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Subject: English
Semester: 2
Period: 4
Week: 20
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 9
Date:
Lesson Duration: 45 minutes
Week & Period: Week 20, Period 4
Topic:
Sub-topic: Composition Development: Kinds of Writing (Persuasive, Argumentative & Informative)
Learning Objectives
By the end of the lesson, students should be able to:
- Compose persuasive paragraphs using techniques to convince the reader.
- Write argumentative paragraphs with clear claims, reasons, and supporting evidence.
- Present informative writing that conveys factual and organized information clearly.
Previous Knowledge
Students already know:
• Descriptive and expository writing
• Basic paragraph structure (topic sentence, supporting details, conclusion)
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:
• Think of a local issue (e.g., school cleanliness, traffic rules) and discuss how you would convince someone to agree with you.
• Share one fact or piece of information about Liberia that you think others should know.
The teacher will record their responses on the board.
Teacher’s Role: Guide brainstorming to differentiate persuasive, argumentative, and informative approaches.
Learner’s Role:
• Share opinions and factual statements verbally.
• Participate actively in discussion and provide examples.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role
- Explain Persuasive Writing
- Goal: Convince the reader by appealing to feelings, values, or desires.
- Features: Emotional appeal, strong language, clear call to action.
- Example (Liberian context):
“Our community should clean the drainage every Saturday. If we do, our children will be safe from mosquitoes and malaria. Together, we can make our town healthier.” - Explain Argumentative Writing
- Goal: Prove a point using logic, evidence, and counterarguments.
- Features: Clear claim, reasons, supporting evidence, response to opposing views.
- Example (Liberian context):
Claim: School uniforms should be compulsory.
Reason 1: They promote equality among students.
Reason 2: They reduce distractions from fashion.
Counterargument: Some say uniforms are expensive, but government subsidies or second-hand sales can reduce the cost. - Explain Informative Writing
- Goal: Explain or present facts objectively.
- Features: Neutral tone, clear structure, focus on information not opinion.
- Example (Liberian context):
“Palm oil is one of Liberia’s major agricultural products. It is extracted from the fruit of the oil palm tree. Farmers use it for cooking, and it is also exported to earn income for the country.” - Model: Write one short paragraph of each type on the board and “think aloud” to show how language changes depending on the purpose.
Learners’ Activities (Expanded)
- Reading Activity: Learners read three sample paragraphs and identify whether they are persuasive, argumentative, or informative. They must highlight words or features that guided their choice.
- Writing Activity:
- Persuasive → Write 5–6 sentences persuading classmates to join a school clean-up exercise.
- Argumentative → Write 5–6 sentences arguing whether mobile phones should be allowed in school, with at least two supporting reasons.
- Informative → Write 5–6 sentences explaining how cassava is processed into gari in Liberia.
- Group Sharing: Learners read their work aloud in groups and give peer feedback on whether the purpose is clear.
Assessment Checks
- Observation: Teacher moves around to check if learners use emotional appeal in persuasive writing, logical structure in argumentative writing, and factual/objective tone in informative writing.
- Oral Questions:
- What makes persuasive writing different from argumentative writing?
- Why must informative writing avoid emotional language?
- Short Quiz (Sample Items):
- Match the type of writing to its goal:
Persuasive → i. Explain a fact
b. Argumentative → ii. Convince with emotions
c. Informative → iii. Prove with evidence - Which type of writing would best suit a “public health campaign on malaria prevention”? (Persuasive)
- Which type requires a counterargument? (Argumentative)
Notes (Expanded & Detailed)
- Persuasive vs Argumentative: Persuasive = emotional and personal; Argumentative = logical and evidence-driven.
- Informative: No opinion or bias; only facts and clarity.
- Audience Awareness: Tone, language, and examples should match the people you’re writing for (e.g., elders, classmates, government officials).
- Real-life Application:
- Persuasive → Campaigns, speeches, adverts.
- Argumentative → Debates, essays, academic writing.
- Informative → Reports, textbooks, news articles.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• The teacher will ask the students to recall the differences between persuasive, argumentative, and informative writing.
Evaluation Method (Expanded):
• Exit slip/quiz: Students will write one sentence for each type of writing: persuasive, argumentative, informative.
• Teacher collects and reviews for understanding; provide oral feedback before class ends.
Assignment (Expanded):
• Write one paragraph (8–10 sentences) for each type of writing on topics related to Liberia (persuasive: school rule change; argumentative: importance of community service; informative: Liberia’s traditional festivals).
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, examples, and guiding questions.
• Advanced Learners: Encourage use of rhetorical devices and statistics in writing.
• Students with Disabilities: Allow oral dictation or assistive tools for drafting paragraphs.
Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low