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.
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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.
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