Transcript power point writing objectives bloom`s taxonomy

HANDWRITING
PRACTICE
MATERIALS NEEDED:
–WHITE BOARD
–MARKERS AND ERASERS
HANDWRITING PRACTICE
OBJECTIVE
Given D’Nealian writing samples, white board,
markers and eraser, the student will write
manuscript (k,1,2) OR upper(3,4,5,6) cursive,
upper and lower case samples to the best of
their ability.
Criteria: feet flat on floor, hold of pencil,
paper slant, posture,
LESSON
PLANNING
1. HOW TO WRITE OBJECTIVES.
2. HOW TO USE BLOOM’S TAXONOMY TO
WRITE QUESTIONS?
Bloom’s Taxonomy
Wong page 218 (school house)
• Observable verbs
• Active verbs like: draw, write, point to, run,
cut, orally present, underline, defend in
writing.
• Measurable student behavior (evaluate
and/or grade)
• Levels of thinking (cognitive): from
(S)simple to (C)complex
2X8 CHART
• FOLDED PAPER
• TITLE ACROSS TOP
• LEFT SIDE = 6 LEVEL OF
THINKING
• RIGHT SIDE = 2 ACTIVE VERBS TO
USE TO REMEMBER THE LEVEL
WRITING
OBJECTIVES
Given the book, Five Little Monkeys Jumping on a Bed,
the student will write a play using the characters from
the story with 100% accuracy.
ACTION
VERBS
VERBS TELL A
STUDENT WHAT
IS TO BE
ACCOMPLISHED
VERBS TELL A
TEACHER WHAT
TO LOOK FOR
TO SEE IF THE
STUDENT HAS
ACCOMPLISHED
WHAT THE
TEACHER
SPECIFIED
Bloom’s Taxonomy
WRITING OBJECTIVES
S
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
C
•
2 verbs each
1
2
3
4
5
6
WAYS OF TEACHING
READING, WRITING &
AND MATH USING
CHILDREN LITERATURE
•
•
•
•
•
•
FLOOR
READ TO PARTNERS
RETELL
WEB
PLAY AND EXPLORE
GRAPHING
•
•
•
•
LARGE GROUP
BIG BOOK
FINDING E’S
CLOZE PROCEDURE.
WORDS
• WRITING
PRACTICING WRITING
OBJECTIVES
WHITE BOARDS
MARKER
ERASER
Bloom’s Levels of Thinking
After reading the story Five Little Monkeys
Jumping on a Bed, the student will…
______________________________________________
• (K) List the characters in the story.
• (C) Describe (in writing) what happens when mama calls the
doctor.
After drawing faces of the monkeys as they were jumping on the
bed and after they jumped on the bed,
• (App) Interpret (by telling) how the monkeys were feeling.
• (An) Make a web of the story comparing how the characters in
this story are alike or different from the characters in Stone
Soup.
• (S) Rewrite and illustrate the ending of the story. ((creativity}
• (E) Evaluate in writing how the rhyming patterns in this story
help make the story line more interesting.
3 PARTS OF AN
OBJECTIVE
• SITUATION/CONDITION:
ex: Given…; After…; With group…
• THE STUDENT WILL… observable
behavior (active verb)
• CRITERIA: with 100%( very
practiced) ; with 85%; to the best of
their ability (just introduced)
BEHAVIORAL/STUDENT/LEARNER OBJECTIVE
(THE TASK/ASSIGNMENT TO BE PERFORMED AND MEASUREABLE)
USE 3-PART FORMAT: SITUATION-PERFORMANCE-CRITERIA
•
After seeing a video on how plants grow, the student will tell and
point to the parts of a flower with 100% accuracy (by the end the
week.)
•
Given a presentation on how to write objectives, the student will
write 5 behavior objectives with 85% accuracy (by the end of the
class period.)
•
After an introduction to different kinds of sentences, the student
will create and practice writing 2 questions, 2 statements, 2
commands, and 2 exclamations to the best of their ability (by the
end of the class period.)
•
*(e.g., discuss; how? orally or written or both)
GENERAL OBJECTIVES
(CONTENT: WHAT THE LEARNER NEEDS
TO KNOW AT THE END OF THE LESSON)
• Develop paragraphs which include the main idea and
supporting details
• Discuss a variety of authors and illustrators.
• Add two-digit number.
• Know the five stages of the writing process
• Identify theme. (Knowledge)
• Explain photosynthesis. (Comprehension)
• Demonstrate how to form the letter “S” in D’ Nealian
manuscript and cursive uppercase and lowercase.
(Application)
• Categorize goals, general objectives, and behavioral
(measurable) objectives. (Analysis)
• Design a learning station that will teach young children
how to measure liquids. (Synthesis)
• Judge the learners’ work samples to see if they meet any
of the 10 Minnesota Standards of Effective Practice.
(Evaluation)
GOAL
• Read Stone Soup
GENERAL OBJECTIVES
•
•
•
•
Know the characters in the story
Explain the sequence of the story
Describe the setting
Create a recipe for soup
LEARNER OBJECTIVE
• After reading Stone Soup, the student
will make a web of the story which
includes the characters, setting, and
sequence of the story to the best of
their ability.
• Given a set of pictures of the story
Stone Soup, the student will sequence
the pictures with 100% accuracy.