Assignment Part 2:

Read the article on communication strategies here: Describe the collaboration and communication strategies and tools you will use to interpret and communicate the data you analyzed in part 1 with the teachers who teach the classes related to the identified areas of concern. Explain how you will communicate the data : how will you share it with your colleagues? Write the standard that is a problem.

Create a table to share with them also the knowledge, reasoning, skills, product, and disposition targets that are included in the standards identified as areas of concern. Use the table below to display these components of the curriculum.

Complete the yellow column. Delete what is here, but you can read these examples to understand each kind of learning target.

Knowledge Target (what students will know. For example, facts, a definition, a concept, a rule.) Identify the specific claims of an argumentative text and evaluate their validity. Identify if the author provides support for their argument and whether or not the argument has any false statements.

Identify the claims and supporting claims.

P= Point



Define key vocabulary words such as precise claim, supporting claim, false statements, ethos, pathos, logos, and persuasive acronym AFOREST (alliteration, fact, opinion, rhetorical question, emotive language, statistics, and triplets).

Reasoning Target (synthesis, analysis, classification, comparison, inference, deduce/ induce, evaluation) Analyze an argument.

Evaluate the argument’s validity.

Evaluate if the evidence is relevant and sufficient.


Performance Skill Target (real time demonstration or physical performance, such as a read aloud, dribble the ball, converse in a second language) Enact statements.

Create a political statement that exposes fallacious reasoning in a politician’s discourse.


Product Target (create a product) See pages 56 to 58. Write own multi-paragraph argumentative script for a speech on a topic of own interest. Support argument with valid evidence. Use persuasive devices.
Disposition (attitudes, interests, motivation, send of academic self-confidence.) See pages 58-59. Be engaged and confident when reading informative text. Feel confident when writing argumentatively.


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