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.
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):
|| Yes/No with sentence
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
| 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
|| 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
|| 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
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.
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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