What’s The Objective?

Listed below are the “ingredients” of an effective instructional

objective It is measurable. It is aligned with the

curriculum. It is worthy and rigorous. It is geared toward the appropriate cognitive

level. It is NOT just an agenda or list of activities

for the day.

The Cognitive Process Dimension6. CREATE

GeneratingPlanning

Producing

5. EVALUATECheckingCritiquing

4. ANALYZEDifferentiating

OrganizingAttributing

3. APPLYExecuting

Implementing

2. UNDERSTANDInterpreting

ExemplifyingClassifying

SummarizingInferring

ComparingExplaining

1. REMEMBERRecognizing

Recalling

It’s NOT Enough to Just Have it on the Board.

Objectives should be an integral part of any effective lesson.

The objective should be used to open the lesson.

The objective should be used to close the lesson.

Teachers should also assess whether or not objectives were met.

Here are some examples of how objectives can be used to guide lessons.

English I Competency Goal 5

The learner will demonstrate understanding of various literary genres, concepts,

elements, and terms.

5.01 Read and analyze various literary works by: using effective reading strategies for preparation, engagement, reflection.

recognizing and analyzing the characteristics of literary genres, including fiction (e.g., myths, legends, short stories, novels), nonfiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy).

interpreting literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, diction, and imagery.

understanding the importance of tone, mood, diction, and style. explaining and interpreting archetypal characters, themes, settings. explaining how point of view is developed and its effect on literary texts. determining a character's traits from his/her actions, speech, appearance, or what others say

about him or her. explaining how the writer creates character, setting, motif, theme, and other elements. making thematic connections among literary texts and media and contemporary issues. understanding the importance of cultural and historical impact on literary texts. producing creative responses that follow the conventions of a specific genre and using

appropriate literary devices for that genre.

Opening Activity

On the SmartBoard, display a picture. In Daybook, students will describe the little

boy.

5.01 Read and analyze various

literary works by: determining a character's traits from his/her actions, speech, appearance, or what others say about him or her.

Student-friendly objective:

Describe a character by what he/she says and does, what he/she looks like, and what others say about him/her.

Characterization

Read the short story, “The Scarlet Ibis.” http://www.dixon.troyhigh.com/ibis.pdf

Activity options Draw a picture of Doodle. Create a letter Doodle would have written to his

brother. Recreate a scene using Reader’s Theater.

Closure: Revisit the Student-Friendly Objective determining a character's traits from

his/her actions, speech, appearance, or what others say about him or her.

Closure activity would be “Find a quote from the story that most clearly shows Doodle’s personality.” Write on a Post-it note and place on the Character Outline (on large white paper).

U.S. History Goal 3: Crisis, Civil War and Reconstruction (1848-1877)—The learner will analyze the issues that led to the Civil War, the

effects of the war, and the impact of Reconstruction on the nation.

U.S. History Objective 3.02: Analyze and assess the causes of the Civil War.

This is a very broad objective for one day.

For a daily objective to be effective you need to be more specific.

Your Daily Objective May Be. . .

Analyze and assess the impact of the election of 1860 as a cause of

the Civil War.

SOCIAL STUDIES Opening Activity

Warm-Up List the number of

electoral votes coming from Northern States (Green)?

List the number of electoral votes coming for the Southern and Border States (Brown and Gray)?

Why did the Northern states have more electoral votes?

How many electoral votes did Abraham Lincoln receive from the South?

How would this make you feel if you were a voter from the South?

Warm Up

Statement of Objective

Lecture/Dramatic Narrative

Chart Students will create a chart

showing the results of the 1860 election. Determine the reasons for Lincoln’s Election and project the implications of

it.

Homework: Essential Questions

How did the issues of Sectionalism lead to the Civil War?

To what extent was slavery the primary cause of the Civil War?

What did a federal union of states mean politically and socially before and after the Civil War?

ClosureStudents will create a text-message

(on paper not their cell phones) of 20 characters or less explaining the importance of the election of

1860.

Physical Science Competency Goal 3: The learner will analyze energy and its conservation.

Objective 3.04 Investigate and analyze the transfer of energy by waves:

• General characteristics of waves: amplitude, frequency, period, wavelength, and velocity of propagation.

• Mechanical waves.• Sound waves.• Electromagnetic waves (radiation).

Objective 3.04 Investigate and analyze the transfer of energy by waves:

• General characteristics of waves: amplitude, frequency, period, wavelength, and velocity of propagation.

Student friendly objective:Compare types of energy waves (transverse

and longitudinal)Identify the basic characteristics of both

types of waves and explain how a wave’s energy is related to its amplitude

Science Lesson

Tuesday, 11/24/09

Goal 3.04 Investigate and analyze the transfer of energy by waves-Compare transverse and longitudinal waves- Identify the basic characteristics of waves and explain how a wave’s energy is related to its amplitude

PCW: What is energy? What types and forms can it take?

Word splash

Demo/Lab – investigating waves with Slinkies!I used /Now I

Group work- Graphic organizer(wave diagrams)

SCIENCEOpening Activity: Word Splashtrough energy

motion kinetic

crest

amplitude

wavelength

wave height

energy transfer

compression

rarefaction

transverse

long

itudi

nal

work

power

speeddistance

force

SCIENCEClosure

I used to think…

But now I know…

-Compare types of waves (transverse and longitudinal)-Identify the basic characteristics of both types of waves and explain how a wave’s energy is related to its amplitude

What’s the Problem with these “Objectives”?

Students will gain a deeper appreciation for the U.S. Congress.

Reading—3.2, 3.3, 3.4 Students will participate in:

Warm-up Read Chapter 24 Answer questions 1-15 on pages 118 Complete worksheet

POORLY WRITTEN

OBJECTIVES

Develop a “Bag of Tricks” and if one thing doesn’t work to try something else.

Keep in mind that students learn in a variety of ways.

Be creative and offer students a variety of activities to make your classes more exciting, challenging, and ultimately more successful.

Hands-on Practice

Write a student-friendly objective. Share it with a colleague for feedback. Give your colleague feedback on his or

her objective/s.Use the objective you used today or think of

your lesson for tomorrow.