Communication — Lesson Plan, English, Grade 7
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Lesson plan
| Section |
Communication and collaboration
|
| Lesson title |
Communication
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| Class |
7
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| Lesson objectives according to program |
7.1.4.1 Оценивать и реагировать конструктивно на обратную связь от других учеников
7.1.2.1 Использовать навыки говорения и аудирования для обеспечения обратной связи одноклассникам
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| Lesson objectives |
Students know the features of constructive peer feedback, including being specific, respectful, and helpful.
Students know how to listen actively to feedback and respond to it constructively.
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| Values |
Respectful communication and cooperation: students acknowledge classmates’ ideas, give feedback tactfully, and use suggestions to improve their work.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Opening and Goals 4 minutes |
Organisational moment:
Welcome students, check readiness, and display the lesson topic, Communication.
State the lesson goals: giving useful feedback and responding to classmates constructively.
|
Students prepare their materials and listen to the lesson goals. | Students state one lesson goal accurately — 1 point. Stage maximum — 1 point. | board, notebooks |
| Introducing Feedback 7 minutes |
New material explanation:
Present the key features of constructive feedback: it is specific, respectful, and gives a useful next step.
Model a helpful comment: “Your opening is clear. Adding one example could make your point even stronger.” Contrast it with an unhelpful comment: “This is bad.”.
Explain active listening and model a constructive response: “Thank you. I will add an example.”.
Slide 1 — Constructive Peer Feedback
Slide 2 — After a classmate’s presentation, one student says, “This is bad.” Another says, “Your op…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Three useful features
Slide 5 — A helpful comment
Slide 6 — Which matters more in this comment—its specific suggestion or its respectful tone, and wh…
Slide 7 — Listen actively
Slide 8 — Respond constructively
Slide 9 — Take the next step
Slide 10 — How would you revise “Your ending is weak” to make it constructive?
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Students study the examples and identify which comment is constructive. Students explain that constructive feedback is specific, respectful, and helpful, and give an example of a constructive response. | Identifies the constructive comment and explains why — 1 point; names two features of constructive feedback — 2 points; gives a relevant constructive response — 1 point. Stage maximum — 4 points. | |
| Feedback Questions 5 minutes |
Questions to the class:
Which is more useful: “Your introduction is confusing” or “Your introduction could be clearer if you state your main idea first”? Why?
What could you say after a classmate suggests a change?
Answers:
“Your introduction could be clearer if you state your main idea first,” because it is specific and suggests an improvement.
“Thank you. I will consider that suggestion,” or another respectful response.
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Students answer the questions, identifying the specific suggestion as more useful and offering a respectful response such as “Thank you. I will consider that suggestion.” | Chooses the more useful feedback and gives a relevant reason — 2 points; gives a respectful response to feedback — 1 point. Stage maximum — 3 points. | board, question cards |
| Feedback Practice Game 8 minutes |
Instructions:
Organise students into pairs. Give each pair a short sample statement or mini-presentation prompt.
Ask one partner to share a short idea and the other to give one specific, respectful suggestion and one positive observation.
Have partners switch roles and remind them to respond by acknowledging the feedback.
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Students take turns sharing an idea, giving a positive observation and a specific suggestion, and responding respectfully to their partner’s feedback. | Gives one specific suggestion — 1 point; gives one respectful positive observation — 1 point; acknowledges the feedback constructively — 1 point. Stage maximum — 3 points. | |
| Peer Feedback Task 9 minutes |
Task directions:
Assign each student to write a short paragraph of three to four sentences on a familiar topic.
Ask students to exchange paragraphs and write one specific strength and one actionable suggestion.
Remind students to use respectful language and return the feedback to the writer.
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Students write a short paragraph, exchange it with a classmate, and provide one specific strength and one actionable, respectful suggestion. | Writes a relevant paragraph of three to four sentences — 1 point; identifies a specific strength — 1 point; gives an actionable suggestion in respectful language — 2 points. Stage maximum — 4 points. | |
| Understanding Check 7 minutes |
Quiz directions:
Give students a short individual check with three items: identify the constructive comment in a pair, choose a respectful response to feedback, and select an actionable suggestion.
Ask students to complete the check independently and review their answers briefly.
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Students complete the three-item check independently and identify constructive feedback, a respectful response, and an actionable suggestion. | Identifies the constructive comment — 1 point; selects a respectful response — 1 point; selects an actionable suggestion — 1 point. Stage maximum — 3 points. | |
| Reflection 5 minutes |
Runs the "Finish the sentence" reflection. Teacher picks which lesson moments to ask about — students pick a moment, then choose how it went.
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Students complete the "Finish the sentence" reflection and assess their understanding of the topic. | Names one constructive feedback feature — 1 point; gives a suitable future response or action — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Keep walkways clear and handle classroom materials carefully. Maintain respectful language and avoid personal or hurtful comments when giving peer feedback. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 7
- Language
- English
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