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Learning Targets

Learning Targets are met each day. Most of our targets take place over an entire unit, and possibly over the entire year. Below you will find the targets you, as a student are meeting, and you see posted in the classroom daily.

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Debates Common Core Requirements Met:

3/28/2014

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Common Core State Standards used in Constitutional Issues Debates

 History/Social Studies
Key Ideas and Details:

CCSS.ELA-LITERACY.RH.6-8.1
 Cite specific textual evidence to support analysis of primary and secondary
sources.
 CCSS.ELA-LITERACY.RH.6-8.2
 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or
opinions.
 
Craft and Structure:
CCSS.ELA-LITERACY.RH.6-8.4
 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
 CCSS.ELA-LITERACY.RH.6-8.5
 Describe how a text presents information (e.g., sequentially, comparatively,
causally).
 CCSS.ELA-LITERACY.RH.6-8.6
 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RH.6-8.8
 Distinguish among fact, opinion, and reasoned judgment in a text.
 CCSS.ELA-LITERACY.RH.6-8.9
 Analyze the relationship between a primary and secondary source on the same
topic.
 
English Language Arts
 Key Ideas and Details:

CCSS.ELA-LITERACY.RI.8.1
 Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
 CCSS.ELA-LITERACY.RI.8.2
 Determine a central idea of a text and analyze its development over the course of the
text, including its relationship to supporting ideas; provide an objective
summary of the text.
 CCSS.ELA-LITERACY.RI.8.3
 Analyze how a text makes connections among and distinctions between individuals, ideas,
or events (e.g., through comparisons, analogies, or categories).
 Craft and Structure:
CCSS.ELA-LITERACY.RI.8.4
 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other
texts.
 CCSS.ELA-LITERACY.RI.8.6
 Determine an author's point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or
viewpoints.

 Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.8.8
 Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when
irrelevant evidence is introduced.
 CCSS.ELA-LITERACY.RI.8.9
 Analyze a case in which two or more texts provide conflicting information on the same
topic and identify where the texts disagree on matters of fact or
interpretation.
 
Writing
 Text Types and Purposes:

CCSS.ELA-LITERACY.W.8.1
 Write arguments to support claims with clear reasons and relevant evidence
 CCSS.ELA-LITERACY.W.8.1.A
 Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
 CCSS.ELA-LITERACY.W.8.1.B
 Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
 CCSS.ELA-LITERACY.W.8.1.C
 Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
 CCSS.ELA-LITERACY.W.8.1.D
 Establish and maintain a formal style.
 CCSS.ELA-LITERACY.W.8.1.E
 Provide a concluding statement or section that follows from and supports the argument
presented.
 
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.8.4
 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1-3 above.)
 CCSS.ELA-LITERACY.W.8.5
 With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been addressed. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and
including grade 8 here.)
 CCSS.ELA-LITERACY.W.8.6
 Use technology, including the Internet, to produce and publish writing and present
the relationships between information and ideas efficiently as well as to
interact and collaborate with others.
 Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.8.7
 Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
 CCSS.ELA-LITERACY.W.8.8
 Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
 
Speaking and Listening
 Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.8.1
 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
 CCSS.ELA-LITERACY.SL.8.1.A
 Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text,
or issue to probe and reflect on ideas under discussion.
 CCSS.ELA-LITERACY.SL.8.1.B
 Follow rules for collegial discussions and decision-making, track progress toward
specific goals and deadlines, and define individual roles as needed.
 CCSS.ELA-LITERACY.SL.8.1.C
 Pose questions that connect the ideas of several speakers and respond to others'
questions and comments with relevant evidence, observations, and
ideas.
 CCSS.ELA-LITERACY.SL.8.1.D
 Acknowledge new information expressed by others, and, when warranted, qualify or justify
their own views in light of the evidence presented.
 CCSS.ELA-LITERACY.SL.8.2
 Analyze the purpose of information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and evaluate the motives (e.g., social,
commercial, political) behind its presentation.
 CCSS.ELA-LITERACY.SL.8.3
 Delineate a speaker's argument and specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the evidence and identifying when
irrelevant evidence is introduced.
 
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.8.4
 Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use
appropriate eye contact, adequate volume, and clear pronunciation.
 CCSS.ELA-LITERACY.SL.8.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
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Learning Targets: November

11/1/2012

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Social Studies

*Distinguish between the New England, Middle and Southern Colonies
*Recognize the major regional differences in the colonies
*Draw conclusions about life in colonial America
*Understand and apply knowledge of government, law, and politics, and citizenship in order to research, form, deliberate, and evaluate positions.
*Describe characteristics of good citizenship
*Understand qualifications for voter eligibility and the history of voting in the United States
*Understand the impact of voter apathy on election results
*Describe how the electoral college system works
*Recognize forms of rhetoric to help separate fact from fiction & determine reliable sources of information
*Understand how personal priorities impact voting decisions
*Understand the purpose of an initiative
*Research a current issue to form, debate, and evaluate a position

Writing

* Write a clear, concise thesis that includes a defensible statement supported by 3 subtopics
*Write topic sentences that include a transition, the subtopic for the body paragraph, and a restatement of the thesis
*Select text quotes that are evidence to strongly support each subtopic
*Write quote setups that remind the reader of what is happening in the story when the text quote takes place
*Write quote analyses that clearly and thoroughly explain how each quote best demonstrates its subtopic to support the thesis
*Write a lead that introduces the topic and hooks the reader’s attention
*Write a clear, concise synopsis that briefly summarizes the important ideas of the text 
*Write a clear, insightful conclusion paragraph that reviews the thesis, connects the ideas, extends the ideas, and echoes the style of the hook.

Reading

Communication
&
Technology

*Demonstrate safe, legal and ethical behavior in the use of information and technology. 
*Understand technology systems and use hardware and networks to support learning.
*Understand technology systems and use hardware and networks to support learning.
*Use productivity tools and common applications effectively and constructively.

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Learning Targets: October

10/31/2012

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Social Studies

*Describe characteristics of good citizenship
*Understand qualifications for voter eligibility and the history of voting in the United States
*Understand the impact of voter apathy on election results
*Describe how the electoral college system works
*Recognize forms of rhetoric to help separate fact from fiction & determine reliable sources of information
*Understand how personal priorities impact voting decisions
*Understand the purpose of an initiative
*Research a current issue to form, debate, and evaluate a position

Writing

Reading

Communication & Technology

*Demonstrate safe, legal and ethical behavior in the use of information and technology. 
*Understand technology systems and use hardware and networks to support learning.
*Understand technology systems and use hardware and networks to support learning.
*Use productivity tools and common applications effectively and constructively.
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Learning Targets: September

9/30/2012

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Social Studies

*Explain characteristics of several Native American Tribes
*Explain the roles that Native American Tribes played before and during colonization

Writing

*Communicate my traits in a five paragraph essay
*Write a clear, concise thesis that includes a defensible statement supported by 3 subtopics
*Write topic sentences that include a transition, the subtopic for the body paragraph, and a restatement of the thesis
*Select text quotes that are evidence to strongly support each subtopic
*Write quote setups that remind the reader of what is happening in the story when the text quote takes place
*Write quote analyses that clearly and thoroughly explain how each quote best demonstrates its subtopic to support the thesis
*Write a lead that introduces the topic and hooks the reader’s attention
*Write a clear, concise synopsis that briefly summarizes the important ideas of the text
*Write a clear, insightful conclusion paragraph that reviews the thesis, connects the ideas, extends the ideas, and echoes the style of the hook.

Reading

*Roots

Communication & Technology

*Communicate five items to the classroom that describe the student
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    Writing GLEs
    Reading GLEs
    Social Studies GLEs
    Communication GLEs
    Technology GLEs
    History-Common Core

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