Running head: ANALYSIS OF UNIT GOALS AND LESSON OBJECTIVES 1

Analysis of unit goals and lesson objectives.

Karol Concha Burgos

TREPE 4, S2
English Pedagogy
Universidad Alberto Hurtado
October 17th, 2020
ANALYSIS OF UNIT GOALS AND LESSON OBJECTIVES 2

Symbology:
Unit Goal: Verb + Attitude + Object + Communicative purpose.
Learning Objectives: Measurable and observable learning action + A communicative verb + A
communicative situation/action/object.

Unit goal:
At the end of this unit, students will be able to show interest and respect for different
expressions of art and their contexts to advertise a local art exhibit within the local
community

1 To identify expressions of art, materials and techniques to label them.

2 To identify the different motivations to create expressions of art to classify them.

3 To identify different artists and their work to describe them.

4 To analyze different famous works of art around the world to describe them.

5 To compare the different contexts and influences on pieces of art to explain them.

6 To describe the influences of artists and their pieces of work. communicative situation

7 To identify different arts events and their invitations to classify them.

8 To compare international arts exhibitions to the local ones to describe them.

9 To describe their favorite local art exhibition.communicative situation

10 To advertise a local art exhibit within the local community considering their
context.communicative situation
ANALYSIS OF UNIT GOALS AND LESSON OBJECTIVES 3

Analysis of unit goals and lesson objectives

In regards to the unit goal presented, it has the main components that a unit goal

requires; the verb, the attitude, the object and the communicative purpose. However, it

does not completely present a real-world problem as the object does not refer to how

different artistic expressions and their contexts influence people's lives. Regarding

problem-solving skills, advertising a local art exhibit does allow students to develop

problem-solving skills, as they have to identify the issue with local art but that is not

totally specified. Then, it requires a significant scaffolding process to achieve it, as well

as the proposed attitude. Finally, it provides opportunities for students to develop their

linguistics skills, taking into account the communicative verb and how students can

advertise the local community, whether in writing or orally and perhaps using ICTs.

Concerning the lesson objectives (LOs), most of them are achievable,

measurable and consider the students’ context. However, LO4 is difficult to measure

since the verb involves a deeper mental procedure, according to the taxonomies.

Similarly, it occurs with the LO5 communicative verb because it might not be realistic

nor feasible “to explain” something in a 45 min lesson. Finally, LO10 proposes a

communicative situation, however, may become an activity instead of a learning

outcome and could be difficult to achieve in the short-term period.

To begin with, analyzing the unit goal (students will be able to show interest and

respect towards artistic expressions and their contexts), and the sequence of the learning

objectives, the attitude could be achieved taking into account the willingness the

students have towards learning about cultural perspectives. However, it may be

somehow difficult to measure the attitude considering the verb “to show”. For instance,

it could have been more appropriately a measurable verb such as “to develop interest
ANALYSIS OF UNIT GOALS AND LESSON OBJECTIVES 4

and respect”, as respect is a value that is building throughout our lives as human beings

and can be measured more in a long-term period of time rather than in an isolated unit.

Following the idea, the sequence of lesson objectives follows a sort of logical

order, meaning that at the beginning, students will be exposed to the vocabulary they

have to acquire regarding expressions of art, as well as grammar content and the use of

language functions. Furthermore, the verbs to be developed in the first three lessons of

the unit are measurable, observable and feasible, taking into account the learners’ stage

of development, Programa de Estudio 1° medio and Bases Curriculares. Similarly, the

communicative verbs of these three lessons are also appropriate for achieving a

communicative situation. Nonetheless, goal number four does not provide the input

necessary in a forty-five minutes lesson since the learning action can not be measurable

or observable. Moreover, the following objectives are focused mostly on providing

input since the learning actions, such as identifying and comparing, evinced that the

content related to art expressions and their contexts will be seen in depth. For instance,

students can identify expressions of art in a written text and students can compare

artworks contexts in a listening text. Then, as it can be seen with the learning actions of

the learning objectives, there is a considerable amount of input in this unit, and depends

on the teacher how the input would be scaffolded for students to actually learn it.

With the above mentioned in mind, in this unit, there are some instances for

students to develop their linguistics skills since the learning objectives provide

communicative situations. In regards to students’ context, they have been learning

English since they were kids, although their English proficiency level can not be

considered as high. So, again, students require a proper support to understand the input

of the unit. Then, some of the learning objectives can be measurable and observable in

terms of production. Nevertheless, in some occasions, the communicative verb might be

ANALYSIS OF UNIT GOALS AND LESSON OBJECTIVES 5

difficult to achieve in a short-term lesson, as well as there are no communicative

situations at all. For instance, learning objective number 5 says that students will

explain different pieces of art but it may require more than the lesson time. In some

cases, explaining something requires a great amount of time. In that sense, in view of

the numbers of students in the class, some methodological strategies must be decided by

the teacher to achieve that language function. In regards to objective number 6, there is

no communicative situation established, which means that in that lesson students will

only acquire input and the content will remain in the classroom and not be transferable

to a real-life scenario. Likewise, it is mentioned that students would have to describe

their favorite local art exhibition in lesson number 9, however, there is no presentation

of what an exhibition is and means before it. This creates an interference with the

logical order of the sequence since from goal number 6 to number 9, no content related

to the specific issue of local art is presented. In goal number 8, students will have to

compare arts exhibitions, but do students know what an exhibition is? Do they

understand what a local art exhibition involves before comparing it to an international

one? Or how would they have a favorite local art exhibition if they do not know any? In

this sense, the communicative verb of the final objective may become more an activity

than a learning outcome, and the attitude proposed in the unit goal would be not

completely developed.

All things considered, the unit goal and learning objectives do provide certain

information about the necessary linguistic knowledge students will learn in the unit.

Nonetheless, it is crucial to modify the sequence of the learning objectives and to bear

in mind the importance of language functions, as well as communicative situations, in

order to determine which linguistic knowledge students would learn. For that reason, it

would be demanding for the teacher to reach the desired goal at the end of the unit.
ANALYSIS OF UNIT GOALS AND LESSON OBJECTIVES 6

Together with, the unit goal and the learning objectives should have an intrinsic

connection with students’ context and interests to fulfil with the proposed attitude.

Finally, it is fundamental to mention that the unit involves a challenging topic as it is

extremely subjective and controversial into society since it entails plenty of worldviews,

and in this particular case, teacher and students’ beliefs.

ANALYSIS OF UNIT GOALS AND LESSON OBJECTIVES 7

Assessment Instrument
Criteria Indicator 7 5 3 1

Structure 1. The analysis shows awareness of the elements to be considered 7

in the structure of the unit goal.

2. The analysis shows awareness of the elements to be considered 6

in the structure of the lesson objectives.

3. The justification of the unit goal is complete and offers full 7

support for the evaluation considering the different components.

4. The justification of the lesson objectives is complete and offers 7

full support for the evaluation considering the different components.
Sequence 5. The student critically analyzes the possibilities the unit offers for 7
students to develop the attitude presented in the goal. Analysis is
supported considering the characteristics of the context.

6. The student critically analyzes the possibilities the unit offers for 7
students to be exposed to the input necessary to achieve the goal.
Analysis is supported considering the characteristics of the context,
unit goal and lesson objectives proposed.

7. The student critically analyzes the possibilities the unit offers for 7
students to develop linguistic skills (receptive-productive) that will
allow students to perform the function presented in the goal.
Analysis is supported considering the characteristics of the context,
unit goal and lesson objectives proposed.

8. The student critically analyzes the alignment between the unit 7

goal and lesson objectives explaining how content and skills would
lead students to the attainment of the goal.

9. The student evaluates whether the unit goal and the progression 7
of the learning goals would allow the teacher to determine the
linguistic knowledge they would need to present throughout the
unit. Examples of content are given.
Score 62/63 mark: 6.8 Final mark: 6.8
English: 7.0

Good job! The analysis is quite complete and thorough. Pay attention when
it comes to distinguish the communicative situation in the LO.

Use of the language

4th 2,0 4,0 5,5 7,0

The text shows The text is fully The writing expresses The writing expresses
frequently a coherent coherent with no mostly coherent flows of complex flows of ideas
organization of ideas digressions from the ideas and sentences show logically at the sentence as
with occasional topic with enough a clear relation among well as at text level and
ANALYSIS OF UNIT GOALS AND LESSON OBJECTIVES 8

weaknesses in supporting sentences themselves linked with a exhibits an accurate use of

topic/supporting to make the point. variety of linking elements. complex cohesive devices
sentence relationship. Topic - supporting Content words, idiomatic throughout the text.
Fluent use of simple sentence relationship is expressions, and technical Content words as well as
structures linked made using a variety of terms are used and idiomatic expressions and
correctly mostly with frequent discourse spelled accurately most of technical terms are used
FANBOYS is evident. markers. Content the time and so are simple and spelled accurately and
Common content words words are used and and some complex flexibly while there is a
are used and spelled spelled accurately with language structures. Basic consistently high degree of
correctly. Correct use some errors in low- and sophisticated grammatical accuracy.
of basic punctuation is frequency terms. punctuation is adequate Basic and sophisticated
frequent. Simple language and precise with some punctuation is adequate
structures and basic negligible errors in and precise.
punctuation prevail with sophisticated forms.
some errors in more
sophisticated elements.