Writing: An opinion essay — Lesson Plan, English, Grade 10
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Lesson plan
| Section |
Writing: Opinion Essays
|
| Lesson title |
Writing: An opinion essay
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| Class |
10
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| Lesson objectives according to program |
10.4.3 - quickly scan long texts to identify content that requires full reading within a range of topics in general and in the curriculum; 10.5.3 - write on a range of topics in general and in the curriculum, taking into account grammatical rules;
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| Lesson objectives |
Students will know the purpose and typical structure of an opinion essay, including an introduction, supporting paragraphs, and a conclusion.
Students will know how to identify an author's viewpoint and supporting reasons by scanning a text for key words and topic sentences.
Students will know how to express and support an opinion using clear arguments, linking words, and grammatically accurate sentences.
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| Values |
Respectful dialogue: Students consider differing viewpoints and respond to them with reasoned, respectful language.
Responsibility: Students support their opinions with relevant reasons and take care to communicate ideas clearly and accurately.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Opening and Lesson Focus 5 min |
Organisational moment:
Welcome students, check readiness, and introduce the topic: writing an opinion essay.
Present the lesson goals: scan a text for information that needs closer reading and write a clear, supported opinion.
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Students prepare their materials and listen to the lesson goals. Students share a brief initial thought about what makes an opinion convincing. | Materials ready and lesson focus identified — 1 point. Initial contribution related to the topic — 1 point. Stage maximum — 2 points. | board, notebooks |
| Essay Structure Presentation 8 min |
New material explanation:
Use the presentation to explain the purpose and structure of an opinion essay: an introduction that states the issue and opinion, supporting paragraphs with reasons and examples, and a conclusion that restates the viewpoint.
Explain how linking words such as “firstly,” “however,” and “therefore” connect ideas, and remind students to check grammar and punctuation.
Model scanning by locating a viewpoint, reasons, and topic sentences before reading selected sections closely.
Slide 1 — Opinion Essay Structure
Slide 2 — A school is considering replacing some printed textbooks with digital materials. Students…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — A clear essay structure
Slide 5 — Connecting the argument
Slide 6 — Weigh the reasons
Slide 7 — Scan before close reading
Slide 8 — Apply the scanning strategy
Slide 9 — Main takeaways
Slide 10 — Recall and transfer
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Students follow the presentation and record the essay structure. Students identify the model opinion, supporting reasons, and linking words, then explain what information they would read more closely. | Correctly identifies the introduction, supporting paragraphs, and conclusion — 1 point each, max 3 points. Identifies one linking word and explains its function — 1 point. Stage maximum — 4 points. | |
| Scanning Skills Game 7 min |
Instructions:
Organize students into pairs and distribute a short opinion text with a set of prompts.
Ask pairs to scan for the author's opinion, two supporting reasons, and one paragraph that needs closer reading; award one point for each correct finding.
Invite pairs to compare their findings and explain which key words or topic sentences helped them scan efficiently.
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Students work in pairs to scan the text and locate the author's opinion, two reasons, and a paragraph for close reading. Students compare answers and explain the textual clues they used. | Author's opinion located — 1 point. Two supporting reasons located — 1 point each. Appropriate paragraph selected for close reading with a relevant clue — 1 point. Stage maximum — 4 points. | |
| Guided Text Analysis 6 min |
Questions to the class:
Ask: “What is the author's opinion in the text?”.
Ask: “Which two reasons support that opinion?”.
Ask: “Which paragraph should be read fully, and what clue made you choose it?”.
Answers:
The author's opinion is the viewpoint stated in the introduction and reinforced in the conclusion.
The supporting reasons are the two relevant arguments identified in the text.
The paragraph selected is the one containing details needed to verify or understand a supporting argument; its topic sentence or key words signal this.
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Students answer the questions using evidence from the text. Students identify the author's viewpoint, name two supporting reasons, and select a paragraph for close reading, referring to its topic sentence or key words. | Accurately states the author's opinion — 1 point. Identifies two supporting reasons — 1 point each. Justifies the close-reading choice with a textual clue — 1 point. Stage maximum — 4 points. | short opinion text, board |
| Opinion Essay Draft 12 min |
Writing task:
Assign students the prompt: “Should schools limit students’ use of mobile phones during the school day?”.
Ask students to write a short opinion essay with an introduction and clear viewpoint, two supporting reasons with examples, linking words, and a conclusion.
Remind students to check grammatical accuracy, sentence structure, and punctuation as they write.
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Students plan and write a short opinion essay responding to the prompt. Students state a viewpoint, develop two reasons with examples, use linking words, and check grammar and punctuation. | Clear viewpoint in the introduction — 1 point. Two relevant reasons supported with examples — 1 point each. Effective use of linking words — 1 point. Conclusion restates the viewpoint — 1 point. Grammar and punctuation are sufficiently accurate — 1 point. Stage maximum — 6 points. | |
| Knowledge Check Quiz 5 min |
Quiz instructions:
Give students a short quiz with four items: identify the purpose of an opinion essay, select its conclusion, choose a linking word that signals contrast, and identify the best scanning strategy for locating a supporting reason.
Review the answers briefly and clarify any misconception.
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Students complete the four quiz items independently and check their understanding during the brief answer review. | One point for each correct quiz response. Stage maximum — 4 points. | |
| Reflection 2 min |
Runs the "How well did you understand the lesson?" reflection. Students rate their understanding from 1 to 5 stars — from "didn't get it" to "got it".
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Students complete the "How well did you understand the lesson?" reflection and assess their understanding of the topic. | Names one accurate essay feature — 1 point. Identifies one relevant skill for future writing — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Keep bags and personal items out of walkways, and handle classroom materials carefully. Maintain an appropriate screen distance and take brief eye breaks when viewing the presentation. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 10
- Language
- English
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