Mastering Reviews

Overview

Duration: 58 minutes
Class size: 25
Subject: English (Year 12; 6th year)
Curriculum: Irish Education Curriculum (Junior Cycle English Specification for English at Senior Cycle, adapted for review writing)

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Learning Objectives

By the end of the lesson, students will:

• Identify and articulate the key components of a review: introduction, description, evaluation, and recommendation. (English Senior Cycle Strand: Writing; Communicative Strand: Functional writing)
• Develop understanding of the structure and purpose of each section of a review.
• Create a plan for their own review essay, applying success criteria for each component.
• Engage collaboratively in discussion and peer evaluation to deepen comprehension of review writing.
• Differentiate between effective and ineffective review elements using dyslexia-friendly and varied reading materials.

Linked IE Curriculum Competencies:

• C1: Engage in collaborative discussions using appropriate language structures and conventions.
• C2: Write clearly and effectively for different purposes and audiences.
• C3: Analyse and appraise texts critically.
• C4: Plan and organise ideas logically in writing.

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Resources Needed

• Printed dyslexia-friendly texts of sample reviews (Font: OpenDyslexic, size 14pt, coloured paper backgrounds)
• Whiteboard and markers
• Lined writing paper and pens
• Station activity sheets (one per station)
• Projector for displaying review components and success criteria
• Timer or clock for station rotation

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Lesson Structure

1. Starter (5 minutes)

Activity: Quick Think-Pair-Share: “What makes a good review?”

• Students think individually for 1 minute, then discuss with their partner for 2 minutes.
• Share 2-3 answers with the whole class (teacher writes keywords on board).

Purpose: Activate prior knowledge; engage all students at the start.

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2. Introduction: Review Components (7 minutes)

Teacher Input:

• Present the four key components of a review on the board/projector:

  1. Introduction (hook + overview)
  2. Description (summary of content, context)
  3. Evaluation (analysis of strengths, weaknesses, supported by examples)
  4. Recommendation (final judgement aimed at the reader)

• Briefly explain the purpose and typical language features of each.

Success Criteria Slide:

• Introduction: grabs attention, names the work and creator, outlines what is reviewed.
• Description: summarises content clearly, remains concise and factual.
• Evaluation: gives balanced opinions with clear evidence/examples.
• Recommendation: persuades, addresses target audience, uses clear advice or star rating.

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3. Interactive Station Activity (25 minutes total)

Setup: Four stations set around the classroom representing each review component. Students split into 5 groups (of 5 students). Each group spends 5 minutes at each station, completing the tasks.

Station	Focus	Activity Description	Resources
1	Introduction	Read 2 short intro examples (dyslexia-friendly print). Identify hook, work title, reviewer’s aim. Highlight strong and weak parts.	Dyslexia-friendly sheets with explanations
2	Description	Summarise a short extract from a novel/play/film in 3 sentences. Peer feedback given using success criteria.	Summary extracts printout
3	Evaluation	Read balanced paragraphs with opinions (positive and critical). Annotate strengths and evidence, discuss whether argument is persuasive.	Example evaluation paragraphs
4	Recommendation	Rewrite a weak recommendation to be more engaging and audience-focused. Share with group.	Sample weak recommendations

Teacher circulates, scaffolds learning, offers targeted support, especially for diverse learners.

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4. Planning Their Own Review (12 minutes)

Task: Individually, students start planning their own review based on a text/media they have studied or chosen (novel, film, play).

• Use a structured worksheet with four boxes labelled Introduction, Description, Evaluation, Recommendation.
• Include sentence starters and prompts to guide planning (e.g., “The work I am reviewing is...”, “One strength of this work is...”).
• Encourage use of evidence and critical language.

Differentiation: Provide templates for students who need additional support, including graphic organisers, key phrases, and dyslexia-friendly prompts.

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5. Plenary (9 minutes) – Varied Assessment Approaches

Option 1 – Exit Ticket (for all)

• Write one sentence for each review component explaining why that section is important.
• Collect to assess individual understanding.

Option 2 – Think-Group-Share (to develop metacognition)

• Students pair to compare one planned section and give peer feedback according to success criteria.

Option 3 – Mini Oral Presentation (for advanced learners)

• Two volunteers choose one component from their plan and explain how it fulfills success criteria, justifying their choices with evidence from the text.

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Differentiation Strategies

• Use of dyslexia-friendly print texts (OpenDyslexic font, coloured paper) and audio recordings of review excerpts where possible.
• Sentence starters and writing frames for scaffolding planning.
• Peer support via group work and paired discussions.
• Visual aids and graphic organisers to help structure ideas.
• Advanced learners encouraged to explore use of rhetorical devices in evaluation and experiment with tone/voice.

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Extension Activities (Post-Lesson or for Advanced Students)

• Write a complete review essay incorporating all four components, focusing on tone and audience adaptation.
• Analyse professional reviews from different media (newspapers, blogs) for voice, bias, and persuasive techniques.
• Direct a short dramatization or recorded video review, incorporating elements of film studies (camera angles, tone) linked to evaluation.
• Compare reviews of the same work by different critics, deepening understanding of subjective evaluation.

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Success Criteria Summary

Component	Success Indicators
Introduction	Engaging hook, clear identification of work and author. Sets reader’s expectations.
Description	Clear, concise summary with relevant details only. Objectivity maintained.
Evaluation	Balanced, supported opinions. Use of quotes/examples. Engages reader critically.
Recommendation	Clear advice reflecting reader’s needs. Persuasive, confident closing.

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Teacher Reflection Points (Post-Lesson)

• Did students demonstrate understanding through station activities and planning?
• Were diverse learners supported effectively?
• Which interactive elements engaged students most?
• How well did plenaries assess learning and promote active thinking?
• Adjust next lesson plans based on formative assessment data gathered.

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End of plan.