STUDENT LEARNING OBJECTIVE FORM
Teacher Name:
School:
Grade level:6th
Content Area: Social Studies
Course Name:
Period:3rd
Student Population
Total Number of Students: _23____
Program Participation IEP: _2____ ELL: _11____ GT: _2____ Other: _7 truancy____________
Additional Information: (attach list)
Instructional Interval
Year
Semester X
SLO
Compone
nts
Student
Learning
Goal
Description
Statement
of Intended
Learning:
Learning Goal: Students will critique artifacts, primary, and secondary sources and develop a
logical argument with a claim, evidence, and reasoning in writing about historical questions.
Standards
Reference:
CCSS-WHST-6-8.9= Draw evidence from informational text to support Analysis
CCSS-WHST-6-8.1= Write arguments focused on discipline- specific content
History 1.1= Analyze and interpret historical sources to ask and research historical questions
The SLO is an instructional outcome throughout the year and is done from 6th through 12th
grades. Claim, evidence, and reasoning are a skill focus in literacy and science also. Third, the
cognitive complexity is a level 3 DOK by supporting ideas with details and examples,
developing a logical argument, and citing sources connected to evidence. Finally the SLO is a
need due to South 6th grade writing proficiency being at 29.1 %.
Rationale
for the
Learning
Goal:
Success
Criteria:
Measures
and
Scoring
Other:___________________
Evidence
Sources
(Measures
or
Assessmen
ts):
Alignment
of Evidence
to Learning
© CTLT, 2013
The success criteria is the format and information needed in writing a 5 paragraph essay on
the Aztecs which includes introduction paragraph that has a grabber, background
information of the topic, restatement of the question, and a thesis. The three body
paragraphs need a topic sentence related to the thesis, two pieces of evidence citing the
source, and reasoning of why the evidence connects to the topic and answers the overall
essay question. The conclusion paragraph needs to have an interesting fact and why it is
connected to the topic, and a restatement of the thesis. The second essay on Magellan
includes the same aspects as the Aztec essay. Summary paragraphs will include a topic
sentence, 3 facts on the information given, and reasoning on why this topic is important.
The baseline assessments will be the Aztec paragraphs in the essay. Monitoring assessments
will be three textbook section summaries, and Magellan essay. Final assessments will be a
final essay on the printing press, and a section summary.
The written evidence that will come from the assessment sources does critique artifacts,
primary and secondary sources, and students will create a logical argument with a claim,
evidence and reasoning in each type of writing which is at the level 3 DOK.
Goal:
Collection
and Scoring
(Attach
scoring
guide/
rubric):
Performa
nce
Targets
Baseline
Data:
Performan
ce Groups:
Performan
ce Targets:
Rationale
for Targets:
Progress
Monitori
ng
Check
Points:
© CTLT, 2013
1. I can analyze the source documents looking for details that fit into 2 subjects
2. I can categorize the 1 subject’s facts into 3 topics.
3. I can use a body paragraph template to explain information into a paragraphs format
Progress
Monitoring
Evidence
Sources:
Instruction
al
Strategies:
Results
Student
Performan
ce Results:
Targets
Met:
Teacher
Performan
ce:
© CTLT, 2013
of topic sentence, 2 pieces of evidence, and 2 examples of reasoning that connect
evidence to the topic.
4. I can explain to a partner how my reasoning shows how my evidence connects to my
topic.
5. I can make revisions to my reasoning from ideas given by the revision partner so it is
clear how my evidence connects to my topic.
6. I can make revisions to my writing so it sounds correct and it makes sense.
7. I can write my revised ideas as one complete body paragraph.
8. I can use the introduction paragraph template to include all needed info in an
introduction paragraph: a grabber, background info, resay the question, and the
thesis.
9. I can use the conclusion template to include all info needed for a conclusion
paragraph: giving an interesting fact with reasoning and restating the thesis.
10. I can revise my intro and conclusion paragraph using ideas from revision partner.
11. I can write a five paragraph essay final draft that I reread to check for accuracy.
1. Using a note categorizing sheet to put info into 2 subjects
2. Using the bucketing sheet for DBQ to sort facts into 3 topics
3. Using found facts into paragraph template to write a paragraph
4. Partner discussions on how evidence connects to topic as their reasoning sentence
5. Corrected evidence and reasoning sentences
6. Understandable and correct 3 body paragraphs
7. 1st final draft body paragraph
8. Using introduction template to make introduction paragraph
9. Using conclusion template to make conclusion paragraph
10. Understandable and clear intro and conclusion paragraphs
11. Final 5 paragraph essay.
Instructional strategies to differentiate the tasks were breaking the essay into the component
paragraphs. For body paragraphs graphic organizers were made to break paragraphs into
needed parts of topic sentence, 2 pieces of evidence, and 2 reasons why facts are connected
to the topic. Also sentence frames were created for each paragraph part to assist students in
using the correct grammatical form in their sentences. Last, revision partners were used to
discuss the connection between their evidence and the topic, and partners were used to
check the overall accuracy of the language in their writing.