Lesson Plan

Date: November 22nd, 2017 Class: Cycle 2, Year

Critique Writing
Time: 11:30 AM 12:30 PM 2 (Grade 4)
Duration: One hour

Broad Areas of Learning: Objectives:

Students will take on the role of a book critic and write a
Personal and Career Planning
short review on the class novel we finished. The class
The children will be building on their abilities
objective is for the students to be able to write a
to gather information, make decisions, plan
coherent critical review. Based on prior knowledge
and carry out a plan. (QEP, 2010, p. 45) The
acquired through our ELA lessons, the students will be
students will need to gather information to
able to express themselves while using proper spelling,
justify why they did or did not like the novel.
grammar, and punctuation.
They will be given the option to either write
out a few sentences giving their opinion or
write a few words to capture the audiences
attention (while getting their point across).

Understandings: Essential Questions:

This activity will provide students with the
opportunity to develop a deeper
understanding of critical writing. Taking on
the role of a critique will allow the students to
practice giving their opinion on a topic and
support their stance.
Some of the essential questions the students will be
asking themselves will be as follows:
- Did I enjoy/dislike the novel? Why or why not?
- Who should read this novel?
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.

Group Size & Materials:

This activity will be completed with group forty-four which is has twenty-two students when all the
children are present.

This activity will require the following materials:

- Paper
- Pencil
- Colour pencils
- Glue
- Poster board
- Tales of a Fourth Grade Nothing by Judy Blume
- Smart Board (For examples/instructions)
Subject Competency (ELA):

Competency 1 To read and listen to literary, popular and information-based texts

- My lesson requires students to reflect and develop their own opinion of a novel we read as a
class. In other words, by linking this activity to the book we read the students are constructing
[their] own view of the world through reading (QEP, 2001, p. 75).

Competency 2 To write self-expressive, narrative and information-based texts

- The students responses will require them to integrate [their] knowledge of texts [the novel we
read] into writing. (p.83) The activity will further develop their abilities to read and write an opinion
based reflection.

Competency 3 To present his/her literacy in different media

- This activity requires the children to take on the role of a book critic, they may not directly
understand the exact causes and effects media has on society. However, this activity does touch
upon the idea that their review will influence others decision on whether to read the novel or not.
Therefore, they are being introduced to the production process in order to communicate for
specific purposes to a specific audience (p.92). In other words, they are writing their critiques
with an intended audience as well as an intended mood in mind. They may be trying to influence
their reader to purchase/read the book or they may be trying to convince them the opposite. This
means, that they will also be developing their abilities to write persuasively in order to capture the
attention of their intended audience.

Competency 4 To use language to communicate and learn

- When discussing the novel before and after we complete the activity the students will share their
opinions/point of view in relation to the novel (did they enjoy it or not and why?) They will likely
have different feelings about the novel, by opening up a discussion the students should be
listening and thinking about their peers comments.

Cross Curricular Competencies

Competency 3 -To exercise critical judgment

- The students will be forming an opinion on the class novel we finished reading. When critiquing
the book, they will be building on their abilities to justify [their] position with reasons (p.21)
Following the activity we will discuss and share the critiques the students came up with essentially
comparing [their] opinion with those of others.

Competency 4 To use creativity

- The class will be given instructions to critique the book; however, they may also include a review
that will entice future readers. This allows students to opportunity to be creative with the sentence
limit. They are given the freedom to express [their] ideas in new [and different] ways. (p.23)
Competency 5 To adopt effective work methods
- The written portion of the activity allows for creativity and gives the students to use [their]
imagination. (p.27) Based on the instructions given, the students will adjust their working
methods accordingly in order to use the allocated time appropriately to ensure that their critique is
complete by the end of the allotted time. As the proceed with their work, they will be able to see
which working methods were effective or not.

Competency 7 To construct his/her identity

- By critiquing the novel, we read as a class and expressing their own stance on what they thought
about the book will help increase students confidence to express themselves. Furthermore, this
activity allows them to define his/her opinions and choices. The large majority of the activity will
be completed individually, therefore, the students will be given a chance to display increasing
autonomy and independence. (p.33)

Competency 8 To cooperate with others

- The critiques are to be completed individually; however, there may be times where the students
do need to cooperate with their classmates. For example, when discussing students thoughts on
the novel, they will recognize that their peers may have a different opinion and should listen
and be open to differences. [As well as] adapt his/her behavior [accordingly]. Each student will be
expected to actively participate in the classroom discussions while displaying a positive and
cooperative attitude.

Competency 9 To communicate appropriately

- During class discussions, the students are to observe the appropriate conventions for the mode
of communication used. In other words, they need to express themselves clearly while using
appropriate vocabulary. (p.39)

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.

11:40 am 12:15 pm Development:

When the instructions/expectations have been sorted through and explained,
the students will be given the remainder of the class to write their critiques.
Their statements must include the following:
 The students will be asked to complete a rough draft of their critique, once it
has been corrected they can complete their final version. As the students
complete their final copies, they will come up to the front of the class to glue
their review on our class poster.

12:15 pm 12:25 pm Conclusion:

To close the activity, I will ask students to share what they wrote, so we will be
discussing the similarities and differences of what everyone wrote.
- As a class, we will tally up the star ratings each student gave the novel
and colour in the number of corresponding starts on our poster board

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.

PROFESSIONAL Competency 1 To act as a professional inheritor, critic, and interpreter of

COMPETENCIES knowledge or culture when teaching students
- This activity requires the students to step into the role of the book critic
ADDRESSED:
to formulate a critique on the class novel we finished reading. This
 encourages the students to broaden their self-awareness and the
awareness of others.

Competency 2 To communicate in the language of instruction, both orally

and in writing, using correct grammar, in various contexts related to teaching
- I will be using appropriate language and vocabulary when speaking to
the students. In addition, I have reviewed any sheets/content being
presented to the students in order to ensure they are properly written.

Competency 5 To evaluate student progress in learning the subject content

and mastering the related competencies
- The students checklists, rough copies, and the final critiques will be
collected at the end of the lesson for further review and evaluation. After
reviewing the students work, I will be able to gage which students are
still are able to express their opinions clearly and are able to back up
their position. The checklist I create will help me identify their strengths
and weaknesses for future adaptations in my teaching.

Competency 6 To plan, organize, and supervise a class in such a way to

promote students learning and social development
- I will be circulating the classroom to ensure that all the groups are on
task. In addition, I will be using the classroom management techniques
my CT and I have in place. In other words, I will be using our bell and
one, two, three procedure to capture the students attentions should I
need to announce or inform them of something. In addition, Class Dojo
will be used to reward students who are on task.

Competency 8 To integrate information and communicates technologies

(ICT) in the preparation and delivery of teaching/learning activities and fro
instructional management and professional development purposes
- I will be using the Smart Board to display the instructions and examples
for the activity.

Competency 10 To cooperate with members of the teaching team in carrying

out tasks involving the development and evaluation of the competencies
targeted on the programs of study, taking into account the students concerned
- When creating my lesson, I consulted with my CT for feedback. From
there, I would be able to adjust my lesson accordingly.

Competency 12 To demonstrate ethical and responsible professional

behavior in the performance of his or her duties
- By circulating the classroom and engaging/speaking with the groups as
they work I will be providing students with appropriate attention and
support. Action will be taken based on each childs character and
needs.
Student Checklist:

Ask yourself these questions Put a check

while you are writing your critic. mark in the box
for every aspect
you included.
Did I give my opinion?

Did I justify my opinion (back up

my stance)?
Did I write my rough draft?

Does my rough copy have 4-5

sentences?
Did I read over my critique to
check for spelling and grammar
mistakes?
Did I give the book a rating out
of five?

Did I show my teacher my rough

copy before I started my final
draft?
Did I re-read my final copy after
I finished it?
 My Checklist/Rubric:

Point of View Creativity Organization/Spelling

Is able to formulate an opinion and Is able to express Adjustments on their final

justify their point of view. Their themselves clearly and
critique clearly reflects their stance. creatively in writing. Their
ideas are organized and
flow.
copy have been made
(spelling, grammar, and
punctuation)
Used the checklist
appropriately.

/5 /5 /5
Comments:

Total: /15