ATLP UbD/I LESSON PLAN TEMPLATE

Grade Level: 9-12

Period(s): N/A

Duration: 1hr.

Unit Title: Intro to Critique

Lesson Title (Topic): What Do Critiques Look Like? Part II: Reading & Analyzing
Existing Critiques
Stage 1 Desired Results
Lesson Context (Describe the content of this lesson and how it logically fits
between the previous lesson and the next lesson.):
In the last lesson, students learned what a critique looks like by watching a
performance and reading a critique of that performance.
In this lesson, students will analyze existing critiques for things such as positive
language, effectiveness, and organization.
In the next lesson, students will continue to analyze by reading existing critiques
and beginning to understand what makes them effective.
Common Core State Standards/ NM State/National Standards Addressed (Include a
full citation + the text or paraphrase of the text.):
Observe, discuss, analyze, and make critical judgements about artistic works. (NM
Music 9-12: 5.)
Use appropriate terminology to discuss responses and reactions to particular
musical works. (NM Music 9-12: 5B.)
Topical Enduring Understanding(s) and Essential Question(s)
EU: Analyzing existing critiques makes students own critiques stronger and better
organized.
EQ: Why is it important to analyze the effectiveness and organization of critiques?

Learning Objectives(s) [1-3 objectives/lesson; Cognitive Verb + Explicit, Measurable

Student Performance]:
Students will read a critique and analyze its written organization and
effectiveness via a written assessment.
Key Knowledge (Students will
know.e.g., facts, truths, contained in
the head):

Key Skills (Students will [do].e.g.,

done with the hand ):

-basic writing/organization skills

-relevant vocabulary

-analyze existing critiques based on

their organization and effectiveness

Planning Pyramid Levels

ALL students will understand how analyzing existing critiques makes students
own critiques stronger and better organized.
MOST students will analyze existing critiques based on their organization and
effectiveness.
SOME students will apply the basic principles of critique, so that in the long run,
they will be able to analyze a performance and organize their thoughts into a
written critique.
Stage 2 Acceptable Evidence
Formative Assessment of Learning Objectives (How will you determine student
mastery of the learning objective(s) for THIS lesson? What documentation will you
have to determine this?):
Written assessment: In class, students will read an existing critique, and explain in
writing what makes it effective (or ineffective) and how it is organized.
Summative Assessment of Unit Learning Objective(s) (Briefly describe the UNIT
summative assessment of UNIT learning objectives.):
As a class, students will watch a video of a performance, discuss the performance as
a class, and create individual, written critiques of the performance to apply the
basic vocabulary, observation skills, discussion skills, ad writing skills learned in this
unit.
How does this lesson support student learning of UNIT learning objectives and
prepare students for the UNIT assessment(s)?
This lesson helps students analyze existing critiques for effectiveness and
organization, so that the written critiques they produce are effective and organized.

Stage 3 Learning Activities

Lesson Progression (For each section, note the estimated time you plan to spend
on the following components [which may not be linear, may occur more than
once, and may overlap]:
Review of key knowledge and skills from previous lesson(s) (How will you
activate prior knowledge/skills?)
Entrance ticket: List 2 examples of cool feedback and 2 examples of warm
feedback. [3 minutes]

[After the entrance tickets have been handed in, the teacher will ask students to
shout out examples and create a list on the board for students to revisit throughout
the lesson. Warm feedback example: effective contrast of quieter dynamics and
louder dynamics. Cool feedback example: altos sound amazing, but would benefit
from more expressive facial expressions.] [5 minutes]
Learning Objectives
Today, we are going to critique some critiques. At the end of the period, you will
be able to read a critique and write about its organization and effectiveness.
[Use learning objective to wrap up the discussion/class list from the entrance slips.]
Teach
I DO: I read part of Sample Critique #1 [attached] to the class and then think
aloud about how I would analyze the organization and effectiveness of the critique.
[e.g. the author clearly communicates his/her ideas with vivid descriptions of the
music the critique is organized and includes a summary of the concert followed by
an analysis of the performance]
[15 minutes total]
WE DO: As a class, we read part of Sample Critique #2 [attached] and then think
aloud how we would analyze the organization and effectiveness of the critique. I
write our brainstorm on the board.
[15 minutes total]
Application/Assessment
YOU DO: Individually, students read the entirety of Sample Critique #3 [attached]
and brainstorm and then write a brief essay (no more than one page) about what
makes the critique effective and how it is organized. (These written submissions are
collected.)
If time allows, volunteers may share their ideas written assignment with the class.
[20 minutes]
Closure (How will you wrap-up the lesson and bring students back to the
Unit/lesson EQ(s) and learning objectives?)
Exit ticket: Why is it important to analyze the effectiveness and organization of
critiques? [2 minutes]

Additional Information
Lesson Materials/Resources (What materials will you use and when will you use
them? How many of each material/resource do you need? Where are materials/
resources located?):

Entrance slips (1/student)

Copies of Sample Critique #1 (1/student)
Copies of Sample Critique #2 (1/student)
Copies of Sample Critique #3 (1/student)
Exit tickets (1/student)
Extra paper and pencils
Seating chart

Preparation of the Environment (Where will students/teacher be in the class

during the lesson? How will this change during the lesson? How does this
arrangement support your learning objectives?):
Students will be sitting in their normal, arranged vocal sections [seating chart will
be attached].
Modifications/Accommodations (What modifications have you planned for in this
lesson [IEP/RTI/ELL/etc.]? List the students by initials and the accommodations,
modifications and supports they will need for this lesson): N/A
Literacy Focus (How will you build in literacy to your lesson, regardless of the
content?):
Additional Focus (What would you like your observer to focus on as your lesson is
observed? Please be as concrete and specific as possible.):
Reflections
What worked well and how do I know?
What did not work well in the lesson and how do I know?
How will I change/build on instruction based on assessment results?
What will I do differently next time and why?