Community Connections

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Community Connections

  1. 1. <ul><li>What’s The Objective? </li></ul>
  2. 2. Listed below are the “ingredients” of an effective instructional objective <ul><li>It is measurable. </li></ul><ul><li>It is aligned with the </li></ul><ul><li>curriculum. </li></ul><ul><li>It is worthy and rigorous. </li></ul><ul><li>It is geared toward the appropriate cognitive level. </li></ul><ul><li>It is NOT just an agenda or list of activities for the day. </li></ul>
  3. 3. The Cognitive Process Dimension <ul><li>6. CREATE </li></ul><ul><li>Generating </li></ul><ul><li>Planning </li></ul><ul><li>Producing </li></ul><ul><li>5. EVALUATE </li></ul><ul><li>Checking </li></ul><ul><li>Critiquing </li></ul><ul><li>4. ANALYZE </li></ul><ul><li>Differentiating </li></ul><ul><li>Organizing </li></ul><ul><li>Attributing </li></ul><ul><li>3. APPLY </li></ul><ul><li>Executing </li></ul><ul><li>Implementing </li></ul><ul><li>2. UNDERSTAND </li></ul><ul><li>Interpreting </li></ul><ul><li>Exemplifying </li></ul><ul><li>Classifying </li></ul><ul><li>Summarizing </li></ul><ul><li>Inferring </li></ul><ul><li>Comparing </li></ul><ul><li>Explaining </li></ul><ul><li>1. REMEMBER </li></ul><ul><li>Recognizing </li></ul><ul><li>Recalling </li></ul>Higher-order thinking
  4. 4. It’s NOT Enough to Just Have it on the Board. <ul><li>Objectives should be an integral part of any effective lesson. </li></ul><ul><li>The objective should be used to open the lesson. </li></ul><ul><li>The objective should be used to close the lesson. </li></ul><ul><li>Teachers should also assess whether or not objectives were met. </li></ul><ul><li>Here are some examples of how objectives can be used to guide lessons. </li></ul>
  5. 5. English I Competency Goal 5 <ul><li>The learner will demonstrate understanding of various literary genres, concepts, elements, and terms. </li></ul>
  6. 6. 5.01 Read and analyze various literary works by: using effective reading strategies for preparation, engagement, reflection. <ul><li>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fiction (e.g., myths, legends, short stories, novels), nonfiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy). </li></ul><ul><li>interpreting literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, diction, and imagery. </li></ul><ul><li>understanding the importance of tone, mood, diction, and style. </li></ul><ul><li>explaining and interpreting archetypal characters, themes, settings. </li></ul><ul><li>explaining how point of view is developed and its effect on literary texts. </li></ul><ul><li>determining a character's traits from his/her actions, speech, appearance, or what others say about him or her. </li></ul><ul><li>explaining how the writer creates character, setting, motif, theme, and other elements. </li></ul><ul><li>making thematic connections among literary texts and media and contemporary issues. </li></ul><ul><li>understanding the importance of cultural and historical impact on literary texts. </li></ul><ul><li>producing creative responses that follow the conventions of a specific genre and using appropriate literary devices for that genre. </li></ul>
  7. 7. Opening Activity <ul><li>On the SmartBoard, display a picture. </li></ul><ul><li>In Daybook, students will describe the little boy. </li></ul>
  8. 8. 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.
  9. 9. Characterization <ul><li>Read the short story, “The Scarlet Ibis.” </li></ul><ul><li>http://www.dixon.troyhigh.com/ibis.pdf </li></ul><ul><li>Activity options </li></ul><ul><li>Draw a picture of Doodle. </li></ul><ul><li>Create a letter Doodle would have written to his brother. </li></ul><ul><li>Recreate a scene using Reader’s Theater. </li></ul>
  10. 10. Closure: Revisit the Student-Friendly Objective <ul><li>determining a character's traits from his/her actions, speech, appearance, or what others say about him or her. </li></ul><ul><li>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). </li></ul>
  11. 11. <ul><li>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. </li></ul>
  12. 12. <ul><li>U.S. History Objective 3.02: Analyze and assess the causes of the Civil War. </li></ul><ul><ul><li>This is a very broad objective for one day. </li></ul></ul><ul><ul><li>For a daily objective to be effective you need to be more specific. </li></ul></ul>
  13. 13. Your Daily Objective May Be. . . <ul><li>Analyze and assess the impact of the election of 1860 as a cause of the Civil War. </li></ul>
  14. 15. SOCIAL STUDIES Opening Activity <ul><li>Warm-Up </li></ul><ul><li>List the number of electoral votes coming from Northern States (Green)? </li></ul><ul><li>List the number of electoral votes coming for the Southern and Border States (Brown and Gray)? </li></ul><ul><li>Why did the Northern states have more electoral votes? </li></ul><ul><li>How many electoral votes did Abraham Lincoln receive from the South? </li></ul><ul><li>How would this make you feel if you were a voter from the South? </li></ul>
  15. 16. <ul><li>Warm Up </li></ul>
  16. 17. <ul><li>Statement of Objective </li></ul>
  17. 18. <ul><li>Lecture/Dramatic Narrative </li></ul>
  18. 19. <ul><li>Chart </li></ul><ul><li>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. </li></ul>
  19. 20. <ul><li>Homework: </li></ul><ul><li>Essential Questions </li></ul><ul><ul><li>How did the issues of Sectionalism lead to the Civil War? </li></ul></ul><ul><ul><li>To what extent was slavery the primary cause of the Civil War? </li></ul></ul><ul><ul><li>What did a federal union of states mean politically and socially before and after the Civil War? </li></ul></ul>
  20. 22. <ul><li>Closure </li></ul><ul><li>Students will create a text-message (on paper not their cell phones) of 20 characters or less explaining the importance of the election of 1860. </li></ul>
  21. 23. <ul><li>Physical Science Competency Goal 3: The learner will analyze energy and its conservation. </li></ul><ul><li>Objective 3.04 Investigate and analyze the transfer of energy by waves: </li></ul><ul><li>• General characteristics of waves: amplitude, frequency, period, wavelength, and velocity of propagation. </li></ul><ul><li>• Mechanical waves. </li></ul><ul><li>• Sound waves. </li></ul><ul><li>• Electromagnetic waves (radiation). </li></ul>
  22. 24. <ul><li>Objective 3.04 Investigate and analyze the transfer of energy by waves: </li></ul><ul><li>• General characteristics of waves: amplitude, frequency, period, wavelength, and velocity of propagation. </li></ul><ul><li>Student friendly objective: </li></ul><ul><li>Compare types of energy waves (transverse and longitudinal) </li></ul><ul><li>Identify the basic characteristics of both types of waves and explain how a wave’s energy is related to its amplitude </li></ul>
  23. 25. Science Lesson Tuesday, 11/24/09 <ul><li>Goal 3.04 Investigate and analyze the transfer of energy by waves </li></ul><ul><li>Compare transverse and longitudinal waves </li></ul><ul><li>Identify the basic characteristics of waves and explain how a wave’s energy is related to its amplitude </li></ul>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)
  24. 26. SCIENCE Opening Activity: Word Splash <ul><li>trough </li></ul>energy motion kinetic crest amplitude wavelength wave height energy transfer compression rarefaction transverse longitudinal work power speed distance force
  25. 27. SCIENCE Closure <ul><li>-Compare types of waves (transverse and longitudinal) </li></ul><ul><li>Identify the basic characteristics of both types of waves and explain how a wave’s energy is related to its amplitude </li></ul>I used to think… But now I know…
  26. 28. What’s the Problem with these “Objectives”? <ul><li>Students will gain a deeper appreciation for the U.S. Congress. </li></ul><ul><li>Reading—3.2, 3.3, 3.4 </li></ul><ul><li>Students will participate in: </li></ul><ul><ul><li>Warm-up </li></ul></ul><ul><ul><li>Read Chapter 24 </li></ul></ul><ul><ul><li>Answer questions 1-15 on pages 118 </li></ul></ul><ul><ul><li>Complete worksheet </li></ul></ul>POORLY WRITTEN OBJECTIVES
  27. 29. <ul><li>Develop a “Bag of Tricks” and if one thing doesn’t work to try something else. </li></ul><ul><li>Keep in mind that students learn in a variety of ways. </li></ul><ul><li>Be creative and offer students a variety of activities to make your classes more exciting, challenging, and ultimately more successful. </li></ul>
  28. 30. Hands-on Practice <ul><li>Write a student-friendly objective. </li></ul><ul><li>Share it with a colleague for feedback. </li></ul><ul><li>Give your colleague feedback on his or her objective/s. </li></ul><ul><ul><li>Use the objective you used today or think of your lesson for tomorrow. </li></ul></ul>

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