Download Guided Practice on Learning Targets

Guided Practice: Writing Learning Targets
Reading
Big Ideas from Anchor Standards: Construction of Meaning, Author’s Craft, Text Structure
From Common Core Curriculum Document
Reading: Literature, Grades 9-10
Craft and Structure
Unpacking the Standard (partial list)
Learning Targets (partial list)
Drafted by Tracy and Susan
Analyze how an author’s choices concerning
how to structure a text, order events within it
(e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
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Know: text structure, author’s craft, effect
on reader,
Understand [that] text structure
influences meaning, [that] authors’
choices affect the reader, reading is an
interaction/transaction between the
reader, the writer, and the text.
Do: create a list of the major events of a
text; write a book review describing the
effect of a book on the reader and
explaining how the structure of the work
contributed to the effect
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The student can describe the structure of
[a text].
The student can list the major events of a
text in order (chronological, most to least
important, etc).
The student can (a) identify a literary
effect in a work of literature (e.g.,
mystery, tension) and (b) explain how the
structure of the text contributes to the
effect.
The student can…
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The student can…
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The student can analyze…
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Earth/Environmental Science
From Essential Standards Document
Unpacking the Standard (partial list)
Learning Targets (partial list)
Drafted by Tracy and Susan
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Earth: Systems, Structures, and Processes
(Big Idea Represented in Curriculum)
Essential Standard
EEn.2.2. Understand how human influences
impact the lithosphere.
Clarifying Objective
EEn.2.2.1.
Explain the consequences of human activities
on the lithosphere (such as mining,
deforestation, agriculture, overgrazing,
urbanization, and land use) past and present.
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Know: lithosphere, deforestation,
overgrazing, urbanization, crust,
uppermost mantle, tectonic plates,
atmosphere, hydrosphere, biosphere,
pedosphere, continental crust
Understand [that] human activities affect
the lithosphere, [that] the health of the
lithosphere is dependent on [
].
Do: Use accurate information about the
impact of human activities on the
lithosphere to write a persuasive letter to
the [ ] asking them to examine their
policies on [
]. Create a graphic
representation that represents the change
in [
] over the past [ ] years.
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The student can identify the lithosphere
on a graphic representation of the earth’s
layers.
The student can list the characteristics of
a healthy lithosphere.
The student can explain the relationship
between the lithosphere and [other layers
of the earth].
The student can identify human activities
that affect the earth and environment.
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The student can…
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The student can explain…
Civics and Economics
From Essential Standards Document
Unpacking the Standard (partial list)
Learning Targets (partial list)
Drafted by Tracy and Susan
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Civics and Economics
Essential Standard
CE.C&G.2
Analyze government systems within the
United States in terms of their structure,
function, and relationships.
Clarifying Objective
CE.C&G.2.3
Evaluate the United States Constitution as a
“living Constitution” in terms of how the
words of the Constitution and Bill of Rights
have been interpreted and applied
throughout their existence (e.g., precedents,
rule of law, Stare decisis, judicial review,
supremacy, equal protections, “establishment
clause,” symbolic speech, due process, right to
privacy, etc.
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Know: Constitution, Bill of Rights,
precedents, rule of law, Stare decisis,
judicial review, supremacy, equal
protections, “establishment clause,”
symbolic speech, due process, right to
privacy, bicameral Congress, legislature,
federal judiciary, amendment, judicial
review, democracy
Understand [that] government
documents are dynamic and open to
interpretation; [that] interpretations of US
policies, procedures, and documents are
influenced by [
].
Do: Write a campaign speech citing
Constitutional support for a candidate’s
position on [
]; write a
campaign speech citing Constitutional
support for the opposite position.
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The student can describe the structure of
United States [government system].
The student can describe the function of
United States [government system].
The student can describe the relationship
between [government system A] and
[government system B].
The student can…
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The student can…
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The student can evaluate…
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On Your Own – or in Subject-Area Groups
Subject: _______________________________________________________________________
Standard from Common Core or Essential
Standards Document
Unpacking the Standard
Big or Organizing Idea: ___________________
Learning Targets
Drafted by ____________________________
_____________________________________
______________________________________
Standard
Clarifying Objective/Information
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Know:
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The student can
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The student can
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The student can
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The student can…
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The student can…
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The student can…
Understand [that]
Do: