Indicator


I.A.1

Learning goals and/or objectives are consistent with state (Sunshine State Standards), district (Competency Based Curriculum), and school curriculum initiatives.



Definition(s) and/or Explanation(s)

Learning goals:

  • are broad statements of long-range learning outcomes
  • reflect outcomes of the PLAN rather than a specific lesson
  • should be reasonably attainable within the timeframe of the PLAN

Learning objectives:

  • should be clear statements of specific and observable learner outcomes
  •  
  • are mastered by learners so as to accomplish broader goals

Classroom Examples


Elementary

The PLAN from a fifth-grade geography class includes the following:

Goal - Students will develop an understanding of the relationship between physical geography (map locations), the settlement of the original thirteen colonies of North America, and the establishment of major exploration routes and trails in the expansion of North America and the settling of the American West.

The above goal is consistent with the Competency Based Curriculum: Competency  5.1.A-After studying the importance of geography to the early exploration and settlement of North America, students will create a mini-atlas to include a world map showing major New World exploration routes, a map of the original thirteen colonies, and a map showing major trails and routes to settle the American West.

Objective - Learners will be able to locate and name the original thirteen colonies.

(CBC-Social Studies-United States History-Grade 5-I.5A; Sunshine State Standards. SS.A.1.2.2; SS.A.4.2.1; SS.A.4.2.2; SS.B.1.2.1; SS.B.1.2.2; SS.B.1.2.3; SS.B.2.2.2)

 

 

Indicator


I.A.1 continued

Definition(s) and/or Explanation(s)

Classroom Examples

Secondary
In an eleventh-grade literature unit, the PLAN includes the following:

Goal - Given several universal themes from American literature that have been studied during the year, the student will select one and write a multi-paragraph essay of sufficient depth and length that makes connections between the theme selected, American literature studied or read independently, and the student's own values. The theme should be supported with examples taken from literature that:

  • reflect a variety of American cultures and points of view;
  • span major periods in American history;
  • represent at least three different genres, including formal essay. Objective - Learners will be able to identify elements of Puritan influence in the poetry of Anne Bradstreet.

(CBC-Language Arts-English II-Grade 11- I.2.A; Sunshine State Standards: LA.D.1.4.1; LA.D.2.4.1; LA.E.1.4.5)

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