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Subject: English
Semester: 2
Period: 4
Week: 19
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 9
Date:
Lesson Duration: 45 minutes
Week & Period: Week 19, Period 4
Topic:
Sub-topic: Composition Development: Kinds of Writing (Descriptive & Expository)
Learning Objectives
By the end of the lesson, students should be able to:
- Use sensory details to write descriptive compositions.
- Organize and present information clearly in expository writing.
- Differentiate between descriptive and expository writing.
Previous Knowledge
Students already know:
• Basic paragraph structure (topic sentence, supporting details, conclusion)
• Introduction to narrative writing
Instructional Materials
• Textbook: English Language textbooks for Grade 9
• Teaching aids:
• Students' notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Describe a favorite place or event using as many sensory details as possible.
• How would you explain the steps of a familiar task (e.g., cooking, cleaning, planting) to someone else?
The teacher will record their responses on the board.
Teacher’s Role: Guide a short brainstorming session and correct misconceptions about sensory details and explanatory writing.
Learner’s Role:
• Share descriptive and explanatory ideas verbally.
• Participate actively in discussion and provide examples.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role
- Explain Descriptive Writing
- Uses sensory details (sight, sound, smell, taste, touch).
- Creates a mental picture or emotional effect.
- Example: A description of Waterside Market in Monrovia—the colors of fruits, the sounds of bargaining, the smell of smoked fish.
- Explain Expository Writing
- Provides facts, organizes ideas clearly, and avoids exaggeration.
- Aims to inform or explain.
- Example: A step-by-step explanation of how to register for a library card or the importance of palm oil in Liberian cuisine.
- Model Writing
- Teacher writes 1 short descriptive paragraph (6–7 sentences) about a Liberian cultural festival.
- Teacher writes 1 expository paragraph explaining how rice is prepared in different parts of Liberia.
- Highlight: descriptive = picture with words; expository = explanation with facts.
- Guide Comparison
- Show learners how to spot sensory words in descriptive writing vs. logical connectors in expository writing (“first, next, because, therefore”).
Learners’ Activities (Expanded)
- Read two sample paragraphs (one descriptive, one expository).
- Identify sensory details in descriptive (e.g., “red peppers,” “shouting sellers”).
- Identify factual statements and organization in expository (e.g., “The library is divided into reference, fiction, and non-fiction”).
- Write a descriptive paragraph (5–6 sentences) about:
- Their classroom during break, OR
- A local football match, OR
- A family celebration.
- Write an expository paragraph (5–6 sentences) explaining:
- How to plant cassava, OR
- Why education is important in Liberia, OR
- Steps in cleaning a compound.
- Share drafts in pairs, highlighting where they used sensory details (descriptive) and facts/organization (expository).
Assessment Checks
- Observation: teacher circulates to monitor group/pair work.
- Mini Quiz (oral or written):
- Identify whether a short passage is descriptive or expository.
- Example: “The market is noisy, with women calling out prices and boys carrying buckets of fish.” → Descriptive
- “A market is a place where goods are bought and sold. It is usually divided into stalls, each selling different items.” → Expository
- Written Work: collect 1 descriptive and 1 expository paragraph from each learner for feedback on structure, word choice, and clarity.
Notes (Expanded & Detailed)
- Descriptive Writing
- Focus = sensory imagery + emotional appeal.
- Useful in creative writing, storytelling, personal reflections.
- Key words: colorful, fragrant, loud, rough, sweet, etc.
- Expository Writing
- Focus = facts, logic, explanation.
- Useful in essays, reports, instructions, academic work.
- Key words: first, next, finally, because, for example.
- Practical Value
- Descriptive helps students bring stories alive.
- Expository helps them succeed in academic and professional communication.
- Using local Liberian contexts ensures relevance (markets, festivals, farming, schools).
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• The teacher will ask the students to recall the key features of descriptive and expository writing.
Evaluation Method (Expanded):
• Exit slip/quiz: Students will write short responses to:
One sensory-rich descriptive sentence about a familiar place.
One expository sentence explaining a process clearly.
• Teacher will collect and quickly review for understanding.
• Provide oral feedback and clarify misconceptions before class ends.
Assignment (Expanded):
• Write a descriptive paragraph (8–10 sentences) about a cultural event in Liberia.
• Write an expository paragraph (8–10 sentences) explaining a simple community activity (e.g., how to plant cassava).
Follow-up Activity:
• Peer review paragraphs in the next class to identify strengths and areas for improvement.
Differentiation / Inclusive Strategies
• Struggling Learners: Provide sentence starters and sensory word lists.
• Advanced Learners: Encourage use of figurative language or additional examples in paragraphs.
• Students with Disabilities: Allow use of assistive devices or oral dictation for paragraph drafts.
Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low