Name: Rylee Roberts Date: 10/10/2019

ED 330: Creating standards-based content and language objectives.

For this assignment which will help prepare you for micro-teaching, you will select a MN state content standard in your
licensure area or an area that interests you, and create one or two specific, measurable, performance-based content
objectives that express what students will be able to do in that content area at the close of the lesson, as well as at least
one specific, measurable, performance-based language objective (LO) per content objective (CO), which expresses the
language you will teach them to support their learning of the CO. Each LO needs to have 2 parts: key vocabulary +
language structure/grammar. 5 POINTS

Directions: Complete this template and submit on Moodle.

1. Specify the Standard on which your learning objectives are based:
Content area: Music (K-3)
Code number: 0.1.2.3.1
Text of standard: Demonstrate knowledge and use of the technical skills of the art form,
integrating technology when applicable and Read and notate music using a system of notation
such as solfege, numbers or symbols.

2. Specify the fully articulated, long version of a learning objective based on

the indicated standard:

SWBAT _perform by clapping_ + _a rhythm_ +

(language modality) (measurable outcome task)

_using eighth and quarter notes_ +

(cognitive academic function)

_using spoken word representations of words in English_

(material from content objective)

using the vocabulary words

rhythm, eighth note, quarter note_______________________________________________
(list the target vocabulary words)
and using Hot chocolate,_gift, snow, eggnog, mitten, candy cane, gingerbread man, snow,
mitten, ice skating, fireplace, sugar cookie, hate, apple cider, hockey puck, winter, snow
angel
(state the target grammatical structure/s)

with the following supports: Worksheet__________________________________

____________________________________________________________________
KEY
Brown: The measurable performance outcome that will tell you what they learned, typically includes one or
more language modality
Red: the cognitive academic function
Blue: the content objective derived from the standards
Green: 6 – 10 key vocabulary
Orange: target language structure (grammar, phrase, signal words)—tied to cognitive academic function
Purple: Supports. Include various supports that differentiate for different ELP levels in the class

Remember:
* A good language objective has two parts: key vocabulary list + target language structures.
-The content task determines which vocabulary to target.
-The cognitive academic function determines which grammatical structures to target. Use the
Academic Language Functions Chart to help you.
* The proficiency level of students affects your choice of language objectives and how you should teach
the material (how much scaffolding is appropriate).
* The elements should all be included in your planning, but don’t need to be in this order.
* One or two language objectives is enough.
* Many times it is helpful to create an example for yourself of what a good student product would look
like, and then see what vocabulary and structures it contains.
* This template is for planning! Always present objectives in student-friendly language.