evaluating texts
4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.
Lesson Overview
Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Learning Objectives
- Explain the key ideas of evaluating texts
- Apply evaluating texts to exam-style questions
- Develop independent study skills
- Build cross-topic connections
Prerequisites
- Read the revision notes for evaluating texts first (GCSE Revise summary)
- Key vocab to pre-teach: Step 1, Examiner's Tip, Evaluation Exam Strategy
- Basic skills: reading the summary notes and answering the practice questions there
Materials & Equipment
- Exercise book, coloured pens
- Ruler
- Printed revision notes (link below)
- Internet for videos (see Resources)
Lesson 1: Introduction: evaluating texts
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Write down everything you already know about evaluating texts. Then check against the key terms: Step 1, Examiner's Tip, Evaluation Exam Strategy. Use a mini-whiteboard or paper.
Main Content (35 minutes)
Parent/Teacher Guide:
Before lesson: Read the script below. Pre-teach key vocab: Step 1, Examiner's Tip, Evaluation Exam Strategy.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Before lesson: Read the script below. Pre-teach key vocab: Step 1, Examiner's Tip, Evaluation Exam Strategy.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: evaluating texts. By the end you will be able to answer exam questions on it unaided. It connects to the rest of English Language because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
Mins 0-5 - Hook: "Today: evaluating texts. By the end you will be able to answer exam questions on it unaided. It connects to the rest of English Language because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
First Look
Start with the revision notes summary, then attempt: What does "evaluate" mean in the context of English Language?
Plenary (5 minutes)
Check Out
Your student states one thing they learned and one question they still have about evaluating texts.
Lesson 2: Core Concepts: evaluating texts
Duration: 50 minutes
Starter Activity (5 minutes)
Review Previous Lesson
Quick recap: write 3 key points from Lesson 1 on evaluating texts. Check them against the notes below.
Main Content (35 minutes)
Definition: Evaluation means making judgements about a text and supporting your opinions with evidence. You assess how successfully the writer achieves their purpose.
Step 1: Decide your overall opinion - agree, disagree, or partially agree Step 2: Find evidence that supports your view Step 3: Analyse how the writer achieves the effect Step 4: Consider alternative viewpoints if appropriate Step 5: Reach a conclusion
Examiner's Tip: This is worth 20 marks - the most on the paper. Spend about 20-25 minutes on it. Make sure you give a clear opinion and back it up with detailed analysis of the text.
Evaluation Exam Strategy: This is AQA Paper 1 Q4 - the highest-mark question at 20 marks. Spend 20-25 minutes on it. Start by deciding your position: agree, disagree, or partially agree. Then build your argument with 3-4 PEEL paragraphs, each one analysing a different method the writer uses. Include a counter-argument or concession to show balanced thinking. End with a clear conclusion. Examiners reward confident, well-supported judgements - don't sit on the fence, but do show you've considered the text fully.
| Item | Detail |
|---|---|
| Agreement | I agree that... / This effectively creates... / The writer successfully... |
| Partial agreement | To some extent... / While... I also think... / However, this could also be seen as... |
| Disagreement | I disagree because... / This is not convincing because... / The effect is actually... |
| Just retelling the story | Focus on evaluating, not summarising |
| Not giving an opinion | Make a clear judgement |
| Lack of evidence | Support every point with quotations |
| Only discussing language | Consider structure and form too |
| Being too vague | Use specific examples and analyse effects |
Practice (10 minutes)
Q: What does "evaluate" mean in the context of English Language?
Answer: To make a judgement about how effective or successful a text is, supported by evidence and analysis.
Plenary (5 minutes)
Explain Back
Your student teaches the key points back to you without looking. Fill any gaps immediately.
Lesson 3: Application: evaluating texts
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Recall the key terms: Step 1, Examiner's Tip, Evaluation Exam Strategy. Define each in one sentence.
Main Content (35 minutes)
Parent/Teacher Guide: Let your student attempt each question alone first, then compare with the model answer. Award method marks for correct working even if the final answer is wrong.
Q1: What does "evaluate" mean in the context of English Language?
Answer: To make a judgement about how effective or successful a text is, supported by evidence and analysis.
Q2: How should you structure an evaluation response?
Answer: Start with your opinion, use PEEL paragraphs with evidence and analysis, consider alternative views, and reach a conclusion.
Q3: Why is it important to use evidence in evaluation?
Answer: Evidence proves your opinion is based on the text rather than just personal preference - it shows you can support your ideas.
Q4: What phrases can you use to show partial agreement?
Answer: "To some extent...", "While I agree that..., I also think...", "However, this could also be seen as..."
Plenary (5 minutes)
Error Review
Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.
Lesson 4: Exam Practice: evaluating texts
Duration: 50 minutes
Starter Activity (5 minutes)
Command Words
Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).
Main Content (35 minutes)
Exam-Style Question
Attempt a past-paper style question on evaluating texts from the exam board past paper finder (see Resources), then mark it against the scheme.
Exam Tips: Start by deciding your overall opinion | Make your judgement clear from the start | Use "I agree/disagree" language confidently | Support every point with specific evidence | Analyse language AND structure where relevant | Consider both sides for a balanced argument | This is a high-mark question - manage your time well
Common Errors: Watch Out! Students often retell the story instead of evaluating it. Wrong: "First the character goes to the house, then she looks through the window, then she goes inside." Correct: "The writer effectively builds tension by delaying the character's entry to the house, making the reader share her apprehension." Students often give an opinion without analysing the writer's methods. Wrong: "I agree the writer creates fear because it is very scary." Correct: "I agree the writer creates fear. The use of short, fragmented sentences such as 'Footsteps. Closer. Now.' accelerates the pace, replicating the character's racing heartbeat." Students often only discuss language, ignoring structure and for
Stretch & Challenge (Grade 8-9):
- Synoptic links: explain how evaluating texts connects to another English Language topic you have studied
- Real-world: research one real-world use or example of evaluating texts
- Critical: "What are the limitations of the models used in evaluating texts?"
Plenary (5 minutes)
Assessment Criteria
- Got it: Confident explanation + correct worked examples
- Getting there: Main points OK, needs support with detail
- Not yet: Confused on key concepts - re-run Lesson 2
Homework & Consolidation
- Consolidation: Re-answer any Lesson 3 practice questions answered incorrectly (20 mins)
- Retrieval: Write flashcards for the key terms: Step 1, Examiner's Tip, Evaluation Exam Strategy (10 mins)
- Exam practice: One past-paper question on evaluating texts from the board websites (15 mins)
- Extension: Explain evaluating texts to someone else in your own words (10 mins)