Writing ELA Objectives

What do you want your students to learn as a result of the lesson?

Click this amazing link for GOALS in all of the content areas!  It comes in handy to write objectives, too!  ANOTHER GREAT GOAL LINK!

education-oasis-pdf

Step 1:  CREATE A STEM

  • After completing the lesson, the students (we) will be able to. . .
  • After this unit, the students (we) will. . .
  • By completing the activities, the students (we) will. . .
  • During this lesson, the students (we) will. . .

Make the stems kid friendly!  :)

Step 2:  ADD A VERB

  • After completing the lesson, the students (we) will be able to predict. . .
  • After this unit, the students (we) will distinguish. . .
  • By completing the activities, the students (we) will construct. . .
  • During this lesson, the students (we) will defend. . .

Step 3:  DETERMINE ACTUAL PRODUCT, PROCESS, OUTCOME

SAMPLES  ~ notice how the objectives become more challenging as we move through Bloom's Taxonomy.  Try to teach towards the upper end of Bloom's Taxonomy. 

The student will. . .

KNOWLEDGE: 

  • Draw scenes from chapter_______.  Under each scene describe what is happening. 
  • Use a story map to show the events in chapter ________.
  • Draw a cartoon strip of the beginning, middle and end of the chapter.
  • List the story's main events.
  • Make a timeline of events.
  • Make a facts chart.
  • List the pieces of information you remember.
  • Make an acrostic.
  • Recite a poem.
  • Make a chart showing. . . .

COMPREHENSION: 

  • Draw a picture that summarizes the chapter.  Write a sentence that tells about the picture. 
  • Summarize the chapter in own words in one paragraph.
  • Summarize the chapter in own words in two paragraphs.
  • Cut out or draw pictures to show an event in the story.
  • Illustrate the main idea.
  • Make a cartoon strip showing the sequence of events.
  • Write and perform a play based on the story.
  • Make a coloring book based on the story.
  • Retell the story.
  • Paint a picture of your favorite part. 
  • Prepare a flow chart of the sequence of events.
  • Write a summary.

APPLICATION: 

  • Pretend you are a new character to the story.  Tell how you would change the story's ending.
  • With a partner, change the ending of the story.  One person be a new character and the other be a character from the book.
  • In a group, act out the ending of the story.
  • Construct a model to demonstrate how something worked.
  • Make a diorama to illustrate an important event.
  • Compose a book about. . . .
  • Make a scrapbook about. . . .
  • Make a paper-mache map showing information about. . . .
  • Make a puzzle game using ideas from the book.
  • Make a clay model of. . . .
  • Paint a mural of . . . .
  • Design a market strategy for a product.
  • Design an ethnic costume.

ANALYSIS: 

  • Take an event in the text.  Make a text-to-world connection.
  • Take an event from the story and make a text-to-text connection.
  • Take an event from the story and make a text-to-self connection.
  • Design a questionnaire to gather information.
  • Make a flow chart to show critical stages.
  • Write a commercial for the book.
  • Review the illustrations in terms of form, color, texture.
  • Construct a graph to illustrate selected information.
  • Construct a jigsaw puzzle.
  • Analyze a family tree showing relationships.
  • Write a biography about a person being studied.

SYNTHESIS: 

  • Design a list of 10 solutions to help a character solve a problem.
  • Write a dialogue between you and one of the characters in the book.  Help the character solve a problem.
  • Meet with a partner and role play how to solve one of the character's problems.
  • Invent a machine to do specific tasks from the text.
  • Design a building.
  • Create a new product, give it a name, and plan a marketing campaign.
  • Write about your feelings in relation to. . . .
  • Write a tv show, a puppet show, pantomime, or sing about. . . .
  • Design a book or magazine cover about. . . .
  • Devise a way to. . . .
  • Create a language code. . . .
  • Compose a rhythm or put new words in a melody.

EVALUATE: 

  • Choose a character and fill out a T chart.  Express your opinion of the character using 3 pieces of evidence from the book. 
  • Choose a character and fill out a T chart to express your opinion of the character.  Come up with one good detail and discuss it with a partner. 
  • Choose a character from the book.  Express your opinion of this character using 5 pieces of evidence from the book in T chart form.  Use the T chart, and then write a paragraph. 
  • Prepare a list of criteria to judge the book.  Indicate priority and ratings.
  • Conduct a debate about an area of special interest.
  • Make a booklet about 5 qualitities a character in the book possessed.
  • Form a panel to discuss a topic.  Discuss criteria.
  • Write a letter to_____ advising changes needed.
  • Prepare arguments to present your view about. . . .

 MORE SAMPLES…

Language Arts Examples
 
After completing the lesson, the students (we) will be able to:

 

 

  • record understanding/knowledge by creating pictures . . .
  • use the vocabulary of _____ (shapes, colors, etc.) to describe _____ (flowers, etc.)
  • explain the meaning of the word(s): _____.
  • generate ideas and plans for writing by using _____ (brainstorming, clustering, etc.)
  • develop a draft . . .
  • edit a draft for a specific purpose such as _____ (word choice, etc.)
  • discuss the differences and similarities between the two main characters from _____ and _____.
  • identify the definition of _____ (fables, fairy tales, etc.).
  • understand and be able to identify the traditional elements in _____ (fables, fairy tales, etc.)
  • define the literary term _____.
  • retell in his/her own words _____.
  • summarize the plot of _____.
  • make inferences from the text . . .
  • demonstrate understanding by writing three facts about . . .
  • listen critically to interpret and evaluate . . .
  • represent textual information by _____ (drawing, painting, etc.)
  • recognize and list the literary devices found in _____.
  • state an opinion about _____, using examples from the text to support the opinion
  • compare and contrast the experience of _____ (a character in a text) to his or her own life using a Venn diagram
  • list the primary plot details in _____ (a text, short story, novel, or drama)
  • compare and contrast three different versions of _____ (Cinderella, The Three Little Pigs, etc.) using a Venn diagram
  • write a narrative version of _____, with appropriate plot characteristics of the genre
  • compare excerpts of _____ (a novel) to first-hand accounts of _____ (the Civil War, WWI, etc.)
  • describe _____ (Victorian, Elizabethan, etc.) attitudes toward _____ (a social concern, a vice, a virtue, an event, etc.)
  • analyze _____ (a character’s) desire to _____
  • list elements of _____ (a writer’s) style in _____ (a text)
  • identify and trace the development of _____ literature from _____ to _____
  • define basic literary terms and apply them to _____ (a specific text or work)
  • produce an effective essay which details _____
  • produce an effective persuasive essay which takes a stand for/against _____
  • use the work of _____ as inspiration for a representative piece about _____
  • draw parallels between _____(a text) and _____ (a text)
  • explore the nature and implications of _____ (a vice, a virtue, a societal concern, a characteristic, etc.)
  • recite a poem (or excerpt of text) with fluency
  • use specific examples in _____ (a text) to illustrate an aspect of human behavior
  • compose a _____ (haiku, verse, rhyme, poem, etc.)
  • describe the traditional rules and conventions of _____ (haiku, the personal essay, etc.)
  • demonstrate mastery in the study of _____ through cooperative learning and research. . .

 

MORE. . .

Reading Comprehension

  • The student will use prereading strategies to predict what the story is about on a post-it note.  The student will explain if his/her prediction was confirmed or not at the end of class, with supporting details from the text.
  • During the lesson, the student will generate a list of questions about the story as he/she reads.
  • After completing the lesson, the student will be able to make generalizations and draw conclusions about the events in the story by citing three examples.
  • After reading the text, the student will be able to answer questions about the story’s meaning.
  • At the end of the lesson, the student will be able to summarize the passages.
  • By completng the activities, the student will be able to discuss interpretations of the story.
  • After reading the text, the student will cite passages to support questions and ideas.
  • The student will be able to use context to figure out word meanings, and write these meanings on the post-it notes.
  • During this lesson, the student will read with a purpose and take notes to monitor comprehension.
  • During this lesson, the student will practice using a variety of reading strategies, and explain how two strategies were used.
  • By the end of this unit, the students will be able to apply critical reading strategies in order to identify main ideas in short passages with 70% mastery.

Critical Thinking

  • During this lesson the student will generate ideas with a clear focus in response to questions.
  • By the end of this lesson, the student will support ideas with relevant evidence.
  • The students will respond to other students’ ideas, questions, and arguments.
  • During this lesson, the students will question other students’ perspectives in a debate.
  • By the end of this lesson, the students will present ideas logically and persuasively in writing.

Listening and Speaking

  • During this lesson, the student will comprehend as stories are read aloud, by participating in Every Pupil Response activities.
  • By the end of this lesson, the students will listen actively and carefully to others, and retell others' opinions and ideas.
  • During this lesson, the students will respond to other students’ questions while actively participating in a group discussion.

Copyright_symbol_9

COPYRIGHT 09/12/2012.  PLEASE CITE AS FOLLOWS:

Araujo, Judith E., M.Ed., CAGS. "Writing ELA Objectives."  Mrs. Judy Araujo, Reading Specialist.  N.p., 12 Sept. 2012. Web. <http://www.mrsjudyaraujo.com/writingelaobjectives/>.

Adapted from Education Oasis Curriculum Resources.

Graphics from Google Images.  Right click on them.

200w

I am happy to share my pages, but please cite me as you would expect your students to cite their sources.  Copyscape alerts me to duplicate content.  Please respect my work.

copyscape-banner-white-160x56

IF MY WEBSITE HAS HELPED YOU, PLEASE HELP ME SUPPORT THIS FAMILY!  PLEASE EMAIL ME AT JUDITHARAUJO@WALTHAMPUBLICSCHOOLS.ORG AND LET ME KNOW YOU DONATED!  ALL DONORS WILL BE MENTIONED ON MY HOME PAGE!  REMEMBER, DO GOOD AND GOOD WILL COME BACK TO YOU.  THANK YOU!

Comments are closed.