evaluative essay on lesson plan

7 Steps for How to Write an Evaluation Essay (Example & Template)

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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In this ultimate guide, I will explain to you exactly how to write an evaluation essay.

1. What is an Evaluation Essay?

An evaluation essay should provide a critical analysis of something.

You’re literally ‘evaluating’ the thing you’re looking up.

Here’s a couple of quick definitions of what we mean by ‘evaluate’:

• Merriam-Webster defines evaluation as: “to determine the significance, worth, or condition of usually by careful appraisal and study”
• Collins Dictionary says: “If you evaluate something or someone, you consider them in order to make a judgment about them, for example about how good or bad they are.”

Here’s some synonyms for ‘evaluate’:

So, we could say that an evaluation essay should carefully examine the ‘thing’ and provide an overall judgement of it.

Here’s some common things you may be asked to write an evaluation essay on:

This is by no means an exhaustive list. Really, you can evaluate just about anything!

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2. How to write an Evaluation Essay

There are two secrets to writing a strong evaluation essay. The first is to aim for objective analysis before forming an opinion. The second is to use an evaluation criteria.

Aim to Appear Objective before giving an Evaluation Argument

Your evaluation will eventually need an argument.

The evaluation argument will show your reader what you have decided is the final value of the ‘thing’ you’re evaluating.

But in order to convince your reader that your evaluative argument is sound, you need to do some leg work.

The aim will be to show that you have provided a balanced and fair assessment before coming to your conclusion.

In order to appear balanced you should:

• Discuss both the pros and cons of the thing
• Discuss both the strengths and weaknesses of the thing
• Look at the thing from multiple different perspectives
• Be both positive and critical. Don’t make it look like you’re biased towards one perspective.

In other words, give every perspective a fair hearing.

You don’t want to sound like a propagandist. You want to be seen as a fair and balanced adjudicator.

Use an Evaluation Criteria

One way to appear balanced is to use an evaluation criteria.

An evaluation criteria helps to show that you have assessed the ‘thing’ based on an objective measure.

Here’s some examples of evaluation criteria:

• Strength under pressure
• Longevity (ability to survive for a long time)
• Ease of use
• Ability to get the job done
• Friendliness
• Punctuality
• Ability to predict my needs
• Calmness under pressure
• Attentiveness

A Bed and Breakfast

• Breakfast options
• Taste of food
• Comfort of bed
• Local attractions
• Service from owner
• Cleanliness

We can use evaluation criteria to frame out ability to conduct the analysis fairly.

This is especially true for if you have to evaluate multiple different ‘things’. For example, if you’re evaluating three novels, you want to be able to show that you applied the same ‘test’ on all three books!

This will show that you gave each ‘thing’ a fair chance and looked at the same elements for each.

3. How to come up with an Evaluation Argument

After you have:

• Looked at both good and bad elements of the ‘thing’, and
• Used an evaluation criteria

You’ll then need to develop an evaluative argument. This argument shows your own overall perspective on the ‘thing’.

Remember, you will need to show your final evaluative argument is backed by objective analysis. You need to do it in order!

Analyze first. Evaluate second.

Here’s an example.

Let’s say you’re evaluating the quality of a meal.

You might say:

• A strength of the meal was its presentation. It was well presented and looked enticing to eat.
• A weakness of the meal was that it was overcooked. This decreased its flavor.
• The meal was given a low rating on ‘cost’ because it was more expensive than the other comparative meals on the menu.
• The meal was given a high rating on ‘creativity’. It was a meal that involved a thoughtful and inventive mix of ingredients.

Now that you’ve looked at some pros and cons and measured the meal based on a few criteria points (like cost and creativity), you’ll be able to come up with a final argument:

• Overall, the meal was good enough for a middle-tier restaurant but would not be considered a high-class meal. There is a lot of room for improvement if the chef wants to win any local cooking awards.

Evaluative terms that you might want to use for this final evaluation argument might include:

• All things considered
• With all key points in mind

4. Evaluation Essay Outline (with Examples)

Okay, so now you know what to do, let’s have a go at creating an outline for your evaluation essay!

Here’s what I recommend:

4.1 How to Write your Introduction

In the introduction, feel free to use my 5-Step INTRO method . It’ll be an introduction just like any other essay introduction .

And yes, feel free to explain what the final evaluation will be.

So, here it is laid out nice and simple.

Write one sentence for each point to make a 5-sentence introduction:

• Interest: Make a statement about the ‘thing’ you’re evaluating that you think will be of interest to the reader. Make it a catchy, engaging point that draws the reader in!
• Notify: Notify the reader of any background info on the thing you’re evaluating. This is your chance to show your depth of knowledge. What is a historical fact about the ‘thing’?
• Translate: Re-state the essay question. For an evaluative essay, you can re-state it something like: “This essay evaluates the book/ product/ article/ etc. by looking at its strengths and weaknesses and compares it against a marking criteria”.
• Report: Say what your final evaluation will be. For example you can say “While there are some weaknesses in this book, overall this evaluative essay will show that it helps progress knowledge about Dinosaurs.”
• Outline: Simply give a clear overview of what will be discussed. For example, you can say: “Firstly, the essay will evaluate the product based on an objective criteria. This criteria will include its value for money, fit for purpose and ease of use. Next, the essay will show the main strengths and weaknesses of the product. Lastly, the essay will provide a final evaluative statement about the product’s overall value and worth.”

If you want more depth on how to use the INTRO method, you’ll need to go and check out our blog post on writing quality introductions.

4.2 Example Introduction

This example introduction is for the essay question: Write an Evaluation Essay on Facebook’s Impact on Society.

“Facebook is the third most visited website in the world. It was founded in 2004 by Mark Zuckerberg in his college dorm. This essay evaluates the impact of Facebook on society and makes an objective judgement on its value. The essay will argue that Facebook has changed the world both for the better and worse. Firstly, it will give an overview of what Facebook is and its history. Then, it will examine Facebook on the criteria of: impact on social interactions, impact on the media landscape, and impact on politics.”

You’ll notice that each sentence in this introduction follows my 5-Step INTRO formula to create a clear, coherent 5-Step introduction.

4.3 How to Write your Body Paragraphs

The first body paragraph should give an overview of the ‘thing’ being evaluated.

Then, you should evaluate the pros and cons of the ‘thing’ being evaluated based upon the criteria you have developed for evaluating it.

Let’s take a look below.

4.4 First Body Paragraph: Overview of your Subject

This first paragraph should provide objective overview of your subject’s properties and history. You should not be doing any evaluating just yet.

The goal for this first paragraph is to ensure your reader knows what it is you’re evaluating. Secondarily, it should show your marker that you have developed some good knowledge about it.

If you need to use more than one paragraph to give an overview of the subject, that’s fine.

Similarly, if your essay word length needs to be quite long, feel free to spend several paragraphs exploring the subject’s background and objective details to show off your depth of knowledge for the marker.

4.5 First Body Paragraph Example

Sticking with the essay question: Write an Evaluation Essay on Facebook’s Impact on Society , this might be your paragraph:

“Facebook has been one of the most successful websites of all time. It is the website that dominated the ‘Web 2.0’ revolution, which was characterized by user two-way interaction with the web. Facebook allowed users to create their own personal profiles and invite their friends to follow along. Since 2004, Facebook has attracted more than one billion people to create profiles in order to share their opinions and keep in touch with their friends.”

Notice here that I haven’t yet made any evaluations of Facebook’s merits?

This first paragraph (or, if need be, several of them) should be all about showing the reader exactly what your subject is – no more, no less.

4.6 Evaluation Paragraphs: Second, Third, Forth and Fifth Body Paragraphs

Once you’re confident your reader will know what the subject that you’re evaluating is, you’ll need to move on to the actual evaluation.

For this step, you’ll need to dig up that evaluation criteria we talked about in Point 2.

For example, let’s say you’re evaluating a President of the United States.

Your evaluation criteria might be:

• Impact on world history
• Ability to pass legislation
• Popularity with voters
• Morals and ethics
• Ability to change lives for the better

Really, you could make up any evaluation criteria you want!

Once you’ve made up the evaluation criteria, you’ve got your evaluation paragraph ideas!

Simply turn each point in your evaluation criteria into a full paragraph.

How do you do this?

Well, start with a topic sentence.

For the criteria point ‘Impact on world history’ you can say something like: “Barack Obama’s impact on world history is mixed.”

This topic sentence will show that you’ll evaluate both pros and cons of Obama’s impact on world history in the paragraph.

Then, follow it up with explanations.

“While Obama campaigned to withdraw troops from Iraq and Afghanistan, he was unable to completely achieve this objective. This is an obvious negative for his impact on the world. However, as the first black man to lead the most powerful nation on earth, he will forever be remembered as a living milestone for civil rights and progress.”

Keep going, turning each evaluation criteria into a full paragraph.

4.7 Evaluation Paragraph Example

Let’s go back to our essay question: Write an Evaluation Essay on Facebook’s Impact on Society .

I’ve decided to use the evaluation criteria below:

• impact on social interactions;
• impact on the media landscape;
• impact on politics

Naturally, I’m going to write one paragraph for each point.

If you’re expected to write a longer piece, you could write two paragraphs on each point (one for pros and one for cons).

Here’s what my first evaluation paragraph might look like:

“Facebook has had a profound impact on social interactions. It has helped people to stay in touch with one another from long distances and after they have left school and college. This is obviously a great positive. However, it can also be seen as having a negative impact. For example, people may be less likely to interact face-to-face because they are ‘hanging out’ online instead. This can have negative impact on genuine one-to-one relationships.”

You might notice that this paragraph has a topic sentence, explanations and examples. It follows my perfect paragraph formula which you’re more than welcome to check out!

4.8 How to write your Conclusion

To conclude, you’ll need to come up with one final evaluative argument.

This evaluation argument provides an overall assessment. You can start with “Overall, Facebook has been…” and continue by saying that (all things considered) he was a good or bad president!

Remember, you can only come up with an overall evaluation after you’ve looked at the subject’s pros and cons based upon your evaluation criteria.

In the example below, I’m going to use my 5 C’s conclusion paragraph method . This will make sure my conclusion covers all the things a good conclusion should cover!

Like the INTRO method, the 5 C’s conclusion method should have one sentence for each point to create a 5 sentence conclusion paragraph.

The 5 C’s conclusion method is:

• Close the loop: Return to a statement you made in the introduction.
• Conclude: Show what your final position is.
• Clarify: Clarify how your final position is relevant to the Essay Question.
• Concern: Explain who should be concerned by your findings.
• Consequences: End by noting in one final, engaging sentence why this topic is of such importance. The ‘concern’ and ‘consequences’ sentences can be combined

4.9 Concluding Argument Example Paragraph

Here’s a possible concluding argument for our essay question: Write an Evaluation Essay on Facebook’s Impact on Society .

“The introduction of this essay highlighted that Facebook has had a profound impact on society. This evaluation essay has shown that this impact has been both positive and negative. Thus, it is too soon to say whether Facebook has been an overall positive or negative for society. However, people should pay close attention to this issue because it is possible that Facebook is contributing to the undermining of truth in media and positive interpersonal relationships.”

Note here that I’ve followed the 5 C’s conclusion method for my concluding evaluative argument paragraph.

5. Evaluation Essay Example Template

Below is a template you can use for your evaluation essay , based upon the advice I gave in Section 4:

6. 23+ Good Evaluation Essay Topics

Okay now that you know how to write an evaluation essay, let’s look at a few examples.

For each example I’m going to give you an evaluation essay title idea, plus a list of criteria you might want to use in your evaluation essay.

6.1 Evaluation of Impact

• Evaluate the impact of global warming on the great barrier reef. Recommended evaluation criteria: Level of bleaching; Impact on tourism; Economic impact; Impact on lifestyles; Impact on sealife
• Evaluate the impact of the Global Financial Crisis on poverty. Recommended evaluation criteria: Impact on jobs; Impact on childhood poverty; Impact on mental health rates; Impact on economic growth; Impact on the wealthy; Global impact
• Evaluate the impact of having children on your lifestyle. Recommended evaluation criteria: Impact on spare time; Impact on finances; Impact on happiness; Impact on sense of wellbeing
• Evaluate the impact of the internet on the world. Recommended evaluation criteria: Impact on connectedness; Impact on dating; Impact on business integration; Impact on globalization; Impact on media
• Evaluate the impact of public transportation on cities. Recommended evaluation criteria: Impact on cost of living; Impact on congestion; Impact on quality of life; Impact on health; Impact on economy
• Evaluate the impact of universal healthcare on quality of life. Recommended evaluation criteria: Impact on reducing disease rates; Impact on the poorest in society; Impact on life expectancy; Impact on happiness
• Evaluate the impact of getting a college degree on a person’s life. Recommended evaluation criteria: Impact on debt levels; Impact on career prospects; Impact on life perspectives; Impact on relationships

6.2 Evaluation of a Scholarly Text or Theory

• Evaluate a Textbook. Recommended evaluation criteria: clarity of explanations; relevance to a course; value for money; practical advice; depth and detail; breadth of information
• Evaluate a Lecture Series, Podcast or Guest Lecture. Recommended evaluation criteria: clarity of speaker; engagement of attendees; appropriateness of content; value for monet
• Evaluate a journal article. Recommended evaluation criteria: length; clarity; quality of methodology; quality of literature review ; relevance of findings for real life
• Evaluate a Famous Scientists. Recommended evaluation criteria: contribution to scientific knowledge; impact on health and prosperity of humankind; controversies and disagreements with other scientists.
• Evaluate a Theory. Recommended evaluation criteria: contribution to knowledge; reliability or accuracy; impact on the lives of ordinary people; controversies and contradictions with other theories.

6.3 Evaluation of Art and Literature

• Evaluate a Novel. Recommended evaluation criteria: plot complexity; moral or social value of the message; character development; relevance to modern life
• Evaluate a Play. Recommended evaluation criteria: plot complexity; quality of acting; moral or social value of the message; character development; relevance to modern life
• Evaluate a Film. Recommended evaluation criteria: plot complexity; quality of acting; moral or social value of the message; character development; relevance to modern life
• Evaluate an Artwork. Recommended evaluation criteria: impact on art theory; moral or social message; complexity or quality of composition

6.4 Evaluation of a Product or Service

• Evaluate a Hotel or Bed and Breakfast. Recommended evaluation criteria: quality of service; flexibility of check-in and check-out times; cleanliness; location; value for money; wi-fi strength; noise levels at night; quality of meals; value for money
• Evaluate a Restaurant. Recommended evaluation criteria: quality of service; menu choices; cleanliness; atmosphere; taste; value for money.
• Evaluate a Car. Recommended evaluation criteria: fuel efficiency; value for money; build quality; likelihood to break down; comfort.
• Evaluate a House. Recommended evaluation criteria: value for money; build quality; roominess; location; access to public transport; quality of neighbourhood
• Evaluate a Doctor. Recommended evaluation criteria: Quality of service; knowledge; quality of equipment; reputation; value for money.
• Evaluate a Course. Recommended evaluation criteria: value for money; practical advice; quality of teaching; quality of resources provided.

7. Concluding Advice

Evaluation essays are common in high school, college and university.

The trick for getting good marks in an evaluation essay is to show you have looked at both the pros and cons before making a final evaluation analysis statement.

You don’t want to look biased.

That’s why it’s a good idea to use an objective evaluation criteria, and to be generous in looking at both positives and negatives of your subject.

Read Also: 39 Better Ways to Write ‘In Conclusion’ in an Essay

I recommend you use the evaluation template provided in this post to write your evaluation essay. However, if your teacher has given you a template, of course use theirs instead! You always want to follow your teacher’s advice because they’re the person who will be marking your work.

Good luck with your evaluation essay!

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 10 Reasons you’re Perpetually Single
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 20 Montessori Toddler Bedrooms (Design Inspiration)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 21 Montessori Homeschool Setups
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 101 Hidden Talents Examples

2 thoughts on “7 Steps for How to Write an Evaluation Essay (Example & Template)”

What an amazing article. I am returning to studying after several years and was struggling with how to present an evaluative essay. This article has simplified the process and provided me with the confidence to tackle my subject (theoretical approaches to development and management of teams).

I just wanted to ask whether the evaluation criteria has to be supported by evidence or can it just be a list of criteria that you think of yourself to objectively measure?

Many many thanks for writing this!

Usually we would want to see evidence, but ask your teacher for what they’re looking for as they may allow you, depending on the situation.

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Lesson Plan: Reflection and Evaluation Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Brief Evaluation of the Unit

Determining the students who failed to benefit from the course, prerequisite skills necessary for successful accomplishing the unit, pre-assessment data collection, elements of grouping: perspectives for success, post-test analysis and suggestions for improvement, complying the lesson with tomlinson’s theory of differentiation.

A narrow-focused objective of the lesson (to examine colors and cloth in Chinese Mandarin) will be beneficial for students because it will help them memorize the concepts and vocabulary more effectively.

Due to the fact that the lesson plan is premised on using combined learning styles, including perceptual modes and psychological factors, the lesson will be efficient for the students whose visual and auditory memories the most developed (Heacox, 2002, p. 8). In addition, the first stages of lesson will also identify the students whose interest in the subject is the highest.

Discussions of the basics will provide a clear picture of students’ psychological characteristics and defines which students are reflective, analytic and impulsive. In this respect, the challenge of teacher lies in extending the learning process of students who are ready to comprehend the material and those who are just starting their exploration, which expands the degree of the lesson variety (Heacox, 2002, p. 9).

Smart Board application will be successful for visual learners as well because it provides more opportunities to visually memorize the vocabulary, particularly spelling and sentence structure. Students whose level of visual memory is poor can face complications while conceiving the new words presented in the unit.

With regard to the above considerations, the lesson will not be sufficiently effective for students who have poor visual and auditory memories. Such students are usually more successful in manipulating and touching the material objects, which is quite difficult while studying different colors.

The lesson might turn out a failure to those who are not active and impulsive enough to interact with each other because communicative skills belong to another important condition to succeed in comprehending the lesson.

Because the lesson is built on the basis of a concrete-to-abstract scheme, students who have a more developed abstract thinking ability are less likely to grasp the main aspect of the lesson because it starts with discussing concrete notions and ends with indulging the more abstract ones (Tomlinson, 2001, p. 46).

Finally, students who have slow pace of study will benefit much from the presented lesson either because the unit is based on a number of activities that are time-sensitive. As a result, differentiation will not equally bring the information to all students in the class.

In order to successfully pass through the lessons activities, students should have a sufficient level of visual and auditory memories, great communicative and analytical skills, ability to abstract thinking and expressing thoughts in a logical way. In this respect, the discussion board at the beginning of the lesson seeks to define the most active students whose interest to the lesson is the highest one.

Further stages are designed for same purpose, but still they are oriented on a wider target audience. More importantly, the lesson is also planned for students who have background knowledge about the country which language they are studying.

Due to the fact that lesson cover wide areas of knowledge, successful accomplishment of the course is guaranteed to students with a strong interest in the subject because the lesson is based on a high-prep differentiation involving independent studies, tiered activities, interest groups, and personal agendas.

Taken the above-presented information into the deepest consideration, certain gaps of the lesson plan should be identified. To begin with, the presented plan should be have an equal orientation on the learning styles because visual learning modes are prevalent in the unit.

Second, the lesson plan should be more organized in terms of time allocation of all assignments and exercises presented in the unit. In particular, a low-to-fast mode will be more appropriate for engaging all students irrespective of their abilities and skills (Tomlinson, 2001, p. 49). Hence, the fifth assignment should be shorter, or be placed before the third one.

Third, the project is destined on more self-guided, independent students who will be able to manage the most part of the presented activities. This is why more dependent and pass students are less likely to succeed. In order to improve the situation, the lesson should have included more tasks encouraging students express their thoughts and monitoring the extent to which the students are involved.

Aside from lesson content characteristics, particular reference should be made on the analysis of learning environment. Specifically, a teacher should be sure that each student feels comfortable and welcomed in the classroom. More importantly, the instruction should do his/her best to help a learn gain knowledge and experience.

The core principle of grouping should be focused on “whom we teach, where we teach and how we teach” (Tomlinson and McTighe, 2006, p. 3). These components, therefore, should be closely interrelated to create a favorable environment for a learning process. In the presented case, the grouping has been applied for the purpose of increasing students’ potential and developing their strongest skills and abilities.

Particular attention has been made to such elements as learning profiles, readiness to learn, and time allocation of the activities. All these details contribute greatly to developing a multidimensionality of the lesson unit. Arising from the above, grouping helps teachers to meet the needs of a differentiated learning environment, including the quality of curriculum and quality of instructions provided.

With all these elements combined, the teacher will succeed in creating effective guidance and tools to develop a lesson unit based on best comprehension of learning and teaching. In addition, grouping concept should heavily rely on students’ experiences and background knowledge, which will be a valuable contribution to the comprehension process.

An in-depth analysis of the material and evidence used for presenting the lesson unit have revealed different degrees of challenges and variety for students. Specifically, the first assignment and the last two were poorly perceived by students whose independence level and motivation to learn Chinese was insignificant.

The third assignment was not accurately identified and, therefore, it has been poorly accepted by learners as well. Besides, memorizing activities should be more detailed because this is the basis of further interactions in the differentiated community.

Second assignment with color identification was the greatest success, specifically among students with high level of associative thinking because this activity was based on matching the meaning with symbol which is quite effective both for students with highly developed abstract thinking and those who is more visually oriented.

It should also be stressed that the first assignment was also effective because it has managed to provoke interest among students and engage all of them into an active participation. Arising from this, more quests should be involved into lessons as far as differentiated environment is concerned.

The presented lesson plan is almost congruent with Tomlinson’s (2001) theory of differentiation suggesting “…shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn” (p. 1). At this point, the unit under consideration exposes an exhaustive algorithm of practicing and training students with various levels of skills and abilities.

In particular, the presented plan includes a great variety of options and students to overcome. The lesson does not only encourage students to demonstrate their potential, but make them fill in the gaps in the fields that seem to be the most complicated for them. What is more important is that lessons provoke students’ active participation in discussions related specifically to the topic of the identified unit.

In this respect, all assignments are highly relevant to the identified goals and provide wide opportunities for students to fulfill themselves. Oral and written representation of the learnt material is also an advantage of the given plan.

While drawing the parallel between Tomlinson’s theory of differentiation and the lessons plan under analysis, certain improvements can still have to be introduced.

First, the plan should strike the balance between theoretical and practical information where concrete examples should be directly related to theoretical foundations. Second, teacher should also be more involved into interaction with students to ensure their successful performance. In general, the plan creates relatively equal opportunities for all students.

Heacox, D. (2002). Differentiating Instruction in the Regular Classroom , Minneapolis, MN: Free Spirit Publishing.

Tomlinson, C. A. (2001). How to Differentiate in Mixed Ability Classrooms , 2nd Edition, Alexandria: Virginia, Association for Curriculum and Instruction.

Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design. Alexandria, Virginia: Association for Curriculum and Instruction.

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IvyPanda. (2019, May 22). Lesson Plan: Reflection and Evaluation. https://ivypanda.com/essays/lesson-plan-reflection-and-evaluation-essay/

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Writing Resources

Lesson plan: evaluative writing, near eastern and judaic studies.

To help students builds skills for writing an evaluative paragraph

Estimated Time

40-52 minutes

Work Completed Before Class

Students have read an article that was assigned as homework for the session.

• Hold a short discussion about whether or not they liked the article read for homework so they have an opportunity to air their opinions. Ask each student to sum up their initial "gut" reactions to the article in one word and write these words on the board. (5 minutes)
• Give a presentation on how we express opinions and back them up in academic writing, e.g., providing explicit criteria for assessment rather than simply giving personal "gut" reactions, avoiding pejorative language, etc. (15-20 minutes)
• As a class, put together a list of the major strengths and weaknesses of the article and its argument, which you should then record on the board. (10-15 minutes)
• Give the students a handout (see Evaluative Writing handout) on evaluative writing, and ask them to write one sentence that summarizes their own evaluation of the article read for homework, e.g., a one-sentence evaluative summary. As an example of what this sentence would like, share your own one-sentence evaluative summary of a reading from a previous homework assignment. (5 minutes)
• Ask one student to share their one-sentence evaluative summary, and write this sentence on the board. Discuss how it represents a summation of the student's stance on the article and how it logically flows from their assessment of the article's strengths and weaknesses. Suggest revisions if necessary. (5-7 minutes)

Molly DeMarco

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How to Evaluate Your Lesson Plans

How do you know if yours is any good.

So you’ve decided your lesson plan aims, chosen a methodology and selected your activities while keeping your students in mind. You’ve balanced your plan between practising the different skills, interaction patterns, and relationships in the classroom.

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Before the lesson

Leave your plan for 24 hours.

Step away, relax, and try not to think about it. Coming back to look at a plan with fresh eyes is one of the best ways to review your plan. You’ll pick up little things here and there that can be improved that you didn’t spot before.

Reviewing your plan, you should only look to improve minor things. Be aware of the danger of wanting to re-write your whole plan (I know, I’ve done this too many times!).

Did you make a note of all the materials you need?

Do the timings add up?

Have you ‘ balanced’ your lesson plan?

After the lesson

Ask yourself the following questions:

Were learners motivated and engaged?

Did they learn or improve what you wanted them to (i.e. did you meet your aims?)

Why or why not?

This acts as a good review to see where you could improve.

Next lesson

Right after the lesson finishes is the best time for you to make a note of your ideas. Even though you might remember, don’t take any chances! It’s a relief to know that you’ve recorded your ideas and not have the pressure of keeping a dozen classes in your head.

Scribble down some ideas for the next lesson.

What did the students find difficult?

Do you need to review/do they need more practice?

How can you recycle this material in the coming lessons?

Did you notice any gaps in their knowledge that need addressing?

What’s the next thing you’d like them to be able to do?

What’s the next step for these students?

I promise that these will prove invaluable when you plan the next lesson.

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Solution Tree Blog

How to Assess a Lesson Plan

Based on Instructional Planning for Effective Teaching

All teachers engage in certain levels of strategic and tactical planning. These terms may seem to belong to the business field, but they are indispensable for effective instruction. If strategic planning involves instructional planning for broader long-term learning goals, for instance semester-end or year-end goals, then tactical planning involves using specific resources to achieve short-term subgoals, often in the form of lesson plans.

Lesson plans—a form of tactical, or short term, planning—are basic blocks of instruction that stack up toward bigger learning goals. Dividing the learning process into smaller cohesive lessons makes teaching and learning more efficient. Sequencing and grouping learning goals into lessons help teachers pace the instruction over the year, and also make progress monitoring and instructional adjustment more manageable.

Creating a lesson plan helps teachers visualize how a lesson might unfold and helps to anticipate what might or might not happen. In this short article, we will specifically look at the qualities that make a lesson plan effective. We hope the indicators discussed below will help teachers consider how to develop comprehensive and well thought-out lesson plans, such as ones you might find in the Solution Tree resource Instructional Planning for Effective Teaching .

Lesson Planning Quality 1: Clear Learning Objectives

Learning objectives are statements that describe what students are expected to achieve as a result of instruction. If students don’t know what they should be able to do at the end of class, then it would be difficult for them to get there.

Learning objectives address this problem by explicitly defining the expected learning and making the learning process goal directed. And, they should focus on student performance . This means they focus exclusively on what students should know and do at the end of the lesson, and not just on behaviors of the teacher or the procedure of learning.

They also should have student-friendly and developmentally appropriate language, as they have to be clearly communicated to and understood by the students.

We could develop student-centered and outcome-based learning objectives by thinking from the students’ perspective, for instance, by using sentence stems such as “By the end of the lesson I will…”

Following the stem would be specific and concrete action verbs—such as match, identify, describe, compare, explain, apply, and infer —to state the performance students are expected to demonstrate after learning. The learning objective of any lesson could be a combination of factual and deep learning, and/or a combination of conceptual ideas and procedural skills.

Some guiding questions for creating learning objectives in a lesson plan might include:

• Are the learning objectives appropriately challenging, and do they align with the curriculum standards?
• Are learning objectives able to cover meaningful content, skills, and/or dispositions? Will students be able to answer the question of “this is important because…?”
• What are the essential questions to be answered in the lesson?
• What are the most important concepts or skills to be learned?
• Are the learning objectives clearly stated in terms of student learning rather than classroom activity or teacher behaviors?
• Will the students understand the learning objectives and will they be able to articulate them in their own words?

Lesson Planning Quality 2: Building on Prior Knowledge

Students, as with all of us, learn and remember new information best when it is linked to prior knowledge. A part of teaching is about supporting and scaffolding learning to integrate new information with prior learning. It is important to know what prior knowledge students have, as well as their readiness for learning new content.

Thus, pre-assessment can provide valuable diagnostic information about the gap between students’ current knowledge and the intended learning . Teachers can administer pre-assessment to establish a baseline for each student. Strategies to determine students’ prerequisite knowledge include questions, short quizzes, “KWLH” (K – What do I already know?; W – What do I want to find out?; L – What have I learned?; and H – How can I learn more?), think-pair-share, and entry tickets.

Some guiding questions to anchor the new learning to prior learning include:

• What are students’ preconceptions and misconceptions about the subject matter?
• How can the new learning hang on students’ prior knowledge and real-world experience?
• Are there any existing pre-assessment data available to diagnose what students already know/do about the objectives?
• If no existing data is available, how can easy and effective pre-assessments be created that can be analyzed quickly, without taking too much instructional time?
• How could students’ abilities, strengths, and weaknesses, as well as interests, be incorporated into the lesson?

Lesson Planning Quality 3: An Engaging Opening Activity

Without careful planning, it is very easy to spend more than 10 minutes at the beginning of a class taking attendance, distributing or collecting homework, and making announcements and without engaging in meaningful teaching and learning at all. An intriguing and engaging opening activity (e.g., hook, multimedia presentation, anticipatory set, focusing event, or advance organizer) can pique students’ curiosity and motivate them to engage in the new learning right from the beginning of class.

An effective opening activity should activate prior learning and have relevance to students’ real-life experience. Students are more engaged when they see learning has personal value versus being abstract and not relevant to real life.

Some guiding questions are:

• How can you activate prior knowledge and relate it to the current lesson?
• How can you help students see a meaningful need to learn the new information?
• What are some thought-provoking questions to trigger student attention and interest?
• What will show students the new knowledge and skills have connections to their personal career or life goals or even how the knowledge and goals fit with their interests today?
• Are there specific examples linking the present learning to real world problems?

Lesson Planning Quality 4: Effective Instructional Strategies/Learning Activities

The major chunk of a lesson plan should be the content-specific instructional strategies or learning activities that will be used to present and impart content in a way that students can comprehend. A one-size-fits-all teaching approach is a disservice to all students. Effective teachers incorporate differentiation into their instructional design and use a blend of whole-group, small-group, and individualized instruction.

We tend to teach in the approach in which we learn best ourselves; however, students learn in diverse ways, so we have to include a variety of learning approaches to meet students’ needs. There are several subcomponents to consider when selecting and organizing the instructional strategies/learning activities.

Sequence and Organization of Instruction

• What are the optimal instruction strategies/learning activities for accomplishing the learning objectives, given the resources (e.g., time, materials, technology) available?
• Will a variety of instructional strategies be used to increase student engagement and maximize learning? For example, will there be a balance of lecturing, problem solving, questioning, and practicing?
• How should learning materials be selected and/or adapted, considering students’ age, prior knowledge, and interest?
• What procedures will students need to follow to complete the activities? For instance, if activities require students to work together, how will you form groups? How will you encourage collaborative and productive work in groups?
• How much time will be allocated for different parts of the lesson?
• What are the potential difficulties that you anticipate the students are likely to encounter?
• What presentation alternatives will you use if students have trouble with certain concepts or skills (e.g., peer explanations, media, textbooks)?

Accommodating Learning Differences

• What learning data is available to inform you about individual students’ readiness, interest, and learning preferences?
• How can you differentiate instruction within this lesson so that all students will have good opportunities to learn and master the objectives (e.g., through grouping, different complexities in content, or different activities)?
• How can you ensure students who fall behind receive remedial instruction and advanced learners get the enrichment they deserve?

Flexibility

• Does the lesson plan allow for flexibility and adjustment when needed?
• What will you do if time is too short or too long?
• What will students do if they finish early?
• Does the lesson plan have room for teachers to be flexible and take advantage of the opportunities that emerge unexpectedly within the classroom?

Lesson Planning Quality 5: Sticking the Closure

If the closure of a lesson is left out in planning, an important teachable moment is overlooked. An effective closure activity summarizes, clarifies, and reinforces what has been learned and helps makes the learning stick in students’ long-term memory.

At the end of the lesson, students should walk away with a desire and compelling need to retain and use what was learned. Examples of wrap-up activities might include having students tell an “a-ha” moment they had in the lesson, or having them write a postcard to their parents explaining what they learned in the lesson.

• How can the closure revisit the learning objectives to reinforce and review key concepts, ideas, or principles?
• How can you include an active review where students self-assess their understanding or wonder what they would like to know more about?
• How can you give students opportunities to draw conclusions, rather than having teachers direct the summarizing?
• Is it possible to give an interesting or unexpected prompt at the end to capture students’ interest? Or can you discuss in what situations students might use the new information?

Lesson Planning Quality 6: Quality Assessments

A lesson plan is not complete without an assessment component. Just as the classroom activities should be aligned with learning objectives, the assessment should alsos be congruent. We all know how frustrating it would be to get assessed on something that is never taught or learned in class. Some guiding questions to consider for creating and using quality assessments are:

• During the lesson, how will you know if students are making progress toward the objectives (e.g., observation, thumbs-up & thumbs-down, questioning)?
• How can you determine whether the lesson objectives have been accomplished at the end of the lesson?
• What kind of product, if any, will you expect from students at the end of the lesson?
• How will you evaluate students’ performance and provide feedback? Will rubrics and scoring be used?
• How will the assessment results be communicated to the students?
• Perhaps most importantly, what will you do with the assessment results for building your next lesson?

Indeed, instructional planning matters. To ensure proper coverage of the breadth, depth, and sequence of the intended learning, instruction must be preceded with careful planning and preparation. Quality planning takes time and work, but it is well worth the effort!

Dr. Xianxuan Xu and Dr. James H. Stronge are the authors of Instructional Planning for Effective Teaching , a Solution Tree title.

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Creating Effective Lesson Plans: A Guide for Teachers

Lesson planning is the cornerstone of effective teaching, guiding educators in orchestrating engaging and purposeful student learning experiences. This article explores the art of crafting robust lesson plans, delving into why they are essential, strategies for different career stages, and examples that cater to novice and experienced teachers.

The Importance of Lesson Plans

Beginner level:, intermediate level:, experienced level:, new teacher, experienced teacher, frequently asked questions about lesson planning.

Lesson plans serve as a compass that guides teachers in delivering organized and meaningful instruction. They ensure that essential skills, learning objectives , and curriculum components are covered. Moreover, well-structured lesson plans make it seamless for relief teachers to take over the classroom if needed, maintaining instructional continuity.

Strategies for Crafting Lesson Plans

• Clear Objectives: Set specific learning objectives that align with curriculum goals. Identify what you want students to know, understand, and be able to do by the end of the lesson.
• Structured Format: Use a consistent format with sections like objectives, materials, introduction, activities, assessment, and closure.
• Engagement Strategies : Incorporate diverse instructional strategies to engage different learning styles, such as group discussions, visual aids, or hands-on activities.
• Differentiation: Tailor activities to cater to diverse student needs . Include extension tasks for advanced learners and additional support for struggling students.
• Assessment Strategies: Integrate formative assessments throughout the lesson to gauge student understanding. This can be quizzes, discussions, or group work.
• Technology Integration: Integrate technology tools that enhance learning experiences, such as interactive simulations or digital resources.
• Real-world Application: Design activities that relate to real-life scenarios, connecting classroom learning to practical situations.
• Student-Centered Approach: Foster student agency by incorporating opportunities for self-directed exploration and inquiry-based learning.
• Reflection and Adaptation: Incorporate a section for post-lesson reflection, where you analyze what went well and identify areas for improvement in future lessons.

Lesson Plan Examples

• Objective: Introduce students to basic fractions.
• Materials: Fraction manipulatives, whiteboard, markers.
• Introduction: Engage students with a relatable scenario involving pizza slices.
• Activities: Group work using fraction manipulatives to practice adding and subtracting fractions.
• Assessment: Quick quiz at the end of the class.
• Closure: Review key concepts and provide a preview of the next lesson.
• Objective: Analyze the impact of historical events on society.
• Materials: Primary source documents, multimedia resources.
• Introduction: Pose a thought-provoking question related to historical events.
• Activities: Small group discussions analyzing primary sources and creating presentations.
• Assessment: Peer review of presentations and individual reflections.
• Closure: Facilitate a class discussion on the broader implications of historical events.

Effective lesson planning is an art that evolves with experience. It ensures that teaching is purposeful, engaging, and aligned with educational goals. By tailoring lesson plans to your career stage and employing strategies that promote student engagement and understanding, educators can create impactful learning experiences that empower their students to succeed.

• Why is lesson planning important for teachers? Lesson planning provides a roadmap for teachers to organize their instruction, ensuring that learning objectives are met, curriculum requirements are covered, and students are engaged. It also facilitates smooth classroom management and allows for effective assessment of student progress.
• What should a well-structured lesson plan include? A comprehensive lesson plan typically includes clear learning objectives, a list of materials needed, an engaging introduction, interactive activities, assessment strategies, and a meaningful closure.
• How can lesson plans benefit substitute teachers? Well-crafted lesson plans make it easier for substitute teachers to seamlessly step into your role. Clear instructions, organized activities, and outlined objectives help substitute teachers maintain the learning flow in your absence.
• How can I make my lesson plans more engaging for students? Incorporate diverse instructional strategies, interactive activities, technology tools, and real-world applications to cater to various learning styles and make lessons more engaging.
• How can I ensure that students act on the feedback I provide? Encourage student self-assessment and reflection. Set specific goals for improvement based on your feedback, and revisit those goals periodically. Provide ongoing support and praise for their progress.
• Why should I share lesson plans with parents? Sharing lesson plans with parents fosters transparency and opens channels for meaningful conversations about their child’s learning. It helps parents understand the curriculum, learning objectives, and ways they can support their child at home.
• What is reflective teaching, and why is it important? Reflective teaching involves self-assessment and critical analysis of your instructional practices. It helps you identify strengths, areas for improvement, and adapt your teaching methods to better meet students’ needs.
• How can I make my reflections on teaching meaningful and regular? Set aside dedicated time for reflection, either daily or weekly. Use a journal or digital platform to record observations, successes, challenges, and strategies. Consider seeking feedback from peers or mentors to gain different perspectives.
• How can I effectively incorporate technology into my lesson plans? Integrate technology tools that enhance learning experiences, such as interactive simulations, multimedia presentations, and online resources. Ensure that technology supports the learning objectives and engages students.
• Can I use the same lesson plan format throughout my teaching career? While your basic lesson plan structure might remain consistent, adapting and refining your approach based on your experience and changing classroom needs is essential for continuous improvement.

Remember, lesson planning is an evolving process that grows with your teaching journey. By staying open to experimentation and incorporating feedback from both students and colleagues, you can refine your lesson planning skills and provide enriching educational experiences for your students.

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Education Standards

Wyoming standards for english language arts.

Learning Domain: Writing

Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standard: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Standard: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Standard: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Standard: Provide a concluding statement or section that follows from and supports the argument presented.

Standard: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Standard: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Standard: Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Standard: Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

Standard: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Standard: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Standard: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Standard: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Standard: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)

Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.

Maryland College and Career Ready English Language Arts Standards

Standard: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience�۪s knowledge of the topic.

Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)

Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1���3 up to and including grades 11-12 on page 55.)

Common Core State Standards English Language Arts

Cluster: Text Types and Purposes.

Cluster: Range of Writing.

Cluster: Production and Distribution of Writing.

Cluster: Research to Build and Present Knowledge.

Writing the Evaluation Essay

This is a Google doc with multiple steps and resources to walk students through the writing process for an Evaluation Essay 

In this tutorial, you will walk through instruction and writing steps that will lead you to an Evaluation Essay.  Please make a copy of this document (File>Make Copy) and complete all of the steps below:

Sometimes it’s nice to know how your paper will be graded before you start writing. Here are the key features of a well-written paper about a film of your choosing.

From  Norton Field Guide chapter 16

Step 1: Choosing a Topic

For this assignment, you will choose a film you have watched that was meaningful enough to evaluate. It can be one that was meaningful because it changed your perspective, for instance. You are also welcome to choose a film that was critically acclaimed, but you have objections to. Choose something that strikes you as a film worth analyzing and discussing.

Step 4- Draft

Use this MLA formatted writing template linked  HERE  to draft out your 3 page (750 word) essay by making a copy and adding your own information.  Add a link to your paper in the box below. Make sure it is set so that “Anyone with a link CAN COMMENT” Do this by clicking SHARE in the top right corner. Then click “change” under the “get link” box, and use the down arrow to change so that anyone at MHA can edit.

Step 5: Get Feedback

Step 6- Peer Editing

Go back to the course and submit your draft for peer editing. You will post your own draft, then edit two of your peers’ drafts. Read the directions carefully in the Peer Editing Forum.

Step 7: Final Paper

Once you have revised your draft, you will submit your final draft to your teacher in the course. You may also paste the draft below. Make sure it is shared so that anyone from MHA with a link can edit:

Link to the Evaluation Essay Google Doc

Evaluation Essay Assignment

Make a copy using File>Make a Copy 

Developing Evidence-Based Arguments from Texts

About this Strategy Guide

This guide provides teachers with strategies for helping students understand the differences between persuasive writing and evidence-based argumentation. Students become familiar with the basic components of an argument and then develop their understanding by analyzing evidence-based arguments about texts. Students then generate evidence-based arguments of texts using a variety of resources. Links to related resources and additional classroom strategies are also provided.

Research Basis

Strategy in practice, related resources.

Hillocks (2010) contends that argument is “at the heart of critical thinking and academic discourse, the kind of writing students need to know for success in college” (p. 25). He points out that “many teachers begin to teach some version of argument with the writing of a thesis statement, [but] in reality, good argument begins with looking at the data that are likely to become the evidence in an argument and that give rise to a thesis statement or major claim” (p. 26).  Students need an understanding of the components of argument and the process through which careful examination of textual evidence becomes the beginnings of a claim about text.

• Begin by helping students understand the differences between persuasive writing and evidence-based argumentation: persuasion and argument share the goal of asserting a claim and trying to convince a reader or audience of its validity, but persuasion relies on a broader range of possible support. While argumentation tends to focus on logic supported by verifiable examples and facts, persuasion can use unverifiable personal anecdotes and a more apparent emotional appeal to make its case. Additionally, in persuasion, the claim usually comes first; then the persuader builds a case to convince a particular audience to think or feel the same way. Evidence-based argument builds the case for its claim out of available evidence. Solid understanding of the material at hand, therefore, is necessary in order to argue effectively. This printable resource provides further examples of the differences between persuasive and argumentative writing.
• One way to help students see this distinction is to offer a topic and two stances on it: one persuasive and one argumentative. Trying to convince your friend to see a particular movie with you is likely persuasion. Sure, you may use some evidence from the movie to back up your claim, but you may also threaten to get upset with him or her if he or she refuses—or you may offer to buy the popcorn if he or she agrees to go. Making the argument for why a movie is better (or worse) than the book it’s based on would be more argumentative, relying on analysis of examples from both works to build a case. Consider using resources from the ReadWriteThink lesson plan Argument, Persuasion, or Propaganda: Analyzing World War II Posters
• The claim (that typically answers the question: “What do I think?”)
• The reasons (that typically answer the question: “Why do I think this?”)
• The evidence (that typically answers the question: “How do I know this is the case?”).
• Deepen students’ understanding of the components of argument by analyzing evidence-based arguments about texts. Project, for example, this essay on Gertrude in Hamlet and ask students to identify the claim, reasons, and evidence. Ask students to clarify what makes this kind of text an argument as opposed to persuasion. What might a persuasive take on the character of Gertrude sound like? (You may also wish to point out the absence of a counterargument in this example. Challenge students to offer one.)
• Point out that even though the claim comes first in the sample essay, the writer of the essay likely did not start there. Rather, he or she arrived at the claim as a result of careful reading of and thinking about the text. Share with students that evidence-based writing about texts always begins with close reading. See Close Reading of Literary Texts strategy guide for additional information.
• Guide students through the process of generating an evidence-based argument of a text by using the Designing an Evidence-based Argument Handout. Decide on an area of focus (such as the development of a particular character) and using a short text, jot down details or phrases related to that focus in the first space on the chart. After reading and some time for discussion of the character, have students look at the evidence and notice any patterns. Record these in the second space. Work with the students to narrow the patterns to a manageable list and re-read the text, this time looking for more instances of the pattern that you may have missed before you were looking for it. Add these references to the list.
• Use the evidence and patterns to formulate a claim in the last box. Point out to students that most texts can support multiple (sometimes even competing) claims, so they are not looking for the “one right thing” to say about the text, but they should strive to say something that has plenty of evidence to support it, but is not immediately self-evident. Claims can also be more or less complex, such as an outright claim (The character is X trait) as opposed to a complex claim (Although the character is X trait, he is also Y trait). For examples of development of a claim (a thesis is a type of claim), see the Developing a Thesis Handout for additional guidance on this point.
• Modeling Academic Writing Through Scholarly Article Presentations
• And I Quote
• Have students use the Evidence-Based Argument Checklist to revise and strengthen their writing.

More Ideas to Try

• This Strategy Guide focuses on making claims about text, with a focus on literary interpretation. The basic tenets of the guide, however, can apply to argumentation in multiple disciplines—e.g., a response to a Document-Based Question in social science, a lab report in science.
• For every argumentative claim that students develop for a text, have them try writing a persuasive claim about the text to continue building an understanding of their difference.
• After students have drafted an evidence-based argument, ask them to choose an alternative claim or a counterclaim to be sure their original claim is argumentative.
• Have students use the Evidence-Based Argument checklist to offer feedback to one another.
• Lesson Plans
• Professional Library
• Student Interactives
• Strategy Guides

Students prepare an already published scholarly article for presentation, with an emphasis on identification of the author's thesis and argument structure.

While drafting a literary analysis essay (or another type of argument) of their own, students work in pairs to investigate advice for writing conclusions and to analyze conclusions of sample essays. They then draft two conclusions for their essay, select one, and reflect on what they have learned through the process.

The Essay Map is an interactive graphic organizer that enables students to organize and outline their ideas for an informational, definitional, or descriptive essay.

• Print this resource

Explore Resources by Grade

• Kindergarten K

Essay Papers Writing Online

A comprehensive guide to writing an evaluation essay – tips, examples, and techniques.

Welcome to the ultimate guide on writing an evaluation essay! Evaluating a subject, be it a book, movie, restaurant, or a piece of art, requires critical thinking and analysis. In this comprehensive guide, you will learn valuable tips and examples to help you master the art of evaluation essays. Whether you are a student working on an assignment or a writer looking to sharpen your skills, this guide will provide you with the tools you need to craft insightful and compelling evaluations.

Writing an evaluation essay involves assessing the quality, value, or significance of a particular subject based on specific criteria. It requires careful evaluation, evidence-based analysis, and a clear presentation of your findings. In this guide, we will walk you through the essential steps of writing an effective evaluation essay, from choosing a topic and developing a thesis to organizing your arguments and refining your writing. By following our tips and studying the examples provided, you will be well-equipped to write a standout evaluation essay that engages and persuades your readers.

The Art of Writing an Evaluation Essay

Writing an evaluation essay requires a careful analysis and critique of a subject or a topic. To master this art, you need to develop a critical mindset and attention to detail. Here are some key steps to help you craft a compelling evaluation essay:

By following these steps and honing your critical thinking skills, you can master the art of writing an evaluation essay and create a compelling and insightful piece of writing.

Understanding the Evaluation Essay

An evaluation essay is a type of writing that assesses and critiques a particular subject, such as a movie, book, restaurant, or product. It requires the writer to analyze the subject and provide a judgment based on defined criteria. The purpose of an evaluation essay is to evaluate the subject’s quality and effectiveness, and to present a clear and coherent argument for the writer’s assessment.

When writing an evaluation essay, it is important to have a clear understanding of the subject being evaluated and to establish specific criteria for evaluation. These criteria can vary depending on the subject and the writer’s perspective, but they should be logical, relevant, and objective. The evaluation essay should also include evidence and examples to support the writer’s judgment and provide a well-rounded assessment of the subject.

Overall, the evaluation essay requires critical thinking, analysis, and effective communication skills. It is an opportunity for the writer to express their opinion and evaluation of a subject in a structured and persuasive manner.

Choosing a Topic for Evaluation Essay

When selecting a topic for your evaluation essay, it’s important to choose something that you have a genuine interest in and can thoroughly analyze. Here are some tips to help you pick the perfect topic:

• Choose a subject that you are knowledgeable about or have personal experience with.
• Select a topic that is relevant and timely to your audience.
• Pick a topic that can be evaluated objectively based on criteria.
• Consider choosing a controversial topic to spark debate and discussion.
• Ensure that there is enough information available for research and analysis.

By following these guidelines, you can find a topic that will allow you to write a compelling and insightful evaluation essay.

Structuring Your Evaluation Essay

When writing an evaluation essay, it is important to follow a clear structure to effectively communicate your assessment of the subject matter. Here are the key components of structuring your evaluation essay:

• Introduction: Start your essay with an engaging introduction that provides context for the topic and clearly states your evaluation criteria.
• Thesis Statement: Develop a strong thesis statement that presents your overall evaluation and main points.
• Criteria: Identify the specific criteria you will use to evaluate the subject. These criteria should be relevant to the topic and provide a framework for your assessment.
• Evidence: Support your evaluation with concrete examples, evidence, or data. Use specific details to illustrate your points and clarify your assessment.
• Analysis: Analyze the strengths and weaknesses of the subject based on your criteria. Provide a balanced assessment that considers both positive and negative aspects.
• Conclusion: Summarize your evaluation and reiterate your main points. Offer a final evaluation that reflects your overall assessment of the subject.

By structuring your evaluation essay in a clear and logical manner, you can effectively convey your assessment to your audience and support your evaluation with strong evidence and analysis.

Tips for Writing a Successful Evaluation Essay

1. Choose a topic that you are familiar with and passionate about. This will make the writing process more enjoyable and engaging for you.

2. Clearly define the criteria that you will use to evaluate the subject. Make sure your criteria are specific, measurable, and relevant to the topic.

3. Provide evidence and examples to support your evaluation. Use facts, data, and examples to back up your claims and make your argument more convincing.

4. Use a clear and logical structure for your essay. Start with an introduction that provides context and introduces the topic. Then, develop your evaluation in the body paragraphs, and conclude with a summary of your main points.

5. Be objective in your evaluation. While it’s important to express your opinion, make sure to support it with evidence and consider different perspectives.

6. Edit and revise your essay carefully. Check for spelling and grammar errors, ensure that your arguments are well-supported, and make sure your writing is clear and concise.

Examples of Evaluation Essay

1. Movie Evaluation: “The Shawshank Redemption” is a classic film that touches on themes of hope, redemption, and friendship. The storyline, acting, and cinematography all contribute to the emotional impact of the movie. However, some critics argue that the pacing of the film is slow in certain parts, affecting the overall viewing experience.

2. Restaurant Evaluation: XYZ Restaurant offers a diverse menu, with options ranging from traditional dishes to modern fusion cuisine. The ambiance is cozy and inviting, creating a pleasant dining experience. However, some customers have complained about the slow service and inconsistent quality of food.

3. Book Evaluation: “To Kill a Mockingbird” by Harper Lee is a timeless classic that explores themes of racism, justice, and morality. The author’s evocative writing style and vivid characterizations make the book a compelling read. However, some critics argue that the novel oversimplifies complex issues and lacks nuance in its portrayal of race relations.

Revision and Proofreading

Once you have completed your evaluation essay, it is crucial to revise and proofread it thoroughly to ensure that it is polished and error-free. Follow these steps to refine your essay:

• Check for coherence and structure: Make sure that your essay flows logically from one point to the next. Check for transitions between paragraphs and ensure that your arguments are presented in a clear and organized manner.
• Verify the accuracy of your evidence: Double-check all the facts, statistics, and examples you have used in your essay to ensure their accuracy. Make sure that your evidence supports your evaluation effectively.
• Evaluate the clarity of your thesis statement: Your thesis statement should clearly state your evaluation and the criteria you are using. Make sure it is concise and specific.
• Scan for grammar and spelling errors: Proofread your essay carefully to catch any grammar or spelling mistakes. Use a grammar checker or have someone else read your essay to identify any errors you may have missed.
• Check the formatting and citation style: Ensure that your essay follows the required formatting guidelines and that your citations are properly formatted according to the citation style specified in the assignment instructions.
• Seek feedback: Ask a friend, family member, or teacher to read your essay and provide feedback. Consider their suggestions and make revisions accordingly.

By revising and proofreading your evaluation essay, you can ensure that it is well-written, coherent, and error-free, enhancing its overall quality and effectiveness.

Final Thoughts on Evaluation Essays

Writing an evaluation essay can be a challenging but rewarding endeavor. It allows you to critically assess a topic or subject and provide your own unique perspective on it. Remember to choose a topic that you are passionate about or have expertise in, as this will make the writing process more enjoyable and insightful.

When crafting your evaluation essay, be sure to provide a clear evaluation criteria and support your claims with evidence and examples. Use a balanced approach, acknowledging both the strengths and weaknesses of the subject you are evaluating. Additionally, make sure to structure your essay in a logical and organized manner, with a clear introduction, body, and conclusion.

Overall, evaluation essays offer a valuable opportunity to develop your critical thinking and analytical skills. By following the tips and examples outlined in this guide, you can create a compelling and thought-provoking evaluation essay that engages readers and sparks meaningful discussions.

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20 simple questions to evaluate your lesson

Teachers usually have a gut feeling about their lessons. (Which may swing between commiserating over ice cream and Netflix, or singing to the skies about your new status as an education expert!) What we don’t always do is sit down and identify why a lesson was a success—or bumpy ride.

But why self-assess? Because regular self-evaluation helps teachers identify roads to take next time and shows us how our teaching has improved throughout our careers. Plus, they’re private. Here are some techniques to use any time of year.

Teachers know that a lesson begins before anyone sets foot in the classroom. This is the planning stage; often time-consuming, particularly for new teachers or when teaching an advanced grammar point for the first time. Regular assessment of your planning will show you where you can tweak the process to prepare more efficiently and effectively.

Ask yourself:

In general, how hard was it to plan this lesson?

Did you feel confident about how the lesson would go?

How difficult was it to find the resources and materials you needed? If it was time-consuming, why?

Was your lesson plan easy to follow?

How well were you able to adapt when unexpected changes of direction came up?

Goals direct your planning and the content of your lesson. Later, at a semester or academic year level, they orient this lesson as a part of the bigger picture. Without goals, lessons are wishy-washy—for teachers and students alike.

Were your goals clear at the lesson’s start?

Were they suitable for your students’ level?

Were they realistic, given your allocated class time?

Did all of your students understand and meet the goals?

Student participation

Always remember that some students are more naturally confidence and willing than others. So call on different students and experiment with a variety of classroom techniques that allow more introverted students to participate .

Were all students engaged and participating?

Were they comfortable with your activity set ups?

Which activity went very well/not so well/not as well as you expected?

Whether working from a coursebook, your own materials or materials from a variety of resources, it’s important to continually evaluate their quality and appropriateness. Ideal materials are designed to expose students to target language, while maintaining a rich, authentic experience. They also align with your goals for the lesson and for the semester as a whole. Sometimes, materials seem more appropriate “on paper” than in a living, breathing classroom situation.

Did my chosen materials suit my class’s level, age and interests?

Were they appropriate and relevant?

Did you use all of them? If not, why?

Did they spark participation?

Would you use the same resources next time?

Whiteboards, interactive whiteboards, web-based activities, computers and TVs. We all know which we’re most comfortable using—and where we’d like to brand out. Enter: regular evaluation of your use of technology and different tools.

What tools and technology did you use? Did their use support your goals?

Did you have a back up plan in case of an unexpected event (e.g. a power outage)?

Did the use of technology connect seamlessly to your lessons or feel clunky?

We know that evaluating your own teaching can feel very exposing. But we also know that the benefits of regular self-assessment (including more efficient planning, better materials, more effective, enjoyable lessons and super engaged students) are great.  So don’t be shy. With regular practice, self-evaluations will feel normal—and your teaching will never have been better.

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| | --> by Claudia Pesce 102,608 views  “I can tell when I’ve taught a particularly good lesson or if a class was a complete disaster, in general terms. But is there a more specific way to evaluate the success of a lesson?” * . We may even be able to rate a particular lesson on a scale of one to ten. But is this enough to truly rate the success of your lesson? Not really. Evaluating a lesson is a lot more complex than that. You need to consider a number of things. Ask yourself a series of questions. You may think your lesson was a resounding success, but here’s how you can truly know. ? What made it easy/hard to plan? , etc…? at the start of class? Why or why not? , fluency, etc…) This kind of self-evaluation comes in handy after a particularly difficult lesson. It helps you pinpoint what went wrong and makes it easier to come up with better alternatives to some activities or tasks that were not as effective as you thought they might be. But you might also want to ask yourself these questions after a lesson that was a huge success. A thorough self-evaluation should give you insights into things you might want to replicate in future lessons. We’re all familiar with student assessment. We’re prepared to evaluate every tiny aspect, from student fluency to pronunciation. Every now and then, however, we need to look to ourselves and evaluate all of the aspects of a lesson, both the good and the bad. If you make self-assessment a routine, you’ll soon see patterns developing and discover where your strengths and weaknesses lie. You might see, for example, that you’re not particularly comfortable teaching writing or that it’s an area that your students seem to struggle with. Some weaknesses you may try to improve on your own, while others may require teacher training. If you identify your strengths, on the other hand, you’ll have an arsenal of tried and tested strategies you can always turn to. Whichever way you look at it, a self-evaluation of your lessons is a win-win, for you and your class. Which is why it’s also very important to analyze what did work out very well. So be sure to pat yourself on the back every now and then for a job well done. Don’t dwell on past mistakes. Learn from them. And recreate your successes. * ! If you need any advice on a particular topic, share your question in the comments below. Or tweet your question to with the hashtag #ESLTeachersAsk. Your question might get picked and featured in an article! If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English. . That's 4,036 pages filled with thousands of practical activities and tips that you can start using today. 30-day money back guarantee. --> Copyright 2007-2021 пїЅ Submit a worksheet Mobile version Subscriber Only Resources Access this article and hundreds more like it with a subscription to The New York TImes Upfront  magazine. LESSON PLAN How tiktok changed america. Close Reading Read the Article A new law could lead to a ban on TikTok in the U.S. But the social media platform has already influenced everything from the way we shop to the news we consume. Before reading. 1. Set Focus Pose this essential question to guide discussion: How can technology change societies? 2. List Vocabulary Share with students some of the challenging vocabulary words in this article. Encourage them to use context to infer meanings as they read. discourse (p. 13) ecosystem (p. 13) revenue (p. 14) compensation (p. 15) credentialed (p. 16) compelling (p. 17) 3. Engage Ask students to share what they’re interested in on TikTok. Ask: Has TikTok helped you? What do you like most about it? Does anything about it bother you? Revisit this discussion after the lesson, having students share any new insights they’ve gained. Analyze the Article 4. Read  Have students read the article, marking the text to note key ideas or questions.. 5. Discuss Distribute or project Up Close: How TikTok Changed America , a close-reading activity for students to work on in small groups. (Note: The questions on the PDF also appear on the following page of this lesson, with possible responses.) Follow up with a class discussion. If you’re short on time, have each group tackle one or two of the questions. Collect students’ work or have each group report its findings to the class. What is the main purpose of this article? According to the introduction, why is the article relevant at this moment in time? (Author’s purpose, Analyze context)  (The main purpose is to explain how pervasive TikTok has become in American culture and to discuss the positives and negatives of its growing presence. According to the introduction, this issue is important because some government officials are attempting to ban TikTok. They believe the Chinese government can use it as a tool against American citizens.) Summarize the main ideas of the article. According to each section, how has TikTok changed America, both positively and negatively? (Summarize) (Students should summarize the most important ideas of each section, including the positives and negatives of using TikTok. For example, TikTok is where teens and young adults get most of their news, which helps them stay informed, but TikTok’s algorithm also panders to the user’s world view and its format can lead to oversimplification and inaccuracy.) What types of evidence does the author use to support the central idea that TikTok is “the new mall”? What evidence does the author use to support the idea that TikTok is a “music powerhouse”? (Central ideas, Cite text evidence) (The author supports the idea that TikTok is “the new mall” by describing how creators earn money by advertising goods, how users shop through the platform, and how business owners incorporate TikTok into their product development. The author supports the idea that TikTok is a “music powerhouse” by discussing how artists try to go viral on the platform, even though they feel undercompensated.) What is the problem introduced in the section “It Turned the School Bathroom Into a Movie Set”? How are schools attempting to solve this problem? (Problem & solution) (The problem is that some kids and teens are excusing themselves from class to use their school bathrooms multiple times a day to create content, including acts of bullying and vandalism. Schools have responded by removing the bathroom mirrors and implementing digital hall passes. Some schools have also filed lawsuits against TikTok.)  What is the main idea of the section “It’s the Latest Political Tool”? How does this section relate to, and complicate, the ideas presented in the article’s introduction? (Integrate ideas, text structure) (The main idea of “Political Tool” is that politicians are using TikTok to attract and influence voters. This section relates to the introduction of the article because it also briefly mentions that lawmakers are trying to ban the platform. This section highlights the fact that the same people who are trying to ban TikTok also use it to attract voters, which complicates the idea that politicians are serious about banning it.)  What are the different perspectives on using TikTok as a mental health resource? Which perspective do you find most persuasive? (Compare & contrast, Evaluate arguments) (Some users believe TikTok is beneficial for mental health because it allows people to openly discuss their experiences and find resources. Others criticize the platform because it can lead to misinformation, false self-diagnoses, and scams. Students’ opinions may vary, but they should support their opinions with ideas from the text.) Extend & Assess 6. Writing Prompt Is TikTok harmful or helpful for teens? Write a brief opinion essay to explain. Support your position with details from the article. 7. Video Watch the video about influencers. What does it add to your understanding of the article? 8. Classroom Debate Should the government ban TikTok? 9. Quiz & Skills Use the quiz to assess comprehension and the Analyze the Graphs  and Analyze the Cartoon skill sheets to practice data and visual analysis.  Download a PDF of this Lesson Plan 460 IMAGES What Is an Evaluation Essay? Simple Examples To Guide You Evaluation Essay Example Using Effective Reasoning What Is an Evaluation Essay? Simple Examples To Guide You How to Write an Evaluation Essay How to Write an Evaluation Essay: Examples and Format How To Write Evaluation In Lesson Plan VIDEO ENG 1113 Classification Essay Evaluative Works Cited Essay Lesson 2 Chapter 1 Essay Lesson plan (My school 🏫) #B.Ed How To Complete Assignment#1-Lesson Plan Evaluations Lesson 5 Evaluative Writing Opinion Essay/IELTS Writing Task 2/ IELTS Academic/ Essay Structure/ Essay Templates COMMENTS PDF Lesson Plan Self-reflection and Evaluation Lesson Plan Self-reflection and Evaluation. Self-evaluation is a powerful tool that will help you become a better teacher. Reflecting on and evaluating your teaching after a lesson is over will give you insights that may save you lots of trouble later. Even a few brief evaluative notes on a lesson plan will help you immensely the next time you ... 7 Steps for How to Write an Evaluation Essay (Example & Template) How to write an Evaluation Essay. There are two secrets to writing a strong evaluation essay. The first is to aim for objective analysis before forming an opinion. The second is to use an evaluation criteria. Aim to Appear Objective before giving an Evaluation Argument. Your evaluation will eventually need an argument. Lesson Plan: Reflection and Evaluation Essay Brief Evaluation of the Unit. A narrow-focused objective of the lesson (to examine colors and cloth in Chinese Mandarin) will be beneficial for students because it will help them memorize the concepts and vocabulary more effectively. Get a custom essay on Lesson Plan: Reflection and Evaluation. 183 writers online. PDF Lesson Plan & Implementation: Reflection and Analysis Lesson Plan & Implementation: Reflection and Analysis College of Education Childhood Education & Literacy Studies ... explain how you will use information from this evaluation in future lesson planning. Questions to consider specific to English language learners: 1. In considering the needs of all ELL students in your class, what have you done ... Lesson Plan: Evaluative Writing Lesson Plan: Evaluative Writing Near Eastern and Judaic Studies Objective. To help students builds skills for writing an evaluative paragraph. Estimated Time. ... (see Evaluative Writing handout) on evaluative writing, and ask them to write one sentence that summarizes their own evaluation of the article read for homework, e.g., a one-sentence ... Lesson Plan Critique 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 ... PDF Lesson Plan Evaluation Rubric are sequenced from basic to complex. build on prior student knowledge. provide appropriate time for student work, and lesson and unit closure; evidence that plan is appropriate for the age, knowledge, and interests of most learners; and. evidence that the plan provides some opportunities to accommodate individual student needs. Evaluation Essay Definition, Example & Parts An evaluation essay is written by first making an overall judgment about the topic in the introduction and previewing the main points. The body of the essay lists the criteria that led to the ... How to Evaluate Your Lesson Plans Before the lesson. Leave your plan for 24 hours. Step away, relax, and try not to think about it. Coming back to look at a plan with fresh eyes is one of the best ways to review your plan. You'll pick up little things here and there that can be improved that you didn't spot before. Reviewing your plan, you should only look to improve minor ... Teaching the Compare and Contrast Essay through Modeling 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). How to Assess a Lesson Plan Lesson plans—a form of tactical, or short term, planning—are basic blocks of instruction that stack up toward bigger learning goals. Dividing the learning process into smaller cohesive lessons makes teaching and learning more efficient. Sequencing and grouping learning goals into lessons help teachers pace the instruction over the year, and ... Creating Effective Lesson Plans: A Guide for Teachers The Importance of Lesson Plans. Lesson plans serve as a compass that guides teachers in delivering organized and meaningful instruction. They ensure that essential skills, learning objectives, and curriculum components are covered. Moreover, well-structured lesson plans make it seamless for relief teachers to take over the classroom if needed, maintaining instructional continuity. Lesson Plan Guidelines for Student Teachers At the end of the lesson, the students' mastery of the objective is assessed. A basic format for a student teacher lesson plan structure includes: The title of the unit and the content area and grade-level for whom the lesson is written. State Standards and Common Core Standards addressed in the lesson. An overview of how the individual ... Writing the Evaluation Essay Step 4- Draft. Use this MLA formatted writing template linked HERE to draft out your 3 page (750 word) essay by making a copy and adding your own information. Add a link to your paper in the box below. Make sure it is set so that "Anyone with a link CAN COMMENT" Do this by clicking SHARE in the top right corner. Developing Evidence-Based Arguments from Texts Use these ReadWriteThink resources to help students build their plans into a fully developed evidence based argument about text: Modeling Academic Writing Through Scholarly Article Presentations. And I Quote. Essay Map. Have students use the Evidence-Based Argument Checklist to revise and strengthen their writing. Evaluation Tools for Lesson Planning Evaluating Design. Annie realizes that part of the lesson plan evaluation process has to do with evaluating her lesson design, or the structure of the lesson itself. When she thinks about the ... How to Write an Evaluation Paper With Sample Essays Topic sentence for paragraph 2: Atmosphere: Walking into Bob's, you know you will enjoy eating there. Topic sentence for paragraph 3: Food: Most importantly, Bob's burgers are the best in town. Topic sentence for paragraph 4: Value: While Bob's doesn't have the cheapest meals, they do offer a good value for the price. Ultimate Guide to Writing an Evaluation Essay: Tips and Examples 1. Choose a Topic. Select a subject that you are passionate about or one that you have knowledge of. This will make the evaluation process more engaging and easier for you. 2. Research and Gather Information. Conduct thorough research on your chosen topic to gather relevant information and supporting evidence. 20 simple questions to evaluate your lesson ‹ EF Teacher Zone 20 simple questions to evaluate your lesson. Teachers usually have a gut feeling about their lessons. (Which may swing between commiserating over ice cream and Netflix, or singing to the skies about your new status as an education expert!) What we don't always do is sit down and identify why a lesson was a success—or bumpy ride. Evaluative Essay Lesson Plans & Worksheets Reviewed by Teachers Find evaluative essay lesson plans and teaching resources. Quickly find that inspire student learning. ... Learning Explorer An all-in-one learning object repository and curriculum management platform that combines Lesson Planet's library of educator-reviews to open educational resources with district materials and district-licensed publisher ... Evaluation Writing Lesson Plans & Worksheets Reviewed by Teachers Educator Edition Save time lesson planning by exploring our library of educator reviews to over 550,000 open educational resources (OER). Learning Explorer An all-in-one learning object repository and curriculum management platform that combines Lesson Planet's library of educator-reviews to open educational resources with district materials ... ESL Teachers Ask: How Can I Evaluate If My Lesson Was a Success? Evaluating a lesson is a lot more complex than that. You need to consider a number of things. Ask yourself a series of questions. You may think your lesson was a resounding success, but here's how you can truly know. Evaluate Your ESL Lesson - Ask Yourself. 1. Lesson Plan: Should Schools Ban Cellphones? In an essay, evaluate one of the debaters' arguments. Assess whether the reasoning is valid and whether it's supported with evidence. Point out biases or missing information. 5. Classroom Debate Should schools ban cellphones? Have students use the authors' ideas, as well as their own, in a debate. 6. Vote Lesson Plan: How TikTok Changed America 4. Read Have students read the article, marking the text to note key ideas or questions.. 5. Discuss Distribute or project Up Close: How TikTok Changed America, a close-reading activity for students to work on in small groups.(Note: The questions on the PDF also appear on the following page of this lesson, with possible responses.) assignment essay homework paper phd report review speech thesis