Sample Unit Goal Statements
(Adapted from Massachusetts ABE Units submitted Spring 2014)
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Identify the 3 Unit Goal components for each of the Unit Goals below.
Some of these Unit Goals are missing a component. Identify what is missing and
brainstorm some ideas for how the missing piece might be addressed.
What thoughts or questions came up for you as you analyzed these Unit Goals?
(1)
Students will gather and read diverse digital and print sources to understand the factors
affecting food access in their own communities and the solutions to improve it. Students will
demonstrate their knowledge by producing brochure panels that share what they have learned
about local and national food systems. The panels will be combined to form one brochure that
will be shared with fellow community members. We will use a class-developed rubric to give
feedback on the brochure panels.
(2)
We will identify and describe one of our soft skills and give two examples of it in order to talk to
a future employer about an important skill we have. We will show our learning by making
individual presentations to the class and using a rubric to share feedback with each other.
(3)
Students will read various articles about the history, food, music and gatherings that are part of
Juneteenth in order to learn about how this African-American holiday continues to celebrate
culture and community. Students will show their learning by developing focused, clear, and
coherent writings about this topic, participating in the planning of a Juneteenth barbecue, and
collaboratively producing writings to be developed as a text for future classes.
(4)
Over the next five weeks students will develop community awareness and civic engagement
through reading and guided discovery of a self-selected community issue. The students will
show their learning by making group poster presentations to peers and a class-selected
community panel about their community issues. Rubrics and checklists will be used to evaluate
the process, the poster, and the presentation.