Writer’s Purpose in Contemporary-Issue Passages for JSS 2

Class: JSS 2
Term: First Term
Week: 6
Age: 13 years
Duration: 45 minutes
Subject: English Language Studies
Curriculum Theme: Reading
Topic: Reading
Subject Matter: Identify purpose in selected passage e.g dissuade , stimulate through or indoctrinate
Previous Lesson: Short Story, Plot, Characterisation, Style, Theme and Language

Specific Objectives

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

Cognitive Domain

• Define writer’s purpose in a passage.
• Identify different purposes of a writer such as to dissuade, stimulate, or indoctrinate.
• Explain the characteristics of passages written to dissuade, stimulate, or indoctrinate.

Affective Domain

• Appreciate the importance of understanding a writer’s purpose for critical reading.
• Develop an interest in analyzing texts beyond their surface meaning.

Psychomotor Domain

• Read selected passages and correctly identify the writer’s purpose.
• Point out specific expressions and language choices that indicate the writer’s purpose.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable English Language textbook for JSS 2
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Selected passages from textbooks, newspapers, and magazines.
• Whiteboard or chalkboard
• Markers or chalk

Rationale for the Lesson

Understanding a writer’s purpose is a fundamental reading comprehension skill that enables students to critically evaluate information and messages. This lesson helps students move beyond simply understanding what a text says to understanding why it was written, thereby enhancing their analytical and critical thinking abilities in everyday life.

Prerequisite/Previous Knowledge

Students can read and comprehend the literal meaning of simple passages and identify the main idea of a text.

Lesson Content/Board Summary

Reading

Writer’s Purpose in Contemporary-Issue Passages

Writer’s purpose refers to the main reason an author writes a particular passage or text. It is the goal the writer wants to achieve by communicating with the reader.

Types of Writer’s Purpose

Writers often have specific intentions when they write. Some common purposes include:

1. To Dissuade: This purpose aims to convince the reader not to do something or to change their mind about an action or belief.

Characteristics: Uses arguments, warnings, negative consequences, or emotional appeals to discourage a particular behaviour or viewpoint. The language often highlights risks or disadvantages.

2. To Stimulate: This purpose aims to excite, encourage, or inspire the reader to think, feel, or act in a certain way.

Characteristics: Employs vivid descriptions, inspiring stories, positive reinforcement, or appeals to emotions like hope, courage, or ambition. The language often promotes action, thought, or feeling.

3. To Indoctrinate: This purpose aims to teach a specific set of beliefs, ideas, or doctrines, often without allowing for critical questioning or alternative viewpoints.

Characteristics: Presents information as absolute truth, uses repetitive messaging, appeals to authority, and often seeks to shape the reader’s worldview or loyalty to a particular ideology. The language can be persuasive and authoritative.

Identifying Writer’s Purpose

To identify a writer’s purpose, readers should look for:

1. Word Choice (Diction): Pay attention to the specific words and phrases used. Are they positive, negative, neutral, or highly emotional?
2. Tone: Consider the writer’s attitude towards the subject. Is it serious, humorous, urgent, critical, or supportive?
3. Arguments and Evidence: What kind of arguments are presented? Are they balanced, one-sided, or designed to provoke a specific reaction?
4. Overall Message: What is the main point the writer wants to convey, and what effect does it aim to have on the reader?

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 asks students why people write books, articles, or messages. The teacher then explains that every writer has a reason for writing, which is called their purpose.

Pupils’ Activity: Students respond to the teacher’s questions and share their ideas about why people write.

Learning Point: Concept of writer’s purpose

Step 2: Explanation of Writer’s Purpose

Time: 7 minutes

Teaching Skill: Explanation/Definition

Teacher’s Activity: The teacher defines writer’s purpose as the author’s main reason for writing. The teacher explains that understanding this helps readers grasp the full message.

Pupils’ Activity: Students listen attentively and ask clarifying questions about writer’s purpose.

Learning Point: Definition of writer’s purpose

Step 3: Purpose to Dissuade

Time: 8 minutes

Teaching Skill: Elaboration/Examples

Teacher’s Activity: The teacher explains the purpose “to dissuade,” giving examples of passages that try to discourage readers from doing something (e.g., smoking, littering). The teacher highlights words and phrases used to dissuade.

Pupils’ Activity: Students listen, identify dissuasive language, and discuss examples.

Learning Point: Understanding dissuasive purpose

Step 4: Purpose to Stimulate

Time: 7 minutes

Teaching Skill: Elaboration/Examples

Teacher’s Activity: The teacher explains the purpose “to stimulate,” providing examples of passages that aim to inspire or encourage action (e.g., helping others, pursuing education). The teacher points out stimulating expressions.

Pupils’ Activity: Students engage with examples and note characteristics of stimulating texts.

Learning Point: Understanding stimulating purpose

Step 5: Purpose to Indoctrinate

Time: 7 minutes

Teaching Skill: Elaboration/Examples

Teacher’s Activity: The teacher explains the purpose “to indoctrinate,” using examples of texts that teach specific beliefs or ideologies without much room for debate (e.g., certain political or religious texts). The teacher discusses how such texts are structured.

Pupils’ Activity: Students consider the nature of indoctrination and its language.

Learning Point: Understanding indoctrinating purpose

Step 6: Practice Identifying Purpose

Time: 6 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher presents selected passages (from newspapers, magazines, or textbooks) and guides students to identify the writer’s purpose in each, asking them to justify their answers by pointing out specific words or phrases.

Pupils’ Activity: Students read the passages, identify the writer’s purpose, and explain their reasoning.

Learning Point: Practical purpose identification

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 writer’s purpose?
2. Mention three purposes a writer might have.
3. If a writer wants you to stop doing something, what is their purpose?
4. How can you identify a writer’s purpose in a passage?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessment of purpose identification

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 into their notebooks, specifically focusing on the types of writer’s purpose and how to identify them.

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

Learning Point: Recording lesson knowledge

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the lesson by reminding students that understanding writer’s purpose makes them better and more critical readers.

Pupils’ Activity: Students listen and reflect on the importance of the lesson.

Learning Point: Reinforcement of critical reading

Continuous Assessment/Further Study

Type: Homework

Instruction: Read the following passage and identify the writer’s purpose. Explain your answer in at least two sentences.

1. “Don’t waste your precious time on social media. It distracts you from your studies, harms your eyes, and exposes you to cyberbullying. Instead, focus on your books and build a brighter future for yourself.”
2. “Join our youth club today! Discover your talents, make new friends, and participate in exciting community projects. Together, we can make a difference and build a stronger, more vibrant neighbourhood.”

Lesson Keywords

• Purpose – The reason or aim for writing.
• Dissuade – To convince someone not to do something.
• Stimulate – To encourage or inspire action, thought, or feeling.
• Indoctrinate – To teach a person or group to accept a set of beliefs uncritically.
• Intention – What the writer means to do.
• Author – The person who writes a book, article, or other text.

Differentiation

For weaker learners, provide simpler, shorter passages with very obvious purposes and guide them step-by-step to identify key words. For faster learners, provide more complex passages or ask them to write a short passage with a specific purpose (dissuade, stimulate, or indoctrinate) and explain their word choices.

Suggested Lesson Videos

Search on YouTube for: writer’s purpose English JSS 2

Teacher Guide for Using This Lesson Plan

Before the lesson, select a variety of short passages (2-3 sentences each) from current newspapers, magazines, or textbooks that clearly demonstrate the purposes of dissuading, stimulating, and indoctrinating. Ensure these passages are appropriate for JSS 2 students. During the lesson, actively engage students by asking open-ended questions and encouraging them to explain their reasoning. Pay close attention to their ability to identify specific words or phrases that reveal the author’s intention. For Step 6, encourage group discussion before individual responses. During Step 8 (Note-Taking), circulate around the classroom to ensure students are copying the Board Summary accurately. Provide additional support to students who struggle with identifying subtle nuances in language, and challenge advanced learners to analyse more complex texts or create their own examples of purposeful writing.