Hawaii DOE student learning objectives



STUDENT LEARNING OBJECTIVETEACHER TEMPLATETeacher Name: Mary Beth School: HillsideComplex: Good ViewGrade: 11Content Area: English Course Name: English 3Period:2Student Population: Total Number of Students _30_ Males ____15_ Females__15 SPED Inclusion ___5__ SPED Pullout _____ ELL ___5__ GT __2___ Any Other _____________ _____ _____________ _____ ______________ _____Additional Information:SLO ComponentsFor a complete description of SLO components and guiding questions, use the “Student Learning Objective Planning Document” attachment.Learning GoalLearning Goal: Students will develop and strengthen written arguments in support of claims using the writing process. Students will write arguments that:include consistent and purposefully focused claimshave a clear and effective organizational structuressmoothly integrate thorough and convincing evidence from multiple sources use precise language effectively to create cohesiondemonstrate knowledge of language and conventions Big idea: Strong arguments require writers to read, research, gather and analyze data, and evaluate the strengths and weaknesses of multiple perspectives through a recursive writing process of planning, drafting, receiving and acting on feedback from readers, and editing. Standards: 11-12.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use well-constructed paragraphs, including words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 11-12.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.11-12.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.11-12.W.5: Develop and strengthen writing as needed by planning (e.g., determine purpose, take notes, develop a focus and sequence of ideas, create outlines) revising, editing, rewriting (e.g., remove synonymous or wordy phrases and expressions that deviate from the style of writing; use feedback from others; add details to develop or support ideas; ensure effective transitions; correct errors in logic; sharpen language and meaning), or trying a new approach, focusing on addressing what is most significant for a specific purpose, audience, and genre.Rationale:The Common Core State Standards strongly emphasize how critical it is for students to be able to pull evidence from multiple sources to support a written claim. Appendix A of the CCSS discusses the special importance of the written argument for success in college and careers. The written argument is also a school-wide focus for Hillside School. It is also important for students to understand that writing is a recursive process and not merely a set of stages to follow when composing a text. Writers use a variety of strategies to carry out and manage the task of composing.This learning goal is a DOK 3 & 4 because it calls upon the learner to analyze multiple sources of evidence to defend and support an argument, and to revise and strengthen writing through a recursive process. Interval of instruction necessary to address goal: __x_ yearlong ___ semesterAssessments, Scoring and CriteriaStudents will be asked to write multiple arguments each quarter during the course of the school year. Some topics will be self selected, while others will be chosen by their teacher (e.g., Should any vaccines be required for children? Are social networking sites good for society? Do violent video games contribute to youth violence?). Students will make a claim either in support of, or in opposition to, self-selected or assigned inquiry questions. Students will be asked to engage in the steps of the writing process, including drafting, receiving and giving feedback to revise and strengthen written arguments, and edit and “publish” self-selected arguments. To ensure valid and reliable scoring across classrooms, teachers will work in data teams to score anchor written argument papers using the Smarter Balanced Assessment Argumentative Writing Rubric. They will then individually score the majority of their class papers using The Smarter Balanced Assessment Argumentative Writing Rubric. See link below: assess students’ understanding and use of the writing process, a checklist based on the writing process elements, and a brief reflection will be used. Criteria in the checklist will reflect: prewriting, drafting, sharing and responding, revising, editing and publishing. Students will self-evaluate to reflect on themselves as writers. Small-group and whole-class discussions; peer-group analysis of reasonable and credible supporting evidence; journals, exit passes, sample drafts of argument components; and self and peer assessments using checklists and student-friendly rubrics will be used to determine progress as needed or appropriate to the learning; Expected TargetsBased on student writing portfolios, and through the ELA vertical articulation and analysis of student written work, more than 50% of exiting tenth graders continued to struggle with argumentative writing. Writing continued to surface as a school priority need area. Students in my grade 11 English 3 course wrote initial arguments during the first quarter of the school year. These were scored using the Smarter Balanced Assessment Consortium Rubric. 10 of the students scored a 1 on the rubric. 10 of the students scored a 2, and 10 of the students scored a 3. No student scored a 4. 100% of students will use the elements of the writing process to strengthen arguments and demonstrate at least 1 level of growth on the Smarter Balanced Assessment Argument Writing Rubric during the course of the school year. Instructional StrategiesStudents will analyze many written arguments during the course of the school year. Websites such as and The New York Times “Room for Debate” will be key resources. They will use graphic organizers that help them identify the author’s arguments as well as pros and cons for the arguments. They will use rubrics to discuss and evaluate strong and weak examples. They will annotate these examples and revise them to strengthen them. Teachers and peers will use the rubrics to provide clear, specific action-oriented feedback on student drafts. Mini lessons will provide direct instruction on each aspect of a strong written argument including how to summarize, paraphrase and quote from others to strengthen their own argument. Students will use templates such as those in the book, They Say, I Say by Graff and Birkenstein as they build these skills. Students will take part in many class discussions in small and large groups. Students will prepare for and participate in frequent classroom debates as they work on strengthening their written arguments. Focused mini lessons with guided practice will address how students can address alternate and opposing claims clearly in their arguments. Students will go through the writing process including making revisions based on peer and teacher feedback as they complete their arguments. Students scoring a 1 and 2 on the rubric during the first quarter will be provided additional small-group scaffolded instruction, explicit sentence and paragraph frames, and shorter writing prompts. This will allow them to experience success in the writing process. They will be provided graphic organizers to help them organize their thoughts. The teacher will lead them in small guided discussion allowing them to form claims and identify specific textual evidence to support those claims. Computer based support will be provide to strengthen students understanding of grammar and conventions in addition to teacher mini lessons on focused editing. Small-group instruction time will also be spent on building some of the academic vocabulary needed so all students can access the task. Students will work in pairs to check understanding of the task.To assess the Student Learning Objective, use the “Rubric for Rating the Quality of Student Learning Objectives” attachmentResultsSLO Rating ScaleTeacher should attach the class record for students assessed. Teacher should also have available accompanying student assessments and scored rubrics.Rating 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.Rating rubric for teachers with a class of 4 or fewer students.? Highly Effective? Effective? Developing? IneffectiveBased on individual growth outcomes, all students met expected targets and some exceeded the targets.Based on individual growth outcomes, all students met expected targets.Based on individual growth outcomes, some students met or exceeded expected targets.Based on individual growth outcomes, no students met expected targets. ................
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