Hawaii DOE student learning objectives



STUDENT LEARNING OBJECTIVETEACHER TEMPLATETeacher Name: Suzie SmartSchool: Aloha ElementaryComplex: Thinker RegionalGrade: 6Content Area: Language ArtsCourse Name: Differentiated ClassroomPeriod:Student Population: Total Number of Students ___15__ Males __15___ Females_____ SPED Inclusion _____ SPED Pullout _____ ELL _____ GT __10___ Any Other _____________ _____ _____________ _____ ______________ _____Additional Information: Gifted and Talented (GT) students have been identified by a school screening process matrix which included an ability instrument, rating scale, observational chart, achievement test and parent nomination rubric (attached). The 10 GT students are part of a differentiated regular education classroom. SLO ComponentsFor a complete description of SLO components and guiding questions, use the “Student Learning Objective Planning Document” attachment.Learning GoalLearning Goal: The GT student will create a persuasive writing piece which is substantiated with evidence from research that includes:Claims supported using valid reasoning and relevant and sufficient evidenceAppropriate stylistic choices with languageThe use of words, phrases, and clauses to create cohesion and clarify the relationships among claims, reasons, and evidence.Big idea: Critical thinking skills are needed for analyzing and evaluating the quality, worth or strength of an oral or written argument, proposition or suggestion. The demonstration of these critical thinking skills can be done through a written argument or prepared debate.Standards/Benchmarks: RA.W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.AP/College Readiness W3.1: Student generates text to develop points within the preliminary organizational structure.AP/College Readiness W3.2: Student makes stylistic choices with language to achieve intended effects.7W1: Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, reasons, and evidence.Rationale: “A few modern philosophers assert that an individual's intelligence is a fixed quantity, a quantity which cannot be increased. We must protest and react against this brutal pessimism.... With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment and literally to become more intelligent than we were before.” ~Alfred BinetThe GT sixth grader should be able to use persuasive writing or participation in a debate to convince an audience by using solid evidence found through research. Level Four DOK connects explanation with persuasion. Using persuasive writing is connected to the school-wide priority of increasing college and career readiness writing skills.Interval of instruction necessary to address goal: _X__ yearlong ___ semesterAssessments, Scoring and CriteriaPlanned assessments and criteria used to determine levels of performance:Formative: Whole-class Six Thinking Hats activity used to discuss reading material throughout the year. Formative: Use Circle Maps to define analytical, organizational, critical and creative aspects of writing connected to each piece of reading at end of each unit throughout the year. Students will use SMELL strategy to analyze journal entries. Summative: Create independent study opportunities to research topics of interest which connect to theme of reading material used throughout the year. GT students write a persuasive piece to defend why a change should or should not have happened. Rubric attached. Rubric for embedded assessment should be used to assess.Expected TargetsStarting point for student performance groups:35% of students develop a position on an issue, support opinions with examples and facts, use limited source materials to support the argument, and draw an appropriate conclusion.30% of students develop a position on an issue, support opinions with limited examples and facts, use limited source materials to support the argument, and draw a limited opinion.35% of students develop a position on an issue, but do not support opinions with examples and facts, and draw no substantiated opinion.Expected target for each student performance group:100% of identified G/T students draft effective text to present a clear thesis claim, include supporting ideas, support opinions with reasons, examples, and facts, incorporate source materials to strengthen the argument, and draw an appropriate conclusion as defined by the assessment rubric.Rationale for expected targets:Once students are familiar with the characteristics of thinking skills and use strategies to employ them in their writing, a persuasive argument can be presented with logical evidence and endorsement of content.Instructional StrategiesInstructional strategies for each level of performance:Differentiation used to tier all lessons for GT motivation and engagement.Use Circle Maps to develop deeper understanding of vocabulary: Analytical, Organizational, Critical and Creative. Students become “dictionary detectives” to create working definition of each word. Create descriptor chart for each word. Apply each thinking skill to a strategy for writing an argument. Use journal entries to try out writing through various approaches.Review analytical reasoning skills as a class. Identify characteristics, recognize attributes, make observations, compare/contrast, categorize, classify/set criteria, predict, determine cause/effect, and make analogies. Teach the Six Thinking Hats concept before implementing the strategy throughout the year.Use the Level 1 SpringBoard Unit 5 Embedded Assessment 1 to write research papers on the theme of change as evidenced in reading material throughout the year. All students will have the opportunity to include a persuasive argument in final research paper, but GT students will be required to use persuasion.To assess the Student Learning Objective, use the “Rubric for Rating the Quality of Student Learning Objectives” attachmentSLO Rating ScaleRating rubric for teachers with a class of 5 or more students.? Highly Effective? Effective? Developing? IneffectiveAt least 90-100% of students met or exceeded expected target.At least 75-89% of students met or exceeded expected target.At least 60-74% of students met or exceeded expected target.Fewer than 60% of students met or exceeded expected target.SMELL Strategy —Short Journal EntryStudent analyzes a persuasive speech or journal entry by asking these five essential questions:SSender-receiver relationship—What is the sender-receiver relationship? Who are the images and language meant to attract? Describe the speaker of the text.MMessage—What is the message? Summarize the statement made in the text.EEmotional Strategies—What is the desired effect?LLogical Strategies—What logic is operating? How does it (or its absence) affect the message? Consider the logic of the images as well as the words.LLanguage—What does the language of the text describe? How does it affect the meaning and effectiveness of the writing? Consider the language of the images as well as the words.Rubric for Unit Embedded Assessment—Writing About ChangeExemplaryProficientEmergingIdeasThe written text thoroughly documents the development of an object over time. The project demonstrates extensive research with credible and relevant sources.The evidence supports the claim of the author and convinces audience of his/her beliefs.The text documents the development of an on object over time.The project demonstrates research in relevant sources.An explanation of the change is evident but persuasion on why change was necessary not supported.The text does not document the development of the object over time.The project lacks evidence of research and appropriate sources.An explanation of the change is not anizationThe text is focused, well organized, and includes important details and examples.The writing is focused, organized, and includes details and examples.Writing is unfocused and disorganized.Use of LanguageWord choice directly clarifies how the object developed over time and clearly communicates extensive research. Transitions help indicate change over time. Point of view of author is strengthened through convincing word choice.Word choice clarifies how the object developed over time and communicates research. Some transitions indicate change over time.Word choice does little to clarify how the object developed over time and to communicate research. Few transitions are used.ConventionsWriting contains few or no errors in spelling, punctuation, or capitalization.Parenthetical credit is accurate in the body of the text.The Works Cited page is correctly formatted with no errors in citation.Spelling, punctuation, and capitalization mistakes do not detract from the text.Most of the parenthetical credit is accurate in the body of the text.The Works Cited page is correctly formatted with few errors in citation.Spelling, punctuation, or capitalization mistakes detract from meaning and/or readability.Parenthetical credit is inaccurate in the body of the text.The Works Cited page is missing or incomplete, and it contains numerous errors in formatting and citation. ................
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