Blogging in English: Writing for the Real world

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Blogging in English: Writing for the Real world

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In today’s digital society, communication is no longer limited to face-to-face dialogue or traditional written formats such as essays and reports. Instead, online communication platforms dominate the way people share ideas, information, and creativity. Among these platforms, blogging has emerged as one of the most powerful and widely accessible tools for personal expression, professional development, and global interaction. For high school students, blogging offers not only an engaging way to practice English but also an opportunity to develop critical life skills that are essential in the 21st century. The program “Blogging in English: Writing for the Real World” is designed for 10th-grade learners as a response to the changing needs of both education and society. It provides students with an authentic, meaningful context in which they can use English as a tool for self-expression, critical thinking, and digital communication. Unlike traditional language learning approaches that often

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Жамбыл облысы әкімдігінің білім басқармасы «Тараз қаласы білім бөлімінің Амангелді атындағы орта мектебі» Коммуналдық мемлекеттік мекемесі

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Blogging in English: Writing

for the Real world

(10сыеып оқушыларына арналған бағдарлаиа)

Ағылшын тілі пәнінің мұғалімі

Абдралиева Бибигул Жуматаевна

Тараз 2025 ж.

Content

Introduction……………………………………

Consolidation Content Section………………..

Information section……………………………

Normation section……………………………..

Educational-methodological section…………..

Conclusion…………………………………….

References…………………………………….

Links…………………………………………..

Introduction

The program “Blogging in English: Writing for the Real World” is designed for 10th-grade learners as a response to the changing needs of both education and society. It provides students with an authentic, meaningful context in which they can use English as a tool for self-expression, critical thinking, and digital communication. Unlike traditional language learning approaches that often remain confined to classroom drills and textbook tasks, this program extends learning into the real world. By producing and publishing blogs, students are exposed to genuine communication scenarios where their writing can reach peers, teachers, and potentially even a global audience.

The value of this program lies in its ability to combine linguistic knowledge with digital literacy. Students are not only learning to form grammatically correct sentences but also acquiring the ability to communicate effectively in online environments. They must think about tone, style, clarity, and audience awareness, skills that are directly transferable to academic, professional, and social contexts. Furthermore, the interactive nature of blogging—through comments, feedback, and dialogue—gives students a sense of responsibility and engagement that goes beyond traditional assignments.

Another important aspect of this program is its motivational potential. Adolescents often question the relevance of classroom activities, particularly in language learning. Blogging bridges the gap between school requirements and students’ personal interests by offering them a space to write about topics that matter to them—technology, culture, environment, lifestyle, or social issues. This autonomy not only increases engagement but also builds a sense of ownership over the learning process.

Finally, this program prepares students for the digital realities of the future. In a world where success increasingly depends on one’s ability to communicate effectively online, the skills acquired through blogging—critical thinking, responsible digital behavior, and intercultural competence—are indispensable. The program therefore aligns with the educational mission of preparing learners not only for examinations but for life as active, competent, and responsible global citizens.

2. Objectives and Tasks

The primary objective of this program is to enhance students’ English language proficiency by integrating it with real-world communication practices through blogging.

Specific Objectives:

Improve linguistic accuracy and fluency in writing.
Develop communicative competence in authentic digital contexts.
Foster creativity, critical thinking, and originality in self-expression.
Strengthen digital literacy and responsible online citizenship.
Connect classroom knowledge with practical, real-world application.

Tasks:

Guide students in creating, editing, and publishing blog posts.
Introduce learners to multiple genres: personal reflections, informative articles, reviews, opinion pieces.
Encourage peer feedback and collaborative learning through comments.
Integrate multimedia elements to enrich blog content.
Align blogging projects with curricular themes and students’ interests.
Promote reflective practices to help students monitor progress.

3. Relevance of the Program

The program is highly relevant to modern education because it addresses the intersection of language learning, digital literacy, and global communication. While traditional teaching focuses on controlled exercises, students today need authentic opportunities to use English in meaningful contexts. Blogging provides this bridge by combining classroom learning with real-world practice.

It is also necessary because students already live in a digital environment, yet many lack guidance on how to use online platforms productively. This program equips them with both linguistic skills and responsible digital practices, preparing them for academic and professional futures. Furthermore, by allowing students to engage with topics of personal and societal importance, the program enhances motivation and makes learning more meaningful.

4. Scientific and Methodological Level (Innovation and Novelty)

The innovative aspect of this program lies in treating blogging not as a supplementary activity but as the central method of language instruction. Unlike traditional curricula that prioritize essays and formal writing tasks, this program uses blogging as an authentic communication tool.

It introduces novelty in several ways:

Integrating digital literacy with language learning.
Shifting from teacher-centered to student-centered approaches.
Using project-based and collaborative tasks for real audiences.
Expanding writing genres beyond academic essays to include modern, interactive forms of expression.

This methodological innovation restores the authentic communicative purpose of language learning, ensuring that students see English as a tool for real interaction rather than just a school subject.

5. Scientific Value of the Program

The program reflects the philosophy of modern education, which emphasizes holistic development and learner autonomy.

Philosophy: It is rooted in humanistic principles that value students’ individuality, creativity, and voice.
Methodology: It draws on constructivist and task-based approaches, encouraging learners to actively construct knowledge through authentic communication.
Psychology: It supports adolescents’ cognitive and socio-emotional development by providing a platform for identity formation and self-expression.
Pedagogy: It incorporates best practices such as project-based learning, formative assessment, and digital integration.

In this way, the program is scientifically valuable because it combines theory and practice, aligning with the latest trends in pedagogy, psychology, and educational methodology.

6. Directionality of the Program

The directionality extends beyond language learning to:

Personal development: Building confidence, critical thinking, and civic responsibility.
Health and well-being: Offering safe, creative self-expression to support mental and social health.
Multidisciplinary focus: Encouraging blogs on economics, ecology, culture, psychology, and social issues.
Humanistic and innovative orientation: Ensuring the program is integrative, learner-centered, and future-oriented.
Scientific alignment: Promoting inquiry, hypothesis testing, and evidence-based reflection.

Thus, the program develops not only knowledge and skills but also personality, responsibility, and resilience.

7. Methodological Foundations: Internal Unity and Consistency

The program demonstrates unity and coherence by:

Following a systematic, step-by-step approach.
Aligning goals, tasks, and evaluation methods.
Integrating digital tools with pedagogical strategies.
Ensuring consistency between objectives and measurable outcomes.
Balancing structure with flexibility to adapt to learners’ needs.

This ensures that the methodology is not fragmented but interconnected, leading to reliable learning outcomes.

8. Validity and Reliability of the Program

The program is valid because its objectives correspond directly to the needs of learners and the demands of modern society. Its methods—task-based learning, blogging, and digital publishing—are authentic and relevant.

It is reliable because outcomes are consistently measured using clear rubrics and both formative and summative assessments. By combining linguistic, creative, and digital criteria, the program ensures trustworthy results. Its grounding in research-based approaches enhances scientific and pedagogical credibility.

9. Expected Outcomes

A. Linguistic Outcomes (Accuracy, Range, and Control)

Outcome A1 — Grammar and Syntax:
Students write multi-paragraph blog posts with largely accurate sentence structures (simple, compound, and complex), correct subject–verb agreement, appropriate tense/aspect, and consistent pronoun reference. Errors may occur but do not impede comprehension.

Outcome A2 — Vocabulary Breadth and Precision:
Students use topic-specific and genre-appropriate vocabulary (e.g., for opinion, review, explanatory posts), including collocations and discourse markers that improve cohesion (e.g., moreover, in contrast, consequently, for instance).

Outcome A3 — Cohesion and Coherence:
Students organize posts with clear thesis statements, logically ordered paragraphs, and effective use of headings, bullet points, and transitions; they maintain a consistent point of view and register suited to their audience.

Outcome A4 — Editing and Mechanics:
Students apply punctuation, capitalization, and spelling conventions with high consistency; they demonstrate the ability to self-edit and to incorporate feedback from peers and teachers.

Evidence:

Two or more finalized posts per unit (opinion, review, explainer, narrative), each 400–800 words.
Drafts with tracked changes and teacher/peer comments showing development from first to final version.
A personal style sheet (preferred spellings, capitalization of proper nouns, tone/voice notes).

Success Criteria:

≥80% of sentences free from major grammatical errors; cohesive devices used purposefully; vocabulary choices reflect topic and audience.

B. Communicative Outcomes (Audience, Purpose, and Rhetoric)

Outcome B1 — Audience Awareness:
Students tailor tone and format to intended readers (peers, school community, wider public), using hooks, relevant examples, and clear calls to action where appropriate.

Outcome B2 — Genre Control and Rhetorical Moves:
Students compose different blog genres:

Opinion/argument: claim, reasons, evidence, counterargument, conclusion.
Review: criteria, evaluation, recommendation.
Explainer/how-to: steps, definitions, visuals, troubleshooting.
Personal narrative: setting, conflict, reflection, significance.

Outcome B3 — Interaction and Dialogue:
Students sustain meaningful online discussion by commenting constructively, asking clarifying questions, and acknowledging others’ viewpoints.

Evidence:

A genre portfolio (at least four distinct genres).
Comment logs (3–5 substantive comments per post), demonstrating respectful, specific feedback.
Reflection notes on how audience responses influenced revisions.

Success Criteria:

Posts demonstrate a clear purpose and persuasive or informative strategy; comments move the conversation forward (not merely “I agree”).

C. Digital Literacy and Citizenship (Safe, Ethical, Effective Use)

Outcome C1 — Platform Fluency:
Students publish posts with functional formatting (headings, links, embedded media), create accessible content (alt text, readable contrast), and troubleshoot basic technical issues.

Outcome C2 — Ethics, Attribution, and Plagiarism Avoidance:
Students credit sources correctly (attribution lines, hyperlinks, or a simple references list), respect copyright and Creative Commons licenses, and paraphrase accurately.

Outcome C3 — Online Etiquette and Safety:
Students follow community guidelines, protect personal data, and respond to disagreement civilly.

Evidence:

Posts with at least two correctly attributed external sources and one original visual or curated image with licensing noted.
A short digital-safety checklist completed before publication.
A “netiquette pledge” co-authored by the class and referenced in comment moderation.

Success Criteria:

Zero uncredited borrowings; consistent source links; posts meet agreed accessibility and safety standards.

D. Research, Critical Thinking, and Media Literacy

Outcome D1 — Information Sourcing:
Students identify and evaluate multiple sources (news, reports, interviews, reputable websites) for credibility, bias, and relevance before drafting.

Outcome D2 — Evidence Integration:
Students synthesize information, distinguishing fact from opinion, and integrate quotes or data with proper framing (signal phrases, interpretation, and relevance to the claim).

Outcome D3 — Argument Quality and Logic:
Students construct arguments that address counterpoints and avoid common fallacies; they revise arguments after peer review to strengthen logic and evidence.

Evidence:

Research notes with source annotations (2–5 sources per major post).
A mini literature scan or fact-check memo appended to posts tackling social or scientific topics.
Revision memos explaining how feedback or new evidence changed the draft.

Success Criteria:

Each claim supported by credible evidence; competing perspectives acknowledged; reasoning remains coherent and fair.

E. Collaboration, Project Management, and Reflection

Outcome E1 — Teamwork:
Students co-plan editorial calendars, divide roles (writer, editor, fact-checker, visuals lead), and meet deadlines.

Outcome E2 — Peer Review and Metacognition:
Students give and receive actionable feedback aligned with rubrics (content, organization, language, audience engagement) and write reflective entries on what they changed and why.

Outcome E3 — Time and Task Management:
Students track drafts, revisions, and publication dates using simple tools (kanban boards, checklists), showing steady throughput rather than rushed, last-minute work.

Evidence:

Shared editorial board or project tracker screenshots.
Two peer-review cycles per major post with checklists/rubrics attached.
End-of-unit reflection (300–500 words) connecting goals to outcomes.

Success Criteria:

≥90% on-time submissions; feedback references criteria, not just preferences; reflections name at least two concrete improvements.

F. Socio-Emotional and Personal Outcomes (Voice, Agency, and Well-Being)

Outcome F1 — Voice and Identity:
Students develop a recognizable voice and sense of authorship, articulating values and interests with confidence and respect.

Outcome F2 — Resilience and Growth Mindset:
Students treat feedback as data, not as judgment; they show persistence through revisions and risk-taking with new genres or topics.

Outcome F3 — Empathy and Perspective-Taking:
Students read and respond to peers’ posts with curiosity, acknowledge lived experiences different from their own, and adjust language to remain inclusive.

Evidence:

A personal “About the Author” page revised mid-course to reflect developing voice.
Reflection journals noting moments of challenge and strategies used.
Comment threads where students paraphrase others’ points before responding.

Success Criteria:

Reflections contain specific examples of growth; comments demonstrate empathy and accurate restatement of others’ views.

G. Intercultural Competence and Global Citizenship

Outcome G1 — Cultural Awareness:
Students compare perspectives across cultures on shared themes (e.g., environmental habits, media, education), avoiding stereotypes.

Outcome G2 — Ethical Engagement:
Students represent groups and issues responsibly, checking facts and choosing language that is accurate and respectful.

Evidence:

Comparative posts drawing on at least two cultural contexts.
A short style guide of inclusive language (co-created) applied to posts.

Success Criteria:

Posts explicitly identify sources of cultural assumptions and correct them where needed; inclusive language is consistently used.

H. Assessment Artifacts and Rubrics

To ensure reliability, the course uses multiple, triangulated artifacts:

Writing Portfolio: 8–10 curated posts across genres, each with drafts and revision notes.
Comment Dossier: A record of substantive comments given and received, rated against a feedback rubric.
Research Appendix: Annotated sources, fact-check notes, and a simple references list.
Process Evidence: Editorial calendars, checklists, and screenshots showing workflow.
Reflection Journal: Bi-weekly entries connecting goals, feedback, and outcomes.

Rubric (four performance bands):

Exemplary: Purposeful structure; precise language and cohesive devices; credible, integrated sources; strong audience engagement; impeccable ethics/accessibility.
Proficient: Clear organization and mostly accurate language; sources used and linked; appropriate tone; minor issues not affecting meaning.
Developing: Organization present but uneven; limited evidence or weak integration; occasional inappropriate tone; several language errors obscuring some meaning.
Beginning: Minimal structure; frequent errors impede comprehension; little or no sourcing; limited audience awareness.

I. Milestones and Timeline (Short-, Mid-, and End-Course Outcomes)

Weeks 1–5 (Foundations):

Students publish two short posts (250–400 words) and practice structured commenting.
They learn basic formatting, attribution, and safety; they co-create the netiquette pledge.
Indicators: correct headings and links; two sources credited; comments include a question and a suggestion.

Weeks 6–10 (Expansion):

Students produce one researched opinion post and one review, each 500–700 words, with data or quotations.
They conduct one peer-review cycle per post.
Indicators: clear claim and counterpoint; at least three credible sources; visible improvements between drafts.

Weeks 11–16 (Integration and Capstone):

Students complete a multi-post series (e.g., “Local Eco-Habits,” “Tech for Teens,” “Cultural Windows”) with multimedia and a final editorial note.
They present a brief talk summarizing their series’ purpose, audience engagement, and lessons learned.
Indicators: coherent series voice, consistent ethics/accessibility, and reflective analysis of audience data (views, time on page if available).

J. Quantitative and Qualitative Indicators

Output: 8–10 posts (≥5 long-form), 20–30 substantive comments written, two mini-presentations.
Quality: ≥80% rubric average in language and organization by term end; all posts meet sourcing/ethics/accessibility checks.
Engagement: Evidence of interaction (responses to comments, revisions prompted by feedback).
Growth: Pre/post diagnostic writing shows measurable gains in accuracy, vocabulary range, and cohesion; reflections cite specific strategies that led to improvement.

K. Transfer and Long-Term Impact

Academic Transfer:

Skills carry over to essays, reports, and presentations across subjects (history, science, economics), especially argument structure, source evaluation, and audience-aware writing.

Career and Lifelong Learning:

Students can maintain a professional or academic blog/portfolio; they understand digital footprints, privacy, and responsible content curation.

Citizenship and Community:

Students can initiate or contribute to constructive online discussions, promote local initiatives, and model respectful discourse.

L. Equity and Inclusion Commitments

Differentiated scaffolds (sentence starters, model texts, graphic organizers) support varied proficiency levels.
Multimodal options (audio posts, visuals with alt text, captions) allow multiple means of expression.
Flexible deadlines within reason and peer-pairing structures ensure all students can participate meaningfully.

Expected Result:
All learners, regardless of starting point, demonstrate growth—documented through individualized goals, progress checks, and a culminating portfolio that evidences competence in language, digital citizenship, and authentic communication.

Consolidation Content Section

Lesson	Hours	Key Concepts
Unit 1. Blogging Foundations
1. Introduction to Blogging	1	blog, communication, self-expression
2. Why Blog? Personal and Social Benefits	1	purpose, benefits, motivation
3. Blogging Platforms Overview	1	WordPress, Blogger, platform
4. Digital Safety & Netiquette	1	safety, etiquette, responsibility
5. Blog Structure	1	title, body, conclusion
6. Writing an Engaging Title	1	headline, creativity, attention
7. Personal Narrative Blog	1	storytelling, experience, reflection
8. Peer Feedback Basics	1	comments, feedback, respect
9. Vocabulary for Blogging	1	connectors, expressions, style
Unit 2. Blog Genres and Style
10. Writing an Opinion Blog	1	opinion, argument, viewpoint
11. Review Writing	1	evaluation, criteria, recommendation
12. Integrating Multimedia	1	image, link, video
13. Descriptive Language	1	adjectives, detail, imagery
14. Drafting and Revising	1	draft, revision, editing
15. Writing for an Audience	1	tone, reader, purpose
Unit 3. Critical Thinking and Research
16. Argumentation Skills	1	claim, evidence, reasoning
17. Counterarguments	1	rebuttal, perspective, logic
18. Midterm Project: Blog Post 1	1	project, practice, publishing
19. Reflection on Writing Process	1	reflection, progress, learning
20. Explainer Blog	1	instruction, steps, clarity
21. Research Basics	1	sources, credibility, citation
22. Plagiarism & Paraphrasing	1	plagiarism, paraphrase, originality
Unit 4. Collaborative Blogging Project
23. Review and Comment Practice	1	review, comment, interaction
24. Group Blog Project	1	teamwork, planning, collaboration
25. Drafting Group Posts	1	co-writing, draft, content
26. Peer Review Workshop	1	peer review, improvement, critique
27. Editing and Proofreading	1	grammar, correction, accuracy
28. Publishing Blogs	1	publishing, layout, finalization
Unit 5. Global Perspectives and Final Project
29. Intercultural Blogging	1	culture, comparison, awareness
30. Language for Persuasion	1	persuasion, rhetoric, influence
31. Blog Analytics Basics	1	analytics, data, engagement
32. Final Project Planning	1	outline, structure, goal
33. Final Project Writing	1	drafting, integration, content
34. Final Presentation & Reflection	1	presentation, reflection, outcome

Introduction to Blogging
Students are introduced to the concept of blogging, exploring its role in modern communication and how it differs from traditional writing.

Why Blog? Personal and Social Benefits
The class discusses reasons for blogging, focusing on self-expression, sharing knowledge, and building communities.

Blogging Platforms Overview
Students explore popular blogging platforms and compare their features to decide which best suits different purposes.

Digital Safety & Netiquette
The lesson emphasizes online safety, responsible digital behavior, and respectful communication when blogging.

Blog Structure
Learners study the typical structure of a blog post, including the introduction, body, and conclusion.

Writing an Engaging Title
Students practice creating titles that are catchy, clear, and relevant to their content.

Personal Narrative Blog
The focus is on storytelling techniques, encouraging students to write about personal experiences in a blog format.

Peer Feedback Basics
Students learn how to give constructive comments and respond to peers respectfully.

Vocabulary for Blogging
The class practices key vocabulary and expressions commonly used in blogs to improve fluency and style.

Writing an Opinion Blog
Students write posts that express their viewpoint, supported by logical arguments and examples.

Review Writing
Learners practice writing reviews of books, films, or products, using criteria and recommendations.

Integrating Multimedia
Students learn how to enrich blog posts by adding images, videos, and hyperlinks effectively.

Descriptive Language
The lesson develops descriptive writing skills using adjectives and imagery to make blogs more vivid.

Drafting and Revising
Students practice drafting, revising, and editing texts, focusing on improving clarity and accuracy.

Writing for an Audience
The class explores how tone, style, and vocabulary change depending on the intended audience.

Argumentation Skills
Students learn to support their opinions with logical reasoning, evidence, and examples.

Counterarguments
Learners practice identifying opposing views and writing respectful, logical rebuttals.

Midterm Project: Blog Post
Students complete and publish a full blog post applying the skills learned in previous lessons.

Reflection on Writing Process
The class focuses on self-reflection, helping students analyze their progress and challenges.

Explainer Blog
Students learn to write “how-to” or explanatory posts with clear steps and instructions.

Research Basics
The lesson introduces methods for finding reliable sources and integrating them into blog writing.

Plagiarism & Paraphrasing
Students learn about academic honesty, paraphrasing, and proper citation practices.

Review and Comment Practice
Learners strengthen their commenting skills by writing detailed and constructive feedback.

Group Blog Project
Students plan a collaborative blog project, assigning roles and responsibilities within the group.

Drafting Group Posts
The class works in groups to draft blog posts collaboratively, combining ideas and styles.

Peer Review Workshop
Students exchange drafts and provide structured peer feedback for improvement.

Editing and Proofreading
The focus is on correcting grammar, spelling, and punctuation to produce polished writing.

Publishing Blogs
Students finalize and publish their blogs, paying attention to layout and presentation.

Intercultural Blogging
Learners explore cultural differences and similarities, writing blogs that reflect global perspectives.

Language for Persuasion
Students practice persuasive techniques to influence readers effectively through their writing.

Blog Analytics Basics
The class introduces basic blog analytics, teaching students how to interpret engagement data.

Final Project Planning
Students plan their individual final blog series, outlining goals and structure.

Final Project Writing
The lesson focuses on drafting and revising the final project blog posts.

Final Presentation & Reflection
Students present their final blogs, reflect on their learning journey, and discuss outcomes.

Information section

Assessment Criteria (10-point scale)

Criterion	Max Points	Descriptor
Content and Ideas	10	9–10: Clear, original, well-developed ideas with strong relevance to the topic. 7–8: Relevant ideas with some development; minor gaps. 5–6: Basic ideas, partially developed; some off-topic. 3–4: Limited content, unclear focus. 1–2: Very poor or no relevant content.
Organization and Structure	10	9–10: Logical structure; clear introduction, body, and conclusion; smooth transitions. 7–8: Generally well-organized with minor lapses. 5–6: Some organization but lacks clarity in parts. 3–4: Weak structure, hard to follow. 1–2: No clear organization.
Language Accuracy (Grammar & Vocabulary)	10	9–10: Almost error-free; wide range of vocabulary and grammar used correctly. 7–8: Few errors that do not affect meaning. 5–6: Noticeable errors; meaning sometimes unclear. 3–4: Frequent errors; limited vocabulary. 1–2: Errors make text hard to understand.
Creativity and Style	10	9–10: Very engaging, creative, and appropriate style for audience. 7–8: Engaging with some creativity; generally appropriate style. 5–6: Some attempt at creativity but limited. 3–4: Plain style, little engagement. 1–2: No creativity or style.
Digital Literacy (Use of Media & Netiquette)	10	9–10: Effective use of media (images, links, videos); follows all digital safety and etiquette rules. 7–8: Uses media appropriately; mostly follows digital rules. 5–6: Limited media use; some lapses in digital safety. 3–4: Minimal or ineffective use of media; weak etiquette. 1–2: No media; ignores digital safety.
Interaction and Peer Feedback	10	9–10: Provides detailed, respectful, constructive comments; actively engages in discussion. 7–8: Gives useful feedback with minor gaps. 5–6: Basic comments; limited engagement. 3–4: Very short or unhelpful comments. 1–2: No meaningful interaction.

Normative Section

Curricular Calendar Plan

1 hour per week. 34 hours per year

Lesson Topic	Learning Objective	Hours			Expected Outcome
Lesson Topic	Learning Objective	All	Practice	Theory	Expected Outcome
1. Introduction to Blogging	Understand what a blog is and explore examples	1			Students can define blogging and identify its purpose
2. Why Blog? Personal and Social Benefits	Explain reasons for blogging in real life	1			Students can list and discuss personal/social uses of blogging
3. Blogging Platforms Overview	Explore different platforms (WordPress, Blogger, etc.)	1			Students can compare and choose a blogging platform
4. Digital Safety & Netiquette	Learn online safety rules and digital etiquette	1			Students follow digital safety principles in blogging
5. Blog Structure	Identify parts of a blog (title, intro, body, conclusion)	1			Students can outline a blog post correctly
6. Writing an Engaging Title	Practice creating catchy and informative titles	1			Students create original blog titles
7. Personal Narrative Blog	Write a short narrative blog about daily life	1			Students produce a personal blog entry
8. Peer Feedback Basics	Learn how to comment constructively	1			Students give peer feedback respectfully
9. Vocabulary for Blogging	Learn topic-related vocabulary (opinions, connectors)	1			Students use connectors and blog vocabulary
10. Writing an Opinion Blog	Express opinions on a simple topic	1			Students write an opinion blog with clear arguments
11. Review Writing	Learn structure of reviews (book, film, product)	1			Students produce a short review blog
12. Integrating Multimedia	Add images, links, and videos to blogs	1			Students enrich blogs with multimedia responsibly
13. Descriptive Language	Use descriptive adjectives and sensory details	1			Students improve descriptive writing in blogs
14. Drafting and Revising	Learn drafting techniques and peer review	1			Students revise their posts after feedback
15. Writing for an Audience	Adjust tone and style for different readers	1			Students adapt writing for specific audiences
16. Argumentation Skills	Learn to support opinions with evidence	1			Students write posts with claims and supporting evidence
17. Counterarguments	Practice acknowledging and responding to counterpoints	1			Students strengthen arguments in blog writing
18. Midterm Project: Blog Post 1	Write a full blog post (any genre studied)	1			Students complete and publish first major blog
19. Reflection on Writing Process	Reflect on challenges and successes	1			Students analyze their writing process
20. Explainer Blog	Learn to write “how-to” or explanatory blogs	1			Students produce step-by-step explanatory posts
21. Research Basics	Learn to find and cite reliable sources	1			Students integrate sources into blogs
22. Plagiarism & Paraphrasing	Understand plagiarism and practice paraphrasing	1			Students paraphrase and credit sources properly
23. Review and Comment Practice	Practice extended commenting skills	1			Students write detailed comments
24. Group Blog Project	Work in groups to plan multi-post series	1			Students create a group editorial plan
25. Drafting Group Posts	Write first draft in groups	1			Students co-author blog content
26. Peer Review Workshop	Give/receive structured peer review	1			Students improve writing via peer review
27. Editing and Proofreading	Learn editing strategies	1			Students submit error-free drafts
28. Publishing Blogs	Finalize and publish group posts	1			Students publish group project blogs
29. Intercultural Blogging	Explore global perspectives on a topic	1			Students compare cultural viewpoints
30. Language for Persuasion	Practice persuasive techniques	1			Students write persuasive blogs
31. Blog Analytics Basics	Learn how to track engagement (views, comments)	1			Students analyze basic blog data
32. Final Project Planning	Plan final blog series (individual)	1			Students outline final multi-post project
33. Final Project Writing	Draft and revise final project blogs	1			Students prepare final posts
34. Final Presentation & Reflection	Present blogs and reflect on learning	1			Students showcase blogs and reflect on growth
All		34

Educational-methodological section

Short-Term Lesson Plan №1

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Introduction to Blogging
Lesson Objective:		Students will understand the concept of blogging. Students will identify main purposes and audiences of blogs. Students will be able to explain blogging as a modern communication tool
Value education		This lesson promotes respectful communication, responsible use of technology, and self-expression. Students learn that blogging is not only about sharing ideas but also about doing so ethically and respectfully, considering both themselves and their audience.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Show Your Mood" Objective: Determine students' mood and assess their readiness for the lesson. The teacher displays various emoji representing different emotions. Students select an emoji that reflects how they feel about the lesson or place a sticky note on the board. Based on students' moods, the teacher adjusts lesson engagement strategies accordingly.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Group Brainstorm – What is a Blog? The teacher introduces the lesson by asking: “Imagine you have a space on the internet where you can write about your life, hobbies, or opinions, and the whole world could read it. What do we call this?” Students are divided into groups of four. Each group writes down their definition of a blog in 2–3 sentences, and then lists at least three purposes of blogging (for example: to share information, to give advice, to build community, to express feelings, to influence people). When finished, groups present their answers to the class. The teacher records all definitions and purposes on the board, then guides the class to create one “class definition” of blogging that combines the best ideas. Sample answers A blog is an online page where a person or group regularly posts ideas, experiences, or information. The purposes of blogging are to inform people, to share personal stories, to teach, and to connect with others. Descriptor Students define “blog” in at least 2–3 clear sentences. Students suggest at least three correct purposes of blogging. Students contribute actively in group and class discussion. Activity 2: Blog Hunt – Purpose and Audience The teacher provides three short blog excerpts printed or projected on the board: Excerpt A: A teenager writing about study tips and exam stress. Excerpt B: A food blogger describing and reviewing a new restaurant. Excerpt C: A traveler posting about hiking in the mountains. Students, in pairs, analyze each excerpt by answering two questions in writing: What is the purpose of this blog? (to inform, to entertain, to give advice, to persuade, etc.) Who is the main audience? (teenagers, food lovers, travelers, etc.) Pairs then compare their answers with another pair before sharing with the whole class. Sample answers Excerpt A: Purpose – to give advice and support; Audience – high school students. Excerpt B: Purpose – to review food and recommend restaurants; Audience – people interested in food and dining out. Excerpt C: Purpose – to share travel experience and inspire; Audience – travelers and adventure lovers. Descriptor Students correctly identify the purpose of at least two blog excerpts. Students provide a clear description of the audience. Students justify their answers with evidence from the text. Activity 3: Matching Task – Types of Blogs and Definitions The teacher distributes a worksheet with two columns: one column lists blog types (personal blog, review blog, travel blog, educational blog, lifestyle blog), and the other column contains short definitions or descriptions mixed in random order. Students must match each type with the correct definition. As an extension, students choose one type of blog and write two sentences about what topic they would write about if they created this blog. Sample matches Personal blog – a blog where the writer shares experiences, opinions, or daily life. Review blog – a blog that evaluates products, films, or books. Travel blog – a blog that shares journeys, destinations, and travel tips. Educational blog – a blog created to teach or explain academic topics. Lifestyle blog – a blog about hobbies, fashion, or everyday routines. Descriptor Students correctly match at least four out of five types with definitions. Students provide a short personal example of a possible blog topic. Students demonstrate understanding of differences between blog types. Activity 4 (Closure): Exit Ticket – “A Blog is …” At the end of the lesson, each student writes one complete sentence on a slip of paper starting with: “A blog is …” The sentence must include both definition and personal meaning. Sample answers A blog is a website where people regularly post their thoughts, ideas, and experiences for others to read. A blog is an online platform that allows people to express themselves and connect with an audience. Descriptor Student writes one clear and correct sentence. Student shows personal understanding of blogging. Student uses appropriate vocabulary learned in class. Lesson outcomes By the end of the lesson, students: Defined what a blog is in their own words. Identified the purposes and audiences of different blogs. Differentiated between several types of blogs. Expressed their own understanding of blogging through an exit ticket.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Success Ladder" The teacher draws a staircase on the board or provides a ready-made template. Students mark the level where they feel they are: 1️⃣ I did not understand the topic. 2️⃣ I still have some questions. 3️⃣ I partially understood. 4️⃣ I fully understood and can explain it to others.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №2

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Why Blog? Personal and Social Benefits
Lesson Objective:		Students will analyze reasons why people blog. Students will distinguish between personal, social, and professional benefits of blogging. Students will evaluate examples of blog posts to identify their purpose.
Value education		This lesson develops critical thinking, respect for different voices, and openness to creativity. Students reflect on how blogging can be a powerful tool for sharing positive ideas, supporting others, and building communities.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Secret Gift" Method Objective: Encourage students and increase their interest in the lesson. The teacher informs students that the most active participant of the lesson will receive a "secret gift." The gift can be a small item (badge, candy, stickers) or a card with words of praise. This method helps boost students' motivation and engagement.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Pair Discussion – Why Do People Blog? The teacher introduces the lesson with a guiding question: “Why do people choose to spend their time writing blogs?” Students work in pairs to brainstorm at least five reasons why people might want to blog. They are encouraged to think of both personal motivations (e.g., expressing feelings, sharing hobbies) and broader purposes (e.g., influencing others, creating community, professional branding). Pairs then share their answers with the whole class, and the teacher lists them on the board. Sample answers To express personal opinions and emotions. To share hobbies, experiences, or travel stories. To teach or provide advice to others. To promote products, services, or personal projects. To connect with a community of people who have similar interests. Descriptor Students generate at least five clear reasons for blogging. Students show balance between personal and social/professional motivations. Students participate actively and share their group ideas. Activity 2: Mind Map – Benefits of Blogging The teacher asks students to create a visual mind map in their notebooks with the central word “Blogging.” Around it, students create three main branches: Personal Benefits, Social Benefits, Professional Benefits. Under Personal Benefits, students might write “self-expression,” “confidence building,” or “improving writing skills.” Under Social Benefits, they might add “connecting with others,” “sharing culture,” or “raising awareness about issues.” Under Professional Benefits, they might include “building online presence,” “career opportunities,” or “learning digital skills.” When finished, students present their mind maps in small groups. The teacher then leads a short discussion comparing similarities between students’ ideas. Sample mind map entries Personal: express feelings, learn reflection, improve language. Social: exchange ideas, make friends globally, promote social causes. Professional: create a portfolio, promote a business, improve digital literacy. Descriptor Students produce a complete mind map with at least three categories. Students list at least two benefits in each category. Students explain one benefit clearly during the discussion. Activity 3: Case Study – Analyzing Blog Posts The teacher provides two short blog extracts. For example: Blog extract A: A young person sharing their journey of learning a new language. Blog extract B: A professional giving advice on fitness and health. Students read both extracts and answer two questions in writing: What is the main purpose of this blog? What benefits can the writer and the readers gain from it? Pairs discuss their answers before sharing with the class. Sample answers Extract A: Purpose – to inspire other language learners. Benefits – writer improves reflection and readers feel motivated. Extract B: Purpose – to educate about fitness. Benefits – writer builds professional reputation, readers learn health tips. Descriptor Students identify the purpose of each blog clearly. Students describe benefits for both writer and reader. Students provide evidence from the text to support their ideas. Activity 4: Role Play – Convince Your Friend to Start a Blog Students are divided into pairs. One student plays the role of a friend who is hesitant to start a blog. The other plays the role of a blogger who must persuade their friend by explaining personal, social, and professional benefits. The teacher reminds them to use persuasive language (e.g., “Imagine how many people you could help,” “This will improve your future opportunities”). After 3–4 minutes, roles are switched. A few pairs then present their dialogues to the class. Sample dialogue Student A: I don’t think I’m interesting enough to write a blog. Student B: That’s not true. Everyone has unique experiences. Your blog could inspire people who feel the same as you. Plus, it will improve your writing skills and help you connect with others. Descriptor Students use at least three clear benefits in their role play. Students demonstrate persuasive language and logical reasoning. Students stay in role and interact naturally. Lesson outcomes By the end of the lesson, students: Explained at least five reasons why people blog. Organized benefits of blogging into personal, social, and professional categories. Analyzed short blog extracts for purpose and benefits. Practiced persuasion by convincing a peer to start a blog.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Two Stars, One Wish" Each student writes two positive things (stars) and one suggestion (wish): ⭐ Today I learned this well... ⭐ I completed this task successfully... ? I need to improve on this... The teacher collects and analyzes students' responses.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №3

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Blogging Platforms Overview

Lesson Objective:

Students will explore different blogging platforms (WordPress, Blogger, Wix, Medium).
Students will compare the strengths and weaknesses of at least two platforms.
Students will identify blogging tools and choose the most suitable platform for a specific purpose.

Value education

This lesson encourages critical thinking, responsibility in digital choices, and respect for diversity of tools. Students learn that selecting the right platform is not only a technical decision but also a matter of responsibility, creativity, and effective communication with the audience.

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Organizational stage

"Magic Word" Method

Objective: Spark interest in the lesson topic and encourage teamwork.

The teacher presents a “magic word” related to the lesson topic.
Students share their thoughts on its meaning and how it connects to the lesson.
For example, in a lesson about fractions, the teacher says "divide" and asks students to explain its meaning.
After students respond, the teacher reveals the lesson topic.

Follows Instructions

Verbal Praise

New lesson

Activity 1: Teacher Demo – Exploring Blogging Platforms

The teacher begins by projecting screenshots of two popular platforms: WordPress and Blogger. Students are guided through the basic interface: dashboard, post editor, and customization options. The teacher highlights differences:

WordPress: flexible design, plugins, professional use.
Blogger: simpler interface, free, suitable for beginners.

The teacher also mentions other platforms like Medium (good for writers) and Wix (strong design focus). Students are asked to note down two strengths and two weaknesses for each platform while observing.

Sample notes

WordPress: Strengths – customizable, many plugins. Weaknesses – harder for beginners, may cost money.
Blogger: Strengths – easy, free. Weaknesses – limited design, fewer features.
Medium: Strengths – excellent for writers, big audience. Weaknesses – limited design control.
Wix: Strengths – creative design tools. Weaknesses – takes time, advanced features may cost.

Descriptor

Students identify at least two strengths and two weaknesses per platform.
Students show understanding of how platforms differ.
Students take accurate notes from demonstration.

Activity 2: Pair Task – Pros and Cons Chart

Students work in pairs to create a comparative chart of at least three platforms (WordPress, Blogger, Medium). They must classify features under three categories: Usability, Design, Professional Use. After completing the chart, each pair presents their findings to another pair.

Sample chart

Platform	Usability	Design	Professional Use
WordPress	More complex, takes time	Highly customizable	Strong for businesses
Blogger	Very easy for beginners	Simple templates	Limited professional value
Medium	Extremely easy to post	Minimal design options	Good for personal branding

Descriptor

Students compare at least three platforms in three categories.
Students use specific features (not general statements).
Students explain their reasoning clearly during presentation.

Activity 3: Matching Task – Icons to Blogging Tools

Students are given a worksheet with images of different icons (e.g., dashboard, publish button, comment section, analytics chart, design template). They must match each icon to its function and write a short sentence explaining where it might be useful.

Sample answers

Dashboard icon – main control panel of the blog. Used to organize posts and settings.
Publish button – makes the blog visible online. Used after final editing.
Analytics chart – shows visitor data. Helps to improve posts and reach audience.

Descriptor

Students correctly match at least four out of five icons.
Students explain the use of each tool in one full sentence.
Students connect icons to real blogging tasks.

Activity 4: Quiz Game – Which Platform Would You Choose If…?

The teacher prepares situational questions. Students must choose the most suitable platform and justify their choice. This can be done as a whole-class quiz game.

Quiz questions

You are a beginner and want something simple and free. Which platform is best?
You are a small business owner who wants professional design and plugins. Which platform is best?
You are a writer who only cares about words, not design. Which platform is best?
You are a student who wants to learn digital tools and experiment with design. Which platform is best?

Sample answers

Blogger.
WordPress.
Medium.
Wix.

Descriptor

Students choose a platform logically for each scenario.
Students justify their choice with at least one reason.
Students answer all questions with confidence.

Lesson outcomes

By the end of this lesson, students:

Understood the basic features of different blogging platforms.
Compared platforms in terms of usability, design, and professional use.
Identified key blogging tools and their purposes.
Chose appropriate platforms for different blogging needs through a quiz activity.

Completes Tasks

Descriptor

T raffic Light

Verbal Praise

Lesson consolidation

"Traffic Light" Method

The teacher provides students with three colored cards: green, yellow, and red.
Green – I am ready for the lesson, everything is clear.
Yellow – I have some questions, but I am ready to work.
Red – I do not understand the topic, I need help.

Follows Instructions

Provides Feedback

Short-Term Lesson Plan №4

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Digital Safety & Netiquette
Lesson Objective:		Students will identify risks of blogging and online communication. Students will distinguish between safe and unsafe online behaviors. Students will practice strategies for respectful and polite interaction online. Students will summarize rules of digital etiquette in a creative format.
Value education		This lesson develops responsibility, respect, empathy, and honesty in digital spaces. Students learn that safety online is connected to personal values: protecting themselves and treating others with dignity. By reflecting on etiquette, they understand how online behavior impacts real relationships.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Magic Box" Method Objective: Increase students' interest and motivation for the lesson. The teacher places an object (symbolic) related to the lesson inside a mystery box. Students guess what might be inside and share their thoughts. The teacher then reveals the object and explains its connection to the lesson. This method develops students' inquiry skills and curiosity.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Brainstorm – Risks of Blogging The teacher begins by asking students: “What dangers can appear when people share information online?” Students brainstorm in groups and make a list of possible risks on a large sheet of paper. They are encouraged to think not only about technical risks but also about social and emotional risks. Sample answers Sharing too much personal information. Cyberbullying or rude comments. Hacking and stolen passwords. Fake news or misleading information. Negative reputation from careless posts. Groups present their ideas, and the teacher highlights that awareness of risks helps to prevent them. Descriptor Students identify at least four potential risks. Students show understanding of both technical and social dangers. Students participate actively in group sharing. Activity 2: Card Sorting – Safe vs Unsafe Online Behavior Each group receives a set of cards with different behaviors written on them. For example: “Using a strong password.” “Sharing your home address in a blog post.” “Giving credit to images you use.” “Clicking on suspicious links.” “Ignoring rude comments.” “Posting insulting comments about others.” “Regularly updating privacy settings.” Students sort the cards into two categories: Safe Behavior and Unsafe Behavior. After sorting, each group justifies one example from each category. Sample sorting Safe: using strong password, giving credit, updating privacy settings. Unsafe: sharing address, clicking suspicious links, posting insults. Descriptor Students classify at least five cards correctly. Students justify their choices with logical explanations. Students show awareness of safe online practices. Activity 3: Role-Play – Responding to a Rude Comment The teacher explains: “Imagine you write a blog post and someone comments: ‘This is stupid, you don’t know anything.’ How would you respond politely, without starting a fight?” Students in pairs role-play the situation. One student plays the rude commenter, the other practices responding politely. After one round, they switch roles. A few pairs perform their role-play in front of the class. Sample dialogue Commenter: Your blog is boring and useless. Blogger: Thank you for sharing your opinion. I understand you disagree, but I worked hard on this post. Can you suggest how I could improve it? Descriptor Student answers a rude comment politely without using negative words. Student maintains calm and respectful tone. Student suggests a constructive way to continue the discussion. Activity 4: Poster Creation – Golden Rules of Netiquette As a final task, students work in groups to design a poster titled “Golden Rules of Netiquette.” They summarize the most important rules they have learned in the lesson, such as: Respect other people’s opinions. Don’t share private information. Always give credit for sources. Think before you post. Respond politely to criticism. Each group presents their poster to the class, and the posters can be displayed on the classroom wall. Sample poster slogans “Think twice, post once.” “Respect is the key to safe blogging.” Descriptor Poster includes at least five clear netiquette rules. Poster uses appropriate language and design. Students present their work confidently to the class. Lesson outcomes By the end of the lesson, students: Listed risks connected with blogging. Distinguished between safe and unsafe online behaviors. Practiced respectful responses to rude comments. Summarized rules of netiquette creatively in a group poster.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Mood Emojis" Method ? Instructions: The teacher shows students different emoji images (???) or other mood-indicating symbols. Students select an emoji that best represents their mood and attitude towards the lesson. This method helps the teacher understand students' emotional state and adjust the lesson approach accordingly.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №5

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Blog Structure
Lesson Objective:		Students will identify the main parts of a blog (title, introduction, body, conclusion). Students will analyze blog samples to understand structure. Students will apply knowledge by reconstructing and labeling blog parts.
Value education		This lesson emphasizes clarity, organization, and respect for readers. By studying blog structure, students learn that well-organized writing reflects responsibility, honesty, and respect: a writer who structures ideas clearly values the reader’s time and attention.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Circle of Kind Words" Method Objective: Boost students' mood and foster friendly relationships. The teacher gathers students in a circle and asks them to say kind words to each other. Students take turns sharing positive wishes with a classmate or the whole class. Example: “You look very cheerful today!” or “We will have a fun lesson together!” This method creates warmth and a positive atmosphere among students.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Jigsaw Reading – Analyzing Blog Structure The teacher divides students into groups of three. Each group receives a different short blog sample (e.g., travel blog, review blog, lifestyle blog). Each group reads their text carefully and highlights what seems to be the title, introduction, body, and conclusion. Then, students form “expert groups”: one student from each original group joins with others who had the same sample. These expert groups compare answers and agree on what the correct structure is. Finally, students return to their original group and explain their findings. Sample analysis Travel blog: Title – “A Weekend in the Mountains.” Introduction – sets the scene, why it was exciting. Body – describes activities and details. Conclusion – final reflection and advice for future travelers. Descriptor Students identify at least three correct parts of the blog. Students cooperate in expert groups to agree on structure. Students explain their reasoning clearly to peers. Activity 2: Group Task – Reordering Scrambled Blog Sections Students are given a blog text that has been cut into four parts and scrambled. In groups, they must read all the parts and decide on the correct order. After finishing, they justify their order to the class. Scrambled example Part A: I learned that healthy food doesn’t have to be boring. Cooking is fun when you experiment. Part B: Have you ever thought that cooking vegetables is too hard? Let me share my experience. Part C: First, I tried a simple recipe with carrots and spices. Then, I added my own ideas. Part D: Healthy Cooking Adventure. Correct order D (Title), B (Introduction), C (Body), A (Conclusion). Descriptor Students reorder all four sections correctly. Students explain why each section fits in its place. Students demonstrate understanding of logical flow. Activity 3: Worksheet – Label Blog Parts Students are given a short blog post printed on a worksheet. They must underline the title in blue, highlight the introduction in yellow, circle the body paragraphs, and box the conclusion. After labeling, students answer one reflection question: “Why is each part important for the reader?” Sample answer The title grabs attention. The introduction explains the topic. The body gives details and evidence. The conclusion summarizes and gives a final thought. Descriptor Students correctly label at least three out of four parts. Students answer the reflection question with a clear explanation. Students use appropriate terminology (title, introduction, body, conclusion). Activity 4 (Game Option): Blog Structure Puzzle As a final challenge, the teacher projects a short blog text with missing labels (Title? Intro? Body? Conclusion?). In teams, students “race” to correctly label each part. Points are awarded for accuracy and speed. Sample puzzle [?] “5 Reasons to Learn a New Language” → Title. [?] “Have you ever wanted to travel the world but worried about language?” → Introduction. [?] “Here are five reasons: 1) it opens job opportunities … 5) it builds confidence.” → Body. [?] “So, learning a new language is not just useful, it is life-changing.” → Conclusion. Descriptor Students identify all four parts correctly. Students participate actively in team competition. Students justify choices when asked. Lesson outcomes By the end of the lesson, students: Identified the key parts of a blog through reading and analysis. Practiced reordering scrambled blog texts into correct structure. Labeled and explained the purpose of blog sections. Demonstrated understanding of structure through a puzzle game.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"What Did I Like? What Was Difficult? What Did I Learn?" ? Instructions: Students answer three key questions: ✅ What did I like? – What was the most interesting part of the lesson? ⚠️ What was difficult? – Which task or concept was challenging? ? What did I learn? – What new thing did I learn today? This method encourages reflection and helps students analyze their learning progress.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №6

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Writing an Engaging Title
Lesson Objective:		Students will recognize the difference between effective and weak titles. Students will practice creating multiple possible titles for the same topic. Students will evaluate and select the most engaging title through peer feedback. Students will match sample titles to the correct type of blog post.
Value education		This lesson builds creativity, critical thinking, and respect for others’ ideas. Students learn that titles should not only attract attention but also be honest and respectful to the reader, avoiding clickbait or misleading information.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Compliment Bridge" Method Objective: Build friendly relationships and boost students' confidence. Students stand in a line and give a compliment to the classmate next to them. The process continues until everyone has received and given a kind word. This method enhances confidence and helps students start the lesson with a positive mindset.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Group Brainstorm – Catchy vs Boring Titles The teacher writes two pairs of titles on the board and asks students: “Which one makes you want to read more?” Pair 1: “My Trip to Italy” vs “10 Surprising Things I Learned in Italy” Pair 2: “School Lunch Review” vs “Why Our School Lunch is Better Than You Think” In groups, students discuss what makes a title catchy and what makes it boring. They must write at least three rules for creating a strong title (e.g., be specific, use numbers, ask a question, create curiosity). Sample answers Catchy titles are specific, creative, and make readers curious. Boring titles are too general, plain, or give away everything without interest. Rules: use action words, be short but clear, connect with the audience. Descriptor Students identify at least three qualities of a good title. Students explain why certain titles are more attractive. Students produce group rules for strong title writing. Activity 2: Title Race – Create 5 Titles for Random Topics Each group is given one random topic (e.g., “Healthy Breakfast,” “A Rainy Day,” “My Favorite App,” “Traveling by Train”). Within 5 minutes, each group must create five different possible blog titles for their topic. After the race, groups exchange their lists with another group. Each group chooses the two most engaging titles from the other team’s list and explains their choice. Sample answers Topic: Healthy Breakfast “5 Quick Breakfasts to Start Your Day Right” “Why Breakfast is the Secret to Happiness” “The Breakfast That Changed My Life” “Healthy Morning Meals for Busy Students” “Don’t Skip This Breakfast Tip!” Chosen by peers: “5 Quick Breakfasts to Start Your Day Right” and “Why Breakfast is the Secret to Happiness.” Descriptor Students generate at least five titles per topic. Students select and justify the most engaging titles. Students work collaboratively under time pressure. Activity 3: Peer Vote – Best Blog Title Competition Each group chooses one of their titles to enter into a class competition. The teacher writes all titles on the board. Students vote anonymously for the most engaging and effective title. The winning title is discussed: “Why is this one stronger than the others?” Students compare it to their earlier rules for good titles. Sample winning title “10 Hacks That Make Studying Easier” — chosen because it uses a number, promises useful information, and creates curiosity. Descriptor Students participate in voting fairly. Students justify their choice of the best title. Students compare the winning title with their brainstorming rules. Activity 4: Matching – Title to Correct Blog Post Students receive a worksheet with four blog post excerpts and four possible titles. They must match each excerpt to the most suitable title. Example Excerpt A: “I was nervous about trying sushi for the first time, but it was an amazing experience.” Possible titles: (1) “My First Sushi Adventure” (2) “Top 5 Healthy Breakfasts.” Excerpt B: “Studying at night has both advantages and disadvantages, but for me it works best.” Possible titles: (1) “Why I Study at Night” (2) “10 Travel Tips for Japan.” Correct matches Excerpt A → My First Sushi Adventure Excerpt B → Why I Study at Night Descriptor Students correctly match at least three out of four excerpts with titles. Students demonstrate understanding of how titles fit content. Students provide reasons for their matches. Lesson outcomes By the end of the lesson, students: Identified the difference between catchy and boring titles. Created multiple possible titles for a single topic. Evaluated and voted on the most engaging titles. Matched sample titles with appropriate blog excerpts.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	Success Ladder" Method ? Instructions: The teacher draws a staircase on the board or provides individual worksheets with a ladder illustration. Students mark their current level of understanding and progress. The steps can represent different levels, such as: 1️⃣ I don't understand the topic. 2️⃣ I have some questions. 3️⃣ I partially understand. 4️⃣ I fully understand and can explain it to others. This method helps students self-assess their learning progress and encourages reflection.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №7

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Personal Narrative Blog

Lesson Objective:

Students will practice writing a personal narrative in blog form.
Students will share and reflect on memorable experiences using storytelling techniques.
Students will draft a short narrative blog with clear structure (introduction, body, conclusion).

Value education

This lesson develops honesty, self-expression, and respect for others’ stories. Students learn that sharing personal experiences can build empathy and connection, while respecting privacy and sensitivity in storytelling.

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Organizational stage

"Circle of Kind Words" Method

Objective: Boost students' mood and foster friendly relationships.

The teacher gathers students in a circle and asks them to say kind words to each other.
Students take turns sharing positive wishes with a classmate or the whole class.
Example: “You look very cheerful today!” or “We will have a fun lesson together!”
This method creates warmth and a positive atmosphere among students.

Follows Instructions

Verbal Praise

New lesson

Activity 1: Freewrite – “A Memorable Day in My Life”

The teacher asks students to think about a day that stands out in their memory: a happy event, a challenge, or something unexpected. Students spend 7–8 minutes writing continuously without stopping, focusing on capturing details, feelings, and events. The teacher encourages students not to worry about grammar or spelling during this stage—just get the story on paper.

Sample answer (short extract)

“I will never forget the day I moved to a new school. I was nervous because I didn’t know anyone. At first I felt lost, but then one student smiled and asked me to join their group at lunch. That small gesture changed the whole day.”

Descriptor

Students produce at least one paragraph (8–10 sentences).
Writing reflects a real and specific personal experience.
Students include details about feelings and events.

Activity 2: Pair Share – Exchange Stories

After freewriting, students exchange their writing with a partner. Each partner reads the other’s story and highlights one sentence they found powerful or memorable. Then they give one suggestion for improvement (e.g., “Add more detail about the place” or “Tell us how you felt at the end”).

Sample peer feedback

“I like the way you described your first impression. Maybe you could add what the classroom looked like.”

Descriptor

Students give one positive comment and one constructive suggestion.
Students listen and respond respectfully to a partner’s story.
Students use feedback to improve their own draft.

Activity 3: Narrative Chain Game – Building a Story Together

The teacher starts a story aloud: “It was a rainy morning when I opened the door and saw something unusual …” Each student in the circle adds one sentence to continue the story. The aim is to create a funny or surprising class story. The game shows how narratives grow step by step, with each person adding to the sequence.

Sample chain

Student A: “… I saw a big box on the doorstep.”
Student B: “… Inside the box was a small puppy with a red ribbon.”
Student C: “… The puppy barked and ran straight into the kitchen.”
Student D: “… Suddenly, it jumped on the table and knocked over my breakfast.”

Descriptor

Students contribute at least one relevant sentence.
Students follow the sequence logically.
Students use creativity to build a collective story.

Activity 4: Drafting a Short Narrative Blog

Students now return to their freewrite and begin shaping it into a short blog post. They should add:

Title (catchy, engaging, relevant).
Introduction (set the scene, explain why this memory matters).
Body (describe events in detail, use descriptive language).
Conclusion (reflection or lesson learned).

Sample draft (outline)

Title: “The Day a Stranger Became a Friend”
Introduction: “Moving to a new school is always scary, but one moment changed everything.”
Body: describes nervous feelings, first day details, and how a student invited them to join lunch.
Conclusion: “That simple kindness taught me that small actions can make a big difference.”

Descriptor

Students include all four parts of blog structure.
Writing is at least 150 words with clear narrative flow.
Students reflect on the meaning of their experience.

Lesson outcomes

By the end of the lesson, students:

Wrote and shared a personal narrative freewrite.
Exchanged and reflected on peer feedback.
Participated in a collaborative storytelling game.
Drafted a short narrative blog with structure and reflection.

Completes Tasks

Descriptor

T raffic Light

Verbal Praise

Lesson consolidation

"Know – Want to Know – Learned" (KWL) Method

? Instructions:

The teacher provides students with a three-column chart:

✅ Know (Білемін)	❓ Want to Know (Білгім келеді)	? Learned (Үйрендім)
What I already know about the topic	What I want to learn	What I have learned by the end of the lesson

At the beginning of the lesson, students fill in the first two columns.
At the end of the lesson, they complete the third column with new knowledge gained.
This method activates prior knowledge, encourages curiosity, and helps track learning progress.

Follows Instructions

Provides Feedback

Short-Term Lesson Plan №8

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Peer Feedback Basics
Lesson Objective:		Students will learn the difference between effective and ineffective peer feedback. Students will practice giving constructive, respectful comments. Students will apply a structured peer feedback method (“Two Stars and a Wish”) to classmates’ drafts.
Value education		This lesson strengthens respect, empathy, collaboration, and responsibility. Students learn that feedback should help others grow, not hurt them, and that honest but polite communication is a valuable skill both online and in real life.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"One Word" Method ? Objective: Determine students' emotional readiness for the lesson. The teacher asks the question: "What do you expect from today's lesson?" Each student responds with one word (e.g., interesting, useful, difficult, new, unique). Based on the responses, the teacher can adjust the lesson approach to match students' expectations and engagement levels.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Watching and Discussing Sample Comments The teacher presents two example comments on the board or projector: Poor comment: “Your blog is boring. I didn’t like it.” Good comment: “I like how you used a personal story in the introduction—it caught my attention. Maybe you could add more detail in the conclusion to make it stronger.” The class discusses why the first one is unhelpful (too negative, no suggestions) and why the second one is useful (specific praise + constructive advice). Sample analysis A good comment is specific, polite, and balanced. A poor comment is general, rude, or lacking suggestions. Descriptor Students identify at least two features of good feedback. Students explain why poor feedback is not effective. Students show understanding of the purpose of peer comments. Activity 2: Role-Play – Giving Constructive Feedback Students pair up. Each student receives a short, simple sample blog paragraph (provided by the teacher). One student reads their paragraph aloud; the other gives one positive comment and one suggestion for improvement. Then they switch roles. Sample paragraph “Yesterday I went to the park. It was fun. I ate ice cream and played football.” Sample feedback Positive: I like that you describe what you did clearly. Suggestion: Maybe add more detail about how you felt or what the park looked like. Pairs share one example of their feedback with the class. Descriptor Students provide at least one positive comment. Students provide one constructive suggestion. Students use polite and respectful language. Activity 3: Group Work – Two Stars and a Wish In groups of three, students exchange short drafts (about 80–100 words) they have previously written (e.g., from “Personal Narrative Blog” lesson). Each student writes feedback for their peer in this format: ⭐ One positive comment ⭐ Another positive comment ? One suggestion for improvement Sample feedback Star 1: I enjoyed the way you used dialogue—it made the story lively. Star 2: Your title was very engaging. Wish: I wish you could add more description about the place where the story happened. Descriptor Students give two specific positive comments. Students give one clear and helpful suggestion. Students use the agreed structure for feedback. Activity 4: Peer Feedback on Classmates’ Drafts Students now exchange their drafts with a classmate (not from their group). They read carefully and write feedback following the rules of constructive commenting. The teacher reminds them to be specific, supportive, and respectful. Afterward, students return the draft and discuss the feedback with their partner. Sample exchange “I liked how your introduction started with a question—it made me curious.” “Maybe you could add more details in the middle about what happened.” Descriptor Students provide written feedback with at least one strength and one suggestion. Students return and explain their feedback clearly. Students engage in respectful discussion with their partner. Lesson outcomes By the end of the lesson, students: Understood what makes peer feedback effective and respectful. Practiced giving constructive comments through role-play. Applied the “Two Stars and a Wish” method in groups. Exchanged and discussed feedback on real drafts with classmates.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Five Fingers" Method ? Instructions: The teacher shows students a picture of a hand and explains the meaning of each finger: ? Thumb – I liked it. ☝️ Index Finger – It was difficult for me. ✋ Middle Finger – It was unclear to me. ? Ring Finger – I gained new knowledge. ? Little Finger – I can now apply it. Students reflect on the lesson by choosing the finger that best describes their experience. This method helps assess understanding and gather feedback on the lesson.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №9

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Vocabulary for Blogging
Lesson Objective:		Students will learn and practice essential vocabulary and expressions commonly used in blogging. Students will use connectors and topic-related words to improve fluency in writing. Students will apply new words in both spoken and written tasks.
Value education		This lesson develops communication, creativity, and collaboration. Students learn that vocabulary is not only about words, but about connecting with an audience respectfully, clearly, and persuasively. Using the right words shows responsibility and respect toward readers.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Show Your Mood" Objective: Determine students' mood and assess their readiness for the lesson. The teacher displays various emoji representing different emotions. Students select an emoji that reflects how they feel about the lesson or place a sticky note on the board. Based on students' moods, the teacher adjusts lesson engagement strategies accordingly.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Word Wall – Connectors and Expressions The teacher prepares a list of useful connectors and expressions often used in blogs: Connectors for order: first of all, next, finally, in conclusion Connectors for contrast: however, on the other hand, although Expressions for engagement: let’s be honest, have you ever wondered…? the truth is… Students, in groups, write these words/phrases on colored cards and stick them on the classroom “Word Wall.” Each group is asked to come up with one example sentence using a phrase. Sample sentences First of all, let’s look at the benefits of daily exercise. On the other hand, not everyone has time to go to the gym. Have you ever wondered why teenagers love blogging? Descriptor Students correctly categorize words into connectors/expressions. Students produce at least one correct example sentence. Students contribute to creating a visual Word Wall resource. Activity 2: Fill-in-the-Blank – Blog Vocabulary in Context Students receive a short blog excerpt with missing words. They must choose from a word bank (connectors and expressions) to complete the text. Sample task _____, many students struggle with time management. _____, if you make a plan, things become easier. _____, everyone has different priorities, but learning to manage time is always useful. In _____, good planning helps you feel less stressed. Word bank: first of all, however, in conclusion, for example Correct answer First of all, many students struggle with time management. For example, if you make a plan, things become easier. However, everyone has different priorities, but learning to manage time is always useful. In conclusion, good planning helps you feel less stressed. Descriptor Students fill in at least three blanks correctly. Students demonstrate understanding of meaning and context. Students read their completed passage aloud fluently. Activity 3: Vocabulary Charades – Act It Out Students are divided into small groups. Each group gets cards with words (e.g., convince, persuade, review, describe, recommend). One student acts out the meaning silently, and others guess the word. After guessing, the group must make a blog-style sentence using that word. Sample sentence Word: convince → “In this blog, I will try to convince you that traveling by train is better than flying.” Descriptor Students guess the correct word from actions. Students create a meaningful sentence using the word. Students use vocabulary actively in speaking and writing. Activity 4: Mini-Writing – Using 5 New Words in a Blog Sentence Each student chooses five new words from today’s Word Wall. They must write a short blog-style paragraph (4–5 sentences) that includes all five. Sample paragraph First of all, blogging is not only for fun, it is also a way to learn. On the other hand, it can be difficult to keep writing every week. Have you ever wondered why some blogs become popular? The truth is, readers like honesty and real stories. In conclusion, a blog is successful when the writer connects with the audience. Descriptor Students correctly use at least five new words. Sentences form a logical and coherent paragraph. Writing reflects blog style (engaging, clear, personal). Lesson outcomes By the end of the lesson, students: Practiced and categorized connectors and expressions commonly used in blogging. Completed a fill-in-the-blank text to show understanding of context. Played charades to reinforce vocabulary meaning and usage. Produced a mini blog paragraph applying new vocabulary.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Success Ladder" The teacher draws a staircase on the board or provides a ready-made template. Students mark the level where they feel they are: 1️⃣ I did not understand the topic. 2️⃣ I still have some questions. 3️⃣ I partially understood. 4️⃣ I fully understood and can explain it to others.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №10

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Writing an Opinion Blog
Lesson Objective:		Students will explore both sides of a topic by listing pros and cons. Students will practice expressing and defending opinions in discussion. Students will organize an opinion blog with a clear thesis, reasons, and conclusion. Students will draft a short opinion blog using structured argumentation.
Value education		This lesson develops critical thinking, open-mindedness, respect for different viewpoints, and honesty in argumentation. Students learn that opinions should be supported by reasons, and respectful dialogue helps people understand diverse perspectives.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Secret Gift" Method Objective: Encourage students and increase their interest in the lesson. The teacher informs students that the most active participant of the lesson will receive a "secret gift." The gift can be a small item (badge, candy, stickers) or a card with words of praise. This method helps boost students' motivation and engagement.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Brainstorm – Pros and Cons of a Topic The teacher presents a simple, relatable issue on the board: “Should students wear school uniforms?” In pairs, students create a T-chart with Pros on one side and Cons on the other. Sample answers Pros: uniforms save time, reduce bullying about clothes, show school identity. Cons: uniforms limit self-expression, may be uncomfortable, cost money. After brainstorming, a few pairs share their charts. Descriptor Students list at least two pros and two cons. Students provide relevant and realistic examples. Students engage actively in pair discussion. Activity 2: Class Debate – For or Against? The class is divided into two groups: For uniforms and Against uniforms. Each group prepares three main arguments and chooses one speaker to present them. After both sides speak, students can ask questions or respond respectfully. Sample arguments For: Uniforms help students focus on learning, not fashion. Against: Students should have the freedom to choose what they wear to express individuality. The teacher reminds students to use respectful language: “I see your point, but I disagree because…” Descriptor Students state at least one argument clearly. Students listen respectfully to the other side. Students use polite disagreement phrases. Activity 3: Outline Activity – Thesis, Reasons, Conclusion Individually, students choose their personal opinion (for or against). They write a short outline for a blog post: Thesis (opinion statement) Reason 1 Reason 2 Conclusion (summary + final thought) Sample outline Thesis: I believe school uniforms are a good idea. Reason 1: They save time every morning. Reason 2: They reduce bullying and make everyone equal. Conclusion: Uniforms may not be fun, but they help students feel safe and focused. Descriptor Student writes a clear thesis. Student provides at least two supporting reasons. Student includes a conclusion that restates opinion. Activity 4: Drafting a Short Opinion Blog Using their outline, students write a short opinion blog (about 120–150 words). They should include: A title that is engaging (e.g., “Why School Uniforms Still Matter”). An introduction that presents the issue. A body with two reasons (and maybe an example). A conclusion that summarizes their opinion. Sample draft (extract) “Why School Uniforms Still Matter” School uniforms are a topic that always brings debate. Personally, I believe they are necessary. First of all, they save time and help students focus on school, not on fashion. Secondly, they reduce bullying, because everyone looks equal. While some may argue that uniforms limit self-expression, I think there are many other ways for students to express themselves. In conclusion, uniforms are a simple way to create fairness and focus in school life. Descriptor Student writes a blog draft with title, thesis, body, and conclusion. Student includes at least two reasons with some detail. Student expresses opinion clearly and respectfully. Lesson outcomes By the end of the lesson, students: Identified pros and cons of a given topic. Practiced expressing opinions in a class debate. Created a clear outline for an opinion blog. Drafted a short opinion blog with structure and argumentation.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Two Stars, One Wish" Each student writes two positive things (stars) and one suggestion (wish): ⭐ Today I learned this well... ⭐ I completed this task successfully... ? I need to improve on this... The teacher collects and analyzes students' responses.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №11

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Review Writing
Lesson Objective:		Students will analyze the features of a review blog (book, film, or product). Students will identify criteria for a strong review (clarity, balance, detail). Students will write a short review of an app they know. Students will evaluate peers’ reviews and select the most effective one.
Value education		This lesson develops honesty, fairness, and critical thinking. Students learn that a good review is not just about personal opinion, but about giving fair, respectful, and useful feedback that can help others make informed decisions.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Magic Word" Method Objective: Spark interest in the lesson topic and encourage teamwork. The teacher presents a “magic word” related to the lesson topic. Students share their thoughts on its meaning and how it connects to the lesson. For example, in a lesson about fractions, the teacher says "divide" and asks students to explain its meaning. After students respond, the teacher reveals the lesson topic.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Analyze a Review Blog Sample The teacher presents a short review blog (e.g., of a book, film, or product). Students read it and underline key parts: introduction of the item, positive aspects, negative aspects, final evaluation/recommendation. Sample blog extract (film review) “Last weekend I watched ‘The Lion King (2019).’ The animation was impressive, and the music was powerful. However, the film felt too similar to the original, and it lacked emotional depth. Overall, I recommend it for fans of the original, but don’t expect many surprises.” Sample analysis Introduction: introduces the film. Positive aspects: animation, music. Negative aspects: lack of originality, weak emotions. Final evaluation: recommended with conditions. Descriptor Students identify at least one strength and one weakness in the review. Students correctly label introduction, positives, negatives, and conclusion. Students explain how the review helps readers. Activity 2: Group Work – Creating a Review Rubric In groups of 3–4, students brainstorm and agree on criteria for a good review. The teacher guides them to think about: clarity, balance (positives and negatives), details/examples, honesty, and recommendation. Groups write their rubric on poster paper. Sample rubric criteria Clarity: The review is easy to understand. Balance: The review mentions both strengths and weaknesses. Details: The review uses examples (scenes, features, experiences). Honesty: The opinion feels genuine, not exaggerated. Recommendation: The reviewer gives clear advice to readers. Descriptor Students create at least four criteria for a good review. Students explain why each criterion is important. Students present rubric clearly to the class. Activity 3: Mini-Review Writing – My Favorite App Individually, students choose a favorite app (e.g., Instagram, Duolingo, TikTok, Spotify). They write a short review (100–120 words) using the structure: Introduction: what is the app and why is it popular? Positives: at least two strengths. Negatives: at least one weakness. Final evaluation: would you recommend it? To whom? Sample mini-review “One of my favorite apps is Duolingo. It is very popular among students because it helps people learn languages for free. The app is easy to use and feels like a game, which keeps me motivated. Another strength is that it gives daily reminders to practice. However, the app sometimes feels repetitive, and it does not explain grammar in detail. Overall, I recommend Duolingo to anyone who wants to practice vocabulary and have fun, but not to those who need deep grammar study.” Descriptor Student writes a review with clear introduction, positives, negatives, and conclusion. Student uses at least one specific example. Student writes at least 100 words in a blog style. Activity 4: Peer Vote – Best Review of the Day Students post or read their mini-reviews aloud. The class listens and uses the rubric from Activity 2 to choose the “Best Review of the Day.” The winner is announced, but the teacher emphasizes that all students are reviewers and every voice is valuable. Sample outcome “The best review today is Fatima’s review of Spotify, because it was clear, balanced, and had a strong recommendation.” Descriptor Students apply rubric when voting. Students justify why the chosen review is strong. Students show respect for all classmates’ work. Lesson outcomes By the end of the lesson, students: Understood the structure and purpose of a review blog. Created a rubric identifying qualities of a strong review. Wrote their own review of a familiar app. Evaluated and celebrated peers’ reviews through structured voting.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Traffic Light" Method The teacher provides students with three colored cards: green, yellow, and red. Green – I am ready for the lesson, everything is clear. Yellow – I have some questions, but I am ready to work. Red – I do not understand the topic, I need help.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №12

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Integrating Multimedia
Lesson Objective:		Students will understand how multimedia (images, links, videos) improves blogs. Students will practice selecting appropriate images for a given topic. Students will learn how to add a hyperlink into a blog draft. Students will evaluate the effectiveness of media use in peers’ work.
Value education		This lesson emphasizes responsibility, creativity, and digital literacy. Students learn that adding multimedia should respect copyright, avoid misleading visuals, and enhance—not distract from—the message.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Magic Box" Method Objective: Increase students' interest and motivation for the lesson. The teacher places an object (symbolic) related to the lesson inside a mystery box. Students guess what might be inside and share their thoughts. The teacher then reveals the object and explains its connection to the lesson. This method develops students' inquiry skills and curiosity.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Teacher Demo – Inserting Images and Links The teacher shows a blog draft on the projector without images or links. Then, the teacher demonstrates how to insert: A relevant image (e.g., a free copyright photo of healthy food for a blog about nutrition). A hyperlink (e.g., linking the phrase “read more about healthy recipes” to a safe website). The class discusses: “How do images and links change the reader’s experience?” Sample answers Images make the blog more attractive and easier to understand. Links help readers find more information and increase credibility. Descriptor Students explain at least one benefit of using images and links. Students observe and take notes from the demonstration. Students recognize how media improves blog quality. Activity 2: Pair Task – Find Two Images that Fit a Topic Each pair is given a topic (e.g., healthy breakfast, study tips, travel in nature, favorite music). They must find (or choose from teacher-provided options) two images that best support the topic. Pairs then present to the class why they chose these images. Sample answers Topic: Healthy Breakfast Image 1: A bowl of fruit and yogurt → shows freshness and health. Image 2: Students eating breakfast together → shows energy and social value. Descriptor Students choose two images relevant to the topic. Students justify their choices with clear reasoning. Students show awareness of appropriateness (no irrelevant or misleading images). Activity 3: Hands-On Practice – Adding a Hyperlink Students open their draft blog from a previous lesson (e.g., “Personal Narrative Blog” or “Opinion Blog”). Each student selects one sentence that could be linked to further information. They add a hyperlink to an appropriate source (teacher provides safe websites if needed). Sample task Original sentence: “Many apps can help you learn languages.” With hyperlink: “Many apps can help you learn languages.” Descriptor Student identifies a logical place for a hyperlink. Student inserts the hyperlink correctly. Student uses a trustworthy, relevant source. Activity 4: Gallery Walk – Comparing Media Use Students display their drafts (with images/links) on screens or printed copies. The class walks around, reading each other’s blogs and noting: Which image or link works best? Why is it effective? After the walk, students share feedback. Sample feedback “I liked Aigerim’s blog because her photo matched the topic perfectly and made it more interesting.” “I think Malik used a great link because it gave readers useful extra information.” Descriptor Students evaluate peers’ use of media respectfully. Students give at least one positive comment. Students explain why the media was effective. Lesson outcomes By the end of the lesson, students: Understood how images and links improve blogs. Selected and justified appropriate images for a topic. Practiced adding a hyperlink to their own blog draft. Evaluated peers’ media use through a gallery walk activity.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Mood Emojis" Method ? Instructions: The teacher shows students different emoji images (???) or other mood-indicating symbols. Students select an emoji that best represents their mood and attitude towards the lesson. This method helps the teacher understand students' emotional state and adjust the lesson approach accordingly.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №13

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Descriptive Language
Lesson Objective:		Students will expand their range of adjectives to make writing more vivid. Students will practice describing experiences using sensory details (sight, sound, smell, taste, touch). Students will apply descriptive language in both spoken activities and written blog-style paragraphs.
Value education		This lesson develops creativity, expressiveness, and appreciation of detail. Students learn that good writing respects readers by painting a clear, vivid picture of an experience, helping others connect emotionally and imaginatively.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Circle of Kind Words" Method Objective: Boost students' mood and foster friendly relationships. The teacher gathers students in a circle and asks them to say kind words to each other. Students take turns sharing positive wishes with a classmate or the whole class. Example: “You look very cheerful today!” or “We will have a fun lesson together!” This method creates warmth and a positive atmosphere among students.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Adjective Brainstorming Game The teacher writes one word on the board (e.g., “school cafeteria”). In groups, students brainstorm as many adjectives as possible to describe it in 3 minutes. Each correct adjective earns a point. Afterward, groups share their lists, and the teacher records unique adjectives on the board. Sample answers noisy, crowded, warm, friendly, tasty, unhealthy, colorful, lively Descriptor Students brainstorm at least 6–8 relevant adjectives. Students show creativity and avoid repetition. Students contribute actively to the group task. Activity 2: Sensory Chart – Describe with Five Senses Students receive a chart with five columns: Sight – Sound – Smell – Taste – Touch. The teacher gives a prompt (e.g., “a beach day” or “a busy street market”). Students must fill in at least one detail for each sense. Sample chart (beach day) Sight: golden sand, blue waves Sound: children laughing, seagulls crying Smell: salty air, sunscreen Taste: cold ice cream, salty chips Touch: warm sun on skin, rough sand under feet Descriptor Students complete all five senses in the chart. Students include specific, concrete details (not just “good” or “bad”). Students demonstrate creativity in descriptive choices. Activity 3: “Guess the Object” Game with Descriptive Clues In pairs, one student secretly chooses an object (e.g., a smartphone, an umbrella, a pizza). Instead of naming it, the student describes it with at least 3–4 descriptive clues using adjectives and sensory words. The partner must guess the object. Sample round Student A: “It’s hot, cheesy, and smells amazing. You can taste tomatoes and sometimes pepperoni. It’s round and cut into slices.” Student B: “Pizza!” Descriptor Students use at least three descriptive details without naming the object. Students guess correctly within two or three tries. Students apply sensory vocabulary naturally. Activity 4: Writing a Descriptive Paragraph for a Blog Individually, students choose a personal topic (e.g., “my favorite place,” “a special meal,” “an unforgettable event”). They write one blog-style paragraph (6–8 sentences) using at least five descriptive words/phrases. Sample paragraph “Last summer I visited the mountains with my family. The view was breathtaking, with tall green trees and shining snow on the peaks. I could hear the soft wind in the forest and the sound of birds everywhere. The air was fresh and cool, smelling of pine. I will never forget the feeling of calm and freedom that place gave me.” Descriptor Student writes a paragraph of 6–8 sentences. Student uses at least five descriptive words or sensory phrases. Writing has a clear focus and creates a vivid picture for the reader. Lesson outcomes By the end of the lesson, students: Expanded their vocabulary with adjectives and sensory expressions. Practiced describing places, objects, and experiences through the five senses. Played a descriptive guessing game to apply words in speaking. Wrote a descriptive paragraph suitable for a blog.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"What Did I Like? What Was Difficult? What Did I Learn?" ? Instructions: Students answer three key questions: ✅ What did I like? – What was the most interesting part of the lesson? ⚠️ What was difficult? – Which task or concept was challenging? ? What did I learn? – What new thing did I learn today? This method encourages reflection and helps students analyze their learning progress.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №14

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Drafting and Revising
Lesson Objective:		Students will understand the difference between a first draft and a final draft. Students will practice peer editing using a checklist. Students will revise their own work based on feedback. Students will reflect on improvements made during the revision process.
Value education		This lesson develops responsibility, perseverance, and collaboration. Students learn that good writing takes effort, revision, and respect for feedback. They also practice humility in accepting advice and honesty in giving constructive suggestions.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Compliment Bridge" Method Objective: Build friendly relationships and boost students' confidence. Students stand in a line and give a compliment to the classmate next to them. The process continues until everyone has received and given a kind word. This method enhances confidence and helps students start the lesson with a positive mindset.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Teacher Demo – First Draft vs Final Draft The teacher projects two versions of a short blog paragraph: one rough draft and one improved version. Students compare them in pairs and note the differences. Sample drafts First draft: “Yesterday I went to the park. It was fun. I saw some people. I ate food.” Final draft: “Yesterday I went to the park with my friends, and it turned into an unforgettable day. The playground was full of children laughing, and the smell of popcorn filled the air. We ate sandwiches under the trees and played football until sunset. It was fun, relaxing, and gave me great memories.” Sample observations The final draft has more detail (who, what, where, when). The sentences are longer and more connected. Descriptive words (unforgettable, relaxing, full of laughter) make it engaging. Descriptor Students identify at least two improvements between first and final drafts. Students explain why the final draft is stronger. Students recognize the value of revising. Activity 2: Peer Editing Checklist The teacher introduces a short checklist for editing, including: Does the text have a clear beginning, middle, and end? Are sentences connected with linking words? Are there descriptive details? Are grammar and spelling mostly correct? Is the opinion or story clear to the reader? Students practice using the checklist on a short sample paragraph before applying it to classmates’ work. Descriptor Students use the checklist to identify at least three areas of strength or improvement. Students give feedback that is specific and polite. Students demonstrate ability to notice both content and form. Activity 3: Pair Exchange – Revise Each Other’s Draft Students exchange drafts of a previous blog (from “Opinion Blog,” “Personal Narrative Blog,” or other lessons). Each student reads their partner’s draft and fills in the peer editing checklist. After returning drafts, students revise their own texts, making changes based on feedback. Sample peer feedback “I liked how you started with a question—it makes readers curious.” “You could add more details about the place to make the story stronger.” “Check spelling of the word ‘beautiful.’” Descriptor Students provide at least one positive comment and one suggestion. Students revise their draft by making at least two improvements. Students demonstrate respect and collaboration during exchange. Activity 4: Reflection – What I Improved in My Draft At the end of the lesson, students write 4–5 sentences reflecting on the changes they made. They answer: What was my biggest improvement? How did feedback help me? What will I do differently next time? Sample reflection “My biggest improvement was adding more details to the introduction. Peer feedback helped me realize my conclusion was too short, so I added a final reflection. Next time, I will check linking words to make my writing smoother.” Descriptor Student writes a reflection of 4–5 sentences. Student explains at least one specific improvement. Student shows awareness of how feedback supports writing growth. Lesson outcomes By the end of the lesson, students: Compared and analyzed differences between a first and final draft. Practiced peer editing with a clear checklist. Revised their own drafts based on partner feedback. Reflected on their personal improvement in writing.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	Success Ladder" Method ? Instructions: The teacher draws a staircase on the board or provides individual worksheets with a ladder illustration. Students mark their current level of understanding and progress. The steps can represent different levels, such as: 1️⃣ I don't understand the topic. 2️⃣ I have some questions. 3️⃣ I partially understand. 4️⃣ I fully understand and can explain it to others. This method helps students self-assess their learning progress and encourages reflection.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №15

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Writing for an Audience

Lesson Objective:

Students will practice constructing strong arguments with clear evidence.
Students will analyze weak vs strong arguments in blog writing.
Students will use connectors (moreover, therefore, on the other hand) to strengthen argument flow.
Students will draft a short argumentative paragraph on a social issue.

Value education

This lesson builds critical thinking, fairness, respect for opinions, and responsibility in reasoning. Students learn that arguments should be supported with logic and examples, not emotion or attack, which prepares them for responsible communication online.

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Organizational stage

"Circle of Kind Words" Method

Objective: Boost students' mood and foster friendly relationships.

The teacher gathers students in a circle and asks them to say kind words to each other.
Students take turns sharing positive wishes with a classmate or the whole class.
Example: “You look very cheerful today!” or “We will have a fun lesson together!”
This method creates warmth and a positive atmosphere among students.

Follows Instructions

Verbal Praise

New lesson

Activity 1: Strong vs Weak Arguments (Analysis Task)

The teacher gives two sample arguments about the same topic (“Should homework be reduced?”). Students, in groups, underline weaknesses/strengths and rewrite the weak one to improve it.

Samples

Weak: “Homework is bad because no one likes it.”
Strong: “Homework should be reduced because studies show too much homework increases stress and reduces time for family and hobbies.”

Challenge requirement

Students must identify at least two weaknesses and rewrite the weak argument with a specific example or evidence.

Descriptor

Students highlight weaknesses in vague arguments.
Students strengthen arguments with evidence or logical reasoning.
Students rewrite using academic connectors (because, therefore, as a result).

Activity 2: Pair Task – Building Arguments with Connectors

Pairs are given a controversial statement:

“Social media does more harm than good.”
“Fast food should be banned in schools.”

Each pair must write two arguments FOR and two AGAINST using academic connectors.

Sample answers

For: Social media increases bullying; therefore, it damages mental health.
Against: Social media helps students share knowledge; moreover, it provides quick access to news.

Challenge requirement

At least one argument must include a realistic example or statistic (even invented but plausible).

Descriptor

Students create 4 arguments (2 for, 2 against).
Students use at least 3 different connectors.
Students include examples or evidence.

Activity 3: Mini-Debate – Supporting Opinions with Evidence

The class is divided into two groups. Each side defends a position (e.g., “Online classes are better than traditional classes”). Every speaker must give at least one argument and one counterargument.

Challenge requirement

Students cannot repeat the same argument.
At least one argument must be phrased formally (“One significant reason is that…”).

Sample counterargument

“Some argue online classes are flexible; however, face-to-face learning provides stronger social interaction, which is essential for teenagers.”

Descriptor

Students express at least one argument and one counterargument.
Students avoid repetition of ideas.
Students use formal phrases to strengthen their speech.

Activity 4: Writing Task – Argumentative Blog Paragraph

Individually, students write a short argumentative paragraph (150–170 words) on the topic: “Should teenagers have part-time jobs while studying?”

Structure:

Thesis (opinion statement)
Two supporting arguments (with connectors and evidence)
One counterargument + rebuttal
Conclusion (final summary)

Sample draft (extract)

“Teenagers should have part-time jobs because they learn responsibility and money management. Moreover, jobs teach communication skills that are useful for future careers. On the other hand, some say jobs distract from studies. However, research shows that students with part-time jobs often develop better time management skills. Therefore, the advantages outweigh the disadvantages.”

Descriptor

Student writes a 150–170 word paragraph.
Student uses at least 3 connectors and 1 counterargument.
Student supports ideas with examples or evidence.

Lesson outcomes

By the end of the lesson, students:

Distinguished weak vs strong arguments.
Practiced using connectors and evidence in arguments.
Presented arguments and counterarguments in a debate.
Wrote a structured argumentative blog paragraph.

Completes Tasks

Descriptor

T raffic Light

Verbal Praise

Lesson consolidation

"Know – Want to Know – Learned" (KWL) Method

? Instructions:

The teacher provides students with a three-column chart:

✅ Know (Білемін)	❓ Want to Know (Білгім келеді)	? Learned (Үйрендім)
What I already know about the topic	What I want to learn	What I have learned by the end of the lesson

At the beginning of the lesson, students fill in the first two columns.
At the end of the lesson, they complete the third column with new knowledge gained.
This method activates prior knowledge, encourages curiosity, and helps track learning progress.

Follows Instructions

Provides Feedback

Short-Term Lesson Plan №16

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Argumentation Skills
Lesson Objective:		Students will identify claims and supporting evidence in blog texts. Students will practice brainstorming different forms of evidence for claims. Students will participate in a debate game, using arguments and counterarguments. Students will draft a blog section with a clear claim and at least two reasons.
Value education		This lesson develops critical thinking, respect for diverse opinions, fairness, and responsibility in communication. Students learn that arguments must be based on logic and evidence, not personal attack, and that respecting readers means presenting opinions in a structured, balanced way.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"One Word" Method ? Objective: Determine students' emotional readiness for the lesson. The teacher asks the question: "What do you expect from today's lesson?" Each student responds with one word (e.g., interesting, useful, difficult, new, unique). Based on the responses, the teacher can adjust the lesson approach to match students' expectations and engagement levels.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Identify Claims and Evidence (Analytical Task) The teacher presents a short blog excerpt: “Teenagers should read more books outside of school. Reading improves vocabulary and develops imagination. For example, students who read regularly often write more creatively and score higher on essays. Therefore, schools should encourage independent reading.” Task for students Highlight the main claim. Underline at least two pieces of evidence that support it. Decide: is the evidence strong, weak, or missing detail? Sample answer Claim: “Teenagers should read more books outside of school.” Evidence 1: “Reading improves vocabulary and develops imagination.” Evidence 2: “Students who read regularly often write more creatively and score higher on essays.” Evaluation: Strong, because it includes general benefits and a specific example. Descriptor Students correctly identify claim and evidence. Students explain the strength/weakness of evidence. Students provide at least one reason for their evaluation. Activity 2: Small Group Brainstorm – Evidence for a Claim Groups receive one claim and must brainstorm at least three different types of evidence: fact, statistic, example, expert opinion, or personal experience. Sample claims “Fast food should be limited in schools.” “Social media has more advantages than disadvantages.” Sample brainstorm (for claim: fast food in schools) Fact: Fast food is usually high in fat and sugar. Statistic: A study shows 30% of teens who eat fast food daily face health risks. Example: In our school, many students feel sleepy after eating fried snacks. Descriptor Students brainstorm three or more pieces of evidence. Evidence covers at least two different types (not all personal opinion). Students explain how evidence supports the claim. Activity 3: Debate Game – Argue For or Against The class is divided into two teams. The topic is written on the board (e.g., “Should smartphones be banned during lessons?”). Each team prepares three arguments and at least one counterargument. Students then debate, with each side presenting and responding. Sample arguments For the ban: Smartphones distract from learning; therefore, students lose focus. Against the ban: Smartphones are useful learning tools, for example to check information quickly. Sample counterargument “Yes, phones can distract, but strict rules can allow them for study only.” Descriptor Students present at least one argument and one counterargument. Students use linking words (however, therefore, for example, on the other hand). Students show respect for opposing team’s ideas. Activity 4: Writing Task – Claim + Two Reasons in Blog Draft Individually, students choose one of the debated topics or another issue they care about. They draft a short blog section (100–120 words) that includes: A clear claim (their opinion). At least two supporting reasons with explanation. Optional: one counterargument. Sample draft “I believe smartphones should not be banned in class. First, they can be used as learning tools, for example, checking dictionaries or doing quick research. Second, banning phones does not teach responsibility; instead, students should learn how to use them wisely. On the other hand, I agree that teachers need clear rules, but a total ban is unnecessary.” Descriptor Student writes 100–120 words. Student includes a clear claim and two reasons. Student uses at least two connectors (first, second, on the other hand, therefore). Lesson outcomes By the end of the lesson, students: Identified claims and evidence in sample texts. Generated different types of evidence for a claim. Practiced presenting arguments and counterarguments in a debate. Drafted a structured blog paragraph with a claim and supporting reasons.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Five Fingers" Method ? Instructions: The teacher shows students a picture of a hand and explains the meaning of each finger: ? Thumb – I liked it. ☝️ Index Finger – It was difficult for me. ✋ Middle Finger – It was unclear to me. ? Ring Finger – I gained new knowledge. ? Little Finger – I can now apply it. Students reflect on the lesson by choosing the finger that best describes their experience. This method helps assess understanding and gather feedback on the lesson.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №17

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Counterarguments
Lesson Objective:		Students will understand the structure of a counterargument and rebuttal. Students will practice switching perspectives by arguing both for and against an idea. Students will use advanced sentence starters to formulate rebuttals. Students will integrate a counterargument into their opinion blog draft.
Value education		This lesson cultivates open-mindedness, fairness, and respect for multiple perspectives. Students learn that strong writing does not ignore opposing views but addresses them honestly and logically. This builds empathy and integrity in communication.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Show Your Mood" Objective: Determine students' mood and assess their readiness for the lesson. The teacher displays various emoji representing different emotions. Students select an emoji that reflects how they feel about the lesson or place a sticky note on the board. Based on students' moods, the teacher adjusts lesson engagement strategies accordingly.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Teacher Demo – Counterargument Structure The teacher presents a model paragraph on the board: “Many people argue that video games are a waste of time. They believe games reduce students’ focus and harm their grades. However, research shows that strategy games can improve problem-solving skills, and many students play responsibly. Therefore, games should not be banned but balanced with schoolwork.” Analysis with class Counterargument: “Many people argue that video games are a waste of time.” Reason for counterargument: “They believe games reduce focus and harm grades.” Rebuttal: “However, research shows that strategy games improve skills…” Challenge requirement (10th grade) Students must explain why the counterargument is reasonable but still weaker than their position. Descriptor Students identify counterargument and rebuttal correctly. Students explain why addressing both sides makes writing stronger. Students provide at least one reason for evaluating the strength of the rebuttal. Activity 2: Partner Activity – Swap Roles (Agree/Disagree) Pairs are given a statement: “School uniforms should be compulsory.” “Fast food should be banned in schools.” “Social media is more harmful than useful.” Round 1: Student A agrees, Student B disagrees. Round 2: They swap roles, arguing the opposite side. Sample exchange Student A: “Uniforms reduce bullying because everyone looks the same.” Student B: “On the other hand, uniforms limit self-expression and cost money.” Challenge requirement Each student must use one connector (on the other hand, however, although) and one example to support their role. Descriptor Students present at least one argument for and one against. Students use linking words and examples in their speech. Students switch perspectives respectfully and logically. Activity 3: Sentence Starters for Rebuttals Practice The teacher gives a list of academic sentence starters for rebuttals: “Some people believe that…, however…” “It is true that…, but this does not mean…” “Although critics argue that…, in fact…” “While it may seem that…, the evidence suggests…” Individually, students practice rewriting weak rebuttals into stronger ones. Example task Weak: “Some people say fast food is okay, but I don’t think so.” Strong: “Although some people argue that fast food is convenient, in fact, its long-term health risks outweigh short-term benefits.” Descriptor Students use at least two different sentence starters. Students strengthen rebuttals with logical reasoning. Students write at least 3 improved rebuttal sentences. Activity 4: Writing Task – Add a Counterargument to Opinion Blog Students return to their draft opinion blog (from earlier lessons). They must add: One counterargument (presenting the opposite side fairly). One rebuttal (explaining why their side is stronger). Sample addition (topic: school uniforms) “Some people argue that uniforms are expensive and reduce creativity. While this is partly true, schools can offer affordable options, and creativity can be expressed in other ways, such as art or music. Therefore, the benefits of uniforms still outweigh the disadvantages.” Challenge requirement Students must use at least one sentence starter from Activity 3 and write a minimum of 80–100 words for the counterargument section. Descriptor Student integrates counterargument and rebuttal logically. Student uses sentence starters to create smooth transitions. Student maintains formal and respectful tone. Lesson outcomes By the end of the lesson, students: Understood the structure and purpose of counterarguments. Practiced arguing both for and against issues in pairs. Strengthened rebuttals using academic sentence starters. Added a counterargument and rebuttal to their own opinion blog.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Success Ladder" The teacher draws a staircase on the board or provides a ready-made template. Students mark the level where they feel they are: 1️⃣ I did not understand the topic. 2️⃣ I still have some questions. 3️⃣ I partially understood. 4️⃣ I fully understood and can explain it to others.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №18

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Midterm Project: Blog Post 1
Lesson Objective:		Students will generate original, relevant ideas for a midterm blog project. Students will plan and organize their blog using a structured outline. Students will draft a complete blog post, applying skills from earlier lessons (titles, narrative, opinion, description, evidence, counterarguments). Students will exchange and evaluate drafts through constructive peer feedback.
Value education		This project encourages independence, responsibility, creativity, and respect for peer voices. By developing a full blog post, students demonstrate ownership of their learning, and through peer feedback, they practice empathy, fairness, and collaboration.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Secret Gift" Method Objective: Encourage students and increase their interest in the lesson. The teacher informs students that the most active participant of the lesson will receive a "secret gift." The gift can be a small item (badge, candy, stickers) or a card with words of praise. This method helps boost students' motivation and engagement.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Brainstorm – Ideas for Project Post The teacher reminds students: “Your midterm blog post should be 250–300 words, written for a real-world audience.” Individually, students list at least three possible topics, then share in small groups to refine their choices. They are encouraged to think of topics they are passionate about. Possible student topics “Why volunteering should be part of school life.” “The impact of TikTok on teenagers.” “How I overcame my fear of public speaking.” “Best eco-friendly habits for students.” Challenge requirement Each idea must include a clear claim/purpose and a target audience (e.g., teenagers, parents, teachers). Descriptor Student proposes at least three relevant topics. Student identifies target audience for each. Student selects one topic to continue with. Activity 2: Draft Outline – Plan the Blog Post Students create a detailed outline of their chosen blog topic, following structure: Title (catchy and relevant) Introduction (hook + thesis statement) Body Paragraph 1 (reason/example) Body Paragraph 2 (reason/example) Counterargument + rebuttal Conclusion (reflection or call to action) Sample outline (topic: volunteering) Title: “Why Every Teen Should Try Volunteering” Introduction: Hook with a question; thesis – volunteering builds responsibility. Body 1: Example from personal experience (helping in animal shelter). Body 2: Evidence – volunteering improves teamwork and college applications. Counterargument: “Some say teens are too busy.” Rebuttal: volunteering teaches time management. Conclusion: Call to action – “Try one volunteering project this year!” Descriptor Outline includes at least 5 sections (intro, 2 body, counterargument, conclusion). Student demonstrates logical flow of ideas. Outline reflects chosen target audience. Activity 3: Writing – First Draft of Blog Post Using their outlines, students write a full blog post (250–300 words). They must apply skills learned so far: Engaging title and introduction. Use of descriptive language and evidence. Connectors (moreover, however, therefore, in conclusion). At least one counterargument and rebuttal. Sample draft excerpt (eco-friendly habits) “Many students believe they cannot make a difference in climate change. However, small eco-friendly actions add up. For example, bringing a reusable water bottle reduces plastic waste, and walking to school instead of driving cuts carbon emissions. On the other hand, some argue that individual actions are too small. Yet, when thousands of students act together, the results are powerful. Therefore, being eco-friendly is not only possible but necessary.” Descriptor Student writes 250–300 words. Student applies at least one counterargument + rebuttal. Student uses appropriate blog style (clear, engaging, audience-focused). Activity 4: Peer Feedback Round – Improving the Draft Students exchange drafts with a partner. Each uses the “Two Stars and a Wish” format: ⭐ Strength 1 (what was strong) ⭐ Strength 2 (another positive aspect) ? Wish (suggestion for improvement) After giving written feedback, partners discuss orally: “What part of the blog caught your attention most? What could be clearer?” Sample peer feedback ⭐ “Your introduction was very strong and had a good hook.” ⭐ “I liked the way you used personal experience as evidence.” ? “Maybe add more detail in your conclusion to make it memorable.” Descriptor Student gives at least two specific strengths and one suggestion. Student receives feedback respectfully and asks clarifying questions. Student identifies at least one revision they will make in response. Lesson outcomes By the end of the lesson, students: Generated and refined ideas for a full blog post. Planned content with a structured outline. Produced a complete first draft (250–300 words). Exchanged and reflected on peer feedback to strengthen their draft.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Two Stars, One Wish" Each student writes two positive things (stars) and one suggestion (wish): ⭐ Today I learned this well... ⭐ I completed this task successfully... ? I need to improve on this... The teacher collects and analyzes students' responses.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №19

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Reflection on Writing Process
Lesson Objective:		Students will reflect critically on their own writing process (strengths, weaknesses, challenges). Students will share lessons learned from the midterm project with peers. Students will participate in a group discussion to recognize common patterns and strategies. Students will evaluate their own progress through a structured self-assessment checklist.
Value education		This lesson fosters honesty, self-awareness, responsibility, and growth mindset. By reflecting on their own process, students learn to value effort as much as results and to see mistakes as opportunities for improvement. Respectful listening also builds empathy for others’ learning journeys.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Magic Word" Method Objective: Spark interest in the lesson topic and encourage teamwork. The teacher presents a “magic word” related to the lesson topic. Students share their thoughts on its meaning and how it connects to the lesson. For example, in a lesson about fractions, the teacher says "divide" and asks students to explain its meaning. After students respond, the teacher reveals the lesson topic.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Journal Writing – What Was Difficult? What Was Easy? Students spend 10 minutes writing freely in their journals about their midterm blog experience. They must answer three guiding questions: What was most difficult about writing the blog? Why? What was easiest or most enjoyable? Why? What did you learn about yourself as a writer? Sample reflection excerpt “The hardest part for me was writing the counterargument because I wasn’t sure how to phrase it. The easiest part was choosing my topic since I love writing about the environment. I learned that I often write too quickly without revising, so I need to slow down and check my work.” Challenge requirement Students must give at least one example from their blog to illustrate difficulty or success. Descriptor Student writes at least 120 words. Student identifies both a challenge and a strength. Student supports reflection with a personal example. Activity 2: Pair Share – Lessons Learned from the Project Students form pairs and exchange their journal reflections. Each partner asks one follow-up question to encourage deeper thinking. For example: “You said revising was difficult—what could make it easier next time?” “You enjoyed choosing a topic—how will that help you in the final project?” Pairs then summarize their partner’s main lesson learned in one sentence and share it with the class. Sample report “My partner learned that writing a good introduction takes time and several attempts, but it makes the whole blog stronger.” Descriptor Student listens actively to partner’s reflection. Student asks at least one clarifying question. Student accurately summarizes partner’s lesson. Activity 3: Teacher-Led Group Discussion – What Do We Have in Common? The teacher leads a whole-class discussion around common themes: Which parts of writing were most difficult for many of us? Which strategies worked well across the group? What advice can we give each other for the final project? Students contribute with specific examples from their blogs, not general comments. Sample student contribution “I found revising hard, but using the peer feedback checklist helped me focus.” Descriptor Students share at least one personal reflection with the class. Students listen and build on each other’s comments. Students identify at least one collective strategy for improvement. Activity 4: Self-Assessment Checklist Students complete a checklist rating themselves (1–5) on the following criteria: I wrote a clear thesis/claim in my blog. I supported my ideas with examples or evidence. I included at least one counterargument. I revised my draft after feedback. I am satisfied with my effort and improvement. At the bottom, they write one personal goal for the final project. Sample goal “Next time, I will focus on improving my conclusion by making it stronger and more memorable.” Descriptor Student completes all parts of the checklist honestly. Student identifies at least one realistic goal for improvement. Student demonstrates awareness of writing progress. Lesson outcomes By the end of the lesson, students: Reflected honestly on their writing process through journaling. Shared insights and lessons learned with a peer. Participated in a class discussion to identify common challenges and strategies. Completed a self-assessment checklist and set a concrete writing goal.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Traffic Light" Method The teacher provides students with three colored cards: green, yellow, and red. Green – I am ready for the lesson, everything is clear. Yellow – I have some questions, but I am ready to work. Red – I do not understand the topic, I need help.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №20

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Explainer Blog
Lesson Objective:		Students will analyze the structure and language features of a “how-to” (explainer) blog. Students will create step-by-step instructions that are logical, complete, and reader-friendly. Students will write a concise “how-to” blog post using imperative verbs, transitions, and troubleshooting tips.
Value education		This lesson promotes helpfulness, responsibility, and clarity. Students learn that good instructions respect the reader’s time and safety, give credit where needed, and avoid misleading claims. Clear writing is an ethical act: it helps others succeed without confusion or risk.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Magic Box" Method Objective: Increase students' interest and motivation for the lesson. The teacher places an object (symbolic) related to the lesson inside a mystery box. Students guess what might be inside and share their thoughts. The teacher then reveals the object and explains its connection to the lesson. This method develops students' inquiry skills and curiosity.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Analyze a “How-to” Blog Sample The class reads a short model explainer together. Students annotate the text to find the goal, audience, materials/tools, numbered steps, transitions, warnings/safety, and a brief troubleshooting note. Model text (excerpt) Title: How to Organize a One-Week Study Plan Goal (intro): This guide helps high-school students plan one effective week of study before exams. Materials: calendar app or paper planner; subject list; timer. Steps: List all subjects and topics; estimate how long each will take. Prioritize tasks using A (must), B (should), C (nice-to-do). Block 45-minute focus sessions; insert 10-minute breaks. Assign one subject per session; avoid multitasking. At day’s end, review progress and move unfinished items. Warning: Do not schedule more than six focus sessions per day to avoid burnout. Troubleshooting: If you miss a block, double the review on the next day rather than staying up late. What students should notice (spoken/written notes): Purpose and audience are explicit. Imperative verbs (“List,” “Prioritize,” “Block,” “Assign,” “Review”). Numbered, single-action steps; logical order; time guidance. Safety/health cue (burnout). A realistic fix when the plan fails (troubleshooting). Descriptor Identifies at least five structural elements (goal, audience, materials, steps, transitions, warning/troubleshooting). Cites two examples of imperative verbs and one transition (first, next, finally, meanwhile). Explains why the order of steps matters. Activity 2: Group Task – Make Step-by-Step Instructions In groups of three, students pick one classroom-relevant task and design a 10th-grade-level instruction set with: Title + one-sentence goal tailored to a defined audience. Materials/tools (including links/attribution if applicable). 6–8 numbered steps, each with one clear action, time cues, and transitions. 1 warning/safety/ethics note (e.g., copyright, privacy, physical safety). 1 troubleshooting tip. Suggested topics (choose one): How to create a distraction-free phone setup for studying How to design a simple blog banner using a free tool How to conduct a quick fact-check before publishing a post Sample group output (outline) Title: How to Fact-Check a Blog Post in 15 Minutes Goal: Ensure basic accuracy before publishing. Materials: search engine; two reputable sources; checklist. Steps: Highlight any factual claims in your draft (numbers, dates, names). Search each claim; compare at least two independent sources. Verify dates and names against an official or primary source. Add source links under the sentence they support. Rephrase any uncertain claim with hedging (“according to…,” “approximately…”). Run a final scan for bias or missing context. Warning: Avoid unverified statistics from personal blogs or ads. Troubleshooting: If sources conflict, note the disagreement and choose the most authoritative one (official report > news summary > personal blog). Descriptor Includes all required elements (goal, materials, 6–8 steps, warning, troubleshooting). Steps are logically ordered, single-action, and use imperative verbs. At least three transitions/time cues are present (first, next, then, afterwards, finally). Activity 3: Write a Mini “How-to” Blog Post Individually, students turn their group plan or a new topic into a 180–220-word mini explainer suitable for a public blog. Requirements: Engaging title and one-sentence intro naming the audience and outcome. Materials/tools list (credit any template/site as “Source: …”). Numbered steps (5–7), imperative verbs, transitions, one warning, one troubleshooting note. Tone: helpful, concise, reader-first; avoid vague phrasing and clickbait. Sample mini post (condensed) Title: Build a Clean Blog Post Layout in 20 Minutes Intro: This guide helps student bloggers create a readable layout that keeps readers on the page. Materials: your draft, a blogging platform, one royalty-free image (Source: Unsplash). Scan your draft and split it into short paragraphs (3–4 lines). Add subheadings that summarize each section in 3–5 words. Insert one relevant image above the fold and add alt text (describe the image in 8–12 words). Turn long lists into bullets; keep each bullet to one idea. Link one trustworthy source to support a key claim. Run a mobile preview; fix any text that wraps awkwardly. Warning: Do not use images without permission; always credit the source. Troubleshooting: If the page feels crowded, increase line spacing or remove one image rather than shrinking the font. Descriptor 180–220 words; includes title, intro, materials, numbered steps, warning, and troubleshooting. Uses at least five imperative verbs and three transitions. Clear, specific actions; no step combines multiple unrelated tasks. Activity 4: Peer Feedback – Clarity Check Students exchange mini posts and evaluate with a clarity checklist (tick + comment): Audience & goal obvious in first two sentences. Steps complete & ordered; a novice could follow without help. Imperative verbs & transitions used consistently. Safety/ethics addressed (warning present, sources credited). Troubleshooting offers a realistic fix. Partners give one concrete suggestion that would immediately improve usability (e.g., “Split step 3 into two actions,” “Add a mobile-preview check”). Writers implement the suggestion and underline the change. Sample feedback “Great subheadings. Consider moving the image before step 2 so readers see it sooner.” “Your warning is strong; add alt text guidance so the image is accessible.” Descriptor Gives at least one precise, actionable suggestion tied to the checklist. Justifies the suggestion in one sentence (“so that…” outcome). Applies at least one revision based on feedback. Lesson outcomes By the end of the lesson, students: Deconstructed an explainer’s structure and language choices. Built a step-by-step instruction set with safety and troubleshooting. Wrote a concise “how-to” blog that a novice can follow. Applied a clarity checklist to improve a peer’s explainer and revised their own accordingly		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Mood Emojis" Method ? Instructions: The teacher shows students different emoji images (???) or other mood-indicating symbols. Students select an emoji that best represents their mood and attitude towards the lesson. This method helps the teacher understand students' emotional state and adjust the lesson approach accordingly.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №21

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Research Basics
Lesson Objective:		Students will learn how to distinguish reliable from unreliable online sources. Students will practice evaluating credibility using specific criteria (authority, accuracy, purpose, timeliness). Students will take structured notes from a credible source. Students will integrate information from one reliable source into a short blog post
Value education		This lesson fosters academic honesty, responsibility, and critical thinking. Students learn that choosing and citing reliable sources shows respect for knowledge and readers. It also develops integrity by avoiding misinformation, plagiarism, and shallow research.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Circle of Kind Words" Method Objective: Boost students' mood and foster friendly relationships. The teacher gathers students in a circle and asks them to say kind words to each other. Students take turns sharing positive wishes with a classmate or the whole class. Example: “You look very cheerful today!” or “We will have a fun lesson together!” This method creates warmth and a positive atmosphere among students.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Teacher Demo – Reliable vs Unreliable Sources The teacher presents two short website extracts on the same topic (“Effects of Energy Drinks on Students”): Source A (reliable): An article from the World Health Organization (WHO), dated 2022, with cited studies. Source B (unreliable): A personal blog post, no date, no references, and contains emotional claims like “Energy drinks are poison, and schools should ban them immediately!” Class discussion – Students identify: Who is the author? (expert or anonymous) Is there a publication date? Are sources or evidence cited? Is the tone objective or emotional? Challenge requirement (Grade 10): Students must also explain the purpose (to inform, persuade, entertain, sell) and how that affects credibility. Descriptor Students name at least two features of reliability. Students distinguish factual evidence from emotional opinion. Students explain why Source A is more trustworthy than Source B. Activity 2: Group Task – Check 3 Websites for Credibility Each group receives 3 short website summaries (provided by teacher, on a common topic such as “Climate Change Solutions”). They apply the CRAAP test (Currency, Relevance, Authority, Accuracy, Purpose) to decide which site is reliable. Sample website blurbs: National Geographic article (2021) with expert interviews and data. Wikipedia entry updated last month, multiple references. A company website selling “miracle eco-gadgets,” full of ads and bold claims. Group outcome Reliable: National Geographic + Wikipedia (with caution). Unreliable: Company site (bias, commercial purpose). Challenge requirement: Groups must defend their choice with at least two reasons and write them in bullet form. Descriptor Groups apply CRAAP criteria accurately. Groups justify why 1–2 sources are reliable and why 1 is not. Groups present findings clearly to the class. Activity 3: Individual Practice – Note-Taking from a Source Students choose one reliable article (from teacher’s set). They practice structured note-taking: Main idea (paraphrased, not copied). Key facts or statistics (with citation). Vocabulary (new terms related to topic). Sample notes (from WHO article on sleep): Main idea: Teenagers need 8–10 hours of sleep for health. Fact: WHO study (2020): 70% of teens sleep less than 8 hours. Vocabulary: circadian rhythm, sleep deficit. Challenge requirement: Students must summarize the main idea in one sentence of no more than 15 words. Descriptor Student paraphrases accurately (no copy-paste). Student records at least one fact and one new term. Student writes a concise one-sentence summary. Activity 4: Writing Task – Short Blog Using One Source Individually, students write a short blog post (150–180 words) using information from their chosen source. They must: Mention the source (e.g., “According to the WHO…”). Combine source info with their own opinion or advice. Use at least one connector (for example, in addition, however, therefore). Sample blog (excerpt): “Teenagers today often sleep less than they need. According to the World Health Organization (2020), 70% of teenagers get fewer than 8 hours of sleep. This lack of rest can cause problems with focus, mood, and long-term health. In addition, scientists say that screens before bed make the problem worse. Personally, I think schools should start later in the morning to help students get enough sleep. A simple step like this could make a big difference in student well-being.” Challenge requirement: Students must integrate at least one statistic or factual detail and provide their own opinion. Descriptor Student writes 150–180 words. Student integrates one reliable source clearly. Student combines fact with personal viewpoint. Writing is logical, connected, and appropriate for a blog audience. Lesson outcomes By the end of the lesson, students: Understood how to evaluate source reliability. Practiced checking websites using CRAAP criteria. Took structured notes from a reliable source. Wrote a short blog post combining evidence and personal perspective.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"What Did I Like? What Was Difficult? What Did I Learn?" ? Instructions: Students answer three key questions: ✅ What did I like? – What was the most interesting part of the lesson? ⚠️ What was difficult? – Which task or concept was challenging? ? What did I learn? – What new thing did I learn today? This method encourages reflection and helps students analyze their learning progress.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №22

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Plagiarism & Paraphrasing
Lesson Objective:		Students will understand what plagiarism is and why it is academically and ethically wrong. Students will practice paraphrasing sentences and short passages using their own words. Students will learn to recognize plagiarism by comparing original and rewritten texts. Students will apply paraphrasing to integrate a source into their own blog writing.
Value education		This lesson develops honesty, responsibility, and respect for intellectual property. Students learn that copying without credit is unfair to authors and weakens their own credibility. Ethical writing shows integrity, independence, and respect for knowledge.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Compliment Bridge" Method Objective: Build friendly relationships and boost students' confidence. Students stand in a line and give a compliment to the classmate next to them. The process continues until everyone has received and given a kind word. This method enhances confidence and helps students start the lesson with a positive mindset.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Mini-Lecture – What Is Plagiarism? The teacher explains plagiarism with examples: Direct plagiarism: Copying word-for-word without quotation or credit. Patchwork plagiarism: Changing only a few words but keeping structure. Self-plagiarism: Reusing one’s own work without permission. Mini case study: Original text: “Excessive screen time can negatively affect sleep quality in teenagers.” Plagiarized: “Too much time on screens can badly affect teenagers’ sleep quality.” (too close). Acceptable paraphrase: “When teens spend many hours using devices, their sleep patterns often become disrupted.” Challenge requirement (Grade 10): Students must also explain why paraphrasing + citing is better than quoting too often: it shows understanding, not memorization. Descriptor Students define plagiarism in their own words. Students identify one difference between plagiarism and acceptable paraphrase. Students explain one reason paraphrasing is important. Activity 2: Pair Task – Paraphrase Sample Sentences Pairs receive 4 sentences (from reliable sources). They must paraphrase each by: Changing vocabulary (using synonyms/phrases). Changing structure (split/merge sentences). Preserving the meaning. Sample task Original: “Blogging helps students develop critical thinking and communication skills.” Possible paraphrase: “By writing blogs, learners improve their ability to think critically and express ideas clearly.” Challenge requirement: Each paraphrase must use at least one different sentence structure (e.g., turning active into passive, or joining with another idea). Descriptor Students write 4 accurate paraphrases. Each paraphrase uses different wording and structure. Original meaning is preserved. Activity 3: Quiz – Plagiarism vs Original The teacher shows 6 short passages, each either plagiarized, quoted, or paraphrased correctly. Students must decide: “Plagiarized” or “Acceptable” and justify. Sample item Original: “Exercise improves memory and concentration.” Version A: “Exercise makes memory and concentration better.” → Plagiarized (too close). Version B: “Studies suggest physical activity can strengthen concentration and help memory.” → Acceptable (reworded + same meaning). Descriptor Students classify at least 4/6 examples correctly. Students justify with one reason (e.g., too similar, no citation, changed enough). Students demonstrate understanding of acceptable paraphrasing. Activity 4: Practice – Rewrite a Source in Your Own Words Individually, students receive a short paragraph (about 60–80 words) from a source. They must rewrite it in their own words for use in a blog. Original paragraph: “Teenagers often underestimate the importance of breakfast. Research shows that students who eat breakfast perform better academically and maintain higher energy levels during the day.” Student rewrite (sample): “Many teenagers do not realize how important breakfast is. Studies indicate that having a morning meal boosts academic performance and gives students more energy throughout the school day.” Challenge requirement: Students must also include a proper attribution in the blog style: “According to recent studies…” or “Research suggests…”. Descriptor Student produces a rewritten paragraph of 60–80 words. Student changes vocabulary and structure while keeping meaning. Student includes attribution (“according to…,” “research shows…”). Lesson outcomes By the end of the lesson, students: Understood what plagiarism is and why it is unethical. Practiced paraphrasing sentences and short passages. Learned to identify plagiarized vs acceptable paraphrases. Rewrote a source passage ethically, with attribution, for use in a blog.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	Success Ladder" Method ? Instructions: The teacher draws a staircase on the board or provides individual worksheets with a ladder illustration. Students mark their current level of understanding and progress. The steps can represent different levels, such as: 1️⃣ I don't understand the topic. 2️⃣ I have some questions. 3️⃣ I partially understand. 4️⃣ I fully understand and can explain it to others. This method helps students self-assess their learning progress and encourages reflection.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №23

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Review and Comment Practice

Lesson Objective:

Students will identify the features of constructive online comments.
Students will practice writing respectful, useful comments on peers’ blog posts.
Students will learn to reply to comments in a way that extends discussion rather than ends it.
Students will role-play scenarios to build confidence in giving and receiving feedback online.

Value education

This lesson promotes respect, empathy, digital citizenship, and responsibility. Students learn that every online comment has an impact: it can encourage, guide, or harm. Writing thoughtful comments is part of being a responsible digital citizen.

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Organizational stage

"Circle of Kind Words" Method

Objective: Boost students' mood and foster friendly relationships.

The teacher gathers students in a circle and asks them to say kind words to each other.
Students take turns sharing positive wishes with a classmate or the whole class.
Example: “You look very cheerful today!” or “We will have a fun lesson together!”
This method creates warmth and a positive atmosphere among students.

Follows Instructions

Verbal Praise

New lesson

Activity 1: Role-Play – Giving Online Comments

Pairs receive role cards with typical commenting situations. One student is the blog author, the other is the commenter.

Scenarios:

The post has grammar mistakes, but a good idea.
The post is detailed, but too long.
The post is funny, but lacks evidence.

Task: Commenter must write a 2–3 sentence comment that is constructive, polite, and specific. Author reacts by thanking and asking one follow-up question.

Sample (Scenario 1):

Commenter: “I liked your idea about recycling projects—it’s creative! One suggestion: check spelling in the second paragraph so your message is even clearer.”
Author: “Thanks! Do you think adding examples would make it stronger?”

Challenge requirement: Each comment must include 1 compliment + 1 suggestion + 1 question.

Descriptor

Student gives balanced feedback (positive + constructive).
Student uses polite, respectful tone.
Student asks a relevant follow-up question.

Activity 2: Analyze Sample Comments – Good or Bad?

The teacher presents six real or simulated blog comments on the board. Students, in groups, sort them into “Constructive” or “Unhelpful.”

Examples:

“This is stupid. I hate it.” → Unhelpful (negative, no reason).
“Great ideas! Can you add more details about how students can join?” → Constructive (praise + suggestion + question).
“Nice post!!!” → Unhelpful (positive but too vague).
“I like your clear examples, but maybe shorten the conclusion so readers don’t lose focus.” → Constructive.

Challenge requirement: For each “bad” comment, students rewrite it into a “good” one.

Descriptor

Students classify comments correctly with justification.
Students rewrite unhelpful comments into constructive ones.
Students explain why tone and detail matter in online communication.

Activity 3: Write Comments on Peers’ Posts

Students exchange blog drafts (from earlier lessons). Each student writes two comments:

One highlighting a strength.
One suggesting a clear improvement.

Sample comment:

“Your introduction is engaging because it starts with a question. Maybe you could add statistics in the second paragraph to make your argument stronger.”

Challenge requirement: Each comment must use at least one sentence starter:

“I liked how you…”
“One way to improve could be…”
“Have you thought about…?”

Descriptor

Student writes at least two comments (one positive, one constructive).
Student uses respectful language and sentence starters.
Comments are specific and related to content, not personal.

Activity 4: Comment Ladder Game – Reply Chain

The teacher sets up a “comment ladder” on the board (or online platform). Student A posts a short blog excerpt (2–3 sentences). Student B comments on it. Student C replies to B’s comment. Student D replies to C, etc.

Rules:

Each reply must add new information (example, question, suggestion).
No reply may simply say “I agree” or “Good point.”

Sample chain:

Post: “Online learning is better than face-to-face learning.”
Comment 1: “I agree it’s flexible, but face-to-face is more social. What do you think?”
Comment 2: “True, but some shy students participate more online.”
Comment 3: “Interesting—do you know any studies about this?”

Challenge requirement: Each reply must be at least two full sentences and must push the discussion further.

Descriptor

Student contributes at least one meaningful reply.
Reply includes either evidence, example, or question.
Student respects discussion flow and builds on previous comments.

Lesson outcomes

By the end of the lesson, students:

Practiced role-playing polite, balanced comments.
Learned to evaluate good vs poor feedback.
Wrote constructive comments on peers’ blog drafts.
Participated in a reply-chain game to extend online discussions meaningfully.

Completes Tasks

Descriptor

T raffic Light

Verbal Praise

Lesson consolidation

"Know – Want to Know – Learned" (KWL) Method

? Instructions:

The teacher provides students with a three-column chart:

✅ Know (Білемін)	❓ Want to Know (Білгім келеді)	? Learned (Үйрендім)
What I already know about the topic	What I want to learn	What I have learned by the end of the lesson

At the beginning of the lesson, students fill in the first two columns.
At the end of the lesson, they complete the third column with new knowledge gained.
This method activates prior knowledge, encourages curiosity, and helps track learning progress.

Follows Instructions

Provides Feedback

Short-Term Lesson Plan №24

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Group Blog Project
Lesson Objective:		Students will brainstorm and agree on a shared theme for a collaborative blog. Students will plan an editorial calendar that schedules posts logically. Students will assign roles within their group (writer, editor, designer, fact-checker, etc.). Students will draft a group outline with clear sections and responsibilities.
Value education		This project develops teamwork, responsibility, time management, and leadership. Students learn to respect different roles, listen to others’ ideas, and share responsibility for the success of a joint product. They also practice fairness by dividing tasks equally.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"One Word" Method ? Objective: Determine students' emotional readiness for the lesson. The teacher asks the question: "What do you expect from today's lesson?" Each student responds with one word (e.g., interesting, useful, difficult, new, unique). Based on the responses, the teacher can adjust the lesson approach to match students' expectations and engagement levels.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Brainstorm Group Blog Theme Groups of 4–5 students brainstorm possible themes for their blog. Each group lists at least 3–4 ideas, then narrows to one final theme. Sample possible themes Teen Life & School Survival Tips Healthy Lifestyle for Students Technology & Social Media Trends Eco-Friendly Habits for Our Generation Challenge requirement (Grade 10): Groups must define audience (teens, parents, teachers, general public) and purpose (inform, persuade, entertain, inspire). Sample outcome Theme: Eco-Friendly Habits for Students Audience: teenagers in high school Purpose: to persuade peers to adopt small sustainable habits Descriptor Group lists at least 3 ideas. Final theme is specific, realistic, and audience-focused. Purpose and target audience are clearly stated. Activity 2: Plan Editorial Calendar The teacher introduces the concept of an editorial calendar (schedule of blog posts with deadlines). Groups design a 4-week calendar (or 4 entries) with: Post titles (catchy, relevant) Author (responsible student) Deadline Sample editorial calendar (Theme: Eco-Friendly Habits) “5 Easy Ways to Cut Plastic in School” – Writer: Aigerim – Deadline: Week 1 “Why Walking to School is Better than Driving” – Writer: Daniyar – Deadline: Week 2 “How to Organize a Green Event at School” – Writer: Amina – Deadline: Week 3 “The Truth About Fast Fashion” – Writer: Timur – Deadline: Week 4 Challenge requirement: Calendar must balance variety (different post types: opinion, review, how-to, reflection) and include at least one multimedia element (photo, infographic, or video). Descriptor Group produces at least 4 blog titles. Deadlines are realistic and spread logically. Calendar shows variety in post types. Activity 3: Assign Roles Each group assigns formal roles to members. Roles can rotate later, but each must be responsible for one part of the workflow. Sample roles: Lead Writer: drafts main posts. Editor: checks grammar, clarity, tone. Fact-Checker/Researcher: verifies sources and statistics. Designer: finds images, formats posts, manages layout. Project Coordinator: tracks deadlines, ensures teamwork. Challenge requirement: Each student must explain how their role contributes to group success and what skill it develops (e.g., leadership, attention to detail, creativity). Descriptor Every student has a role. Roles cover writing, editing, research, design, and management. Students explain role contribution and responsibility. Activity 4: Draft Group Outline Groups draft a detailed outline of their blog project. It should include: Introduction/Welcome post (tone, audience message). Planned posts (from editorial calendar). Responsibility list (who writes which part). Planned multimedia (photos, videos, links, infographics). Sample outline (Theme: Eco-Friendly Habits) Welcome Post: “Our Green School Journey” – by Project Coordinator Post 1: “5 Easy Ways to Cut Plastic” – Writer + Designer adds infographic Post 2: “Walking vs Driving” – Writer + Fact-checker provides data Post 3: “Green School Event” – Writer + Editor polishes language Post 4: “Fast Fashion Truth” – Writer + Designer adds image gallery Challenge requirement: Outline must include at least one planned collaboration (two members working together on one post). Descriptor Outline includes intro, post list, roles, and multimedia. Each group member’s responsibility is documented. At least one post shows planned collaboration. Lesson outcomes By the end of the lesson, students: Agreed on a blog theme, audience, and purpose. Created an editorial calendar with post titles and deadlines. Assigned roles with clear responsibilities. Produced a group outline integrating writing, editing, research, and design.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Five Fingers" Method ? Instructions: The teacher shows students a picture of a hand and explains the meaning of each finger: ? Thumb – I liked it. ☝️ Index Finger – It was difficult for me. ✋ Middle Finger – It was unclear to me. ? Ring Finger – I gained new knowledge. ? Little Finger – I can now apply it. Students reflect on the lesson by choosing the finger that best describes their experience. This method helps assess understanding and gather feedback on the lesson.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №25

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Drafting Group Posts
Lesson Objective:		Students will collaboratively draft a blog post within their assigned groups. Students will exchange ideas, negotiate content, and practice co-writing skills. Students will revise their draft through peer and small-group feedback. Students will incorporate teacher feedback to strengthen clarity, style, and accuracy.
Value education		This lesson strengthens collaboration, communication, responsibility, and respect for shared work. Students learn to value diverse perspectives, accept feedback, and balance individual creativity with group goals.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Show Your Mood" Objective: Determine students' mood and assess their readiness for the lesson. The teacher displays various emoji representing different emotions. Students select an emoji that reflects how they feel about the lesson or place a sticky note on the board. Based on students' moods, the teacher adjusts lesson engagement strategies accordingly.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Co-Writing Activity – Building the First Draft Together Each group selects one post from their editorial calendar (from the previous lesson). They open a shared document or paper draft and begin co-writing. Process: Writer drafts the introduction. Researcher/fact-checker adds evidence, statistics, or reliable references. Designer notes where images or infographics should be included. Editor reviews tone, transitions, and grammar while drafting. Coordinator ensures the flow matches audience and theme. Challenge requirement (Grade 10): The draft must be at least 220–250 words and include: Catchy title Hook in introduction (quote, question, or surprising fact) At least two evidence-based points One counterargument + rebuttal Closing with call to action Descriptor Group draft follows blog structure (intro, body, counterargument, conclusion). Each member contributes according to role. Draft includes evidence and logical flow. Activity 2: Peer Discussion – Sharing Draft Ideas Groups exchange partial drafts with another group. Each group reads and gives two comments: Content clarity: Is the argument easy to follow? Audience appeal: Does the post fit the chosen target audience? Sample feedback “Your introduction is strong, but the conclusion could be more persuasive.” “Great facts about recycling—maybe explain why they matter to students specifically.” Challenge requirement: Feedback must include at least one suggestion with justification (why it would improve the draft). Descriptor Groups give at least two specific comments (positive + suggestion). Feedback focuses on clarity and audience-fit. Comments include reasoning, not just opinion. Activity 3: Small-Group Revision – Improving the Draft Groups take feedback from peers and revise their drafts. Focus on: Strengthening introductions (make the hook sharper). Expanding evidence (add at least one statistic or example). Improving transitions and connectors (moreover, on the other hand, therefore, in addition). Polishing counterargument and rebuttal. Example revision before/after Before: “Plastic is bad for the environment. Students should stop using it.” After: “Plastic waste harms oceans and wildlife; according to the UN, 8 million tons enter seas each year. Students can help by using reusable bottles and bags, which greatly reduce school waste.” Descriptor Group adds at least one new detail (statistic/example). Group strengthens transitions for flow. Group revises at least one weak sentence into a stronger one. Activity 4: Teacher Feedback – Guided Improvement Teacher circulates, reading group drafts and giving targeted mini-feedback: Clarity: “Can readers easily understand your main claim?” Evidence: “Is there enough support for your ideas?” Style: “Does it sound like a blog (engaging, not academic essay)?” Audience: “Is your language suitable for teens/parents/general readers?” Groups highlight teacher suggestions and decide which to apply before finalizing. Sample teacher note: “Excellent use of evidence, but check sentence length—some are too long for online readers.” Descriptor Groups receive and discuss teacher notes. Groups highlight at least one planned change. Draft shows improvement by the end of the session. Lesson outcomes By the end of the lesson, students: Co-wrote a full group blog draft with all members contributing. Shared and received peer feedback to refine content. Revised their draft to add clarity, evidence, and style improvements. Applied teacher feedback to strengthen their group’s writing.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Success Ladder" The teacher draws a staircase on the board or provides a ready-made template. Students mark the level where they feel they are: 1️⃣ I did not understand the topic. 2️⃣ I still have some questions. 3️⃣ I partially understood. 4️⃣ I fully understood and can explain it to others.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №26

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Peer Review Workshop
Lesson Objective:		Students will practice critical reading by reviewing peers’ blog drafts. Students will use a checklist to evaluate clarity, structure, evidence, and style. Students will write structured peer feedback that is balanced, specific, and actionable. Students will present their feedback orally to the group, practicing respectful academic discussion.
Value education		This workshop fosters respect, fairness, collaboration, and responsibility. Students learn that honest, constructive feedback helps others grow and that receiving critique with an open mind is part of personal development.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Secret Gift" Method Objective: Encourage students and increase their interest in the lesson. The teacher informs students that the most active participant of the lesson will receive a "secret gift." The gift can be a small item (badge, candy, stickers) or a card with words of praise. This method helps boost students' motivation and engagement.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Exchange Drafts Across Groups Each group exchanges their group blog draft with another group. Every group now acts as a “reviewer team.” Task: Read the entire draft once for overall impression, then again for details (structure, language, evidence, audience). Challenge requirement (Grade 10): Reviewers must identify not only weaknesses but also explain how to fix them. Descriptor Drafts are exchanged fairly across groups. Reviewers read attentively, noting both strengths and weaknesses. Feedback focuses on text, not the author. Activity 2: Use Checklist for Review The teacher provides a Peer Review Checklist. Each group completes it for the draft they received. Checklist items (Yes/No + Notes): Title is engaging and relevant. Introduction has a clear hook and thesis. Blog is logically organized (intro, body, counterargument, conclusion). Evidence and examples support claims. Counterargument and rebuttal are included. Tone and vocabulary match the audience. Conclusion is persuasive/impactful. Language is clear and mostly error-free. Challenge requirement: For every “No”, reviewers must write a concrete suggestion (e.g., “Add statistics to paragraph 2 to strengthen evidence”). Descriptor Students complete checklist fully. Students add detailed notes and suggestions. Review focuses on content, structure, and style. Activity 3: Write Structured Peer Feedback Groups summarize their review in a short, structured format: Two Stars (strengths): at least two specific positives. One Wish (improvement): one major area for revision. Actionable Advice: one clear step the authors can take. Sample feedback ⭐ “Your introduction is strong, and the call-to-action at the end is very motivating.” ⭐ “Good use of statistics in paragraph two—very convincing.” ? “The counterargument is short; readers may not find it convincing.” Actionable advice: “Expand the counterargument with one more opposing view and explain why your position is stronger.” Descriptor Feedback includes 2 stars + 1 wish + 1 advice. Feedback is polite, specific, and based on checklist. Feedback explains both what is good and what to improve. Activity 4: Share Orally with Group Reviewer groups meet the author groups and present feedback orally. Authors listen, take notes, and may ask clarifying questions. Guidelines: Start with positives. Phrase critiques as suggestions, not judgments. Allow authors to ask questions (e.g., “Do you think my examples are enough?”). Sample oral exchange Reviewer: “We really liked your title—it’s eye-catching. We suggest adding one more statistic to paragraph 3 to make it stronger. What do you think?” Author: “That makes sense. Do you think a local example would work too?” Descriptor Reviewers present feedback clearly and respectfully. Authors listen actively and ask at least one clarifying question. Feedback discussion leads to a concrete revision plan. Lesson outcomes By the end of the lesson, students: Read and evaluated another group’s draft critically. Used a checklist to structure their review. Wrote clear, specific, and balanced peer feedback. Shared and discussed feedback orally, practicing respectful academic dialogue.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Two Stars, One Wish" Each student writes two positive things (stars) and one suggestion (wish): ⭐ Today I learned this well... ⭐ I completed this task successfully... ? I need to improve on this... The teacher collects and analyzes students' responses.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №27

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Editing and Proofreading
Lesson Objective:		Students will identify common grammar, vocabulary, and formatting errors in blog writing. Students will practice proofreading skills in pairs to polish clarity and style. Students will observe and apply teacher modeling of editing techniques. Students will produce a corrected, polished final draft of their group blog post.
Value education		This lesson builds responsibility, attention to detail, and respect for quality. Students learn that careful editing respects the reader, improves credibility, and shows pride in one’s work.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Magic Word" Method Objective: Spark interest in the lesson topic and encourage teamwork. The teacher presents a “magic word” related to the lesson topic. Students share their thoughts on its meaning and how it connects to the lesson. For example, in a lesson about fractions, the teacher says "divide" and asks students to explain its meaning. After students respond, the teacher reveals the lesson topic.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Error Hunt Game – Find Mistakes in Text The teacher provides a short “draft” blog text (150 words) that contains deliberate errors: grammar, punctuation, vocabulary, and formatting issues. Sample text (with errors): “Teenagers should have more free times, because it is helps them relax. For example many teens spending hours in school and than doing homework late in night. However, some adult say too much free time lead to lazyness. In conclusion, free time is very important for students healthy.” Task for students: In groups, identify and correct at least 8 errors (grammar, spelling, vocabulary, punctuation). Corrected version (excerpt): “Teenagers should have more free time because it helps them relax. For example, many teens spend hours at school and then do homework late at night. However, some adults say too much free time can lead to laziness. In conclusion, free time is very important for students’ health.” Challenge requirement (Grade 10): Students must also explain why each correction was necessary (e.g., verb tense error, subject-verb agreement, word choice, plural form). Descriptor Students identify at least 8 errors. Students provide correct forms and explanations. Students produce a polished version of the text. Activity 2: Pair Proofreading – Checking Each Other’s Drafts Students exchange their group drafts with a partner group. Each pair uses a proofreading checklist: Grammar and punctuation are correct. Sentences are not too long or confusing. Word choice is appropriate for the audience. Headings and formatting are consistent. No spelling mistakes. Sample peer feedback: “In paragraph 2, check subject-verb agreement: ‘students enjoys’ → ‘students enjoy’.” “Good vocabulary, but try to avoid repeating ‘important’ three times—use synonyms.” Challenge requirement: Each pair must mark at least five corrections and suggest one style improvement (e.g., “Add subheading to break long text”). Descriptor Students apply proofreading checklist accurately. Students suggest at least five corrections. Students provide one stylistic suggestion for clarity. Activity 3: Teacher Demo – Editing in Action The teacher projects a sample student paragraph and edits it live, explaining each change: Highlighting weak phrases (“a lot of things” → “many responsibilities”). Correcting grammar (“students has” → “students have”). Improving flow with connectors (“also” → “in addition”). Formatting (breaking one long block into smaller paragraphs). Sample teacher edit:* Original: “Social media is bad. It make students not focus. Also, it is addicting.” Edited: “Social media can reduce student focus and even cause addiction. In addition, it may negatively affect mental health if overused.” Challenge requirement: Students must write down three editing strategies they observed and explain how they will apply them to their own draft. Descriptor Students observe teacher edits actively. Students record at least three editing strategies. Students explain application in their own blog. Activity 4: Final Draft Corrections – Group Polishing Groups return to their own blog draft and make final corrections, applying what they learned from the error hunt, peer proofreading, and teacher demo. Steps: Check grammar and spelling carefully. Replace vague words with precise vocabulary. Add transitions and check flow. Ensure title, headings, and format are reader-friendly. Make one final read-through aloud to catch missed errors. Sample improvement (before/after): Before: “Fast food is very bad for health. Students should not eat it.” After: “Fast food negatively affects student health because it is high in fat and sugar. Therefore, schools should limit its availability in cafeterias.” Descriptor Final draft shows visible corrections and improvements. Blog is clear, accurate, and polished for publication. Group applies at least three editing strategies learned in class. Lesson outcomes By the end of the lesson, students: Practiced spotting and correcting errors in sample texts. Proofread peer drafts with a structured checklist. Observed and applied teacher modeling of editing techniques. Produced a polished, corrected final draft ready for publishing.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Traffic Light" Method The teacher provides students with three colored cards: green, yellow, and red. Green – I am ready for the lesson, everything is clear. Yellow – I have some questions, but I am ready to work. Red – I do not understand the topic, I need help.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №28

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Publishing Blogs
Lesson Objective:		Students will prepare a professional and reader-friendly blog layout/design. Students will integrate multimedia elements (images, hyperlinks, video, or infographic) effectively. Students will finalize and publish their group blog post. Students will review peers’ published blogs and provide constructive feedback through a gallery walk.
Value education		This lesson encourages creativity, responsibility, digital citizenship, and appreciation of peers’ work. Students learn that online publishing requires respect for audience, ethical use of media, and pride in presenting their work publicly.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Magic Box" Method Objective: Increase students' interest and motivation for the lesson. The teacher places an object (symbolic) related to the lesson inside a mystery box. Students guess what might be inside and share their thoughts. The teacher then reveals the object and explains its connection to the lesson. This method develops students' inquiry skills and curiosity.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Prepare Layout & Design – Making Blogs Reader-Friendly Groups revisit their final drafts and prepare the visual layout before publishing. Focus areas: Title & headings: use hierarchy (H1 for title, H2 for sections). Paragraph structure: short, clear, 3–4 lines each. Subheadings & bullets: break down long text. Font & spacing: avoid clutter; ensure readability. Sample improvement: Before: one long block of 15 lines. After: intro paragraph + two subheadings (“Why It Matters”, “How to Start”) + bullet list. Challenge requirement (Grade 10): Each group must create at least two visual elements—a subheading structure and a bullet/numbered list. Descriptor Layout includes logical headings and short paragraphs. Blog is visually clear and attractive. At least two visual elements are included. Activity 2: Add Media to Posts – Enhancing with Multimedia Groups select at least one relevant image and one hyperlink or embedded element (video, infographic, or source link). Guidelines: Use copyright-free images (Unsplash, Pixabay, Pexels). Add descriptive alt text (8–12 words). Hyperlink credible sources (“According to WHO (2022)...” links to official report). Sample integration: Image: A reusable water bottle (alt text: “A student using a reusable water bottle at school desk”). Hyperlink: “Read more tips from National Geographic.” Challenge requirement: Each group must include one multimedia item that adds value, not just decoration (e.g., infographic summarizing statistics). Descriptor Group integrates at least one image and one hyperlink. Media is relevant, ethical (credited), and improves reader understanding. Blog is more engaging with visuals. Activity 3: Publish Group Blog – Final Upload/Presentation Groups upload their posts to a platform (Google Docs in blog format, Padlet, or mock WordPress demo). If real publishing is not possible, they simulate posting by presenting their formatted blog on the screen. Requirements for published post: Title + headings + body (220–250 words). At least one image with alt text. At least one hyperlink. Call-to-action at the end (“Share your tips in the comments!”). Descriptor Blog is published or presented in full format. Meets word count and multimedia requirements. Includes call-to-action to engage readers. Activity 4: Gallery Walk – Review Others’ Blogs Each group visits other groups’ blogs (digitally or printed screenshots). Students leave sticky-note style comments (digital or paper) based on a simple feedback prompt: ⭐ Something I liked… ? Something to improve… ❓ One question I have… Sample comment: ⭐ “I liked your infographic—it made the statistics very clear.” ? “Consider shortening paragraph 2; it feels a bit long.” ❓ “Where did you find the data about plastic waste?” Challenge requirement: Each student must leave at least three comments on three different blogs, with one suggestion and one question each. Descriptor Students give feedback on three blogs. Comments include positive note, suggestion, and question. Students show respect and engagement with peers’ work. Lesson outcomes By the end of the lesson, students: Structured their blog for readability and clear design. Enhanced posts with ethical and meaningful multimedia. Published (or simulated publishing) their group blog post. Reviewed peers’ blogs through a gallery walk, giving constructive and respectful feedback		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Mood Emojis" Method ? Instructions: The teacher shows students different emoji images (???) or other mood-indicating symbols. Students select an emoji that best represents their mood and attitude towards the lesson. This method helps the teacher understand students' emotional state and adjust the lesson approach accordingly.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №29

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Intercultural Blogging
Lesson Objective:		Students will identify similarities and differences in blog writing across cultures. Students will discuss how cultural context influences tone, examples, and communication style. Students will write a short intercultural blog entry that considers audience diversity. Students will practice giving and receiving feedback on cultural sensitivity in writing.
Value education		This lesson develops respect, tolerance, open-mindedness, and intercultural awareness. Students learn that blogging for a global audience requires sensitivity to differences in values, traditions, and communication styles.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Circle of Kind Words" Method Objective: Boost students' mood and foster friendly relationships. The teacher gathers students in a circle and asks them to say kind words to each other. Students take turns sharing positive wishes with a classmate or the whole class. Example: “You look very cheerful today!” or “We will have a fun lesson together!” This method creates warmth and a positive atmosphere among students.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Compare Two Cultural Blog Samples The teacher provides two short blog excerpts on the same topic (“Food and Family Traditions”), one written from an American perspective, the other from a Japanese perspective. Sample A (American): “Thanksgiving dinner is my favorite tradition. We gather with cousins, eat turkey, and share what we’re thankful for. It’s noisy, cheerful, and full of laughter.” Sample B (Japanese): “During New Year’s, families prepare ‘osechi’—colorful dishes in small boxes, each symbolizing health or good luck. We eat together quietly, respecting the start of a new year with gratitude.” Task: Students, in pairs, highlight differences in: Tone (cheerful/noisy vs quiet/respectful) Focus (gratitude through talking vs gratitude through symbolism) Style (personal emotion vs cultural ritual) Challenge requirement: Students also identify at least one similarity (e.g., both are about family gathering, both express gratitude). Descriptor Students identify at least 2 differences and 1 similarity. Students explain how culture shapes the writing style. Students note respectful elements in both samples. Activity 2: Class Discussion – Similarities & Differences The teacher leads a whole-class discussion with guiding questions: “What values do both cultures emphasize in these traditions?” “Why might tone differ between cultures?” “How should bloggers adjust when writing for an international audience?” Sample student contributions: “Both cultures value family and gratitude, but they show it differently—one loud, one quiet.” “When writing for an international audience, we should avoid assuming all readers know our traditions.” Challenge requirement: Students must propose one writing strategy for intercultural clarity (e.g., explain tradition briefly, avoid slang, use universal examples). Descriptor Students share at least one insight from comparison. Students connect cultural differences to writing style. Students propose one intercultural writing strategy. Activity 3: Writing Task – Intercultural Blog Entry Individually, students write a 200–220 word intercultural blog post on one of the following themes: “A tradition from my culture that everyone can learn from.” “How teenagers in different countries spend free time.” “What food teaches us about culture.” Requirements: Clear explanation of at least one cultural practice. Short comparison with another culture (real or researched). At least one strategy for making the entry globally accessible (e.g., define a cultural word, give context, use universal values like friendship, health, or gratitude). Sample excerpt: “In Kazakhstan, celebrating Nauryz means eating ‘nauryz kozhe,’ a dish made with seven ingredients that symbolize life and prosperity. This reminds me of Thanksgiving in the US, where food also carries symbolic meaning. Both traditions highlight family unity, though one celebrates spring and renewal, while the other reflects gratitude for harvest. For readers unfamiliar with Nauryz, I would explain the meaning of each ingredient so the cultural richness is clear.” Challenge requirement: Students must include at least one intercultural comparison and a universal theme (family, gratitude, health, friendship). Descriptor Blog post 200–220 words, clear and engaging. Includes explanation + comparison with another culture. Demonstrates sensitivity and avoids stereotypes. Activity 4: Peer Feedback – Cultural Sensitivity Check Students exchange intercultural blog entries with a partner and review for: Clarity: Is the cultural practice explained so outsiders understand? Respect: Is the description free from stereotypes or negative judgment? Connection: Does it highlight a universal value readers can relate to? Sample peer comment: “Your description of Nauryz was very clear. Maybe add why the seven ingredients are important so non-Kazakh readers understand better.” “I liked that you connected it to gratitude, which all cultures value.” Challenge requirement: Each student must give one specific suggestion for making the blog more globally accessible. Descriptor Feedback covers clarity, respect, and connection. Student gives one concrete suggestion for improvement. Student uses polite and supportive language. Lesson outcomes By the end of the lesson, students: Compared cultural blog samples to identify differences and similarities. Discussed how culture shapes writing tone and style. Wrote a short intercultural blog entry with explanation and comparison. Reviewed peers’ work with attention to cultural sensitivity and global audience needs.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"What Did I Like? What Was Difficult? What Did I Learn?" ? Instructions: Students answer three key questions: ✅ What did I like? – What was the most interesting part of the lesson? ⚠️ What was difficult? – Which task or concept was challenging? ? What did I learn? – What new thing did I learn today? This method encourages reflection and helps students analyze their learning progress.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №30

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Language for Persuasion
Lesson Objective:		Students will identify persuasive techniques and rhetorical devices in blog samples. Students will generate persuasive words and phrases that appeal to logic, emotion, and credibility. Students will practice quick oral persuasion through mini-debates. Students will write a short persuasive blog using at least three persuasive strategies.
Value education		This lesson promotes critical thinking, respectful debate, and responsible influence. Students learn that persuasion is powerful and should be used ethically: not to manipulate, but to inform, inspire, and motivate responsibly.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Compliment Bridge" Method Objective: Build friendly relationships and boost students' confidence. Students stand in a line and give a compliment to the classmate next to them. The process continues until everyone has received and given a kind word. This method enhances confidence and helps students start the lesson with a positive mindset.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Identify Persuasive Techniques in Samples The teacher presents two short blog excerpts, each using persuasive language. Sample A (Emotional appeal): “Imagine a school where every student wakes up motivated, excited to learn. We can make this possible by starting classes later in the morning.” Sample B (Logical appeal): “According to the National Sleep Foundation (2022), teenagers need 8–10 hours of sleep. A later school start improves concentration and academic results.” Sample C (Credibility appeal): “As a teacher with 20 years of experience, I’ve seen firsthand how tired students struggle to focus before 9 a.m.” Task: Students, in pairs, label each technique: pathos (emotion), logos (logic), ethos (credibility). Challenge requirement (Grade 10): Students must explain why the appeal works and which audience it convinces most (parents, teachers, students). Descriptor Students correctly identify pathos, logos, and ethos. Students explain effectiveness of each technique. Students connect technique to intended audience. Activity 2: Group Brainstorm – Persuasive Words & Phrases In groups, students create a “Persuasion Toolbox” with words/phrases for each type of appeal: Emotional (Pathos): life-changing, unfair, imagine if, shocking, heartbreaking, inspiring Logical (Logos): research shows, evidence proves, statistics reveal, therefore, as a result Credibility (Ethos): experts agree, as a student/teacher/parent, according to professionals, in my experience Groups share their lists on the board to create a class-wide resource. Challenge requirement: Each group must produce at least 3 phrases for each appeal (minimum 9 in total). Descriptor Students list persuasive words/phrases under correct category. Students generate a balanced set (emotion, logic, credibility). Final class resource includes at least 9 unique items per group. Activity 3: Debate Game – Persuade Your Audience in 2 Minutes Pairs are given short debate prompts. Each student has 2 minutes to persuade the class. Sample prompts: “Ban junk food in school cafeterias.” “Use phones in class for learning.” “School uniforms should/should not be required.” Task: Each student must use at least one emotional, one logical, and one credibility-based argument in their mini-speech. Sample mini-speech (Phones in class): Pathos: “Imagine how boring lessons feel without any interaction—phones can make learning engaging.” Logos: “Studies show students using apps for quizzes score 15% higher in recall.” Ethos: “As a student, I know phones can be distracting, but with rules, they’re powerful tools.” Challenge requirement: Students must adapt tone to audience (e.g., persuading teachers vs persuading classmates). Descriptor Students deliver a 2-minute persuasive speech. Speech includes at least 3 types of appeal. Tone fits the audience (formal for adults, relatable for peers). Activity 4: Writing Task – Persuasive Blog Post Individually, students write a 200–220 word persuasive blog on a school-related or teen issue. Requirements: Title that sparks interest (“Why Our School Needs a Green Club Now”). At least one pathos (emotional appeal). At least one logos (fact/statistic). At least one ethos (personal or expert credibility). Conclusion with a clear call-to-action (“Join us today,” “Start by reducing plastic tomorrow”). Sample excerpt (Topic: School Uniforms): “Uniforms create equality, but they also erase individuality. Imagine walking into a classroom where every student looks identical—would you feel unique? Research shows that while uniforms reduce bullying, they don’t improve grades (Smith, 2021). As a high school student, I know uniforms save time in the morning, but they also limit self-expression. Therefore, schools should allow students at least one free-choice day per week.” Challenge requirement: Students must integrate a statistic or citation (real or simulated) AND finish with a strong call-to-action. Descriptor Blog 200–220 words with clear structure. Includes at least one pathos, one logos, one ethos. Ends with call-to-action appropriate for the audience. Lesson outcomes By the end of the lesson, students: Identified persuasive appeals in sample texts. Built a toolbox of persuasive words and phrases. Practiced quick debates using multiple appeals. Wrote a persuasive blog post applying rhetorical strategies effectively.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	Success Ladder" Method ? Instructions: The teacher draws a staircase on the board or provides individual worksheets with a ladder illustration. Students mark their current level of understanding and progress. The steps can represent different levels, such as: 1️⃣ I don't understand the topic. 2️⃣ I have some questions. 3️⃣ I partially understand. 4️⃣ I fully understand and can explain it to others. This method helps students self-assess their learning progress and encourages reflection.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №31

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Blog Analytics Basics

Lesson Objective:

Students will understand the purpose of blog analytics (views, likes, comments, engagement).
Students will predict and analyze what makes a blog post more successful in reaching an audience.
Students will practice interpreting simple analytics data and drawing conclusions.
Students will reflect on how to apply analytics insights to improve their own blog reach.

Value education

This lesson develops critical thinking, responsibility, and digital literacy. Students learn to look beyond “likes” and focus on meaningful engagement, while respecting readers’ time and interests. It teaches them to value quality and audience connection rather than empty popularity.

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Organizational stage

"Circle of Kind Words" Method

Objective: Boost students' mood and foster friendly relationships.

The teacher gathers students in a circle and asks them to say kind words to each other.
Students take turns sharing positive wishes with a classmate or the whole class.
Example: “You look very cheerful today!” or “We will have a fun lesson together!”
This method creates warmth and a positive atmosphere among students.

Follows Instructions

Verbal Praise

New lesson

Activity 1: Teacher Demo – What Are Analytics?

Teacher projects a screenshot of a blog dashboard with simple analytics (sample data).

Example metrics shown:

Post A: 520 views, 45 likes, 12 comments, avg. read time 3:20
Post B: 280 views, 75 likes, 30 comments, avg. read time 5:10

Teacher explains:

Views = number of people who opened the post.
Likes = quick reaction, not always deep engagement.
Comments = interaction and conversation.
Read time = how long people stayed (shows depth).

Mini-discussion: Which post is more successful? Why?
(Answer: Post B had fewer views but more engagement, showing deeper impact.)

Descriptor

Students can define 3–4 key analytics terms.
Students explain the difference between popularity (views) and engagement (comments, time).

Activity 2: Predict – Which Blog Will Get More Views? Why?

Students are shown two short blog introductions (about 60 words each).

Sample A:
“Recycling is important. Everyone should recycle to save the planet. Let’s all do our part.”
Sample B:
“Every year, 8 million tons of plastic enter our oceans. Imagine swimming in water filled with trash. In this blog, I’ll share three easy steps to cut plastic waste in your daily life.”

Task: In groups, predict which blog will get more views and why. Students must give at least two reasons (hook, statistic, clear promise, emotional impact).

Expected answer: Sample B, because it has a strong hook (statistic + image), emotional appeal, and a promise (“three steps”).

Challenge requirement (Grade 10): Groups must also predict which metrics (views, likes, comments, read time) would likely be higher for Sample B.

Descriptor

Groups justify prediction with at least 2 reasons.
Groups mention likely impact on specific metrics.

Activity 3: Practice – Read and Interpret Sample Analytics

Students receive a worksheet with 3 blog analytics tables.

Example dataset:

Blog Title	Views	Likes	Comments	Avg. Read Time
“10 Study Hacks for Exams”	650	100	15	2:40
“Why Sleep Matters for Teens”	400	120	45	4:50
“Top 5 Memes This Month”	900	80	5	1:20

Task: In pairs, answer:

Which blog was most popular? (Memes = most views).
Which had most engaged readers? (Sleep = longest read time, most comments).
Which balanced popularity and engagement? (Study Hacks = good views + decent engagement).

Challenge requirement: Students must give one recommendation for each blog (e.g., “Memes: add more depth to increase read time”; “Sleep: promote on social media for more views”).

Descriptor

Students correctly identify popularity vs engagement.
Students give at least one recommendation per blog.
Students justify recommendations with analytics evidence.

Activity 4: Reflection – How to Improve Blog Reach

Individually, students write a short reflection (100–120 words):

Which metric is most important to them as a blogger (views, likes, comments, or read time)? Why?
What 2 strategies will they use in their next post to improve reach?

Sample reflection:
“For me, comments are most important because they show people are really thinking about my ideas. To improve engagement, I will end my blog with a question for readers. I will also use statistics in my introduction to make it more interesting and shareable.”

Challenge requirement: Reflection must include one personal strategy and one audience-focused strategy (e.g., improve content + improve promotion).

Descriptor

Reflection 100–120 words.
Student identifies one key metric.
Student proposes 2 concrete strategies (personal + audience).

Lesson outcomes

By the end of the lesson, students:

Understood key blog analytics terms (views, likes, comments, read time).
Predicted blog performance based on content style.
Interpreted sample analytics to distinguish popularity vs engagement.
Reflected on strategies to improve their own blog reach.

Completes Tasks

Descriptor

T raffic Light

Verbal Praise

Lesson consolidation

"Know – Want to Know – Learned" (KWL) Method

? Instructions:

The teacher provides students with a three-column chart:

✅ Know (Білемін)	❓ Want to Know (Білгім келеді)	? Learned (Үйрендім)
What I already know about the topic	What I want to learn	What I have learned by the end of the lesson

At the beginning of the lesson, students fill in the first two columns.
At the end of the lesson, they complete the third column with new knowledge gained.
This method activates prior knowledge, encourages curiosity, and helps track learning progress.

Follows Instructions

Provides Feedback

Short-Term Lesson Plan №32

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Final Project Planning
Lesson Objective:		Students will brainstorm and select a theme for their final blog project. Students will outline the structure and content of their planned posts. Students will create a timeline with clear deadlines for drafting, revising, and publishing. Students will meet with the teacher to refine and approve their project plan.
Value education		This lesson nurtures responsibility, self-management, creativity, and long-term planning. Students learn to set realistic goals, organize collaborative work, and commit to deadlines—skills necessary both in school and real-world projects.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"One Word" Method ? Objective: Determine students' emotional readiness for the lesson. The teacher asks the question: "What do you expect from today's lesson?" Each student responds with one word (e.g., interesting, useful, difficult, new, unique). Based on the responses, the teacher can adjust the lesson approach to match students' expectations and engagement levels.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Brainstorm Theme for Final Blog Series Groups (or individuals, depending on project format) generate 3–4 possible themes for their final blog series. They must discuss audience, purpose, and relevance for each. Sample ideas: Teen Mental Health & Wellness (audience: peers; purpose: awareness + tips) Future Careers in Technology (audience: high school students; purpose: inform + inspire) Eco-Friendly School Initiatives (audience: school community; purpose: persuade + promote action) Task: Select one final theme and write: Theme statement (“Our series will explore simple, realistic ways teens can support mental health at school”). Target audience. Purpose (inform, persuade, inspire, entertain). Challenge requirement (Grade 10): Theme must be specific and unique, not overly broad (not “sports,” but “How teamwork in basketball teaches life skills”). Descriptor At least 3 ideas generated. Final theme clearly defined, specific, and audience-focused. Purpose stated in one clear sentence. Activity 2: Outline Planned Posts Students design an outline for 3–4 blog entries under the chosen theme. Sample outline (Theme: Teen Mental Health): “Why Sleep Matters: The Teen Brain and Rest” – evidence-based explainer. “Digital Detox Challenge: One Week Without Social Media” – narrative + call to action. “Peer Support: How Friends Can Help Each Other” – opinion + advice. “Mindfulness at School: Quick Stress Relief Practices” – how-to guide. Task: For each post, students must include: Working title. Type of post (opinion, review, how-to, narrative, explainer). Key message or takeaway for readers. Challenge requirement: At least one post must include a multimedia plan (infographic, video, photo series). Descriptor Outline includes at least 3 post titles. Post types and purposes are varied. Key message is clear and audience-focused. Activity 3: Set Timeline Groups/individuals create a mini-timeline with deadlines for: First draft of each post. Peer review and revisions. Final submission/publishing. Sample timeline (4 posts): Week 1: Draft Post 1 + peer feedback. Week 2: Draft Post 2, revise Post 1. Week 3: Draft Post 3, revise Post 2. Week 4: Draft Post 4, finalize all. Challenge requirement: Timeline must include responsibilities (who drafts, who edits, who designs). Descriptor Timeline covers all stages (draft, review, final). Dates/deadlines are realistic. Responsibilities are distributed fairly. Activity 4: Teacher Conference – Approve Plan Each group meets briefly with the teacher to present: Theme statement. Post outline. Timeline + responsibilities. Teacher provides quick feedback: Is the theme realistic? Is the timeline achievable? Does each student have a clear role? Sample teacher question: “What challenge might you face in keeping this schedule?” “Which post do you expect to be most difficult, and why?” Descriptor Students present plan confidently. Students accept teacher feedback and adjust plan if needed. Plan is approved before moving to drafting stage. Lesson outcomes By the end of the lesson, students: Selected and refined a specific theme for their final blog series. Created an outline of planned posts with clear purposes. Designed a timeline with realistic deadlines and responsibilities. Received teacher approval to move forward with project execution.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Five Fingers" Method ? Instructions: The teacher shows students a picture of a hand and explains the meaning of each finger: ? Thumb – I liked it. ☝️ Index Finger – It was difficult for me. ✋ Middle Finger – It was unclear to me. ? Ring Finger – I gained new knowledge. ? Little Finger – I can now apply it. Students reflect on the lesson by choosing the finger that best describes their experience. This method helps assess understanding and gather feedback on the lesson.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №33

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Final Project Writing
Lesson Objective:		Students will draft the first blog in their final project series. Students will participate in a peer review session to evaluate clarity, style, and persuasiveness. Students will revise their draft based on peer and teacher feedback. Students will begin drafting subsequent entries in their blog series.
Value education		This lesson builds discipline, responsibility, resilience, and collaborative growth. Students learn that writing is a process of drafting, sharing, revising, and improving. Respect for peers’ opinions and openness to critique are emphasized as essential values.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Show Your Mood" Objective: Determine students' mood and assess their readiness for the lesson. The teacher displays various emoji representing different emotions. Students select an emoji that reflects how they feel about the lesson or place a sticky note on the board. Based on students' moods, the teacher adjusts lesson engagement strategies accordingly.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Draft First Blog in Series Students use their approved final project plan to write the first blog entry. Requirements: Length: 220–250 words. Title must be catchy and topic-specific. Introduction should include a hook (question, statistic, or anecdote). Body should present evidence, examples, or steps. Conclusion should include a call-to-action or reflection. Sample excerpt (Theme: Teen Mental Health – Post 1): “Every year, thousands of students struggle with lack of sleep. According to the National Sleep Foundation, teenagers need 8–10 hours of rest, yet most only get 6. This lack of sleep affects concentration, memory, and even mood. What if schools adjusted schedules to better fit the teenage brain? In this post, I’ll explain why sleep is more than a luxury—it’s a necessity.” Challenge requirement (Grade 10): Students must integrate at least one statistic or credible reference into their draft. Descriptor Blog draft 220–250 words. Includes hook, body with evidence, and conclusion with call-to-action. Language and tone match the intended audience. Activity 2: Peer Review Session Students exchange drafts with a peer or another group and use a structured review sheet. Checklist: Title engaging and relevant? Hook clear and effective? Ideas well-organized (intro, body, conclusion)? Evidence strong and relevant? Language appropriate for audience? Conclusion clear and impactful? Sample peer feedback: “Your hook is strong, but try to expand your conclusion with a stronger call-to-action.” “The statistic about sleep is effective—maybe add another example for balance.” Challenge requirement: Each reviewer must write at least two stars (positives) and two wishes (improvements). Descriptor Reviewer completes all items in checklist. Reviewer writes at least two positives and two suggestions. Feedback is polite, specific, and constructive. Activity 3: Revise Draft Students return to their drafts and revise based on peer feedback. Teacher circulates to give targeted advice on style, grammar, or structure. Example revision (before/after): Before: “Teens need more sleep. Schools should start later.” After: “Teens need 8–10 hours of sleep, yet many average only 6. Research shows later school start times improve focus and reduce stress. Schools should therefore consider starting classes after 9 a.m. to support student health.”* Challenge requirement: Students must highlight at least two changes they made and explain why. Descriptor Revised draft reflects peer/teacher feedback. At least two specific improvements made. Draft shows stronger clarity and persuasiveness. Activity 4: Continue with Series If time allows, students begin outlining or drafting their second blog post. They briefly note: Title. Purpose (inform, persuade, inspire, entertain). Key evidence/example they plan to use. Sample continuation (Theme: Teen Mental Health – Post 2): Title: “Digital Detox Challenge: One Week Without Social Media” Purpose: to persuade teens to try less screen time. Key evidence: statistic on screen time + one personal story. Descriptor Students plan next blog with title, purpose, and evidence. Students demonstrate readiness to continue project. Lesson outcomes By the end of the lesson, students: Drafted the first blog entry of their final project series. Exchanged and received peer feedback using a checklist. Revised their draft, making at least two meaningful improvements. Planned or started their second post, keeping the project moving forward.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Success Ladder" The teacher draws a staircase on the board or provides a ready-made template. Students mark the level where they feel they are: 1️⃣ I did not understand the topic. 2️⃣ I still have some questions. 3️⃣ I partially understood. 4️⃣ I fully understood and can explain it to others.		Follows Instructions		Provides Feedback

Short-Term Lesson Plan №34

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:		Number of Absentees:
Topic:		Final Presentation & Reflection
Lesson Objective:		Students will prepare and deliver a presentation summarizing their blog project. Students will demonstrate skills in explaining their blog theme, process, and outcomes. Students will evaluate peers’ presentations using a structured rubric. Students will reflect on their learning journey, growth, and goals for future writing.
Value education		This lesson emphasizes confidence, respect, responsibility, and gratitude. Students learn to take pride in their achievements, to listen and evaluate others fairly, and to reflect with honesty and humility on their progress.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions		Assessment	Resources
Organizational stage	"Secret Gift" Method Objective: Encourage students and increase their interest in the lesson. The teacher informs students that the most active participant of the lesson will receive a "secret gift." The gift can be a small item (badge, candy, stickers) or a card with words of praise. This method helps boost students' motivation and engagement.		Follows Instructions		Verbal Praise
New lesson	Activity 1: Prepare Presentation of Blog Project Each group (or individual) organizes a 5–7 minute presentation. Presentation must include: Theme of the blog series and target audience. Why the theme matters (personal or social relevance). Overview of posts (titles + short summaries). Key strengths of their work (use of multimedia, persuasive techniques, intercultural awareness, etc.). Challenges faced and how they overcame them. Optional: Show screenshots of posts or highlight one blog entry in detail. Challenge requirement (Grade 10): Presenters must include one reflection on audience analytics (real or simulated: “Post 2 got more comments because it asked a direct question”). Descriptor Presentation includes all five required elements. Clear, organized, and engaging delivery. At least one reference to audience engagement or feedback. Activity 2: Present to Class Groups/individuals deliver their presentations. Teacher and students listen actively. Sample presentation flow: “Our blog theme was Teen Mental Health. We wanted to reach students like us who struggle with stress. We published four posts, including ‘Why Sleep Matters’ and ‘Digital Detox Challenge.’ One of our strongest features was integrating statistics and personal stories. A challenge was paraphrasing sources correctly, but we improved with practice. The post that got the most comments was about peer support—it showed us that our readers care about friendship.” Challenge requirement: Each group member must speak at least once. Descriptor Presentation is clear and within time (5–7 minutes). Each member participates. Presentation is engaging and confident. Activity 3: Peer Evaluation While listening, peers complete a Peer Evaluation Form for each presentation. Rubric (1–10 points each): Clarity of theme and purpose. Organization and delivery. Creativity and engagement. Evidence of skills (structure, persuasion, intercultural awareness, multimedia use). Reflection on challenges and learning. Sample peer comment: “I liked how your group used real statistics and a clear infographic. Next time, speak a little louder so everyone hears.” Descriptor Students give at least one positive and one suggestion. Peer scores are fair and justified. Feedback is polite and specific. Activity 4: Final Reflection Journal Individually, students write a 200–250 word reflection answering: What was your biggest achievement in this course? What was your biggest challenge, and how did you overcome it? Which skill (argumentation, intercultural awareness, digital literacy, editing, etc.) do you feel improved most? How will you use these skills in the future (school, personal life, career)? Sample reflection excerpt: “My biggest achievement was writing a persuasive blog that convinced my classmates to try reducing plastic use. The hardest part was paraphrasing sources without plagiarizing, but I learned to take notes and rewrite in my own words. I improved most in intercultural awareness—I realized that people in other cultures may not understand our traditions, so I explained them more clearly. In the future, I plan to use these skills in university essays and possibly in creating my own online blog.” Challenge requirement: Reflection must include one specific example from their own blog work. Descriptor Reflection 200–250 words. Covers achievement, challenge, skill, and future use. Includes at least one example from student’s project. Lesson outcomes By the end of the lesson, students: Prepared and presented their final blog projects with clarity and confidence. Evaluated peers’ work respectfully and constructively. Reflected on their personal growth in writing, collaboration, and digital skills. Completed the course with a clear sense of achievement and direction.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks		Descriptor T raffic Light Verbal Praise
Lesson consolidation	"Two Stars, One Wish" Each student writes two positive things (stars) and one suggestion (wish): ⭐ Today I learned this well... ⭐ I completed this task successfully... ? I need to improve on this... The teacher collects and analyzes students' responses.		Follows Instructions		Provides Feedback

Conclusion

The course “Blogging in English: Writing for the Real World” has aimed to equip 10th grade students with not only the technical skills of writing but also the communicative competence required in today’s digital society. Blogging is no longer simply a hobby or personal diary—it has become a space for dialogue, critical thinking, and intercultural exchange. Throughout the 34 lessons, students were introduced step by step to the essentials of digital authorship: structure, style, argumentation, cultural sensitivity, and ethical responsibility.

One of the most important outcomes of this program is that students learn to connect their voices to real-world audiences. By exploring various genres—personal narratives, opinion blogs, reviews, and explanatory posts—they develop both creative expression and academic writing skills. The course emphasizes critical literacy: students are not just consumers of online texts but active creators who evaluate sources, avoid plagiarism, and write responsibly. The focus on multimedia integration and analytics prepares them for the realities of online publishing, where images, links, and data all contribute to credibility and impact.

Equally central is the social and ethical dimension. Lessons on digital safety, netiquette, and intercultural blogging show that communication online carries responsibility. Students are encouraged to respect cultural differences, to debate ethically, and to use persuasion as a tool for constructive change rather than manipulation. This dimension ensures that the program is not just about writing, but about building thoughtful digital citizens.

Collaboration has been at the heart of the course design. Peer review workshops, group projects, and role-play activities encourage teamwork and mutual learning. Students gain experience not only in producing content but in evaluating others’ work with fairness and respect. This builds empathy and develops the interpersonal skills needed for both academic and professional success.

From a methodological perspective, the course reflects contemporary approaches in education: task-based learning, project-based assessment, and integration of technology. The inclusion of formative feedback and reflection journals ensures that learning is ongoing and personalized. Students are asked to think critically about their own progress, thus fostering metacognitive awareness and lifelong learning habits.

In conclusion, this program goes beyond teaching English writing skills. It empowers students to become confident communicators, critical thinkers, and responsible participants in the digital world. They leave the course with tangible outcomes: published blog entries, peer-reviewed projects, and experience in presenting their ideas to a real or simulated audience. At the same time, they acquire intangible but equally vital values: resilience in revising work, respect for diverse perspectives, and the courage to express themselves with clarity and conviction. The true success of this program lies not in the number of posts written but in the transformation of students into young authors who can think globally, write ethically, and act responsibly.

References for Teachers

Hyland, K. (2019). Second Language Writing. Cambridge University Press.
Harmer, J. (2015). The Practice of English Language Teaching. Pearson.
Nation, I.S.P. (2013). Learning Vocabulary in Another Language. Cambridge.
Warschauer, M. (2010). Digital Literacies. Routledge.
Hedge, T. (2005). Writing. Oxford University Press.
Ferris, D. (2014). Response to Student Writing. Routledge.
Richards, J.C. & Rodgers, T.S. (2014). Approaches and Methods in Language Teaching. Cambridge.
Flowerdew, J. (2013). Academic Discourse. Routledge.
Dornyei, Z. (2007). Motivational Strategies in the Language Classroom. Cambridge.
Tribble, C. (2017). Writing and Teaching Writing. Routledge.
Hyland, K. (2004). Genre and Second Language Writing. University of Michigan Press.
Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford.
Godwin-Jones, R. (2018). Emerging Technologies: Blogs and Wikis in ELT. Language Learning & Technology.
Leki, I. (2017). Academic Writing: Exploring Processes and Strategies. Cambridge.
Grabe, W. & Kaplan, R. (2014). Theory and Practice of Writing. Routledge.

References for Students

Purdue OWL. (2023). Online Writing Lab. https://owl.purdue.edu
Grammarly Blog. (2023). Tips for Clear Writing. https://www.grammarly.com/blog
BBC Learning English. (2023). Writing Skills. https://www.bbc.co.uk/learningenglish
WordPress Support. (2023). Getting Started. https://wordpress.com/support
Blogger Help. (2023). Create and Manage Blogs. https://support.google.com/blogger
National Geographic. (2023). Environment Articles. https://www.nationalgeographic.com
Common Sense Media. (2023). Digital Citizenship. https://www.commonsense.org
Khan Academy. (2023). Essay Writing Basics. https://www.khanacademy.org
Teens Write Now. (2023). Blogging for Beginners. https://teenswritenow.org

Resources

TED-Ed. (2023). Talks on Digital Literacy. https://ed.ted.com
Edutopia. (2023). Teaching with Technology. https://www.edutopia.org
Coursera. (2023). English for Journalism. https://www.coursera.org
UNESCO. (2023). ICT Competency Standards for Teachers. https://www.unesco.org
QuillBot. (2023). Paraphrasing Tool. https://quillbot.com
Canva. (2023). Design for Blogs. https://www.canva.com
Pixabay. (2023). Free Blog Images. https://www.pixabay.com
Hemingway Editor. (2023). Writing Clarity Tool. https://hemingwayapp.com

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Blogging in English: Writing for the Real world

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