Beacon Lesson Plan Library
What's the Scoop on Casey?
Santa Rosa District Schools
Students read and then use details from Ernest L. Thayer's "Casey at the Bat" to create a newspaper article about Casey's infamous at-bat.
The student produces final documents that have been edited for-correct spelling;-correct punctuation, including commas, colons, and semicolons;-correct common usage, including subject/verb agreement, common noun/pronoun agreement, common possessive forms, and with a variety of sentence structures,including parallel structure; and-correct formatting.
The student focuses on a central idea or topic (for example, excluding loosely related, extraneous, or repetitious information).
The student proofreads writing to correct convention errors in mechanics, usage, and punctuation, using dictionaries, handbooks, and other resources, including teacher or peers, as appropriate.
The student revises draft to further develop a piece of writing by adding, deleting, and rearranging ideas and details.
-Copies of Thayer's "Casey at the Bat" (found in many literature texts or use Website listed below)
-Overhead projector and overhead markers
-Overhead transparency of a sports column to use as a sample
-Copy of scoring rubric/requirements for article
-Notebook paper (student provided)
-Access to dictionaries/thesauri
1. Obtain enough copies of "Casey at the Bat" for the class.
2. Locate overhead projector and markers.
3. Make sure overhead is working properly.
4. Find a sports article and create an overhead transparency to use as a sample.
5. Download copy of scoring rubric/requirements for article.
6. Make copies of requirements/rubric for each student.
7. Place dictionaries/thesauri in a convenient location for student use.
1. Begin by introducing the selection to students.
2. As a class, read "Casey at the Bat" aloud.
3. While reading "Casey at the Bat", brainstorm impressions of the characters in the poem. List these characters and impressions on the overhead. Use whole sentences and correct punctuation. Ask students for help.
4. At the beginning of class, review details of poem.
5. Show students the overhead transparency of a sports column. Read through the article together and discuss the who, what, when and where of the article.
6. Tell the students that they will write their own sports/newspaper articles based on the details of the poem.
7. Provide students with a copy of the scoring rubric and list of requirements for the activity.
8. Discuss the requirements for their articles (see associated file). Remind students to proofread and revise/edit their articles.
9. Provide students with dictionaries/thesauri if needed.
10. Have students independently complete their articles. Each student should proofread, edit and revise their rough drafts before working on the final drafts. The rough draft must be turned in along with the final article.
11. Circulate and provide student assistance and feedback.
12. Allow students who would like to share their articles with the class to do so.
13. Collect and assess student articles using the scoring rubric.
Collect and assess student writing by using the attached scoring rubric. (see associated file) Emphasis is placed on focus, proofreading and revision. Writing must follow rules of grammar, mechanics, and usage.
Web supplement for What's the Scoop on Casey?Casey at the Bat