Lesson Plan (Academic)

Reminders for Writing Objectives

1.) Objectives are to be written from a student perspective, not a teacher perspective:

Incorrect: To teach a lesson about nutrition.

Incorrect: I will teach a lesson about nutrition.

Incorrect: The teacher will teach a lesson about nutrition.

Correct: Given 10 types of different foods, the student will classify the foods in the correct category of the food pyramid with 10/10 foods classified correctly.

Correct: Given 10 types of different foods, the student will classify foods in the following categories: fats and sweets, dairy products, meats, vegetables, fruits, or bread and cereal with 10/10 foods classified correctly. (10 types of foods will be listed; students must write the appropriate food group by the given food.)

2.) Be sure to remember the acronym CPC; this signifies condition, performance, and criterion. ALL objectives should include these three parts.

CORRECT EXAMPLE: Given a calculator and the posted formula, the student will calculate the average of a group of numbers completing 9/10 problems correctly.

Condition – Given a calculator and the posted formula,

Performance – the student will calculate the average of a group of numbers

Criterion – with 9/10 problems averaged correctly.

NOTE: Measurable criterion: usually a number. For example, “state three reasons,” “draw one picture,” “answer 18 of 20 questions correctly” – not “successfully”

(also, avoid percentages; numbers are more practical)

3.) Do not use vague words such as know, understand, think, etc.; use measurable performance words such as list, identify, classify, sort, etc.

4.) Some objectives (especially those in writing pieces) are difficult to assign a specific criterion. In these cases, provide specific DESCRIPTORS.

Incorrect: Given a lecture on the Civil War, the student will write a paper on their opinion about the Civil War with 95% accuracy.

Correct: Given teacher instruction, the viewing of a documentary film, and an independent reading assignment (pp. 214-224), the student will write a simulation letter from the viewpoint of a soldier. The letter must exhibit the student’s knowledge of the conditions of the Civil War by addressing the 3 following areas: housing and shelter, sanitation conditions, and diet.

Incorrect: After instruction on the writing process, the student will write a “How To” paragraph with 85% accuracy.

Correct: Given a poster with the steps to create a “How To” written piece, the student will write a “How To” paragraph with proper indention, an introductory sentence, use of at least 3 chronological words, 5 steps, and a concluding sentence.

Incorrect: Given instruction on reading a paragraph, the student will read the paragraph with 100% accuracy.

Correct: Given instruction on reading a paragraph with fluency and a 1 paragraph reading passage, the student will orally read the paragraph with 2 or less pronunciation errors.

Incorrect: Given instruction on reading, the student will understand and/or explain the passage.

Correct: Given the 3 comprehension strategies (picture clues, context clues, rereading) for reading for meaning and a new reading passage, the student will use the strategies to answer

4 / 5 comprehension questions about the reading passage.

5.) Objectives should assess a skill, not the ability to perform well on a worksheet, quiz, or test.

Incorrect: Given a math worksheet on comparing fractions, the student will answer 6/8 problems correctly.

Correct: Given instruction on the meanings and usage of the symbols < > = and a mnemonic device on the steps used to compare a fraction, the student will compare 2 given fractions using < > or = with 6/8 problems labeled correctly.

Incorrect: Given instruction on subtracting 2 digit problems, students will complete a subtraction worksheet with 80% accuracy.

Correct: Given ten subtraction problems with 2 digits, the student will identify when borrowing is involved with 8/10 problems identified correctly. (Students will be given 10 subtraction problems. They must circle those that involve borrowing and box those that do not involve borrowing.)

Incorrect: Given a quiz, the student will list 9/10 similes.

Correct: Given a reading passage with at least 10 similes, the student will identify 9/10 similes in the given passage.

6.) Objectives should be written in such a way that the evaluation / assessment can be correlated to it.

Note: When writing your evaluation, be sure to include a tool (eg. quiz, project, test, summary paper, etc) and restate the criterion you are expecting as stated from the objective (eg. with 9/10 correct).

Correct Objective: Given a list of 10 new vocabulary words and their corresponding definitions from chapter 3, the student will be able to match 8/10 vocabulary words with their corresponding definitions.

Incorrect Assessment: Reading quiz on comprehension questions from chapter 3.

Correct Assessment: Administer the quiz and check to make sure students have matched 8/10 vocabulary words with their corresponding definitions.