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ENGL 3360 (Spring 2011)

Lesson Plan Critique 

Instructions: Your task is to find a lesson plan onsome aspect of teaching writing that you might use

in the context of a workshop. It can be anylength—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 mayeven 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. Thebasic 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 howyour 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 usethe 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 tellAND 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 thelesson 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 fromoutside 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 lessonplan. 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 helpestablish criteria—you aren’t just judging a general lesson plan, but judgingwhether 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

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research how one is supposed to write objectives. Use this as one of thequalities you evaluate.

3.  You do not have to agree with your sources. You can state what one sourcesays 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’sabout 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 citefour 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