ENGL 3360 (Summer I 2010)

Lesson Plan Critique

Instructions: Your task is to find a lesson plan on some

aspect of teaching writing that you might use in the context
of a workshop. It can be any length—a focus lesson to an
entire unit—as long as it teaches writing as one of its
central objectives. Then write a 3-page (750 words)
evaluation of that plan—discuss its strengths and
weaknesses according to the criteria you have set up. You
may even talk about how you would modify the lesson. The
main goal of any evaluation essay is to prove that your
assessment is valid.

Writing a critique: Writing an evaluation or critique is probably nothing

completely new to you, even if you’ve never done it for a lesson plan before. The
basic idea behind any evaluation is the same: establish a set of criteria that
demonstrates what a high quality example would be like, and then determine how
your particular example fits those qualities.

In the case of evaluating a lesson plan, identify what makes a good lesson plan in
general and set it up for the reader. Don’t assume that you and the reader will use
the same criteria—show what you are basing your evaluation on. Then analyze the
lesson plan you chose according to what you have set up. What qualities does it
have? What qualities are lacking? How could it be improved? What’s the final
judgment—is this a lesson plan you can use in some way (or not)? Be sure to tell
AND show—don’t just say the lesson plan is poorly timed (for example). Show
exactly what is poorly timed and explain why it is a problem.

You do not have to use the same evaluative criteria that we have discussed in class.
Part of your job as writer is to explain what you think a good lesson plan for
teaching writing is, based on what you’ve learned about good instructional practice
for writing in the course.

Sources: The assignment requires you to use three sources in addition to the
lesson plan itself, one of which must be from outside course materials (you may
use the textbooks or handouts for the other two, although all of them can be from
outside the course if you wish). Here are some suggestions for finding and/or using
this outside source:

1. Look up a journal article (using ERIC) on the specific subject of the lesson
plan. For instance, if your lesson plan is on writing poetry, look up articles on
how to teach writing poetry. Use something from one of these articles to help
establish criteria—you aren’t just judging a general lesson plan, but judging
whether or not it effectively teaches the concept.
2. Consult sources (books, articles) on aspects of formal lesson plans. For
instance, almost all lesson plans have objectives. Find out through your
research how one is supposed to write objectives. Use this as one of the
qualities you evaluate.
3. You do not have to agree with your sources. You can state what one source
says about lesson planning or the subject, and then discuss why you don’t
think it is right. For example, if you have a lesson plan that you really like,
 but it goes against what your source says is a good idea, argue for the lesson
plan. Explain why the source is wrong. Make your case!
4. Many other possibilities—please ask if you aren’t sure!

Criteria:

 Follows assignment: lesson plan is appropriate for the assignment (i.e., it’s
about writing) and is turned in, paper is correctly formatted and at least 750
words.
 establishes criteria appropriate for judging lesson plan (including context &
subject)
 thesis is a conclusion about the quality of the lesson plan according to the
criteria
 evaluates the lesson plan according to criteria
 analyzes specific examples from the lesson plan to explain points of
evaluation
 uses and cites sources effectively as part of critique (note: must officially cite
four sources—three plus the lesson plan itself)
 demonstrates understanding of good practices for teaching writing as
discussed in the course
 writing is clear, organized, and effectively communicates its purpose
 there are few (if any) errors in conventions