Identifying Writer’s Purpose from Keywords and Expressions for JSS 2

Class: JSS 2
Term: First Term
Week: 11
Age: 13 years
Duration: 45 minutes
Subject: English Language Studies
Curriculum Theme: Reading
Previous Lesson: Prose, Themes, Plot and Setting
Topic: Reading
Subject Matter: Identify purpose of writer from use of certain expressions/key words; Select passage on contemporary issue: eg inflation, corruption

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Define writer’s purpose in reading comprehension.
• Identify common purposes of writers (e.g., to inform, persuade, entertain).
• Recognise keywords and expressions that indicate a writer’s purpose.
• Analyse selected passages to determine the writer’s intention.

Affective Domain

• Appreciate the importance of identifying a writer’s purpose for better comprehension.
• Show interest in reading passages on contemporary issues.

Psychomotor Domain

• Select appropriate passages on contemporary issues for analysis.
• Underline or highlight keywords and expressions in a passage.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Macmillan English for Junior Secondary Schools 2
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Selected passages on contemporary issues (e.g., inflation, corruption)
• Textbooks
• Whiteboard/Blackboard and markers/chalk

Rationale for the Lesson

This lesson is important because understanding a writer’s purpose is a fundamental skill in reading comprehension. It enables students to critically analyse texts, differentiate between facts and opinions, and respond appropriately to various forms of writing. This skill is vital for academic success and informed decision-making in everyday life.

Prerequisite/Previous Knowledge

Students should have basic reading comprehension skills and be able to understand the literal meaning of sentences and paragraphs.

Lesson Content/Board Summary

Reading: Identifying Writer’s Purpose from Keywords and Expressions

Understanding Writer’s Purpose

The writer’s purpose is the main reason why an author writes a particular text. It is what the writer wants to achieve by writing. Common purposes include:

1. To Inform: To provide facts, details, or explanations about a topic.
2. To Persuade: To convince the reader to agree with a particular viewpoint or to take a specific action.
3. To Entertain: To amuse the reader, tell a story, or provide enjoyment.
4. To Describe: To create a vivid picture in the reader’s mind using sensory details.

Identifying Writer’s Purpose through Keywords and Expressions

Writers often use specific words and phrases that give clues about their purpose. Paying attention to these helps in understanding their intention.

Keywords and Expressions for “To Inform”

When a writer wants to inform, they often use:

1. Facts, figures, statistics.
2. Neutral language.
3. Words like “report,” “explain,” “describe,” “state,” “according to,” “research shows.”
4. Headings, subheadings, diagrams.

Example Passage (Inflation): “The National Bureau of Statistics reported a 25.8% increase in food prices last month. This data indicates a significant rise in the cost of living, primarily affecting low-income earners.”

Clues: “reported,” “25.8% increase,” “data indicates.”

Keywords and Expressions for “To Persuade”

When a writer wants to persuade, they often use:

1. Opinionated language.
2. Emotional words.
3. Calls to action.
4. Words like “should,” “must,” “ought to,” “believe,” “convince,” “it is vital,” “support,” “vote for.”
5. Rhetorical questions.

Example Passage (Corruption): “It is absolutely vital that all citizens stand up against corruption. We must demand accountability from our leaders and refuse to participate in any corrupt practices. Only then can our nation truly prosper.”

Clues: “absolutely vital,” “must demand,” “refuse to participate,” “only then can.”

Keywords and Expressions for “To Entertain”

When a writer wants to entertain, they often use:

1. Storytelling elements (characters, plot, setting).
2. Humour, suspense, drama.
3. Figurative language (metaphors, similes).
4. Descriptive adjectives and adverbs.

Keywords and Expressions for “To Describe”

When a writer wants to describe, they often use:

1. Sensory details (sight, sound, smell, taste, touch).
2. Adjectives and adverbs.
3. Figurative language.
4. Words like “looks like,” “sounds like,” “feels,” “appears,” “vibrant,” “serene.”

Steps to Identify Writer’s Purpose

1. Read the passage carefully.
2. Look for the main idea of the text.
3. Identify keywords, phrases, and sentence structures that suggest the writer’s intention.
4. Consider the overall tone and style of the writing.
5. Determine what the writer wants the reader to know, feel, or do.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Guided Practice, Group Work, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge

Teacher’s Activity: The teacher greets the students and asks them to recall what they understand by “reading comprehension.” The teacher then introduces the concept of a writer’s purpose, asking students why they think people write articles, stories, or news reports.

Pupils’ Activity: Students respond to the teacher’s questions, sharing their understanding of reading comprehension and giving initial thoughts on why people write.

Learning Point: Introduction to writer’s purpose

Step 2: Defining Writer’s Purpose

Time: 7 minutes

Teaching Skill: Explanation

Teacher’s Activity: The teacher explains what writer’s purpose means, giving examples of common purposes (to inform, persuade, entertain, describe). The teacher clarifies that understanding this purpose helps in better understanding the text.

Pupils’ Activity: Students listen attentively and ask questions for clarification on the different types of writer’s purpose.

Learning Point: Meaning of writer’s purpose

Step 3: Introducing Keywords and Expressions

Time: 8 minutes

Teaching Skill: Guided discovery

Teacher’s Activity: The teacher presents a short, simple passage (e.g., a news headline or a short advertisement) and asks students to identify words or phrases that stand out. The teacher then guides students to connect these words to the likely purpose of the writer.

Pupils’ Activity: Students participate in identifying keywords and expressions, discussing their potential link to the writer’s purpose with guidance from the teacher.

Learning Point: Clues for writer’s purpose

Step 4: Analysing Passages on Contemporary Issues

Time: 8 minutes

Teaching Skill: Demonstration/Analysis

Teacher’s Activity: The teacher distributes a selected passage on a contemporary issue (e.g., inflation or corruption). The teacher reads the passage aloud and demonstrates how to identify keywords and expressions that indicate the writer’s purpose, explaining the reasoning for each identification.

Pupils’ Activity: Students follow along, highlighting or underlining the identified keywords and expressions in their copies of the passage.

Learning Point: Practical purpose identification

Step 5: Guided Practice with Another Passage

Time: 7 minutes

Teaching Skill: Collaborative learning

Teacher’s Activity: The teacher divides students into small groups and provides each group with a different short passage on a contemporary issue. Students are tasked with identifying the writer’s purpose and the keywords/expressions that support their conclusion. The teacher moves around, offering support.

Pupils’ Activity: Students work in groups to analyse their passages, discussing and identifying the writer’s purpose and supporting evidence.

Learning Point: Group purpose identification

Step 6: Sharing and Feedback

Time: 6 minutes

Teaching Skill: Feedback/Reinforcement

Teacher’s Activity: Each group presents their findings to the class. The teacher provides constructive feedback, clarifies any misconceptions, and reinforces the correct methods for identifying writer’s purpose.

Pupils’ Activity: Group representatives present their analysis, and other students listen, compare, and ask questions.

Learning Point: Reinforced purpose understanding

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is the writer’s purpose?
2. Mention two common purposes of a writer.
3. Give an example of a keyword that suggests a writer wants to persuade.
4. How do keywords help us identify the writer’s purpose?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessment of understanding

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on identifying writer’s purpose and relevant keywords into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the lesson by reiterating the importance of identifying a writer’s purpose for effective reading and encourages students to practice this skill whenever they read.

Pupils’ Activity: Students listen and reflect on the key takeaway from the lesson.

Learning Point: Summary of writer’s purpose

Continuous Assessment/Further Study

Type: Homework

Instruction: Read a newspaper article or a short online news report on a contemporary issue (e.g., fuel subsidy removal, climate change, or recent election news). In your notebook:

1. State the title of the article and its source.
2. Identify the writer’s main purpose.
3. List at least three keywords or expressions from the article that helped you determine the purpose.
4. Write a short paragraph explaining how these words reveal the writer’s intention.

Lesson Keywords

• Writer’s Purpose – The reason an author writes a text (e.g., to inform, persuade, entertain).
• Keywords – Important words that give clues about the meaning or intention of a text.
• Expressions – Phrases or groups of words that convey a specific idea or feeling.
• Inform – To give facts or information.
• Persuade – To convince someone to believe or do something.
• Entertain – To provide enjoyment or amusement.
• Contemporary Issue – A topic or problem that is currently relevant and widely discussed.

Differentiation

For slower learners: Provide simpler, shorter passages with more obvious keywords and guide them step-by-step in identifying the purpose. Offer a checklist of common purpose-indicating words. Allow them to work in pairs with stronger students.

For faster learners: Challenge them with more complex passages that might have multiple purposes or require deeper analysis. Ask them to write a short paragraph explaining the impact of the writer’s purpose on the reader.

Suggested Lesson Videos

Search on YouTube for: “Writer’s Purpose JSS 2 English” or “Identifying Author’s Purpose from Keywords”

Teacher Guide for Using This Lesson Plan

Before the lesson, select a few diverse passages on contemporary issues suitable for JSS 2 students. Ensure these passages clearly demonstrate different writer’s purposes and contain identifiable keywords and expressions. During the lesson, emphasize active reading and critical thinking. Guide students to underline or highlight clues in the text rather than just guessing. Encourage discussion and allow students to justify their answers with evidence from the text. For the note-taking step (Step 8), ensure students copy the Board Summary accurately. Pay close attention to students’ responses during group work and evaluation to correct any misunderstandings about identifying purpose. Remind students that many texts can have a primary purpose and secondary purposes, but the focus is on the most dominant one.