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 word) 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, 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 (total of four). One of these sources must be from outside course materials and may not be a website. (You may use the course materials or websites for the other two, although all of the sources can be from outside the course if you wish.) Here are some suggestions for finding and/or using this outside source:

• 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.
• 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.
• You do not have to agree with your sources. You can state what one source says about lesson planning or the subject, 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!
• 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 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, including correct use of APA or MLA citation.