writing a book review lesson plan

Book Review Writing Examples

Examples: learn from the efforts of others.

Learning how to write strong reviews takes time and not a little effort. Reading the reviews others have done can help you get a feel for the flow and flavor of reviews.

If I Never Forever Endeavor Review by Hayden, age 4, Southeast Michigan Mensa

This book was about a bird who didn't yet know how to fly.

The bird has to decide if it will try to fly, but it was not sure if it wants to. The bird thought, "If I never forever endeavor" then I won't ever learn. On one wing, he worries he might fail and on the other wing he thinks of how he may succeed. He worries that if he tries, he may get lost in the world. That makes him want to stay in his nest where he's safe.

I think this book would help other children to learn that trying new things can be scary, but sometimes when we try, we can find things that make us happy too. And this book will help others know that mistakes are okay and part of learning.

My favorite part is that the bird tried and learned that she could fly. I also liked that I read this book because it gave me a chance to talk to mom about making mistakes and how I don't like making them. Then I learned they are good and part of learning.

Boys and girls who are 3 to 8 years old would like this book because it teaches about trying a new thing and how it's important to get past being scared so you can learn new things.

I give the book 5 stars since I think it's important for other children to learn about courage.

Flesh & Blood So Cheap Review by Umar B., age 8, Central New Jersy Mensa

I liked this book. People who are interested in national disasters and US history as well as immigration will most probably be interested in reading this book.

Readers can gain knowledge of what it was like to work in New York City in the early 1900s. One of the things that was especially interesting was that there were no safety laws at work. Also, there was a big contrast between the rich and the poor. Some people may not like this book because it is very depressing, but it is an important event in history to remember.

This book was very well written. It has black and white photos along with descriptions of the photos. These photos give us a better idea of what people's lives were like. This book is suitable for 9-20 year olds.

I give this book 5 stars.

Galaxy Zach: Journey to Juno Review by Young Mensan Connor C., age 6, Boston Mensa

Journey To Juno is the second book of the Galaxy Zack series. It is just as good as the first one. It's awesome!

Zack joins the Sprockets Academy Explorers Club at school. They fly on a special trip to Juno, a new planet no one has ever visited. Zack gets paired up with Seth, the class bully, and that's dreadful but Zack is excited when he finds a huge galaxy gemmite. A gemmite that large had not been found in 100 years! Kids will love this book!

Boys and girls will both like it. It's an easy chapter book with pictures on every page. I love the illustrations. I think ages 6-8 would like this but younger kids would like the story being read to them.

My favorite parts are the galactic blast game (it is similar to baseball except there are robots playing), recess at Zack's school where everything is 3-D holographic images, the rainbow river in a crystal cave on Juno, and the galaxy gemmite that Zack finds on Juno. I also loved when a life-size holographic image of his Earth friend appears in Zack's room because he calls him on a hyperphone. I give this book one hundred stars! There is a "to be continued" at the end so you have to read the next book see what's in store. I can't wait to find out what happens!!!

I Capture the Castle Review by Lauren W., age 17, Mensa in Georgia

Dodie Smith's novel I Capture the Castle is a journey through the mind of a young writer as she attempts to chronicle her daily life. Seventeen-year-old Cassandra Mortmain has recently learned to speed-write, and she decides to work on her writing skills by describing the actions and conversations of those around her.

Cassandra lives in a fourteenth-century English castle with an interesting cast of characters: her beautiful older sister, Rose; her rather unsociable author father and his second wife, artist-model Topaz; Stephen, the garden boy; a cat and a bull terrier; and sometimes her brother Thomas when he is home from school. One fateful day they make the acquaintance of the Cotton family, including the two sons, and a web of tangled relationships ensues.

While I definitely recommend this book to other readers, I would recommend it to older teenagers, mainly because it will resonate better with them. The writing is tame enough that younger teens could also read it, but most of the characters are adults or on the verge of adulthood. Older readers would take the most from it since they can not only relate, but they may also better pick up on and appreciate Cassandra's sometimes subtle humor.

Over the course of the novel, Cassandra undergoes a definite transformation from child to mature young adult, even though it's only over the course of several months. I love that I could see into her mindset and read exactly what she was feeling when she thought out situations. Her thoughts flowed well and moved the book along very quickly.

Cassandra's narrative voice is wonderful. She is serious at times, but also very witty, which makes for an engaging read. It feels absolutely real, as though I'm reading someone's actual journal. Sometimes I forget that I am reading a story and not a real-life account. Her emotions and the dialogue are so genuine, and they are spot-on for a seventeen-year-old girl in her situation.

Cassandra has many wonderful insights on life, on topics ranging from writing to faith to matters of the heart. I personally have had some of the same thoughts as Cassandra, except Ms. Smith was able to put them into words.

Capture the Castle should be essential reading for aspiring writers, those looking for historical fiction or romance, or anyone who loves reading amazing classic books. Dodie Smith is an exceptional writer, and I Capture the Castle is a book that will never become obsolete.

Frankenstein's Cat Review by Zander H., age 12, Mid-America Mensa

I appreciated Frankenstein's Cat for its fascinating explanation about the often baffling subject of bioengineering and its sister sciences. Emily Anthes explains the many sides of today's modern technology, such as gene modification, cloning, pharmaceutical products (from the farm), prosthesis, animal tag and tracking and gene cryogenics. This book provides a well-rounded summary of these complicated sciences without being boring or simply factual. Her real world examples take us on a journey from the farm, to the pet store and then from the pharmacy to the frozen arc.

Have you ever wondered if the neighborhood cat is spying on you? Read about Operation Acoustic Kitty and find out if this feline fantasy fiction or fact. Do you think bugs are creepy? What about a zombified cyborg beetle? Is Fido so special that you want two of him? Money can buy you an almost exact copy of your pooch BUT don't expect the same personality. Emily Anthes makes you crave more information. She makes you want to know the future of Earth's flora and fauna, as well as humanity itself.

I would highly recommend this book to anyone who desires a guide to the future of biological science and technology. Frankenstein's Cat is best read by the light of a glow-in-the-dark fish, while cuddling your favorite cloned dog and drinking a glass of genetically modified milk.

About Marsupials Review by Connor C., age 6, Boston Mensa

About Marsupials is the title so the book is about...marsupials, of course. It's non-fiction. I really think everyone would like the book. I think someone who likes animals would especially like to read it.

The glossary of facts in the back of About Marsupials is the most useful part. I thought the most interesting parts were that some marsupials have their pouch at their back legs and one marsupial, the Yellow-footed Rock Wallaby, is very small but can jump 13 feet wide!

Kids in the 4-8 age range would like this book. Even though it's not a story book, 4 year olds would like the few words on each page and they would love the beautiful pictures. But older kids would like it because of all the facts in the back of the book. There's a lot of information for each animal. I think boys and girls (and parents) would enjoy reading it. This book is very interesting. I give it 4 stars.

Mapping the World Review by Umar A., age 10, Central New Jersey Mensa

Every day, people around the world use maps. Whether it is an airplane pilot or businessman, housewife or museum group, maps have always and will continue to provide useful information for all.

Mapping the World talks about the uses of maps, as well as how to differentiate between the type of map projection and type of map.

In this series, we travel to the past and learn about historical mapmakers, from Claudius Ptolemy (who stated the idea that the Earth is at the center of the universe) to Gerardus Mercator (who created one of the most widely used map projections) and more. This series goes into tremendous detail on the cartographer's life and maps. We then journey to the present era to learn about map projections and the diverse types of maps used today. You might ask, "What is the difference between the two? They sound the same to me." No map projection is perfect, because you cannot really flatten a sphere into a rectangle. An uncolored projection could be used in many ways. We could use it for population concentration, highways, land elevation, and so many other things!

For example, we could make a topographic map of the U.S., which shows land elevation. We could make it a colorful map that shows the amount of pollution in different areas, or it could be a population map, or it could even be a map that shows the 50 states, their capitals and borders! Our last step in this amazing excursion is the near future, where we see some hypothetical solutions as to what maps will be used for. Currently, we are working on better virtual map technology.

Now, scientists have been able to put maps on phones. Back in the early 1900s, people had to lug a lot of maps around to find your way from place to place, or just keep asking for directions. Now, all the information is on a phone or global positioning system (GPS). It is amazing how much maps have changed technology and the world in this century.

The Mapping the World 8-book set goes into amazing levels of detail. It is a long read, but it gives an immense range and amount of information that you would not find in any other book or series on maps. The flowing way the chapters and books are organized makes it easy to link passages from different books in this series together. Mapping the World is a treasure box, filled with the seeds of cartography. Collect and plant them, and you soon will have the fruits of cartography, beneficial to those who want to be cartographers. Use this series to the utmost, then the fruits of mapping will be sweet for all who endeavor to succeed in cartography.

This series of lessons was designed to meet the needs of gifted children for extension beyond the standard curriculum with the greatest ease of use for the educator. The lessons may be given to the students for individual self-guided work, or they may be taught in a classroom or a home-school setting. Assessment strategies and rubrics are included at the end of each section. The rubrics often include a column for "scholar points," which are invitations for students to extend their efforts beyond that which is required, incorporating creativity or higher level technical skills.

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Books, study tips, new features, and more—from your favorite literature experts.

• How To Series

How to Write a Book Review in 7 Steps

Book reviews are a great way to connect with fellow bibliophiles. A well-written review can help you discover new books, find bookish communities, and spark cultural conversations. When writing a book review, you want to share what you felt about a particular work—why you liked or disliked it—without spoiling it for future readers. Ultimately, the goal of writing a book review is to help readers decide whether to read the book themselves.

Let’s take a look at seven steps to help you write a reliable book review.

1. Read the Book

How can you write a review of a book you’ve never read? Alternatively, why would someone want to read a review by someone who has never read the book? The first and arguably most important first step to writing a book review is to read the entire book. Be attentive to your reading experience and note what captured or lost your attention.

2. Take Notes

Once you’ve finished reading the book, go back and take brief, purposeful notes. What are the major events of the book and what were their effects on you as a reader?

Here are some guidelines that can help lay the foundation for your review:

• Explain how the book as a whole affected you.
• Explain how the author evokes an emotional response.
• Explain the relationship between form and content.
• Explain the function of each character in the novel.
• Explain the characters’ relationships to one another.

3. Summarize the Book

All book reviews should include some kind of summary. You’ll want to inform readers of what the book is about without giving too much away. To accomplish this, here are some things to include in your summary:

• How is it categorized by the publisher?
• How is the book structured?
• Who is the target audience?

4. Form an Opinion

Your opinion is the crux of your book review. Be specific! Don’t just say if the book was good or bad, but explain why . Support your opinion with specific examples from the text and move from passing judgement to a thorough explanation.

5. Contextualize the Book

You can often obtain this information from looking at the book’s cover and introduction. Otherwise, you may need to do a little research. Spend some time relating this book to similar works by the author or from the same genre to further your explanation and judgement of it.

Some important questions to consider include:

• What genre does the book fall into?
• Is it the first of its kind or an imitation?
• Is this the author’s first book or fifteenth?

6. Avoid Spoilers

Please, for the love of literature, don’t ruin the book for others. A good book review does not give away the book’s plot twists or endings but piques the interest of future readers. If you absolutely have to give something away about the book, at least mark your review with a fair warning.

7. Review Your Review!

Hooray! You’ve finished writing your review. Now’s the time to step back and revisit your work. You may have to edit your review to add or remove details. Here are some questions to ask during your revisions:

• Did you explain every major aspect of the book?
• What was your target audience?
• Did you write this for a class with specific criteria—or for a fan magazine whose audience already knows this type of book well?
• Did you make a clear claim about your opinion of the book? Do you support your claim with evidence?

For a more in-depth review on how to write a book review, visit eNotes’ How To Series .

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#4299. Book Reviewer

Lesson Plan Title: Book Reviewer Concept / Topic To Teach: Understand and comprehend as they read a book. The student will be able to write and understand how to do a basic book review. Standards Addressed: 3.4 The student will use strategies to read a variety of fiction and nonfiction materials. a) Preview and use text formats. b) Set a purpose for reading. c) Apply meaning clues, language structure, and phonetic strategies. d) Use context to clarify meaning of unfamiliar words. e) Read fiction and nonfiction fluently and accurately. f) Reread and self-correct when necessary. General Goal(s): Reading and Book Reviews The student will read a book of their choice. They will then learn how to use and complete a book reviewer worksheet so that other students who want to find out what the book is about can go to this work sheet and know what it is about. Specific Objectives: The student will use strategies to read a variety of fiction and nonfiction materials. g) Preview and use text formats. h) Set a purpose for reading. i) Apply meaning clues, language structure, and phonetic strategies. j) Apply these skills in a book review for a fellow student. Required Materials: � A book that the student/s have read. � Pencil � Clip Board � Book Reviewer Paper � Sheet Protector Anticipatory Set (Lead-In): � Read Book: Annie's Pet by: Barbara Brenner � Ask students questions to spark their interest such as: 1) What was Annie looking to buy in the story? 2) How much money did she have in order to buy the pet that she wanted? 3) What item did she buy that was not a very good choice? 4) What two animals did Annie want to buy, but were not for sale? 5) What kind of pet did she get in the end? � Have students go back to their own desks and re-read the book they chose. � Have them come up with 5 questions that they could ask about the story and write them down on a separate sheet of paper. Step-By-Step Procedures: 1. Read Annie's Pet to all students on the carpet and show them how to write out their questions using chart paper. 2. Students will go back to their seats and re-read the story that they chose to do a book review on. 3. The students will then write down at least 5 questions on a piece of paper and answer them. They will be using this in order to do the book review as a tool to remember what happened in the story. 4. Once the students are done with their questions they will get a clip board with the Book Reviewer worksheet on it and start filling it out and drawing pictures in where they are needed. 5. We will come together on the carpet once everything is filled out and completed and briefly share what their book was about. 6. The students will then put their finished book review in a sheet protector and then into a binder where any student could look it up to find out what that particular book is about.  Kinesthetic Learners: They will be able to share what their book was about by showing what they book looks like.  Visual Learners: As I go along with the lesson I will model everything as I go. For example, with the book reviewer worksheet I will make a transparency of the worksheet so that they will know how to fill it out. Plan For Independent Practice: Have the students come up with the questions and write them down on their own. They will also be picking a book of their choice on their own. Closure (Reflect Anticipatory Set): � Students will come together and share a little bit about their story and review. � Students will talk about how the assignment went. � I will share my book Annie's Pet and my entire review of this book. Assessment Based On Objectives: � The student will pick a book on their reading level. � They will write at least 5 questions about the book. � The student will fill out a Book Reviewer sheet and turn it in with the sheet protector (given by teacher). Adaptations (For Students With Learning Disabilities): � Help them pick out a good book for that student. � Help them come up with 5 questions. � Help them fill out their Book Reviewer sheet so that they can share their sheet with their fellow classmates. Extensions (For Gifted Students): I would have these students do a compare and contrast book review with two different books. Possible Connections To Other Subjects: Reading comprehension (compare and contrast), Use of Grammar (when writing review), Good citizens (having to share information with other).

The Children's Picture Book Project

• Resources & Preparation
• Instructional Plan
• Related Resources

In this lesson students plan, write, illustrate, and publish their own children's picture books. First, students review illustrated children's books to gain an understanding of the creative process and the elements that help make a children's book successful. Next, students use graphic organizers to brainstorm ideas for the character, setting, and conflict of their own stories. Students then pitch their stories to their peers and use peer feedback as they develop their stories. Students create storyboards to plan the relationship between the illustrations and text. Finally, students use a variety of methods to bind their books in an attractive manner and present their books to their peers.

Featured Resources

Children's Book Review Guide : This handout contains instructions and guidelines for reviewing a children's picture book.

Story Map : Use this online tool to analyze the character, conflict, and setting of a picture book.

Plot Diagram : Students can use this online tool to plan the plot of their children's picture book.

From Theory to Practice

Diana Mitchell explains why lesson plans that focus on children's literature are so successful in the classroom: "When picture books appear in a secondary classroom, students behave differently. They paw over the books, oohing and aahing at the illustrations, the colors, and the topics. Enthusiasm creeps into their talk. They become unabashedly interested in the books . . ." (86-87) Mitchell explains that eventually students question why they are being asked to work with "baby" books, but she asserts that these texts are useful tools in the classroom because they build literacy skills and excitement simultaneously. As she concludes, "Since this is one genre accessible to all of our students, the payoff in terms of what they learn is usually great." Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
• Recommended Children's Picture Books  
• Children's Book Review Guide  
• Plot Pitch Template  
• Brainstorming the Conflict  
• Tips for Writing a Children's Picture Storybook  
• Publishing Tips  
• Grading Rubric for the Children's Picture Storybook

Preparation

• Ask students to bring in their favorite illustrated children's book from childhood for the first session.  
• Gather enough copies of illustrated children's books for each student in your class. Use the books students brought in or check out multiple copies of illustrated children's books from the public library. It is important, however, that you select only acclaimed picture books that have been proven to be successful with young children. Refer to the Recommended Children's Picture Books list to identify books to use for this activity.  
• Make copies of the handouts that are used in the lesson.  
• Test the Story Map and Plot Diagram interactives on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

• plan, write, illustrate, and publish their own children's picture books.  
• analyze and evaluate a work of literature.  
• participate in a review of a story written by a peer.  
• use literary devices in an original work of fiction.

Session One: Favorite Book Presentations

• Arrange students into groups of three members each.  
• Have group members take turns reading their favorite picture books out loud to the other two group members.  
• After reading the book, each reader should share three reasons why the book is their favorite from childhood.  
• After the reading of each book ask group members to share concrete examples of how the book was or was not effective in each of the following three areas: plot, characterization, and illustrations.  
• Encourage students to develop their own guidelines for the characteristics of effective plots, characterization, and illustrations.  
• Gather the class and review students' findings, noting the details on chart paper or the board. Save this information for later reference, as students compose their own books.

Session Two: Book Reviews

• Review the guidelines that the groups compiled as they reviewed their favorite books in the previous session.  
• Pass out the Children's Book Review Guide and additional books for students to review.  
• Ask students to review a children's book and explore the general characteristics of children's books.  
• If possible, move students to a larger area or a location where they can read the books out loud to themselves.  
• After students have completed the review, return to the classroom and arrange the class in groups of three.  
• Have students to identify the similarities among all of the books reviewed in the group.  
• Gather the class, and have groups share their findings, comparing the results to the list from the previous session.  
• Note the details as students share to create a revised list that the class can consult while writing their own texts.

Session Three: "I Remember" Journal Entry

• Explain the writing project that students will complete: composing the text and illustrations for their own children's picture books.  
• Share the Grading Rubric and discuss the expectations for the activity. Answer any questions that students have.  
• Ask students to brainstorm themes that they noticed in several of the books.  
• Acceptance of others  
• Concern of family dynamics  
• Physical growth (especially size)  
• Fear of the unknown
• Once the class has compiled a list of several themes, review the list and make any additions or revisions.  
• Ask students to hypothesize why these themes resonate with young listeners, encouraging students to share any connections that they recall to the texts or to their own experiences.  
• Have students describe the memory as a journal entry. Encourage students to address all five of the senses when recounting their memory.  
• Explain that the memory does not have to be complete. If desired, encourage students to imagine or make up details that they cannot remember.  
• If additional time is needed, have students complete their journal entries for homework.

Session Four: Brainstorming Sessions

• Ask volunteers to share summaries of their memories from their journals.  
• After each volunteer reads, connect the memories to the themes from the previous session.  
• Remind students of the expectations of the assignment using the Grading Rubric .  
• Overview the steps that students will follow: gathering details about their stories, developing plots, storyboarding, writing and illustrating, and then publishing the book.  
• Explain that during this session, students will expand on the information from their memory journal entries by brainstorming additional details.  
• character map  
• conflict map  
• resolution map  
• setting map  
• Read through the Tips for Writing a Children's Picture Storybook handout and compare the observations to the books that students have read. Add or revise the guidelines as appropriate based on students' experiences with picture books. Have students complete the Brainstorming the Conflict chart to test out potential conflicts by identifying the complications that would or could result from attempting to solve them. Encourage students to discuss their findings with one another as they work.

Session Five: Developing a "Plot Pitch"

• Allow time for volunteers to share their work from the previous session with the class. Make connections to the class list of characteristics of effective plots, characterization, and illustrations as appropriate.  
• Distribute the Plot Pitch Template , and have students follow the information on the sheet to develop the basic layout and details of their stories.  
• Encourage collaboration and sharing as students develop their ideas. Circulate through the room, providing support and feedback during this work time.  
• Once the basic templates are complete, have students graph their plots using the ReadWriteThink interactive Plot Diagram .  
• If time allows, have students draw a sketch of their main character and the setting in which the story takes place. Encourage students to use colors in their sketches as well as labels that identify certain characteristics or details that might be revealed through the text of the story.

Session Six: Pitching the Plot

• Review the activities that the class has completed so far and the expectations for the project. Answer any questions.  
• Arrange the class in pairs and have partners present their "plot pitch" to their each other.  
• Ask students to answer the questions included on the Plot Pitch Template to provide written feedback to their partners.  
• If time allows, students can exchange their work with more than one partner.  
• Have students review the responses and add details or revisions to their work so far in the time remaining. Alternately, have students continue their work for homework.

Session Seven: Storyboards

• Have students prepare storyboard pages by dividing several 8.5 x 11 sheets of paper into four to six boxes. Suggest folding the sheets to create the lines easily. There should be enough boxes to represent each page of the book as well as the cover.  
• Ask students to use only one side of the paper so that all thumbnails on the storyboard can be seen at once.  
• Have students to sketch the illustrations and text for each page and the cover in a pane of the storyboard. The students' goal should be to create a balance of text and illustrations that tell their story.  
• Remind students that these are rough sketches, not their final illustrations. Getting the idea across is the goal.  
• Encourage students to experiment with the location, size, and amount of text and illustrations on each page.  
• Once students have completed their storyboards, arrange the class in pairs or threes to discuss the planned layout for the books.

Session Eight: Producing the Book

• Review the expectations for the assignment using the Grading Rubric .  
• Provide an overview of the publishing techniques that are available, using the information on the Publishing Tips handout and the Websites listed in the Resource s section.  
• Allow students to continue their work on their pages, writing and illustrating during this session.  
• Station yourself near the materials for binding the books. Provide help with the bookbinding process as students reach this stage.  
• As the books are completed, encourage students to read their stories to one another as a whole class or in small groups.  
• Allow more than one session for this final publication work if appropriate.

Arrange to visit a Pre-K, Kindergarten, or 1st grade class, and have your students read their books to the students. Select the best 5 to 8 books submitted. Divide students into groups of three and assign the following tasks to be completed during the visit: reader, page-turner, and master of ceremonies. Each group can also develop short skits, costumes, or other visual props to enhance the quality of their presentations.

Student Assessment / Reflections

• Informally assess students’ participation in group and brainstorming sessions, book presentations, and journal writing.  
• Use the Grading Rubric to evaluate students’ picture books.  
• Rely on the informal feedback from younger listeners to the stories to provide additional assessment if you complete the extension.
• Calendar Activities
• Student Interactives

The Story Map interactive is designed to assist students in prewriting and postreading activities by focusing on the key elements of character, setting, conflict, and resolution.

The Plot Diagram is an organizational tool focusing on a pyramid or triangular shape, which is used to map the events in a story. This mapping of plot structure allows readers and writers to visualize the key features of stories.

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Introducing TeachCatalystAI

TeachCatalystAI is a professional teaching assistant tool designed to help teachers create lesson plan, teaching materials, and many more with ease. Our AI-powered tool will help you streamline your classroom management, making it easier to keep track of students, assignments, and behavior. Our AI-powered tools and templates are great and configured to make you effective in teaching.

Tips for Creating Lesson Objectives

Creating effective lesson objectives is a crucial part of educational planning that significantly impacts student engagement and learning outcomes. Utilizing the SMART criteria —Specific, Measurable, Achievable, Relevant, and Time-bound—educators can formulate objectives that clarify expectations and enhance assessment practices.

Understanding the target audience and aligning objectives with educational standards are also vital steps that are often missed. As we examine these strategies in more detail, it becomes clear that the subtleties of crafting objectives can greatly influence the classroom environment.

Educators should consider various factors, such as student interests, learning styles, and available resources, to optimize their effectiveness in lesson planning .

Understand Your Audience

Understanding your audience is crucial for effectively developing lesson objectives . Gaining insight into student demographics allows educators to adjust their instructional strategies to accommodate the diverse needs of their learners. Recognizing aspects such as age, cultural background, and prior knowledge leads to a more responsive teaching approach, which ensures that all students feel valued and included.

Moreover, acknowledging different learning preferences plays a significant role in enhancing the educational experience. Some students excel in collaborative settings, while others thrive with independent work or hands-on activities. Identifying these preferences enables educators to design lesson objectives that cater to various learning styles, which fosters engagement and motivation among students.

Use SMART Criteria

One effective method for crafting clear and achievable lesson objectives is to apply the SMART criteria, which stands for Specific, Measurable, Achievable, Relevant, and Time-bound. This structured approach ensures that your objectives are not only well-defined but also actionable, fostering meaningful learning experiences for your students.

Integrating effective social-emotional learning strategies can enhance the clarity and relevance of your lesson objectives by linking them to students’ emotional and social development.

Focus on Measurable Outcomes

Measurable outcomes play a crucial role in developing lesson objectives, as they establish a clear framework for assessing student progress and achievement. Focusing on measurable indicators enables educators to formulate objectives that support outcome-based assessment, leading to a more organized approach to teaching and learning.

Establishing measurable outcomes ensures that both educators and students have a clear understanding of expectations and success criteria. This clarity supports targeted instruction and allows for effective evaluation of student performance, ultimately enhancing the overall learning experience.

Align With Standards

Aligning lesson objectives with established standards is vital for effective teaching . Understanding the required standards and integrating relevant frameworks enables educators to ensure that their objectives fulfill educational expectations . This alignment fosters clear objectives that set expectations for students and guide lesson planning.

Using tools such as rubrics aligned with the standards can help in measuring student progress effectively. This approach not only enhances lesson planning but also contributes significantly to the overall learning experience, making it more relevant and impactful for students.

Understand Required Standards

Here are some significant points to consider when understanding required standards:

Understanding these standards not only supports effective lesson planning but also promotes a structured approach to teaching that benefits both educators and students.

Integrate Relevant Frameworks

Integrating relevant frameworks is crucial for ensuring that lesson objectives align with established standards , thereby enhancing the overall educational experience . The process begins with a clear understanding of the specific standards that dictate educational goals. Careful selection of frameworks that align with these standards allows educators to ensure that lesson objectives are not only pertinent but also effective.

The next phase involves integrating the selected frameworks into lesson plans in a seamless manner. This integration ensures that the frameworks align with both educational objectives and assessment strategies, resulting in a cohesive learning experience .

Assess Learning Outcomes

This approach not only enhances the educational experience but also promotes accountability and supports student growth, making it a vital aspect of teaching and learning.

Keep It Clear and Concise

The importance of clear and concise lesson objectives can be demonstrated through the following table:

Review and Revise Regularly

Moreover, establishing clear learning objectives enhances alignment with assessments and boosts student engagement. To support this ongoing development, consider the following strategies:

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William Shakespeare Biography Writing Unit | Year 3 or Year 4

Subject: English

Age range: 7-11

Resource type: Unit of work

Last updated

27 August 2024

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A four-lesson biography project about the life of English playwright, William Shakespeare. The NO PREP unit has been split into four separate lessons and is perfect for students in Year 3 or Year 4. Students will learn about the famous figure whilst working on their comprehension skills and developing their creative writing.

Included in this PDF printable resource:

• Three fact sheets which students need to cut out and sort into paragraphs
• Writing templates for four draft paragraphs
• Two prompt sheets for students to write their introduction and conclusion
• A template for students to write up their neat biography text
• A crossword puzzle and wordsearch activity to consolidate learning

If you would like to add another lesson, download the William Shakespeare Close Reading Activity. This would give the students more background knowledge before they start writing the biography.

⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻

This resource is great for:

• In class learning
• Independent work
• Creative writing sessions
• Assessment practice
• Emergency sub plans

The first lesson is interactive and involves students cutting out facts, and then sorting these facts into paragraphs. In the second lesson the students need to use these facts to write four paragraphs. Then, in the third lesson children need to choose the most important facts and include these in an introduction; after this they need to answer several questions on a prompt sheet before writing up their conclusion. In the final lesson students need to check their draft paragraphs for mistakes before writing up their work on to a neat copy on the template provided.

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Please check out my store, Creative Primary Literacy , for more resources.

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Get this resource as part of a bundle and save up to 45%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

LKS2 Emergency Substitution Plans | William Shakespeare Bundle

These easy to use, no prep, substitution plans give you an ideal back up plan to have ready in your classroom just in case. The bundle contains six reading comprehension activities about Shakespeare and five of his famous plays, a biography writing unit, and an opinion writing unit about which play is his greatest. Ideal for emergency sub plans in Year 5 or Year 6. 14 Lessons, or 14 hours of activities, with NO PREP needed! ⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻ Firstly, there are six reading comprehension activities, or informational texts, about: * William Shakespeare * Macbeth * Hamlet * Romeo & Juliet * A Midsummer Night's Dream * Richard III These activities require NO PREP and have a body of text that students need to read through thoroughly; then they can use the text to find the comprehension and grammar answers. All texts then have an extension activity, crossword puzzle and wordsearch for those fast finishers. Answers, for teacher use, are on the final page of each document. Then, there is a biography writing unit about William Shakespeare and an opinion writing unit discussing which play is his greatest. The units have been split into three or four separate lessons which will take students approximately 40-50 minutes each. Good luck, I hope you find the resource useful! ⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚ For more great resources follow my store ⇉⇉ [CLICK HERE](https://www.tes.com/teaching-resources/shop/CreativePrimaryLit)

Year 3 or Year 4 William Shakespeare Mega Bundle of Play Scripts & Activities

This bundle contains four play scripts: A Midsummer Night's Dream, Macbeth, Hamlet and Richard III. It also contains six reading comprehension activities; a biography writing unit about William Shakespeare and a discussion based writing unit about which play was his greatest. ⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻⎻ The six reading comprehension activities, or reading comprehension activities, are about: * The Life of William Shakespeare * Macbeth * Hamlet * Romeo & Juliet * Richard III * A Midsummer Night's Dream These activities require NO PREP and have a body of text that students need to read through thoroughly; then they can use the text to find the comprehension and grammar answers. All texts then have an extension activity, crossword puzzle and wordsearch for those fast finishers. Answers, for teacher use, are on the final page of each document. Secondly, there is a biography writing unit about William Shakespeare. The unit has been split into four separate lessons which will take students approximately 40-50 minutes each. Finally, there is a discussion based writing unit discussing which play is his greatest - Romeo & Juliet, Macbeth or Hamlet. The unit has been split into four separate lessons which will take students approximately 40-50 minutes each. ⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚⏚ For more great resources check out my store ⇉⇉ [CLICK HERE](https://www.tes.com/teaching-resources/shop/CreativePrimaryLit)

LKS2 Literacy - William Shakespeare Reading Comprehension & Biography Bundle

Two great activities that would span five lessons about the the famous English playwright, William Shakespeare. The activities follow his early life and family, his life work, and his death and legacy. Perfect for students studying Hamlet, Macbeth or Romeo and Juliet in Year 3 or Year 4. NO PREP is needed! Firstly, there is a reading comprehension activity - children need to read through an informational text, and then answer comprehension and grammar questions, before completing an extension activity. Secondly, there is a biography writing unit. The unit has been split into four separate lessons which will take students approximately 40-50 minutes each. Ideal for students learning about World History, or for Book Week activities. Good luck, I hope you get some great results! We specialize in play scripts, we have a William Shakespeare collection with Richard III, Macbeth and Hamlet. We also have a good selection of Christmas play scripts including Elf, The Santa Clause and A Christmas Carol. For more great activities check out [Creative Primary Literacy](https://www.tes.com/teaching-resources/shop/Irvine109)!

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