Writing an opinion essay — КСП, план урока, Английский язык, 10 класс
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Краткосрочный план
| Раздел |
Writing: Opinion Essays and Constructive Feedback
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| Тема урока |
Writing an opinion essay
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| Класс |
10
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| Цели обучения в соответствии с учебной программой |
10.1.4 Анализировать и реагировать на конструктивную обратную связь
10.1.10 Использовать обсуждение или письмо как средство рефлексии и изучения ряда взглядов на мир
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| Цели урока |
Students know the structure of an opinion essay, including an introduction, a clearly stated opinion, supporting arguments, and a conclusion.
Students know how to support an opinion with relevant reasons and examples.
Students know how to give and use constructive feedback to improve an opinion essay.
Students know how discussion and writing can help them reflect on and explore different viewpoints.
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| Ценности |
Respect for diverse viewpoints is developed as students consider and respond thoughtfully to opinions different from their own.
Responsibility and cooperation are fostered through specific, constructive peer feedback.
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Ход урока
| Этап урока/ Время | Действия педагога | Действия ученика | Оценивание | Ресурсы |
|---|---|---|---|---|
| Opening and Engagement 5 min |
Organisational moment:
Welcome students, check readiness, and introduce the topic, “Writing an opinion essay.”.
Invite students to briefly share what makes an opinion convincing.
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Students prepare their materials and share ideas about what makes an opinion convincing. | Contributes one relevant idea about convincing opinions — 1 point. Stage maximum — 1 point. | board, notebooks |
| Presenting the Essay Structure 8 min |
New material explanation:
Use the presentation to explain the structure of an opinion essay: an introduction that presents the topic and opinion, body paragraphs with reasons and examples, and a conclusion that restates the position.
Explain that a strong essay uses relevant supporting examples and linking words, and maintains a clear position.
Model a brief claim and supporting reason: “School uniforms should be optional because students should be able to express their individuality.”.
Слайд 1 — Writing an Opinion Essay
Слайд 2 — Students may disagree about whether school uniforms should be required, and each side can…
Слайд 3 — By the end of this lesson you will be able to…
Слайд 4 — The essay’s three parts
Слайд 5 — Building a clear argument
Слайд 6 — Consider another viewpoint
Слайд 7 — Feedback that improves writing
Слайд 8 — Reflect through discussion and writing
Слайд 9 — A persuasive essay stays coherent
Слайд 10 — Recall and apply
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Students follow the presentation, identify the parts of an opinion essay, and note the model claim and supporting reason. | Identifies the introduction, supporting body paragraphs, and conclusion — 1 point each, max 3 points. Stage maximum — 3 points. | |
| Exploring Viewpoints 6 min |
Problem statement:
Present the question: “Should students have homework every day?”.
Ask students to consider how people with different experiences might answer and what reasons could support each view.
Facilitate a brief exchange, reminding students to respond respectfully to contrasting opinions.
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Students consider both sides of the question, share a reason for one viewpoint, and listen respectfully to other perspectives. | States one relevant reason supporting a viewpoint — 1 point. Acknowledges a contrasting viewpoint respectfully — 1 point. Stage maximum — 2 points. | question prompt cards, board |
| Opinion Building Game 6 min |
Instructions:
Organize students into pairs and explain the claim-and-reason game: one student gives an opinion on the homework question, and the partner adds a relevant reason or example; then they switch roles.
Remind students to keep reasons connected to the claim and to listen before responding.
Invite a few pairs to share a claim and its supporting reason with the class.
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Students take turns stating a claim and adding a relevant reason or example, then share selected responses with the class. | States a clear claim — 1 point. Adds a relevant supporting reason or example — 1 point. Stage maximum — 2 points. | |
| Planning an Opinion Essay 7 min |
Instructions:
Distribute the planning assignment: choose a position on whether students should have homework every day.
Ask students to write a thesis statement, two supporting reasons with examples, one contrasting viewpoint, and a concluding idea.
Remind students to organize ideas in a logical order before drafting.
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Students complete an essay plan with a clear position, two supported reasons, a contrasting viewpoint, and a conclusion idea. | Writes a clear thesis — 1 point. Provides two relevant reasons with examples — 2 points. Includes a contrasting viewpoint and conclusion idea — 2 points. Stage maximum — 5 points. | |
| Drafting and Peer Feedback 8 min |
New material explanation:
Ask students to use their plan to draft a short opinion essay with an introduction, supporting body, and conclusion.
Pair students and give a feedback checklist: Is the opinion clear? Are reasons supported by examples? Is a contrasting view treated respectfully? Is the essay logically organized?
Model constructive feedback using a specific suggestion, such as, “Your reason is clear; adding an example would make it more convincing.”.
Ask writers to identify one piece of feedback they will use to improve their draft.
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Students draft a short opinion essay, exchange drafts, give one specific constructive suggestion using the checklist, and identify feedback to apply. Students include a clear opinion, relevant reasons and examples, and a conclusion. | Draft includes a clear opinion and recognizable essay structure — 2 points. Gives one specific, constructive suggestion — 1 point. Identifies one improvement based on feedback — 1 point. Stage maximum — 4 points. | draft paper, peer-feedback checklist |
| Knowledge Check Quiz 3 min |
Instructions:
Give a brief quiz asking students to identify the function of a thesis statement, select the strongest supporting reason, and choose a constructive feedback comment.
Review the answers briefly and clarify any misconception.
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Students complete the three quiz questions independently and check the correct answers during the review. | Correctly identifies the thesis statement’s function — 1 point. Selects a relevant supporting reason — 1 point. Identifies constructive feedback — 1 point. Stage maximum — 3 points. | |
| Reflection 2 min |
Runs the "Raise the sail" reflection. Students hold to raise the sail — the higher it goes, the happier they are with the lesson.
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Students complete the "Raise the sail" reflection and assess their understanding of the topic. | Names one learning insight or writing skill — 1 point. Stage maximum — 1 point. |
Здоровье и соблюдение техники безопасности
| Здоровье и соблюдение техники безопасности | Keep walkways clear and handle classroom materials carefully. During pair and class discussions, speak respectfully, listen without interrupting, and respond to ideas rather than criticizing people. |
О материале
- Тип материала
- План урока (КСП)
- Предмет
- Английский язык
- Класс
- 10 класс
- Язык
- Английский
- Направление обучения
- Гуманитарное
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