anything.
Next, on a new google doc, please make sure to answer all these starters.
What went well...(please give specific examples)...
Oops...that didn't work...(please give specific examples)...
Ideas for next time...
Blogs/websites/anything helpful for this lesson...
So what did I learn? I learned that...
I can use this ...