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Goal: What is it?

What does it mean?
What is a goal you've had and accomplished?
What did you do to accomplish it?


With a partner, read the Harvard story, taking turns reading paragraphs. Decide what two phrases (no more than eight words each) would  express the main ideas? Highlight them. Write a one-sentence summary statement of the information. You may use Diigo; save it to your class group. Be prepared to share and discuss.   Harvard Goal Story  Original Article

Repeat for the Jordan story.

Your Goals

Action Plans - What is a good one?
What are the characteristics of a good action plan/goal?

Change 'Nos' to Yes's: Think/Pair/Write/Share



Do you think goals are important? Why or Why not?

Write a response that includes ABC (A-Answer the question; B-Back it up with evidence; C- Connect or Comment):

 Category      1  2  3  4
 Answer  Yes/No  Yes/No with sentence  Yes/No
with complete and accurate sentence
 Yes/No with complete and accurate sentence with voice
 Back It Up  Include one relevant detail  Included two-three relevant details  Included four relevant details and quotes  Included four relevant details and quotes with explanations 
or more details
or connect 
 Includes (relevant)
one comment or connection   
 Includes (relevant) two of these: comment
or two comments or two connections
 Includes (relevant) a comment or connection
with each of four details and quote
 Includes (relevant) a comment or connection with each details  and quote that engages the reader or explains the writers application of the detail/quote
 Writing  Writes in lists or phrases; few complete sentences; includes convention errors  Writes in paragraph that is somewhat organized with complete sentences that provide evidence to support position; includes position; may include a transition; may include some persuasive words; includes evidence to support position; may include conclusion  Writes in paragraph what includes:
  • introductory position
  • main idea sentences followed by interesting details/evidence sentences that support the position
  • transition words to connect evidence  (cause/effect; point by point; least to most important)
  • persuasive words
  • conclusion that expects reader to understand AND do something
 All of three, and including word choice -- author musts
to establish a strong voice
Presentation  Reads   Reads with eye contact and some expression  Uses paper as a reference (not just reads), makes eye contact with audience; presents with expression; may answer relevant audience questions  Uses paper as a reference (not just reads), makes eye contact with audience; presents with expression; answers relevant questions of audience; asks relevant questions to audience--engages conversation

Goals (EALRS)

Reading 2.1.3

Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. W

  • State both literal and/or inferred main ideas and provide supporting text-based details.
  • State the theme/message and supporting details in culturally relevant literary/narrative text.
  • Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.
Reading 2.4.1 
Analyze literary/narrative text and information/expository text to draw conclusions and develop insights. W
  • Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/ selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).
Writing 3.1.2 Develops ideas and organizes writing

Analyzes and selects an effective organizational structure.

  • Writes unified, cohesive paragraphs (e.g., supporting examples in order of importance, paragraph topic connected by transitions).
  • Composes an engaging introduction (e.g., meaningful rhetorical question, interesting facts, relevant anecdote).
  • Composes an ending/conclusion that is more than a repetition of the introduction (e.g., a reconnection to reader, a call for action, a statement of significance).
  • Uses transitions to show relationships among ideas (e.g., if ... then, cause/ effect, either ... or, meanwhile).
  • Uses effective organizational patterns as determined by purpose:
    • ~ explanations (e.g., cause and effect)
    • ~ comparisons (e.g., point-by-point, similarities and then differences)
    • ~ persuasion (e.g., least to most important arguments)


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