Lesson Plan in English (Grade 9)
Time Frame: 45 minutes (1 meeting)
I. Lesson Objectives:
At the end of the lesson, the students will be able to:
1. Understand the techniques and author's purpose in the short text selection.
2. Explain the idea of an author’s purpose and analyze texts to determine whether the
author writes to persuade, inform, or entertain the reader.
II. Subject Matter
Topic: Technique and Purpose of the Authors
Instructional Materials: printed materials for the activities, cartolina, manila paper and
chalk.
III. Procedure
Preliminaries
1. Opening Prayer
2. Setting of Students
Greetings
3. Checking of Attendance
1. Review
What is tone and mood?
How will we determine the tone of the selection?
How about the mood?
2. Motivation
Instruction: Show students examples of various types of books and let them identify the
books (recipe books, newspaper article, picture book, joke book, nonfiction, etc.)
Process Questions:
What have you observed in the presented books?
What is the purpose of the presented books (recipe books, newspaper article, picture book,
joke book, nonfiction, etc)?
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Why an author writes a particular text?
Lesson Proper
A1. Activity: LET'S DO THIS!
Instruction: There will be six (6) groups in the activity. The teacher will present a picture of a cell
phone. Each group will be writing a phrase according to the category given;
(ToPersuade, To Inform, To Entertain)
After three (3) minutes, each group will present the phrase they have made.
Process Questions:
How did you come up with your presentation?
What were the things that you observed in your group?
How did you maintain teamwork, unity, and collaboration?
What are the authors’ purposes emphasized?
A2. Analysis
Answer the following questions
Are technique and purpose important? Why?
Why is it important for us to know the author's purpose in a certain selection?
A3. Abstraction
What is techniques/
How will we determine the techniques of the author in the short text selection?
What is purpose?
How will we determine the purpose of the authors in the selection?
Why is it important to know the techniques and purpose of the authors?
A4. Application
Group
Activity
ACTIVITY 1: LET’S GET TO KNOW MORE!
Instruction: Identify the author's purpose for each of the following type of text. Report your answer.
1. "Unlock Your Potential with ABC Energy Drink! Boost your energy levels and stay focused all
day long. Our scientifically formulated blend of vitamins and minerals will keep you at your best.
Try it now and feel the difference!"
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2. "The sun dipped low on the horizon, casting long shadows across the deserted street.
Detective Smith glanced nervously at his watch, knowing he had only minutes left to crack the
case. As he approached the abandoned warehouse, a chill ran down his spine. Little did he
know, the real mystery was just beginning..."
3. Climate Change: Understanding the Impact on Our Oceans. A recent study published in
Nature reveals alarming trends in ocean temperature rise and its implications for marine
ecosystems. Scientists warn of increased acidity levels, coral bleaching, and disruption of
marine life. Learn more about this pressing issue and what you can do to help.
4. Comparing the Top Smartphones: A Buyer's Guide. In this comprehensive review, we
compare the latest models from leading brands, evaluating features, performance, and value
for money. From camera quality to battery life, find out which smartphone best suits your
needs.
Whispers of Autumn"
Leaves dance in the breeze,
Painting the world in hues of gold.
A symphony of rustling whispers,
Nature's poetry, untold.
6. Why did the scarecrow win an award? Because he was outstanding in his field!
Evaluation:
Differentiated
Activity!
GROUP 1. *Visual Learners*:
- Create a mood board: Provide images representing different emotions and atmospheres.
Students select images that correspond to specific tones and moods and create a collage or
digital mood board.
- Watch video clips: Show short film clips or animations with different tones and moods.
Students analyze the visual and auditory elements to identify the tone and mood.
GROUP 2. *Auditory Learners*:
- Listen to music: Play instrumental pieces or songs with varying tones and moods. Students
discuss how the music evokes different emotions and atmospheres.
- Audio recordings: Play audio recordings of passages from literature with different tones and
moods. Students listen and identify the tone and mood based on voice tone and pacing.
GROUP 3. *Kinesthetic Learners*:
- Role-play: Assign students roles to act out scenes with different tones and moods. They use
body language, facial expressions, and voice tone to convey the atmosphere.
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- Charades: Write tone and mood words on index cards. Students take turns drawing cards
and acting out the tone or mood while classmates guess.
GROUP 4. *Writing and Creativity*:
- Creative writing: Provide writing prompts or story starters with specific tones and moods.
Students write short stories or passages focusing on conveying the desired atmosphere.
- Rewrite passages: Give students excerpts from texts and ask them to rewrite the passages
with a different tone or mood. They can experiment with word choice, sentence structure, and
descriptive details.
GROUP 5. *Collaborative and Discussion-Based*:
- Literature circles: Divide students into small groups to read and discuss excerpts from
literature with different tones and moods. Each group presents their analysis to the class.
- Socratic seminars: Facilitate discussions where students explore how authors use language
and imagery to convey tone and mood in literature. Encourage students to support their
interpretations with evidence from the text.
GROUP 6. *Technology Integration*:
- Digital mood meters: Use online tools or apps that allow students to explore and analyze
tone and mood in literature through interactive visualizations or quizzes.
- Multimedia presentations: Assign students to create multimedia presentations (e.g.,
slideshows, videos) analyzing tone and mood in a chosen text. They incorporate images, audio
clips, and text annotations to support their analysis.
“When you feel like you’re drowning in life, don’t worry –
your Lifeguard walks on water.”
Prepared by: Checked by:
RUTHY MAE L. MANGARON MARY JOY D. ALBALATE
Pre-service Teacher Cooperating Teacher
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