Exercises on Task Analysis
STANDARD COURSE OF STUDY
English Language Arts K
Competency
Goal 1The learner will develop and apply enabling strategies and skills to read and write.
1.01 Develop book and print awareness:
identify the parts of books and function of each part.
1.02 Develop phonemic awareness and knowledge of alphabetic principle:
demonstrate understanding that spoken language is a sequence of identifiable speech sounds.
STANDARD COURSE OF STUDY
Math 6th
COMPETENCY GOAL 1:The learner will understand and compute with rational numbers.
Objectives
1.01 Develop number sense for negative rational numbers.
Connect the model, number word, and number using a variety of representations, including the number line.
Compare and order.
Make estimates in appropriate situations.
STANDARD COURSE OF STUDY
SOCIAL STUDIES :: 2006 :: NINTH GRADE WORLD HISTORY
Competency Goal 2 Emerging Civilizations - The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas.
Objectives
2.01 Trace the development and assess the achievements of early river civilizations, including but not limited to those around the Huang-He, Nile, Indus, and Tigris-Euphrates rivers.
2.02 Identify the roots of Greek civilization and recognize its achievements from the Minoan era through the Hellenistic period.
Your textbook has only ONE paragraph on the Persian Wars (49-479 BC). Greeks fought off two invasions of the Persians---first under Darius and later his son, Xerxes. If the Greeks had lost, the western world would have become a colony of Persia. No democracy, no Rome, no constitutions, no citizenship, no laws “above” rulers, no Christendom, no science as we know it, no U.S., no you.
So, we must supplement the text.
We read a lot on the Persian Wars.
Selections from The Histories, Herodotus.
What do we learn? The following can be part of the objectives.
Timeline of events: Events leading up to the war, preparation, Marathon, Thermopylae, Salamis, Plataea.
Persons: Xerxes, Darius, Leonidas, Miltiades, Mardonius, Themistocles.
Groups: Families, political parties, Athenians, Spartans, Plataeans, hoplites.
Social institutions: Religion, military, tribal, political religion, military, tribal, political.
Culture (values, beliefs, ways of doing things): The role of gods in humanaffairs, duty, definition of man, cohesion of city states/tribes and hoplite armies.
Technology: Weapons, ships, know-how.
Geography. Mountains, plains, oceans, relative isolation of city states,distances.
Big ideas to be gained (lessons, big pictures) and that guide and conclude instruction:
a.The need for certain virtues (bravery, steadfastness) for weapons to be effective; the roots of those virtues in Greek culture
b.The importance of totally defeating an enemy.
c.The importance of public support and participation.
d.The effects of fighting to protect land, family, and culture on the bravery, ferocity, and tenacity of soldiers.
e.The relevance of these lessons for today’s war with the ideas and world- domination strategy of Islamic jihad.
What are the objectives? What will students DO at the end of this unit? [That is the new knowledge.]
What are the pre-skills?
They have to know how to…..
And use this to……………
They have to list…………. And state the …………… and the …………… and who was ……………..
They have to compare and contrast the ……………… of the Greeks vs. the Persians………….. This means they need to list, describe, and state the advantages/disadvantages of……………….
They need to state lessons (big ideas), such as……………………
You have to teach all these first. So,
Arrange the list of THINGS (chunks of info) to be learned into a LOGICAL and COHERENT sequence that tells a story. Logical means that students must know some things before others.
Create DO-objectives for each THING you want students to learn.
“When asked to..., students….”
For example, let’s say you have a chunk on map skills. The maps chunk might include things to teach such as
Teach Objectives
1. Scale of distance. Students use scales of distance on maps; e.g.,
(0______200 km)to determine
distances between city-states and lengths
of routes taken by Persians.
For example,
a.T. says, “How far is it from Athens toSparta?”
Students use scale on the map to measure the distance and give the correct answer.
b.T says, “How long was the route taken by Darius’ army from Persia to Thermoplyae?”, students use the scale on the map provided and give the correct distance.
2. Location and extent of Persian Empire and mainland Greece
3. Location of different city-states
Now write scripts for exactly HOW you will get the knowledge (relevant to the objectives) across.
The kind of script/communication depends on the form of knowledge you are teaching (verbal association, concept, rule, strategy. But the general format is frame, model, lead, test/check, verification,examples/nonexamples,acquisition test on all examples.
For example,
Boys and girls. New concept. panoply. [write panoply on the board]
Spell panoply.
Get ready to write the definition of panoply...
A panoply is the set of weapons and armor used by the Greek hoplite. [hoplite has already been taught.]
I'll say that definition again...A panoply is the set of weapons and armor used by the
Greek hoplite.
Everybody, what's the definition of panoply.
Now, get ready to list the weapons and armor in the panoply.
Weapons. [Show pictures of each one)
Sword
Spear
Dagger
Armor
Hoplon
Cuirass
Helmet
Greaves
[Show several examples of each one. Point out essential sameness (e.g., the arm strap on the hoplon, or shield) and irrelevant differences (e.g., the images representing their city state that soldiers painted on the front of the hoplon)].
Then have students...
Recite the items in the panoply.
State the essential features (composition and use)
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