Language Arts Lesson

Book Club

February 13, 2002

3^rd Grade

 

OBJECTIVES/GOALS

State Objectives:

• ELA.1 All students will read and comprehend general and technical material.
• ELA.2 All students will demonstrate the ability to write clear and grammatically correct sentences, paragraphs, and compositions.
• ELA.7 All students will demonstrate, analyze, and reflect upon the skills and processes used to communicate through listening, speaking, reading, viewing, and writing.

Goals:

• Students will write a critique of Ramona the Pest
• Students will discuss their critiques of the book

 

MATERIALS

• Ramona the Pest book by Beverly Cleary
• Book critique form
• Response log/journal
• Chart board

 

OPENING

• Students will discuss the final chapter of the book in review of the previous lesson

 

PROCEDURES

• Teacher will discuss what a book critique is with the students.  Teacher will talk about writing about both the positives and the negatives of the book.
• Teacher will ask for examples from the students that they liked about the book and list them on a chart.  Ask students to provide reasons for their answers.
• Teacher will ask students to brainstorm things that they didn’t like about the book and list them on the chart.  Ask students to provide reasons for their answers.
• Students will use the book critique planning sheet to plan both things that they liked as well as what they disliked and their reasons.
• Teacher will go through student sheets with each student individually and okay them to proceed.

 

ASSESSMENT

• Students will write the final critique on writing paper.  Teacher will read over and check for content and grammar.  They must also include reasons for each.

 

CLOSING

• Teacher will have students share in small groups (3-4 students) what they wrote about.

 

ADAPTATIONS

• ESL students could work with other students on their critiques.
• Gifted students could complete a book critique for the other Ramona book they are reading for the author study, and then compare the two books.
• Special education students could dictate their thoughts to the teacher.