TITLE OF LESSON: Teacher: Young

Art Critique Opinion Writing Grade Level: Third

Subject: Writing

Content Standard(s):
CCSS.ELA-LITERACY.W.3.1 VA3CU.2 Views and discusses selected artworks.
Write opinion pieces on topics or texts, a. Names subject and theme.
supporting a point of view with reasons. b. Uses context clues to identify time and place.
CCSS.ELA-LITERACY.W.3.1.A
c. Identifies artist and culture.
Introduce the topic or text they are writing about,
d. Recognizes media and technique.
state an opinion, and create an organizational
e. Discusses the purpose of art in various cultures
structure that lists reasons.
(e.g., aesthetic, utilitarian)
CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.
CCSS.ELA-LITERACY.W.3.1.C
Use linking words and phrases
(e.g., because, therefore, since, for example) to
connect opinion and reasons.
CCSS.ELA-LITERACY.W.3.1.D
Provide a concluding statement or section.
Lesson Process:
Start with the first slide in the smart lesson. Ask the kids what they think the people in each picture are
doing? Explain to them that this is called critiquing, which is a detailed analysis of something. Ask the
students to imagine and present what they think the people in the picture are saying. Using The Scream
by Edvard Munch, go through Feldman’s model of art critiquing. Together, as a class, focus on the
interpretation of The Scream.
**Remember to tell students there is no right answer. It is their opinion and they are allowed to be as
creative as they like.
The teacher will demonstrate writing an opinion essay about what the artist is trying to say in the scream. The
students should copy what you do in their writing journals. On the first slide with the notebook paper template,
show the students how to plan their writing by drawing a graphic circle organizer. Use OREO terminology. On the
second slide with the notebook paper template, write out the opinion essay using students reasons and examples
from beginning to end.
Remind students what questions we should ask ourselves when trying to interpret a piece of art.
Today we will be sharing our opinion of what we think Chagall is trying to say in “The Bride”. Let the students
partner up and make their own organizer with their opinion statement then reasons and examples and finally and
closing opinion statement.
Explain to students that today they will critique a piece of art, decide what the artist is trying to say, and
give three reasons and examples explaining why they think the author is saying that. Remind them that
they should plan their writing (using OREO/circle graphic organizer) like we’ve done the past two days
before they write their essay.

Materials: Key Words/Vocabulary:

Opinion
Opinion Statement
Reason
Example
Conclusion
Critique
Interpretation