Teacher’s Name:
MS. LESLIE D. IRANG
Objectives:
Time-Frame
5 minutes
LESSON PLAN: ENGLISH/ SEC 4 PEACE
TOPIC: Review on Writer’s Effects before the actual CA (Tuesday)
Explain what writer’s effects are;
Recall the concepts learned about writer’s effects;
Explain how to respond to a writer’s effect question;
Analyse phrases through their explicit and implicit
meanings;
5. Work in groups and respond to a writer’s effect question.
Date: 17 SEPT 2023
Time: 8:15-8:45 a.m.
1.
2.
3.
4.
Routine:
Greetings/ Prayer/ Checking of Attendance/ Giving of Reminders
Students’ Activities and Responses:

They are expected to identify colours,
images, happenings, as well as the
implied meaning of these.

They are expected to explain their
thoughts on the questions asked.

The students are expected to identify 3
writer’s effects in the paragraph,
Learning Experiences:
Motivation: Show a photo and ask the class to describe what they
see. Then, have them explain what are the implied meanings (tone,
emotions mood, symbols) that can be seen/ understood from the
photo.
5
15 minutes
Review/ Lesson Presentation:
1. What are writer’s effects?
2. What literary devices can be used as writer’s effects?
3. Why do writers use writer’s effects in writing their stories?
4. How do writer’s effects bring out more life to a story?
5. What are the steps in responding to a writer’s effects
question?
Activity Proper:
1. Flash a slide containing a paragraph with writer’s effects
and have the class read and analyse it.
explain their literal meanings, the
implied meanings, as well as the overall impression of the paragraph.
2. KLS: Modified Numbered Heads Together:
Student 1- will identify the three phrases
Student 2- will explain the literal meaning of the phrase
Student 3- will zoom-in to some key words
Student 4- will explain the deeper meanings
Student 5- will summarise the response of the group to
each phrase chosen
5 minutes
Prepared by:
Ms. Leslie D. Irang
Sec 4 English Teacher
Wrapping Up:
1. Volunteer student/s will be asked to do say the over-all
impression of the paragraph.
2. Ask: Since you started learning about writer’s effects, how
did it help you in writing your stories or in understanding
the stories you are reading?
1. Volunteer students will share the
overall impression of the paragraph;
2. Students are expected to realis ethe
importance of writer’s effects in writing
and in understanding a story being
read.
Paragraphs to be used for the Activity Proper and Assessment Task:
(Excerpt from a longer story):
Our parents were over-indulgent towards us, and we were happy but not particularly well-behaved children. Maybe they felt guilty because, on
one occasion, they had to leave home for two weeks on business and invited our Aunt Pegg to look after us. She accepted the challenge eagerly.
Vile Aunt Pegg! Leering, sneering, peering Aunt Pegg! We would be enjoying a friendly fight or just sitting doing nothing when she would pounce
on us like a cat, and savage retribution would follow. As we stood in the corner of the room with hands on heads, she would snarl, ‘How dare
you! Making my tidy room messy, wasting your time. I saw you!’ Aunt Pegg had eyes on sticks. How she saw us we never knew: one moment she
wasn’t there, the next she was on top of us. She was a wizened, tiny woman of great muscular strength and energy, and her mouth was like an
upside-down new moon without the hint of a smile.
Writer’s Effects Question:
Re-read paragraph 2, beginning with ‘Vile Aunt Pegg!’ and is about Aunt Pegg.
Explain how the writer used writer’s effects to describe Aunt Pegg.
1st Phrase
Literal Meaning
Zoom-in to some key words.
Implied Meanings
Overall Impression of the whole
paragraph
2nd Phrase
3rd Phrase