Writing: a for and against essay

Unit

Communication & Technology

Teacher’s name

Dinara Kalzhanova

School

school lyceum 5

Date

20.10.2026

Class

Grade 7v    Attendance: _____    Absent: _____

Lesson topic

Writing: A for and against essay

Learning objectives covered in this lesson (curriculum reference)

7.2.5.1 identify the speaker(s)'s point of view in extended conversations on most general and learning topics with support;

7.4.2.1 understand specific information in texts on most general and academic topics;

Lesson goal

Identify and summarise arguments for and against using smartphones in school from a short listening / reading text (7.2.5.1, 7.4.2.1).

Write a balanced for-and-against paragraph (120–150 words) on “Technology in the classroom” using linking words and a clear structure (7.5.3.1).

Evaluate own and peer’s essay against a simple checklist (for/against structure, grammar, point of view).

Lesson stage / Time

Teacher actions (complete prompts and instructions)

Student actions

Assessment (criteria • descriptors • points)

Resources

Lesson opening (5 min)

Engagement – real‑life hook

Teacher says: “Good morning, Grade 7! Look at the screen: you see a Kazakh student, Aruzhan, age 13. She says: ‘I use my phone in class for 2 hours every day – it helps me learn English, but sometimes I get distracted.’ On the board: ‘For and against using phones in class’. First, we start with Адал Азамат — being an honest citizen: share your quick opinion — one pro and one con. I’ll write them on the board.”

Teacher collects 2–3 ideas, then says: “Today we will write a for‑and‑against essay. First, let’s listen to a short audio (1 min) where two classmates argue about smartphones. Predict: who will give stronger arguments?”

Audio script: “Dana: I think phones help us find facts fast. – Bek: But they distract us from the teacher. – Dana: We can use dictionaries. – Bek: We start playing games…”

Students listen and look at the photo.

Share one advantage and one disadvantage of phones in class (Адал Азамат – honest opinion).

Predict which speaker (Dana or Bek) will have more convincing arguments.

Descriptors (no points):

Contributes at least one relevant for/against idea.

Makes a prediction and briefly justifies it.

Projector / slide with Aruzhan photo

Whiteboard / markers

Audio recording (teacher reads or plays) – 1 min

Lesson middle (Школа-лицей №5-25 min)

New learning (independent work, functional literacy, tiered task)

1. Functional literacy – reading/analysis (7 min). Hand out a short text (PISA-style) “Tablets in Kazakhstan’s schools: opinions”. Students read and answer: (a) find two arguments FOR, two AGAINST; (b) identify the author’s point of view. “Таза Қазахстан” – clean environment: we keep our desks tidy, use pencil only.

2. Tiered writing task (13 min) – “For and against: Technology in the classroom”. Students choose level (basic, core, advanced).

Basic: Complete a gap‑fill paragraph (5 sentences) with given for/against phrases. Word bank: “on the one hand”, “however”, “in addition”, “nevertheless”. Write 3 more sentences about Kazakhstan’s digital schools.

Core: Write a short essay (120–150 words) about using technology in lessons. Include: introduction, 2 for arguments, 2 against arguments, conclusion. Use at least 3 linking words.

Advanced: Write a for‑and‑against essay (150–180 words) on “Should every school in Kazakhstan have AI tutors?”. Add a paragraph with your own reasoned opinion. Use data or example from Kazakh context (e.g., “Bilimland” or “Daryn”).

3. Integration of value “Independence and patriotism”: After writing, students highlight in green one sentence that shows positive attitude toward Kazakhstan / Kazakh language / national symbols. Example: “Kazakh students use both Kazakh and English apps, which strengthens our independence.”

AI integration (during tiered task): Students who finish core/advanced can open ChatGPT (https://chatgpt.com) or Google Gemini (https://gemini.google.com) on teacher’s shared tablet/laptop (teacher types prompt). Prompt: “Give me three arguments FOR and three AGAINST using AI in Kazakh schools, each with a short example.” Students copy the output, then independently verify each argument: (1) Cross‑check with textbook, (2) change any incorrect fact, (3) rewrite two arguments in their own words. Finally they add one argument from their own knowledge (e.g., about “Таза Қазақстан” or patriotic value).

Physical pause (2 min): “Stand up. Show me a FOR sign (hands up) and an AGAINST sign (hands down). Now balance: stand on one leg for 10 seconds – that’s your balanced essay!”

Read the text, underline for/against arguments, answer two questions.

Choose a tier and write (basic: fill gaps + 3 sentences; core/advanced: full essay).

Highlight one patriotic sentence about Kazakhstan.

AI users (core/advanced): type prompt with teacher, receive AI arguments → verify with textbook → correct inaccuracies → rewrite in own words → add own Kazakh‑related argument.

Participate in physical pause.

Descriptors (no points for opening stage; tasks scored later):

Functional literacy: correctly identifies 2 for + 2 against arguments; states author’s view.

Tiered writing (basic): completes all gaps; writes 3 coherent sentences about Kazakhstan’s digital schools.

Tiered writing (core): includes 4 arguments (2 for, 2 against), 3 linking words, clear conclusion.

Tiered writing (advanced): 150–180 words, balanced view, personal opinion, reference to Kazakh context; AI verification steps completed (check, correct, rewrite, add own).

Value integration: highlights at least one sentence reflecting patriotism / independence / Kazakhstan.

(Points are given in the assessment table after lesson)

Handout “Tablets in Kazakhstan’s schools” (text, 200 words)

Worksheet with tiered tasks (basic/core/advanced)

Textbook (page on linking words)

Shared device with internet: ChatGPT (https://chatgpt.com) or Gemini (https://gemini.google.com)

Whiteboard for physical pause

Highlighter pens (green)

Lesson end (5-10 min)

Consolidation + homework

Pair work – peer assessment (5 min): “Exchange your essay with a partner. Use the checklist: (1) Are there both for and against arguments? (2) Is there a clear introduction / conclusion? (3) Are linking words used? Give one star and one wish.”

Homework: “Write a mini‑essay (100–120 words) on ‘Watching videos in English class: for and against’. Include one argument related to Kazakhstan (e.g., YouTube channels about Kazakh culture). Use AI if you want, but attach a sentence ‘I checked AI facts with my textbook’.”

Таза Қазахстан reminder: “Keep your workspace clean – put worksheets in the recycling box.”

Exchange essay with partner.

Check against criteria, write one star (positive) and one wish (improvement).

Write down homework in diary.

Tidy up desk area.

Descriptors (peer assessment):

Identifies at least one for and one against argument in partner’s essay.

Provides constructive wish.

Criteria for teacher (scored, see final table):

Essay structure (introduction, body, conclusion) – 2 pts

Quality and balance of arguments – 3 pts

Linking words and grammar – 3 pts

Patriotic / Kazakhstan element – 2 pts

Peer checklist (printed or on board)

Student diaries

Recycling box

Reflection (5 min)

Weather metaphor

Teacher: “Think about today’s lesson. Choose one weather symbol: ☀️ Sunny – I can write a balanced essay independently; ⛅ Cloudy – I understand but need more practice; 🌧️ Rainy – I am still confused about structure. On a sticky note draw your symbol and write one sentence why.”

Teacher collects notes, says: “Tomorrow we will work more on linking words.”

Draw weather symbol on sticky note.

Write one sentence explaining choice.

Stick note on “Reflection wall” poster.

Descriptors (no points):

Selects one symbol that reflects own perceived level.

Provides a brief, honest justification.

Sticky notes (blue, yellow, grey)

Poster “Reflection wall” with three columns (sunny/cloudy/rainy)

Markers

Assessment criterion

Descriptors (bullet points)

Points

1. Essay structure (introduction, body, conclusion)

• Clear introduction (topic stated)

• Body has separate for / against paragraphs

• Conclusion summarises without new arguments

2

2. Quality and balance of arguments

• At least two relevant for arguments

• At least two relevant against arguments

• Arguments are explained with examples

3

3. Linking words and grammatical competence

• Uses 3+ appropriate linking words (on the one hand, however, furthermore, in contrast)

• Sentences are grammatically correct (subject–verb agreement, tense consistency)

• Vocabulary range (topic‑specific, academic)

3

4. Patriotic / Kazakhstan element

• Includes at least one sentence that shows positive attitude toward Kazakhstan, Kazakh language, national symbols, or independence

• The sentence is clearly connected to the topic

2

Total

10