Lesson Plan : Evaluation of a Story
Teacher Name: | Mrs. EM Hume |
Grade: | Grade 9-10 |
Subject: | Language Arts |
Topic: | Writing a story evaluation. |
Content: | Literature, Writing |
Goals: | Students will know, understand and be able to: the purpose of story evaluation the writing process write an effective story evaluation piece. |
Objectives: | Students will write a story evaluation that: convinces the read that the writer is well qualified to make trustwrothy judgement demonstrates writer's detailed knowledge of the story and standards for judging stories clearly states writer's judgement and reaction and dinstinguishes between the two provides a number of reasons for the writer's evaluation and reaction uses detailed references to the story and quotations from teh story as convincing support has strong, well roganzized paragraphs contains varied vocabulary and sentence structure has few, if any mechanical errors. |
Materials: | Computer, projector, copies of example story and/or example to project. |
Introduction: | We all have opinions that we want others to respect correct? Does anyone not have an opinion? (In general). As we get older more of our communication changes to written communication rather than verbal communication, because we have less time to stop to chat with our friends, colleagues, etc. Therefore it is important to be able to express our opinions in writing. It is also improtant to exrpess that opinion in a way that people will respect, even if they have a differing opinion. We are going to start this process by evaluating a story as a class. |
Development: | Hand out copies of the story for students to read, choose a story that will really get students fired up! Give students time to read or have a student read aloud. Project the story so students can discuss without having to look down. Q&A What is your opinion of this piece? Let students share their opinion. OK I'm going to pick on you one at a time now. Have one student who expressed an opinion stand up. (If the student has trouble with a question they can "yeild the floor" to a friend. "If you need help answering any of my questions you can say 'I yield the floor to ______' and they can take the floor to answer on your behave. Why should we care what your opinion is? Why should I trust your judgement? What makes you an authority worth listening to? What are your reasons for holding this opinion? What in the story supports your argument? Repeat this process with a few other students to reinforce the process. |
Practice: | The questions that I have just posed to you are the same questions you need to pose to yourself when you are writing and to your peers when you are peer editing these writing. You also need to ask yourself what criteria you will use to evaluate the story. This could be any number of things. Can anyone think of a good example? Good criterion should be measurable, but often times in literature it does not have to be a concrete criteron. Let's read one of the examples in your Writing Curriculum guide and score the example using the AVID Rubric. |
Accommodations: | |
Checking For Understanding: | Revising process Peer Editing process |
Closure: | |
Evaluation: | AVID Rubric |
Teacher Reflections: |
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