Lesson Objectives
Putting together a lesson
Regardless of the type of lesson, you need to put:
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Date
Lesson Title
Grade level/proficiency level
Objective
Materials needed
Description
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Process – PPP; ESA; ERR; Hunter
Closure
Assessment
Reflection
Need a notebook for recording lessons
Goals and objectives
Look at the table. We have goals and objectives. Which word do you thinkgoeswhere?
broad
precise
concrete
can’t be validated
narrow
general
abstract
can be validated
Goals
Objectives
Lesson Objectives
• narrow
– what learners will be able to do at the end of instruction
– should describe the intended outcome of the instruction rather than the process of
instruction itself
– clear and precise
– identifying concrete actions using concrete verbs
• validated
– proof or measurement
– can and should be measured because it identifies what you are going to assess your
students on
Objective example
Goal: To know vocabulary about clothing in English
Objective: The learners will be able to label 14 articles of clothing on a picture of a person without
referring to the textbook.
ABCD model
Briefly, the ABCD model stands for audience, behavior, conditions, and degree.
A: Audience. Who will be doing the behavior? In other words, the learners.
Objectives usually begin with one of these two phrases: “The learner will be able to …” (LWBAT)
or “The student will be able to …” (SWBAT).
B: Behavior. What should the learner be able to do? This is where concrete verbs come in. The
behavior should be something that can be seen, heard, or measured in some way.
For example:
 The learners will recite …
 The learners will compare …
C: Conditions. Under what conditions do you want the learner to be able to do it? What can they
use? What can’t they use? Who will they work with?
For example:
 The learners will be able to recite the Gettysburg Address from memory …
 With a partner, the learners will be able to compare personality traits of the characters in
the story …
D: Degree. How well must it be done? Speed, accuracy, and quality are three common degrees that a
teacher may measure.
For example:
 The learners will be able to recite the Gettysburg Address from memory with 80 percent
accuracy.
 With a partner, the learners will be able to compare at least six personality traits of the
characters in the story.
Objectives and assessment
• Lesson objective
– should focus on what students will learn from the lesson and be able to do.
• English class
– four language skills
– grammar and vocabulary
• Since the objective tells you what they will be able to do, it also tells you and the learners what
you are going to assess
– informal
– formal
Revised Bloom’s taxonomy
Create
Evaluate
Analyze
Apply
Understand: Describe, explain
Knowledge: Remember
Bloom’s taxonomy - generally presented as a pyramid with the broadest and least in-depth type of
learning at the bottom of the pyramid and the most focused at the top.
Purpose - to help the learner move from knowledge acquisition to being able to use this knowledge
critically and authentically.
Associated with each level are verbs that help describe what the learner will be able to do to
demonstrate that level of learning. When describing what the learners will be able to do use strong
concrete verbs.
Knowledge
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To find or remember information
Acquiring knowledge is fairly basic to any learning experience.
Useful verbs for describing the learner’s behavior:
– arrange, define, duplicate, match, label, list, name, recognize, relate, recall, repeat
Write it down: Write an objective for a lesson about giving directions to some place using one of
these verbs. They have a city map.
– The LWBAT to
Understanding
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To describe or explain knowledge information
Students should be able to describe or explain knowledge information, not just repeat it.
Use verbs such as:
– classify, describe, discuss, explain, identify, indicate, locate, recognize, report, restate,
review, select, translate
Write it down: Write an objective for a lesson about giving directions to some place using one of
these verbs. They have a city map.
– The LWBAT to
Application
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To apply knowledge
Should be able to use the knowledge they have gained.
The following verbs describe what learners can do:
– apply, choose, compute, demonstrate, dramatize, employ, illustrate, interpret, operate,
practice, schedule, sketch, solve, use
Write it down: Write one objective for a lesson about giving directions to some place using one of
these verbs They have a city map.
– The LWBAT to
Analysis
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To take information or knowledge apart
Moving from the ‘who’, ‘what’, ‘where’, and ‘how much’ levels to the ‘how’ and ‘why’ levels of
complexity
Verbs used at this level:
– analyze, calculate, categorize, compare, contrast, criticize, distinguish, examine,
experiment, question, test
Analysis Objective
Which of these two objectives is more complex and at the analysis level of Bloom’s taxonomy?
Why?
 When given a list of vocabulary words, the learners will be able to categorize the words into
at least three categories that they’ve identified themselves.
 When given a list of vocabulary words, the learners will be able to classify the words on the
provided chart.
Evaluation
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To make judgments about knowledge
Some verbs associated with evaluation are:
– appraise, argue, assess, choose, compare, defend, estimate, evaluate, judge, predict, rate,
select, value
With many of these, a degree of judgment on the part of the learner is stated or implied
Evaluation Objective
Which of these two objectives is more complex and at the evaluation level of Bloom’s taxonomy?
Why?
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When given two sets of directions from Point A and Point B, the learners will be able to
compare the two routes and predict which is the shorter distance.
When given two sets of directions from Point A and Point B, the learners will be able to
describe the two routes.
Creation
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To make new ideas or things using one’s knowledge
Many of the verbs are focused on the learner doing something new with their knowledge, not just
repeating it or comparing with other knowledge.
Some verbs are:
– arrange, assemble, collect, compose, construct, create, design, develop, formulate, plan,
prepare, propose, set up
Write it down: Write one objective for a lesson about giving directions to some place using one of
these verbs.
– The LWBAT to
Blooms and Objectives
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Lesson planning
– similar to building a pyramid
– solid foundation of knowledge about the necessary English grammar, vocabulary, and the
four skills areas.
– then ready to move up the pyramid to more complex, complicated, and authentic
activities
May move back and forth among the levels, giving your students a variety of experiences at
different levels, as long as you prepare them for that next step
A Word of Caution
• A lesson should have at least one objective and can have two to three objectives.
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If you find that you are writing more objectives than that, you may be writing about tasks rather
than objectives.
Your Turn
In your groups use one of the lessons we have used in recent weeks and think about how you can
write lesson objectives for the lesson. Think about skills, vocabulary, and/or grammar.
Write 3 objectives using different levels of Bloom’s Taxonomy.