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Laurie G. - I feel like there are too many objectives in this one goal. and it is not appropriate to the student expectations at this age. I would restructure it to say that "Students will be able to summarize part of a story, predicting what will happen next." This eliminates the redundancy of recalling and summarizing. Instead, it pushes students to another level of inferring that could be completed in writing or verbally. I might even separate each of these objectives and assess them individually for kindergartners.   

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Laurie G. - I feel like there are too many objectives in this one goal. and it is not appropriate to the student expectations at this age. I would restructure it to say that "Students will be able to summarize part of a story, predicting what will happen next." This eliminates the redundancy of recalling and summarizing. Instead, it pushes students to another level of inferring that could be completed in writing or verbally. I might even separate each of these objectives and assess them individually for kindergartners.   

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If we are thinking about the objective for Kindergarten, I think the focus should be on one thing. Recalling for KG students is probably a sufficient learning objective in and of itself.

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This would be a great unit structure for many story events. Also some of the concepts expected for that age level can be difficult for many students. Giving different options to portay their understanding and comprehension could help them feel like they can do the work.
With smaller lesson objectives :
I can recall parts of the story
I can retell or draw the story on my own
I can create a picture of how I picture the story continues

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This too, would be a unit with many smaller lessons to build.
This is too encompassing unless the teachers before have done an exceptioanal job with teaching how to write a research essay. First of all, I was not one who could accomplish that in College.

I can find Quality research articles to use for my paper.
I can make an outline for what my paper will be about
I have three main points I would like my research to prove or disprove. I have the research quotes I want to use for these points. I can create three full paragraphs using the quotes in the paragraph.
I can create a thesis and conclusion.

For my students I had to Focus on what part of the essay I wanted them to prioritize. Often I would give a supporting outline or the research options to use. I have used essays in Math and Driver's ED.

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The significance of World War II is too broad and could be overly simplistic too.
World War II was significant because it affected the whole world. It has a lot of depth that could be explored or forgotten that was important.
It affected every part of life: emotional, spiritual, political, finiancial, science, geography of countries, how we fight wars, and technology What piece are you going to dissect and show how the world changed pre-war to post-war
you have to define what you want the students to learn from it they you can focus on what piece will show that and teach the students.

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I think that the key issue in this learning objective is using the word "understand" because it is not specifically measurable. I catch myself doing this as well for simple objectives such as "student can understand time signatures" in choir. "Understand" should be changed to another verb such as identify, list, or explain. "Students will identify and explain the two elements of a time signature."
Additionally, adding a specific term/concept of what they are explaining, instead of "the significance of," which is too broad.

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The objectives are vague, and not measurable. A prediction can not be measured, and furthermore this lesson may be too advanced for kindergarten students. An objective such as "Students will be able to draw a picture of their favorite part of the story is measurable, because the teacher would be able to interpret student interpretations of the story details through drawings, or acting the details out with other students to show their understanding.

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This objective is too general, and I believe it is not attainable. As an educator, you want students to experience success and learn. What are the students learning from writing a full-length research paper? What topic are they researching? Time time allotted to complete the paper is unrealistic as well. These objectives do not detail what is being taught, and what is being measured, therefore it may be confusing to the students. I would rewrite the objective by writing:
Students will spend 30 minutes researching their topic. During the final 30 minutes, they will create and submit an outline from their research which they will use for a research paper. I believe these objectives measurable and attainable.

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How can understanding be measured? There is no assessment tied to this lesson. The significance of WWII is too vague. This lesson should be more specific to what the instructor is trying to teach such as:
Students will list the names of three countries involved in WWII and give one major detail of how that country was impacted. I believe these objectives can be measured and assessed by the instructor, and they also will help students learn key concepts of the topic being taught.

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There is an awful lot going on in this learning objective, especially for kindergartners. This should be a unit broken down so that students have time to be exposed to the content, practice the skill, and then work to show mastery each step of the way.
I would use each of these skills as a seperate standard over the next few weeks including how students will show mastery/understanding in the objective so they know what exactly to expect. Then you have a clear picture of what the assessments should be on.

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First, this objective is not attainable in the timeframe mentioned. Students would not do their best work or find accurate information to write about and present.
Instead, the teacher should have a unit on research/writing papers and teach them how to properly look for research, then how to organize the information, moving to how to write their first draft and edit it. After that they can move to writing their final draft and presenting their findings to the class.
Again, these objectives/skills should be done over the course of several weeks. Including in each of those objectives clearly stated how students will show their understanding.
These objectives should be written in a SMART format as well.

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This objective seems a little vague as far as what the overall goal is, but also a very wide range of what students should know about WWII.
I think this objective needs to focus on a specific area of WWII or more clearly state what they should "understand". It should also be clear on how the students will know if they are acheiving this objective or not.
I would write this objective something like this:
By the end of the WWII unit, students will be able to write a paragraph, or more, on what part Adolf Hitler had in the start of WWII.

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I have little experience subbing in Kindergärtner classrooms, as I sub for grades 5-12. From my little experience with Kindergartners, I believe these lesson plans have set too many goals for one lesson. These learning objectives would cover at least three lessons: Kindergartners will be able to recall parts of the story, Kindergartners will be able to write a summary of what happened in the story, and  Kindergartners will be able to predict what will happen next in the story.

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I believe that these learning objectives are too general and don’t take in account class time. Writing a research paper should take students more than one day to complete. It would be better if the teacher had separate lesson plans for each part of writing a research paper. An example would be “Students will be able to gather information for a full-length research paper in two days.” Another example is “Students will be able to write an introduction and a conclusion for a full-length research paper by the end of the class period.”

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These learning objectives would be more appropriate for a unit on World War II. One lesson can’t cover all the significant events, important people,  major battles, and types of weapons used during World War II. These learning objectives are written more like the driving or essential question for the unit. The teacher can measure students understanding  the significance of World War II, through a research paper and presentation or through a test given at the conclusion of the unit.

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I believed the objective is too long, and doesn't meet the needs of the students. It is also not measurable.
I think this can be broken to three objectives. For example: - The kindergartners will be able to recall parts of the story to their partners.
- Kindergartners will be able to draw the main parts of what happened in the story by creating a small book.
- Kindergartners will be able to share with the class their predictions of what happen next.

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This objective is too general and doesn't meet the needs of the students. It is not sustainable. How long is the length research paper? It is not possible for students to write a quality research paper in just one class period. This has to be broken down with smaller and more sustainable objectives.
- Students will spent the class period doing research about their topic, and write a Bibliography of articles and web pages that they can use to support their writing.

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This objective is also too general and is not measurable. I would do something like this:
- Students will be able to write a two page essay giving a short summary of the main events of WWII, and the consequences.

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There are a few things I would change on the first objective. The first thing I would do is make the objective more specific (compartmentalize it). Something like: kindergarteners will be able to recall the setting in 3 out of 5 stories. Kindergarteners will be able to recall at least one character from 5 stories, etc.

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SWBAT write a 2 page, double spaced, research paper and present their findings via digital presentation/oral presentation by the end of the class period.

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This objective has many objectives in it. I tell my students that an objective should have one measurable verb. In some instances, a lesson could have multiple objectives, but each objective itself should have one verb.

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This may be an overarching goal of an entire unit, but this is too much to expect students to accomplish in one class period.

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"Understand" is not a measurable verb. How do we know students understand? What will they do to show their understanding? The objective should use a measurable verb and have more specific criteria.

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I would strengthen this by adding a specific time frame when students are expected to achieve the given outcome. I would also say what specific parts of the story they are expected to recall.

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This objective is too long, and also focus on different skills. Since there are 3 different skills listed, they should be separated into 3 different objectives: 1. Kindergarteners will be able to recall parts of the story. 2. Kindergarteners will be able to write a summary of the story. 3. Kindergarteners will be able to predict what will happen next in the story.

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I think this goal is both too general and too long. Writing a research paper and presenting are two different goals. I might change this to: 1. Students will be able to write a research paper of ____ pages using _____ format. 2. Students will be able to give an oral presentation explaining their research findings.

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This goal is too general and cannot be measure. A possible rewrite may say: By the end of the lesson, students will be able to discuss the effects of WWII in Europe.

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This seems to be a culminating objective that would require many smaller lessons. I am also not sure that kindergarteners can actually write a summary. This seems like an impossible objective at this level. Perhaps:

After hearing a story, the student will be able to retell the major events in order from start to finish.

After hearing part of a story, the student will be able to predict what will happen next.

After hearing a story, the student will be able to draw a picture of an event from the story and explain their drawing.

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This objective seems unobtainable. I don't think that the time frame of one class period is reasonable and I am not sure what specifically constitutes a "full length research paper"? This should also be broken down into smaller steps to reach this lofty goal.

After lessons on reliable sources and creating a topic outline, 5th graders will be able to analyze resources on a chosen topic to write a five paragraph research paper which includes sources cited.

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This objective includes a time frame but is not specific in what students will need to know.

By the end of the lesson, students will be able to support an argument by taking a stand and  debating that America's entrance into World War II was justified or not.

Since I teach 5th grade I had to look up Michigan High School standards for US and  World History.  Based off of the above Michigan Standard, which has many subparts, I would want to word this to have a student defend their position

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This is unattainable. There should be a defined objective for each of the identified events that are considered significant. I would also have the students have a measurable objective.

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I would change it for clear attainable and measurable results.  Students will be able to identify presented parts of the story and what they pertain to the story's timeline.  Given parameters by the teacher the students will choose a possible outcome from the events presented.

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This objective is too broad and needs to be defined better to meet the needs of many objectives. It is also unattainable for a lot of students. I would start with the steps for each section of the research paper and have those as the objectives then rewrite accordingly.
IE The student will define the question and topic for a research paper and compose the thesis statement.

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The time frame is unrealistic and also we need to state what it means to write a full length research paper. Is the paper a certain word count? Do they have to use so many sources?

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The significance of WWII is subjective to each person. Do you want them to know the environmental impact? Are we taking about the impact on the United States or another country?

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While this learning objective does have a measurable time period - the significance of world war 2 is much to broad an idea. Having a more specific idea for students to focus on can really help students articulate their understanding. Is the lesson focused on one specific battle, one specific region?

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This objective seems to be missing a clear way of measuring it, as well as being multiple objectives that span a longer unit.  We might stick to the first part: "how will students show that they can recall parts of the story?" They can share the details in a group discussion, including the main idea, moral of a story, characterizations, and setting.

They might be able to answer questions about the story.  Maybe they could draw a picture representing a scene from the story, including main characters and a key plot point of their choice.

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This objective is far too involved to be completed in one class period. Instead of writing the full research paper, they could apply proper research techniques both online and in print to gather information for a research paper. They could be evaluated by choosing three reliable sources and identifying strengths of each source and its information.

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World War II is a good unit topic but this objective is unfocused.  Often when history teachers discuss wars, they will ask students whether they understand the causes and events that precipitated it.
A better objective would state: "By the end of this lesson, students will be able to write statements describing four causes and two key events that contributed to the start of World War II."

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Ty Miller: Kindergartners will be able to recall parts of the story, write a summary of what happened, and predict what will happen next.

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Ty Miller: Kindergartners will be able to recall parts of the story, write a summary of what happened, and predict what will happen next.

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The little ones are just that...little. The current objectives seem too general and not specific enough to be measurable.

Given a story, the learner will be able to describe one character
Given a story section, the learner will be able to describe that section to a classmate
After being read a section of the story, The learner will be able to explain what they think will happen next