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Standards and Objectives
Planning effective lessons aligned to the state standards is dependent upon the teacher’s ability to create and communicate clearly defined learning outcomes or objectives that are appropriate for the students.
Standards and Objective is the foundation of lesson design and planning.
If the teacher is unclear about what she or he wants students to know and be able to do as a result of the lesson, the balances of the lesson cannot be properly developed or implement.
Both the students and the teacher should understand what is to be accomplished during each lesson and the purpose for what takes place.
Aligning State Standards to Objectives
Step One: State the standard word for word.
State Standard: RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Aligning State Standards to Objectives
Step Two: Re-write the standard into student friendly words, ensuring that the same language of the standard is written into the main objective.
Make sure that you are using Bloom’s Taxonomy verbs to match the level of learning that will be taking place throughout the lesson plan.
Main Objective: Students will cite textual evidence that strongly supports an analysis of what the text, “A Letter to Harriet Tubman” says explicitly as well as inferences drawn from the text.
Aligning the Sub-Objectives to the Main Objective
Ask yourself, what are the steps throughout my lesson that I will be doing? Then write them out:
First: Students will read the entire selection within small groups.
Second: Students will re-read the text while stopping to respond to and discuss the text-dependent questions, continually returning to the text.
Third: A variety of methods will be used to structure the reading and discussion.
Fourth: Write a response to the prompt given to them by the teacher, using their notes compiled while reading and answering the text-dependent questions.
Writing the Sub-Objectives
Once you have your steps to the lesson plan, you will then write these into sub-objectives, again using the Bloom’s Taxonomy verbs. It is always wise to design your sub-objectives are logically sequenced from the most basic to complex. You will end up with sub-objectives similar to the following:
Students will recite the text selection within small groups (Knowledge).
Students will use a variety of methods to structure the reading and discussion (Application).
Students will analyze the text selection by answering the text-dependent questions related to the text (Analysis).
Students will write a response to the prompt given to them by the teacher, by compiling their notes and responses to the text-dependent questions (Evaluation).
Standards and Objectives are Explicitly Communicated
Now that you have your Standard, Main Objective, and Sub-Objectives. You need to communicate these to the students.
By doing this the students will know exactly what will be expected of them from the start of the lesson to the end.
Posting the Standards and Objectives
Here is what I put up in my classroom each day. This slide is posted as the students are coming in. Once everyone is settled, I review the expectations for the day and how it is aligned to their own learning.
The learning objectives and expectations should build on previous concepts taught along with being able to connect the learning to the students’ real-life experiences.
Note about posting the standards and objectives:
Some teachers will post this information on a PP slide, on the board, and will even print these out on a piece of paper and put it on the board.
Make sure that however you post the standards and objectives that the print is large enough to be seen in the back of the room.
Post your standards and objectives then walk around the entire room, making sure that you can see these clearly from every point within the classroom.
Evidence of Mastery
This is the most important component of standards and objectives.
No matter what teachers do or do not do, if students do not learn the information, then it is a waste of time and effort.
Using the SMART Goal theory - create your evidence of mastery for the lesson taught.
Evidence of Mastery Example
Specific: Students will compile their notes from the text-dependent questions to complete the cumulating writing project.
Measurable: The student’s responses will be graded on a 5-point scale.
Attainable: Students will show mastery by scoring a 4 out of 5 on the 5-point grading scale. 80% of students will meet the 4 out of 5 score before moving onto the next concept.
Relevance: The information is relevant to students in what is expected when requesting a reference letter for a a job or on a college application.
Time-Bound: The student responses will be due by tomorrow at the beginning of class.
Reflection Questions on Standards and Objectives