Beruflich Dokumente
Kultur Dokumente
This activity will provide students with the Some of the essential questions the students will be
opportunity to develop a deeper asking themselves will be as follows:
understanding of critical writing. Taking on - Did I enjoy/dislike the novel? Why or why not?
the role of a critique will allow the students to - Who should read this novel?
practice giving their opinion on a topic and
support their stance. Furthermore, the students will be provided with a check
list to ensure that they have included all the
requirements. Therefore, they may ask themselves
have I included.
Time Lesson
11:30 am 11:40 am Introduction:
To start off the lesson, we will have a brief discussion of what the students
thought about the novel we read (Tales of a Fourth Grade Nothing by Judy
Blume). From there, I will inform them that some peoples jobs revolve around
reading novels and critiquing them. I will ask the students why they think
people do this for a living (to give future readers what to expect).
From there, I will be providing the class with different kinds of critiques mostly
focusing on the type of critique we will be working on. I will explain needs to be
included done when they write their own critiques.
Assessment Criteria:
The student(s):
- Directs their writing for an intended audience (to persuade readers to
read or not to read the novel)
- Makes connections between prior knowledge and elements in the
activity
- Uses well-reasoned justifications for their opinion/stance
- Understands the task at hand
- Self-evaluate his/her language development as well as their writing
- The student expresses their feelings, thoughts, and imagination through
writing and when talking.
Assessment Tools:
The students will be provided with a checklist of the different aspects I expect
them to include in their critiques. Each student should refer to the list before
they complete their final copy. I will be using a similar checklist with a few
adjustments when evaluating their final products.
DIFFERENTIATION Students on an IEP or working at a lower level, will be asked to write fewer
& sentences than the other students. Instead of four to five sentences they may
be asked to write two or three.
ADAPTATIONS:
For students who require enrichment, they will be given a reinforcement packet
linked to the topic we are covering.
REFLECTION:
(on lesson) To be written after the lesson.
/5 /5 /5
Comments:
Total: /15