Last post I wrote about my task/challenge of developing 20 attainable “Students Will Be Able To” objectives/goals for my Breakthrough Social Studies teachers. Systematically working off of my previous list of intellectual skills that were important for humanities teachers, combined with a curricular outline by the History MT at the Breakthrough New Haven site, I developed this list, which will shape the summer courses taught by the 7th-9th grade teachers.
So, without further ado, here’s the list. Please feel free to offer any thoughts, feedback, or comments about the sequences, skills themselves, or anything else that seems pertinent.
– Introduction to sources
3. SWBAT know the definitions of and distinguish between primary, secondary, and tertiary sources.
– Reading and Analyzing Primary Sources
4. SWBAT read and analyze a primary source using the SOAPPS-Tone analysis tool with a particular focus on the issue of “occasion” or historical context.
5. SWBAT write Point of View analysis statements using the “X believes Y because Z” approach.
6. SWBAT draw appropriate and supportable inferences from primary source documents using the above-mentioned tools.
– Reading and Analyzing Secondary Sources
7. SWBAT identify theses and key arguments of secondary sources.
8. SWBAT paraphrase arguments, passages, and key assertions from secondary sources.
9. SWBAT identify and distinguish between topic sentences, concrete details, and commentary in secondary sources.
10. SWBAT draw plausible and supportable inferences from secondary sources.
– Argumentative Writing – Theses
11. SWBAT develop argumentative and structural thesis sentences in response to teacher-provided prompts.
12. SWBAT recognize whether or not their thesis sentence meets the criteria of being both argumentative and structural in a way that will lead to a five-paragraph essay.
– Argumentative Writing – Body Paragraphs
13. SWBAT write argumentative topic sentences that derive from the thesis and lead into a body paragraph.
14. SWBAT fluidly incorporate direct textual evidence or summarized concrete detail into a body paragraph in a way that supports that paragraph’s topic sentence.
15. SWBAT develop commentary sentences that explain how the concrete detail supports the argumentative topic sentence.
– Argumentative Writing – Synthetic Document-based Essays
16. SWBAT take notes using note cards from teacher-selected documents using their Cornell and SQ3R strategies in a way that will help them develop an argument in response to a teacher-developed question.
17. SWBAT compose an argumentative and structural thesis based on the teacher-provided documents that will lead to a five paragraph (three body paragraph) essay.
18. SWBAT compose argumentative topic sentences that lead into paragraph that draw on evidence from the teacher-provided documents and support those claims with explanatory commentary.
19. SWBAT effectively link together their paragraphs using transitional sentences, linking words, and an effective conclusion.
20. SWBAT avoid plagairism by citing their sources using the (Chicago? MLA?) style guide and inserting references when appropriate.
This list was pulled from a Google Doc that I put together. Also included in that document are descriptions of the Cornell note-taking method, SQ3R, and note-taking strategies for research. I’d like to credit Errol Saunders with putting together these descriptions, which I borrowed for this document.