Grade 9 English Language Arts Lesson Miss Emily Brown

50 minute Lesson Plan: Intro to Critical Thinking in Essay Writing Date: October 2nd, 2016

Materials/Resources NeededIPod and player with song I Get Knocked Down, SmartBoard, essay sample, jump-drive, computer, pen and paper, short story Touching Bottom (handouts)

Objectives 1-3 minutes

ICT’s General Outcome English P1: Students will compose, revise and edit text.

Subject based outcomes:

1) 1.1 Discover and Explore Specific Outcome: talk with others and experience a variety of oral, print and other media texts to explore, develop and justify own opinions and points of view

2) 2.1 Use Strategies and Cues Specific Outcome: identify explicit and implicit ideas and information in texts; listen and respond to various interpretations of the same text

Time

5-10 minutes

Anticipatory Set

1)Get student’s juices flowing by playing Chumbawumba’s song, I Get Knocked Down, on iPod player. Ask students to think about the meaning behind the song and jot down any and every thought that comes to mind on a piece of paper.

2)Help students by giving word clues like epiphany, self-motivation, self-identity, perseverance, independence etc.

3)Find out where students are in writing.

4)Share ideas and insights on the SmartBoard.

Teaching Cues

Have students remove distractions such as cell phones and non-English class related material.

“Eyes up front please.”

Checking for Understanding

Rally Robin: Turn to your neighbour and share 2 things on your list

Emily Brown 000270896 March 21st, 2012

Time

15-20 minutes

Input & Model

1) Read Kari Strutt’s short story Touching Bottom individually. Have students write down thoughts and insights as they read.

2)Now that students are thinking more critically, read Touching Bottom as a class. Point out symbolism and hidden meanings as you read. (Write in symbolism directly on text on SmartBoard, underline, circle use different colored markers etc)

3) Encourage students to share any insights and get a feel for what the short story is actually about.

Experiential type of instruction

Use skills from previously read materials and life experiences to relate to one of the characters in the story. Try and really put yourself in their shoes and write an insightful paragraph or rant.

Check for Understanding

(When short story has been read)Rally Robin: With the 3-5 closest people sitting near you, discuss and share your ideas on what you think the main message is in Touching Bottom.

“Does anyone have any questions so far? Can I clarify anything?”

Time

8-12 minutes

Guided Practice

1) On the smart board, brain storm essay and writing topic ideas in web form with class.

2) Have students choose theme of their choice to write about. (Make sure students pick an appropriate topic to write about)

3) Circulate classroom, student by student to view progress and be available to help whenever needed.

4) Respond positively to every student contribution and thank the student for sharing

“Has everyone chosen a topic or main idea to write about?”

“Your ideas are looking great, let me know if you need assistance”

Time

5-10 minutes

Independent Practice Assign a critical writing assignment. Choice of writing styles: rant, paragraph, letter, poem, song short essay etc. It must be based on the short story read and analysed in class.

Critical writing sample must be must be typed on the computer, double spaced in Microsoft Word, 12 font size, name and date on left hand top corner.

Emily Brown 000270896 March 21st, 2012

Precautions

Students may use the web to research the short story for information only. No copying. Firmly explain copyright laws and the strict consequences of copyrighting. Enforce zero cheating tolerance policy.

Time

1-3minutes

Closure

1) Review main points and assignment expectations.

2) Remind students to relate with the character and bring in personal experiences and insights

Checking for Understanding

“Are there any last minute questions before we go?”

Assessment/Evaluation/ Comments

Ensure to get students excited about writing! Critical writing should be fun as well as educational and an organizational tool to shape thoughts, insights and information.

Authentic (performance-based) Assessment Provide clear and simple rubric for writing assignment. Evaluate work and understand writing in student’s point of view; what did the student gain out of this writing assignment (not only the grade, but what did they discover about themselves or about critical thinking).

Emily Brown 000270896 March 21st, 2012