Sara

Shipman
Focusing on Language and Content Standards Fall 2012

Social Studies:
The Declaration of Independence
What Is A Content Objective?
What youll find:
What is a content objective? What is a language objective? What do they look like in my lessons Steps I use to create them Content Examples Language Examples

What Is A Language Objective?

They address the aspects of academic language that will be needed, developed and reinforced. In this case the academic language is pulled not just from what the students are doing but from historical documents used in the lesson as well.

This objective identifies what content (in this case, Social Studies) knowledge students will learn and be able to do as a result of the lesson. This leads towards the SWBAT (Students will be able to) or KBAT (Know and be able to) in the lesson plan.

What Do They Look Like In My Lessons?

Stated in clear language that is simple enough for the students to understand Posted for the students to see, or given to the students as a hand out Gone over with the students, to address any questions that they may have about the objectives Reviewed at the end of the lesson to see how many objectives were completed and if any need to be carried over to next class.

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Steps I Use To Create Them:

1) Look at the state standards that are being used for the lesson. Decide how they can be turned into easy to understand language not just for me but for my students as well. Address what the key vocabulary, academic or concept words students will be able to know to complete my objectives. Document being used for this lesson: United States Declaration of Independence B) Key Vocabulary Words: Impel, self-evident, tyrant, tyranny Concept Words: political bands, unalienable rights, transient causes Technical Terms: Declaration of Independence, Articles of Confederation Terms that have different meanings in my field (Social Studies): Foundation, guards, injuries need to accomplish the activities within the lesson

C)

A)

B) D) C) D)

E)

Decide how they can be turned into easy to understand language not just for me but for my students as well.

A)

Reading from a primary source (Declaration of Independence) Group or class discussion on what it means Visualvideo or audio of the document being read Writing putting a section of the document into their (the students) own language

2) Decide which language skills students are going to

3) Identify grammar or language structures common to the content area A) B) Need to understand authors purpose Understand the background and values, not just of the text but in their own knowledge of the document. Evaluate the truth of content

D)

Relate to other texts (Declaration of Independence v. Articles of Confederation)

C)

Content

Language

Understand why the Declaration was writ- Write a complete compound sentence ten Identify at least 3 that are or may be referred to in the document Write a short essay (5 paragraphs) with a main idea, three supporting details and a conclusion

Connect at least three ideas between the Discuss the Declaration of Independence Declaration of Independence and the Arti- and Articles of Confederation in small cles of Confederation groups Compare the Articles of Confederation with the Declaration of Independence Explain the idea behind the document Write a section of the Declaration of Independence in your own language