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Aligning goals, objectives and standards in lesson plans.
When developing lesson plans and curriculum, you often hear educators talk about making sure things are aligned. “Alignment is the process of ensuring that the specified curriculum is consistent with enabling students to reach the milestones outlined in the standards” (Center on Standards and Assessments Implementation, 2019, p.1). Often, this means that educators are focused on making sure the objective and assessment for the lesson plan are in sync. This element of alignment in a lesson plan is important, but it is equally important to ensure that the goals, objectives, and standards of your lesson are aligned as well.
The goals, objectives and standards components of a lesson plan help to guide the direction of your lesson plan; therefore, it is essential to make sure they are all connected to the same concepts. The goal of a lesson plan is the target you are trying to reach. It helps to provide the framework that you will use when developing your lesson objective. The lesson objective is a clear and measurable statement that tells you what the students will be able to do at the end of the lesson. Finally, the standards are clear written descriptions, developed by each state, of what a child should be able to do at a particular age (early learning standards) or grade level (K-12 standards). Since all these components are focused on the overall concept of the lesson, they must be related, or aligned in the same areas.
So, what do we mean by alignment? Simply put, we mean that they all need to be focused on the same area of development or academic concept. For example, if your goal is on sequencing a story, create an objective about how students would demonstrate their knowledge of sequencing a story. “When aligned, the major course components work together to ensure that students achieve the desired learning objectives” (Engage, 2019, para. 3). In addition, you would need to locate a state standard that was focused on sequencing the events in a story. When all of these elements of a lesson plan are connected, the lesson will flow smoothly, and your students will have a greater chance at mastering the lesson objective.
On the other hand, when there is not alignment amongst the goals, objectives and standards of a lesson plan, the lesson becomes disjointed. If you have a goal focused on identifying the beginning, middle and ending sounds in a word, an objective centered around reading sight words, and a standard about writing letters, you will not know which direction the lesson plan is headed. The lesson does not clearly address if one is teaching sounds, reviewing sight words, or writing letters.
Alignment in a lesson plan ensures that all the components are working together to support student success. If you start with aligned goals, objectives, and standards, you will set your lessons up for success!
Written by Jennifer Zaur, MA, Education World Contributing writer.
Jennifer is an Assistant Professor, Department of Education and Liberal Arts at the University of Arizona Global Campus.
Copyright© 2021 Education World
Center on Standards and Assessments Implementation (CSAI), & WestEd. (2018, March). Standards Alignment to Curriculum and Assessment. CSAI Update. In Center on Standards and Assessments Implementation. Center on Standards and Assessments Implementation .
Engage, D. T. (2019, November 15). Learning objectives & alignment. Design Teach Engage .
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 Sample Lesson Plan: Generating Classroom Shared AgreementsThis tool presents a process for co-creating agreements as a class community, reflecting how students want to be treated and how they plan to treat others. 
Applying Learning Agreements in the Classroom
As a former editor in the business profession and now educator, I see connections between business and classroom best practices, especially when it comes to using academic learning agreements to promote student engagement and leadership. Such learning agreements can increase student accountability in the classroom and lay the foundation for a successful college experience by helping them understand the importance of adhering to their own best practices and goals. This particular learning agreement is used in the classroom, and preferably with first-year students in order to establish a pattern of regular learning behaviors, which can be applied and reflected upon throughout college. Learning agreements can be created on the first day of class or early in the first week. The agreement should help students recognize ideas and themes within their subject matter; approach these ideas and themes in several ways; and allow them to perform their understanding of the subject matter in a range of ways (i.e. one minute summaries) (Gardener 2006). To start setting the tone of the learning agreement, include it as a required (non-graded) component of the course. On the first day of class create a grid on the board with columns such as learning goals/objectives, tasks performed to meet the learning goals/objectives, timeframe expected to complete goals/objectives, and, finally, a column where the students can reflect upon how they know they achieved their goals. Next, engage the students in a short discussion about some of their insecurities about college, what they hope to achieve in this particular course or at the college, and what challenges they would like to overcome (i.e. improve time management, focus on study skills, etc.). Start filling in the columns with the feedback they provide during the discussion. Use this as a way to prepare the students to start thinking in terms of their own learning agreement. This discussion alone is a type of assessment that helps to distinguish what characteristics are most important to students’ understanding of their own learning process. Afterwards, start passing out the learning agreement sample template that students can manipulate for their own use. Please note that you can structure your agreement as you like. There are many ways to address topics you would like your students to think about. This is only a sample. I encourage you to research other forms of agreements and see which works for your needs best. The final page of the learning agreement is the Commitment Page. This is where the student commits to their proposed plan. The instructor keeps a copy of the agreement and the original goes to the student. (Remind the students that this is a non-graded, ongoing reflective tool, and they can add or remove goals/objectives, the timeframe, and even their plans for achieving their goals.) At the end of the course have the students review their learning agreement and complete a short memo for the instructor explaining if and how they followed their agreement. They can also comment if this was a helpful tool for them in achieving their academic goals, and if they plan on adding to their plan throughout their college years. By incorporating this practice into classroom management, students will have the opportunity to start monitoring and reflecting on their commitment to their learning. Learning agreements also provide perspective and direction to students’ academic goals. The agreement should not be used as a way to frighten or discourage students from performing in the classroom; it should motivate them to become proprietors of their own learning. Access a sample learning agreement template here. Loren Kleinman is the assistant director of academic support centers at Berkeley College. References: Gabelnick, F., Leigh-Smith, B., MacGregor, J., & Matthews, R (2004). Learning communities: Reforming undergraduate education. San Francisco: Jossey-Bass. Gardner, Howard, (2006). Five Minds for the Future. Boston, MA: Harvard Business School Press. Gross Davis, B. (2009). Tools for teaching. San Francisco: Jossey-Bass. Haines, C. (2004). Assessing students’ written work: Marking essays and reports. New York: Routledge Falmer. Instructions for Creating a Learning Agreement (2009). University of California, Berkeley School of Social Welfare. Retrieved June 24, 2009 from LaSere Erickson, B., Peters, C., & Weltner Strommer, D. (2006). Teaching first-year college students. San Francisco: Jossey-Bass. Lacoss, J. (2009). The dog ate my homework: How to deal with unprepared students. Teaching Concerns. Retrieved May 19, 2009. Tips for Generating a Learning Agreement (2009). St. Norbert Career Services. Retrieved June 24, 2009. Stay Updated with Faculty Focus!Get exclusive access to programs, reports, podcast episodes, articles, and more! 
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 Social Sciences & Humanities OpenRethinking theories of lesson plan for effective teaching and learning.
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Alignment in a lesson plan ensures that all the components are working together to support student success. If you start with aligned goals, objectives, and standards, you will set your lessons up for success!
This tool presents a process for co-creating agreements as a class community, reflecting how students want to be treated and how they plan to treat others. Download Resource.
By incorporating this practice into classroom management, students will have the opportunity to start monitoring and reflecting on their commitment to their learning. Learning agreements also provide perspective and direction to students’ academic goals.
We have included a sample Classroom Agreement and two lesson options from which to choose to co-create Classroom Agreements with your students. We recognize that it is important to have choice in doing this; building Classroom Agreements with students is a very personal process. If
Assignment / Agreement An assignment is a piece of (academic) work or task which may serve as an enrichment of the lesson. It provides opportunity for students to learn, practice and demonstrate what they have gained from the learning process.
To ensure effective lesson, it is important to assess how theory-based lesson plan can be enhanced through few attributes such as teaching experience, students' attention, monitoring lesson plan-based class activities by other teachers, students’ interest, and seating arrangement in the classroom.