Session title Understanding use of Language -Writer’s Effects Date 3rd Dec ’23- 18th Dec’23 Location Grade

d Dec ’23- 18th Dec’23 Location Grade room

Learner group IGCSE class Duration 11 lessons of 40 minutes Group size 20 students
each

Learning aims The students shall learn to identify words and phrases which contribute to the effect the writer wants to create in a particular
paragraph about a person, place or an event and develop strategies to effectively answer this question in examination
A statement which provides the
scope of the subject and the
overall intent of the course

Learning objectives At the end of the lesson students: They will be able to effectively choose and explain the unusual words and phrases used by the
author to enhance their understanding of the person ,place or an event and one of the word choices will be imagery.
What are learners expected to
learn after completing the All students-They shall be able to identify and explain the effect of some the words and phrases chosen.
lesson? These should be specific
Most students: They shall be able to identify and explain the effect of the words chosen and one of them will be imagery
and able to be assessed.
Some students: They shall be able to identify the appropriate words and phrases but will explain the effect of just a few.

Inclusion For inclusive learning, the lesson will start with an activity–
How will you make your lesson  Activity -1-students shall sit in groups of 2-3 ;they shall be given a book ( the books of different genre shall be taken on
inclusive? loan from the school library) and shall from the blurb of the book choose words and phrases which give them some
information about the book/its main character ;shall share with the class how this understanding of the contextual use of
these vivid words and phrases has encouraged them to read the book.( 2) lesson
 Then, the class will be given a sensory details worksheet and a worksheet with simple sentences on it so that they reframe
and rewrite those sentences to make them more interesting by adding sensory details (They may use (words)the ones
they have written in the worksheet or write something entirely new)

Lesson plan template

 Time What are you doing? What are your students doing? Learning materials and resources

Lessons 1  Divide the class into the groups of 2-3  In groups, listening intently and Books from library (mixed collection -about 12)
and 2  Showing them the covers of the book; answering.
Worksheets on sensory details-
reading out some and asking them what  Some of them will pick up the sentences
is the information they get from the which help them to make an opinion http://writingfix.com/PDFs/Process/
reading of the blurb? about the book. Fun_with_Sensory_details_PreWrite.pdf -
 How do they reach such a conclusion  Students pick up the words/phrases and
/understanding about the book? read/speak them out to the class
 Which particular word or a phrase from  Discuss the appropriateness of the https://www.tesol.org/docs/default-source/new-
that sentence has helped them to reach synonym used and how it is not resource-library/descriptive-writing-lesson-plan-
that conclusion. producing the same effect as the word for-differentiated-learning-2.pdf?sfvrsn=0
 Ask them how that word has aided them used by the writer-understand the reason
in forming their opinion about the book why that particular word or phrase was
and if replaced by some other synonym chosen by the writer.
will it have the same effect on their  Students are able to identify the ‘idea’
understanding (so that the understand which is represented by the
the difference between the layers of words/phrases -novel/book is a romantic
meaning of a word) .Introduce the word novel/thriller/mystery/drama and what
‘Writer’s effect’. the main character(s) is like
 Ask them to explain the contextual usage -chivalrous/beautiful/intelligent.
of the words/phrases and what all these  Understand the importance of words in
words /phrases are trying to convey creating an effect, an impact in the mind
about the book and its main character of the reader. Understand the word -
(which idea here binds them all together) Writer’s effect
 Give them the sensory details worksheet
to do in class.
Lessons 3  Ask students how they can define -  Students answer the question -say the Power Point presentation on Writer’s Effects.

Lesson plan template

 Time What are you doing? What are your students doing? Learning materials and resources

and 4 Writer’s effects. words. https://www.slideshare.net/andyfisher/writers-

 Teacher picks up the key words and  See the presentation and ask /answer effect-1
writes them on the board questions
 Use the presentation to explain the  Students take notes as the presentation
Writer’s Effects- as the teacher moves moves forward
from one slide to the other  From slides 37-39, choose and write the
 Slide 34 has the gist of what ‘Writer’s vivid verbs/adjectives/phrases/figurative
effects’ means. language and explain the reason why the
 Slides 37-39 -ask students to choose the writer has used such words -how the
vivid verbs vivid usage of these words creates the mood
verbs/adjectives/phrases/figurative the writer is trying to create and enhance
language and explain the reason why the their understanding of the text.
writer has used such words;how this
vivid description helps the writer create
the tone and the effct on the
understanding of the reader.
 The PPT is shared with the students via
managebac and students are asked to
go through it once again
Lessons 5 Explain the IRWL technique for the Writer’s  Students make a note of this technique Past Paper-Canal Boat
and 6 effects ‘ question. in their notebooks and write down the
Show the Presentation -
I Inferences(this is where you zoom and explain basic points to keep in mind when doing
https://www.tes.com/teaching-resource/igcse-
the different things the word makes you such a question.
0522-extended-question-2-writer-s-effect-
think of in the context of the whole passage and  Give them a question for Writer’s Effects
11263579
the question). from a past paper.
R Reader (what the word helps the reader to  Students plan their response and check
think, feel or understand in the context of with the answer key if they have followed
the passage and the question) the same steps as given in the
W Writer (what is the writer’s intention? Why has presentation.
this word been chosen?)
L Links (Make a link to another word that has
similar associations or is a contrast; link back
to the overview statement you have made).
Remember: I Really Want to make Links
Points to keep in mind-
 Circle words or short phrases in each
paragraph that stand out and have
probably been used for effect or because
they are important. You should find at
least 4 per paragraph.

Lesson plan template

 Time What are you doing? What are your students doing? Learning materials and resources
 DO NOT HIGHLIGHT FULL
SENTENCES. These are your
quotations (the first E of PEE). Number
them.
 Work out how these words all link
together
(Sometimes the words may create contrasting
effects).
 Your answer can either be two extended
paragraphs, one for each part of the
question
Senetnce starters –
 This word implies/ suggests ...............
 The personification of ............... has the effect
of.............
 Verbs such as ................ imply.............
 This makes the reader feel......
 This makes the reader think..........
 The intention of the writer is to...............
 This links with the word “X” because.......
 This is a deliberate contrast to words such as
“...” and “...” which emphasises.....
Emphasise that If they use these sentence
starts, they WILL answer the question.
 Show them the presentation and go step
by step with them as they check their
answers.

Empahsise that the Things to look for are: use of

Lesson 7  Students complete the task ‘Canal Boat’
the five senses; use of contrast; use of colour; use
given to them in the last lesson.
of noise; links between subject and environment;
 Compare their answers and mark
surprising, or unusual words; words which create
themselves.
sound effects; unusual or dramatic punctuation;
imagery (similes and metaphors)
Show them the complete presentation along with the
answers

Past paper -Text –‘An Unwelcome Appearance’

Lesson 8  Give them another task from Past paper  Students do the task
Lesson plan template
 Time What are you doing? What are your students doing? Learning materials and resources

 Emphasis the need to plan the answer

before they start writing it -use the IRWL
technique and use the sentence starters
given to them.
Lesson 9  Share the assessed task with them  Students take notes and ask questions
 Discuss their strength and weaknesses.
 Give them a home task for Writer’s
effects from their workbook which will be
peer assessed
Lesson 10  Discuss the question.  Students assess one another
 Ask which student has been given the  Students listen carefully to the answer
highest marks -read out the answer of and then discuss the reasons why it was
that student in the class. better.
 Teacher discusses with the students and  And how it can be made better.
keeps the discussion focussed.
Past paper is used.
Lesson 11  A summative assessment of the task is  Students give the summative task
taken
Use as many rows in the table as applicable – add rows if necessary

Lesson Evaluation: Include what you feel went well and what you would like to improve.

 The two activities and the discussions went well.

 The students were able to grasp the presentation.
 They were able to do the home assignment for the topic quite well. Students realise that an overview or an introductory statement is important as it
binds the complete answer. Peer assessment is quite useful as it helps students get a better overview of the way the mark scheme and the key is used.
 The result of the Formal assessment howsoever was not so encouraging as students were unable to do it well -majority was getting just 50%
marks and only 20% class scored a high score of 80% and above.
 The students who had learning disability found it quite challenging even though they were able to identify the words and phrases ,they were not
able to explain the effect well enough.
 I feel I need more activity based teaching for the ‘inclusive students’ but in which they work independently so that they do not rely on support of
their peers.
 Students need more practise and should relate their understanding of the concept and topic of the writer’s effect to the content in literature that
they are reading.
 I as a teacher need to give the students more past papers and share the examiner’s reports with them.

Lesson plan template

Lesson plan template