Which of these is an example of a measurable instructional objective in a poetry unit?

The appropriate choice is supported by its emphasis on specific student actions and clear assessment criteria. By asking students to compare and contrast haikus and cinquain poems using a Venn diagram, the objective outlines a measurable task. This task requires students to actively engage with the material in a way that can be assessed with a tangible product (the Venn diagram), allowing the teacher to evaluate their understanding of the differences and similarities between the two forms of poetry.

Measurable instructional objectives are essential in education because they provide clarity on what students are expected to learn and how that learning can be evaluated. In this instance, the Venn diagram serves as both a learning activity and an assessment tool, making it possible to gauge students' comprehension and analytical skills effectively.

While other choices describe activities related to poetry, they lack the same level of measurable clarity. For instance, reciting poems, writing poems, or listening to poems may not have specific criteria for assessment and do not inherently provide a metric to evaluate understanding of poetic forms or techniques. Thus, the choice that specifies a comparative analysis using a defined tool is the best example of a measurable instructional objective in this context.