Learning Goals

These learning goals are goals that are represented throughout this work sample. In each
lesson plan, one can find a learning objective that aligns with at least one of these learning
goals. These learning goals are directly related to the content standards being used to assess
students (Marzano).

Learning Goals:
1. Students will be able to accurately craft a central idea statement using at least three
pieces of supporting evidence from a given article.
2. Students will be able to apply formal writing style to craft an informational essay. *
a. Students will be able to accurately differentiate between formal and informal
writing styles.
b. Students will be able to recall and define, identify, and record characteristics of
formal writing style.
3. Students will be able to give a formal presentation on a book of their choosing.
a. Students will be able to identify the title, author, and genre of their chosen book.
b. Students will be able to accurately connect their chosen book to a previous
learning target.
c. Students will be able to present their work to the class in a clear and precise
manner.
* The completion of this learning goal is not seen in this work sample. Students were working on
a & b of this learning goal through this work sample. Due to extenuating circumstances,
students will not be working on completing this learning goal for the foreseeable future.

Narrative
When considering learning goals, it is important to address two main factors, the first
being appropriateness for students and their learning as well as the second factor that is
ensuring that learning goals are varied. Thinking about appropriateness, these goals are directly
aligned with student learning targets for grade 7. These are aligned with both the Common
Core, as well as Marzano targets. These targets also build from a foundational point that
students have been working on up through grade 7. For all of these goals, they build off of
current knowledge of students. For example, to write an accurate and complete central idea
statement, students must be able to write in complete sentences with correct punctuation and
grammar. This is something they have been working on through grade 7. With regard to
presentation, this may be a new idea for some students, but strives to bring a developmentally
appropriate challenge for students. Students are accommodated with a podium to hold on to,
and the ability to have their notes sheet in front of them. This helps to build the skills necessary
to continue on with their education.
When thinking about varied goals, considering Bloom’s Taxonomy is a good place to
start. These goals help students to move past just the recall phase of Bloom’s (Mcdaniel).
These goals all begin though, with a recall phase. This helps to build student skills and
confidence to move them towards the understanding and application phases (Mcdaniel). For
example, when thinking about formal style, students must first be able to recall what formal style
is and what the characteristics are, before they are able to look at a text and differentiate
between formal and informal writing style. Their ability to recall helps them to differentiate, which
then helps them to apply their knowledge of formal style to correct a passage from informal to
formal style. This work, though not seen in this work sample, helps to build students towards the
create phase (Mcdaniel), where the overarching learning goal lives.
Like Bloom’s, Marzano targets work similarly. The Marzano targets, which students work
from, are set up to help students progress from foundational skills, to proficient in the target. The
target is generally much like an overarching goal set up with mini targets along the way. By
doing this, students can see exactly what is expected of them to ensure they are successful in
their learning.
By applying these two factors to student learning goals, students are able to progress
through their learning targets successfully, without being stuck at just one basic level of recall or
regurgitation. This helps build skills that students will carry with them through their schooling
and through their lives. By varying goals and ensuring appropriateness, differentiation is also
possible for student learning. Differentiation can happen to help all students meet learning
goals, in a way that will work for them.

Works Cited
Mcdaniel, Rhett. “Bloom's Taxonomy.” ​Vanderbilt University​, Vanderbilt University, 13 Aug.
2018,
cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.