КСП «Developing writing: an opinion essay 2 Summative Assessment Unit 8» по английскому языку, 9 класс

• Goal 1 (reading / 10.4.7.1): By the end of the lesson, students will identify and label at least three inter-paragraph patterns of development (e.g., problem–solution, cause–effect, general statement–example–conclusion) in two model opinion essays on natural disasters, supporting each label with one quoted sentence — accuracy ≥ 80% on the pattern-identification checklist.
• Goal 2 (writing / 10.5.3.1): By the end of the lesson, students will independently write a 120–150-word opinion essay on a natural-disaster topic with a clear thesis, two supported arguments and a conclusion, making no more than 3 grammar/mechanics errors per 100 words, measured against the Summative Assessment Unit 8 writing rubric.
• Goal 3 (value integration — Taza Qazaqstan): By the end of the lesson, students will include in their essay at least one concrete, realistic recommendation for keeping public places clean and reducing litter/pollution harm after a natural disaster, and will explain in one sentence why this recommendation matters for health and nature.

Teacher greets the class and writes the “What if…?” question on the board:

“What if a strong earthquake/flood hit our town tomorrow — what would happen to our streets, parks and school yard one week later, and who would be responsible for cleaning them up?”

Teacher gives 60 seconds of silent thinking, then 90 seconds of pair discussion, then takes 3–4 whole-class answers.

Teacher scripts the dialogue:

• “Think silently for one minute. Do not write yet — just picture our town.”
• “Now turn to your partner. Share one prediction about the litter and pollution after the disaster.”
• “Who can give me one idea? Start with: If a disaster happened, … because …”
• “Do you agree with your classmate? Why / why not?”

Teacher collects possible student responses on the board (litter, plastic bottles, broken glass, dirty water, rats, illness, volunteers, akimat, school eco-club).

Teacher links to the lesson: “Today we write an opinion essay about disasters AND about keeping our country clean — Taza Qazaqstan. An opinion essay needs clear inter-paragraph patterns, and that is exactly what we will analyse first.”

Teacher states the three lesson goals briefly and shows the 10-point scoring system.

• Listen to the “What if…?” question.
• Think silently for 1 minute.
• Discuss predictions in pairs.
• Share ideas with the class using the sentence starter.
• Suggest possible answers, e.g.: “If a disaster happened, there would be a lot of plastic bottles and broken glass in the streets because people would leave them.”, “Dirty water could cause diseases because rubbish would block the drains.”, “Volunteers and the school eco-club would need to organise a clean-up campaign.”
• Write down the lesson goals and the 10-point system in notebooks.

Descriptors only — no points.

• Gives at least one prediction about litter/pollution after a disaster.
• Uses the target sentence starter (If a disaster happened, … because …) at least once.
• Listens to a partner and responds to their idea.
• Names at least one responsible group (people, volunteers, school, local authorities).

no points

• Board / whiteboard and markers.
• English Plus 9, Unit 8 (Natural disasters) — opening spread for visual reference.
• Slide 1 “What if…?” question (projector or printed A4).
• Timer on the board.