Enabling Objective Matrix

EDUC 765: Trends and Issues in Instructional Design

By: Kate Carbaugh

Instructions

1. Select one terminal objective to develop.

2. List your enabling objectives in sequential order.
3. Select a pre-instructional strategy for the unit/module.
4. Complete the row for each enabling objective.

General Information

Title of the unit/module

Avoiding Pitfalls: Nouns
Brief description of target audience
Students in this semester-long high school elective typically want to use this course to improve their SAT scores
or prepare for college. Most students are academic, but some students with IEPs for learning differences also
enroll.
List Terminal Objective Here
When revising their writing, students will be able to create imagery using concrete nouns.
List Pre-Instructional Strategy
Pretest
Overview
Matrix
Enabling Objective
Using mentor texts with
strong imagery, students
will be able to identify
abstract and concrete
nouns.
Using mentor texts with
strong imagery, students
will be able to evaluate the
effectiveness of the
writers’ choices in creating
strong imagery.
Modeling their writing
after the mentor text,
students will be able to
create examples of
imagery.
Level on Bloom’s Learner Activity Delivery Method
Taxonomy (What would learners do to (Group presentation/lecture,
master this objective?) self-paced, or small group)
Remember Students will draw pictures Small group for sharing
to represent what they “see” drawings
in two poems: “A Poison Whole class discussion
Tree” and “The Most Vital Presentation/lecture for
Thing in Life.” Students will official definitions of terms
compare drawings. They
should notice that everyone
drew the same thing for the
first poem but that the
second poem leaves a lot
open to interpretation. As we
discuss why, the teacher will
guide the discussion toward
a definition of abstract and
concrete nouns.
Evaluate Students will then practice Small group for identification
identification of noun types Whole class discussion
in “Woman Work” by Maya
Angelou and “First, They
Said” by Alice Walker. After
identifying them, students
will discuss the impact of
those choices on the poems.
Create Students will identify the Small group for identification
nouns in “The Geologist” by and pattern discussion
Michael Blumenthal and Whole class discussion to
discuss the patterns with share patterns
nouns that they notice and Independent work for
the effect of those nouns. writing
Using the poem as a model,
students will write their own
poem about a person/career,

Using their own writing Evaluate
samples, students will
justify their noun choices
in creating imagery.
replacing each noun.
For prose application, Independent for writing
students will evaluate a piece Small groups for feedback
of persuasive writing for One-on-one conferences with
their noun choices. the teacher
Depending when this class or
unit is taught, students may
not have a sample. The
teacher may want to assign a
short writing assignment like
a letter to the editor, an
essay for “This I Believe,” or
a similar persuasive
statement. Students will
identify their noun choices,
evaluate their effectiveness,
and revise their drafts to
include more powerful
nouns.