Connect a symbol or conflict to the theme
When to use this goal
For high school students who write about theme in general terms and do not link it to how the author builds it (a repeated symbol, the central conflict, a character's change). Present levels in analytical writing and reading level, not grade, decide fit. The text may be an adapted or audio version of the class novel.
- Baseline
- Score two recent analysis paragraphs with the rubric, one from a taught text and one from an unpracticed text. A large gap between the two shows how much the student relies on class discussion. Note whether the reasoning row or the evidence row is weaker.
- Tips
- Fits co-taught English classes where the paragraph is already part of the unit. Score the same rubric rows each month so growth is visible. Allow dictation or speech-to-text when transcription would hide the analysis.
- Limits
- Scores depend on the text; a dense novel will lower scores even when skill grows, so note the text with each sample. The goal measures one paragraph, not a full essay or the reading of the whole novel.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-lit-003.
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Goal
By the annual IEP review date, after reading a class novel or play, given a theme statement and a list of key symbols and conflicts, the student will write a paragraph that explains how one symbol or conflict develops the theme, with two pieces of quoted evidence independently, earning a score of at least 12 out of 16 on a 16-point literary analysis paragraph rubric, on 3 of 4 consecutive monthly work samples, as measured by a defined scoring rubric collected monthly.
Baseline: 5 out of 16 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Literary Analysis & Author's Craft.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Reading - Literary Analysis & Author's Craft
- Baseline
- 5 out of 16 rubric points.
- Annual goal472 characters
- By the annual IEP review date, after reading a class novel or play, given a theme statement and a list of key symbols and conflicts, the student will write a paragraph that explains how one symbol or conflict develops the theme, with two pieces of quoted evidence independently, earning a score of at least 12 out of 16 on a 16-point literary analysis paragraph rubric, on 3 of 4 consecutive monthly work samples, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- After reading a class novel or play, given a theme statement and a list of key symbols and conflicts
- Behavior
- The student will write a paragraph that explains how one symbol or conflict develops the theme, with two pieces of quoted evidence independently
- Criteria
- Earning a score of at least 12 out of 16 on a 16-point literary analysis paragraph rubric, on 3 of 4 consecutive monthly work samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 12 out of 16 on a 16-point literary analysis paragraph rubric
- Mastery rule:
- on 3 of 4 consecutive monthly work samples
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after reading a class novel or play, given a theme statement and a list of key symbols and conflicts, the student will write a paragraph that explains how one symbol or conflict develops the theme, with two pieces of quoted evidence independently, earning a score of at least 12 out of 16 on a 16-point literary analysis paragraph rubric, on 3 of 4 consecutive monthly work samples, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | makes a clear claim linking the element to the theme (0 to 4) | selects relevant quoted evidence (0 to 4) | explains how each quote supports the claim (0 to 4) | uses the literary term accurately (0 to 4) | Total (of 16) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 16-point literary analysis paragraph rubric. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.