MYPNA_TE_G12_U3_web.pdf

AUTHOR’S PERSPECTIVE Ernest Morrell, Ph.D.

Goals and Identity Setting and meeting goals is

closely linked to our sense of self, so it is important

to help students learn to think of themselves as

powerful readers, writers, and speakers. Introduce

the importance of goal setting by comparing it to

the actions of outstanding high school athletes.

How do these athletes excel and make it to the

college or professional level? They continue to

improve by establishing and working to reach

challenging new goals.

Then ask students: “What goals do you need to

set in order to continue to develop as a powerful

reader? As a skilled writer? As an effective

speaker?” Have students decide on their own goals

and write them down. As they work through this

unit, direct students to refer back to their goals to

assess how successfully they have achieved them.

Guide students to develop reasonable benchmarks

for assessment. Possibilities include increased

reading fluency, greater comprehension, improved

grades on essays, and more comfort speaking up in

groups, for instance. Then have students set goals

for developing these skills as they finish high school

and prepare to enter college and the workplace.

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UNIT

3

INTRODUCTION

READING GOALS

• Read a variety of texts to gain the
  knowledge and insight needed to write
  about attitudes toward time.


• Expand your knowledge and use of
  academic and concept vocabulary.

WRITING AND RESEARCH GOALS

• Write a response to literature in which
  you effectively incorporate the key
  elements of an argument.


• Conduct research projects of various
  lengths to explore a topic and clarify
  meaning.

LANGUAGE GOALS

• Maintain a formal style and use
  transition words and varied syntax to
  connect parts of a text.

SPEAKING AND LISTENING

GOALS

• Collaborate with your team to build on
  the ideas of others, develop consensus,
  and communicate.


• Integrate audio, visuals, and text to
  present information.

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Unit Goals

Throughout this unit, you will deepen your perspective on the topic of the

passage of time by reading, writing, speaking, listening, and presenting.

These goals will help you succeed on the Unit Performance-Based

Assessment.

Rate how well you meet these goals right now. You will revisit your ratings

later when you reflect on your growth during this unit.

1 2 3 4 5

NOT AT ALL NOT VERY SOMEWHAT VERY EX T REM ELY

WELL WELL WELL WELL WELL

SCALE

 STANDARDS

Language

Acquire and use accurately general

academic and domain-specific words

and phrases, sufficient for reading,

writing, speaking, and listening at

the college and career readiness

level; demonstrate independence

in gathering vocabulary knowledge

when considering a word or phrase

important to comprehension or

expression.

238 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

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INTRODUCTION

HOME Connection

A Home Connection letter to students’

parents or guardians is available in the

Interactive Teacher’s Edition. The letter

explains what students will be learning in this

unit and how they will be assessed.

Unit Goals

Review the goals with students and explain that

as they read and discuss the selections they will

improve their skills in reading, writing, research,

language, and speaking and listening.

• Have students watch the video on Goal Setting.


• A video on this topic is available online in the
  Professional Development Center.
  Reading Goals Tell students they will read and
  evaluate arguments. They will also read essays
  and narratives to better understand the ways
  writers express ideas.
  Writing and Research Goals Tell students
  that they will learn the elements of writing an
  argument. Students will write to organize and
  share ideas, to reflect on experiences, and to
  gather evidence. They will conduct research to
  clarify and explore ideas.
  Language Goal Tell students that they will
  develop a deeper understanding of formal style.
  They will then practice using transition words and
  varied syntax in their own writing.
  Speaking and Listening Explain to students
  that they will work together to build ideas,
  develop consensus, and communicate with one
  another. They will also learn to incorporate audio,
  visuals, and text in presentations.

About the Unit Goals

These unit goals were backward designed

from the Performance-Based Assessment at

the end of the unit and the Whole-Class and

Small-Group Performance Tasks. Students will

practice and become proficient in many more

standards over the course of this unit.

238 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

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