Practice: Writing Learning Objectives for Lesson Planning

Instructions
You are tasked with designing clear, measurable, and achievable learning objectives for a 45-
minute lesson. Learning objectives should follow the SMART framework (Specific,
Measurable, Achievable, Relevant, Time-bound) and align with the Bloom's Taxonomy levels
(Remembering, Understanding, Applying, Analyzing, Evaluating, Creating).
1. Review the basic structure of learning objectives using the formula:
o Action Verb + Content/Skill + Condition + Criterion.
Example: By the end of the lesson, students will be able to identify (action verb) at least five
irregular verbs (content/skill) in a given text (condition) with 80% accuracy (criterion).
2. Task: Choose one of the lesson scenarios provided below. Write three learning
objectives for that lesson, ensuring each objective reflects a different level of Bloom’s
Taxonomy.

Lesson Scenarios
1. Grammar Focus: Teaching the Present Perfect Tense to high school students (Grade
10) who are preparing for a test.
o Learning focus: Form, function, and use of the present perfect tense.
2. Speaking Skills: Improving speaking fluency in a communicative activity for adult
beginner learners.
o Learning focus: Asking and answering questions about daily routines.
3. Vocabulary Development: Teaching 10 new words related to travel and tourism to
middle school students (Grade 7).
o Learning focus: Understanding word meaning and using new vocabulary in
sentences.
4. Listening Practice: Enhancing listening comprehension skills for university EFL
learners (Intermediate level).
o Learning focus: Identifying main ideas and specific details in a short
conversation about shopping.
5. Writing Skills: Guiding students in writing a short narrative paragraph.
o Learning focus: Using correct structure (topic sentence, supporting details,
and conclusion) and past tense.

Requirements
For each lesson scenario:
1. Write three learning objectives (one for each level: Lower-order, Mid-level, Higher-
order thinking).
2. Use action verbs from Bloom’s Taxonomy to ensure clarity and specificity.
3. Make sure the objectives are SMART-compliant.
Group members:
1.
2.
3.

ANSWERS:
Suggested Answers and Explanations
Below are suggested answers and explanations for the task. These examples demonstrate
how to write clear, measurable, and SMART learning objectives for each scenario. The
objectives also align with Bloom's Taxonomy levels.

Scenario 1: Grammar Focus (Present Perfect Tense)

Bloom's Level Learning Objective
Lower-order By the end of the lesson, students will be able to recall the form of the
(Remembering) present perfect tense (have/has + past participle) with 100% accuracy.
By the end of the lesson, students will be able to use the present
Mid-level (Applying)
perfect tense to write 5 sentences about their recent experiences.
By the end of the lesson, students will be able to analyze 5 sentences
Higher-order
and correct errors in the use of the present perfect tense with 80%
(Evaluating)
accuracy.
Explanation:
1. Lower-order (Remembering): Focuses on students recalling basic information about
the form of the tense (specific structure).
2. Mid-level (Applying): Requires students to apply their understanding of the form and
use the tense correctly in a context.
3. Higher-order (Evaluating): Moves to analysis and error correction, requiring deeper
understanding and critical thinking.

Scenario 2: Speaking Skills (Daily Routines)

Bloom's Level Learning Objective
Lower-order By the end of the lesson, students will be able to identify 5 key
(Understanding) phrases for asking about daily routines from a dialogue.
By the end of the lesson, students will be able to ask and answer 5
Mid-level (Applying) questions about their own daily routines using correct sentence
structure.
Higher-order By the end of the lesson, students will be able to create a short role-
(Creating) play in pairs about two people discussing their daily routines.
Explanation:
1. Lower-order (Understanding): Students focus on understanding and recognizing key
phrases related to daily routines.
2. Mid-level (Applying): Students practice using those phrases in a communicative
activity, directly applying their learning.
3. Higher-order (Creating): Students create their own dialogue, which fosters creativity
and integrates their speaking skills.

Scenario 3: Vocabulary Development (Travel and Tourism)

Bloom's Level Learning Objective
Lower-order By the end of the lesson, students will be able to list 10 travel-related
(Remembering) vocabulary words taught in the lesson.
By the end of the lesson, students will be able to use at least 5 new
Mid-level (Applying)
travel-related words in sentences describing a vacation.
Higher-order By the end of the lesson, students will be able to write a short travel
Bloom's Level Learning Objective
(Creating) blog (50-80 words) using at least 7 of the new vocabulary words.
Explanation:
1. Lower-order (Remembering): Focuses on memorization and recall of vocabulary.
2. Mid-level (Applying): Students use the new vocabulary in sentences, showing their
understanding in a practical context.
3. Higher-order (Creating): Students use their creativity to write a coherent blog,
integrating multiple words from the lesson.

Scenario 4: Listening Practice (Shopping Conversation)

Bloom's Level Learning Objective
Lower-order By the end of the lesson, students will be able to identify 5 specific
(Remembering) details from a recorded shopping conversation.
By the end of the lesson, students will be able to summarize the main
Mid-level (Analyzing)
idea of the conversation in 2-3 sentences.
By the end of the lesson, students will be able to determine whether
Higher-order
the conversation meets the needs of a shopper and justify their
(Evaluating)
answer.
Explanation:
1. Lower-order (Remembering): Involves recognizing and identifying specific details
(basic listening skills).
2. Mid-level (Analyzing): Moves to summarizing the conversation, requiring students to
process and condense information.
3. Higher-order (Evaluating): Requires students to evaluate and provide a rationale,
demonstrating critical listening skills.

Scenario 5: Writing Skills (Narrative Paragraph)

Bloom's Level Learning Objective
By the end of the lesson, students will be able to explain the structure
Lower-order
of a narrative paragraph (topic sentence, supporting details,
(Understanding)
conclusion).
By the end of the lesson, students will be able to write a narrative
Mid-level (Applying) paragraph (5–7 sentences) about a memorable experience using the
past tense correctly.
By the end of the lesson, students will be able to peer-review a
Higher-order
classmate’s paragraph and provide 2 constructive comments for
(Evaluating)
improvement.
Explanation:
1. Lower-order (Understanding): Focuses on explaining the basic structure of a
narrative paragraph.
2. Mid-level (Applying): Students apply their knowledge to write a paragraph using
correct grammar and structure.
3. Higher-order (Evaluating): Moves to peer review, requiring students to critically
evaluate others’ work and offer feedback.

General Explanation of the Process

 1. SMART Framework:
o Specific: Clear and precise description of what students will achieve.
o Measurable: Learning outcomes are observable and measurable (e.g., “write
5 sentences,” “recall 10 words”).
o Achievable: Objectives are realistic and within the scope of a 45-minute
lesson.
o Relevant: Objectives align with the lesson’s focus (grammar, vocabulary,
listening, etc.).
o Time-bound: Specifies that students will achieve the objectives “by the end of
the lesson.”
2. Bloom’s Taxonomy:
o Lower-order objectives focus on remembering and understanding.
o Mid-level objectives require applying and analyzing knowledge.
o Higher-order objectives emphasize evaluating and creating new work.
By carefully crafting objectives at these levels, teachers can guide student learning, measure
progress effectively, and ensure that lessons address a range of cognitive skills.