Ghana curriculum lesson note
Basic 4 English Language Term 3 Week 2 Lesson Plan
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Create Lesson PlanWeek 2: Lesson Plan
Subject: English Language
Class: Basic 4
Topic: A. Poems B. Phonics C. Nouns D. Writing as a Process E. Naming words/ Nouns F. Building the Love and Culture of Reading
| Strand: A. Oral Language B. Reading C. Grammar Usage At Word D. Writing E. Using Writing Conventions F. Extensive Reading | Sub-strand: A. Poems B. Phonics C. Nouns D. Writing as a Process E. Naming words/ Nouns F. Building the Love and Culture of Reading |
| Indicator (code): B4.1. 3.1.3. B4.2.2.2.1 B4.3.1.1.4 B4.4.9.3.3. B4.5.3.1.4. B4.6.1.1.1. | Content Std (code): B4.1. 3.1 . B4.2.2.2. B4.3.1.1. B4.4.9.3. B4.5.3.1. B4.6.1.1. |
| Performance Indicator: - Compose four-line poems - Recognize and read words using various cues (e.g., prefixes) - Identify and use abstract nouns for concepts and ideas - Display writing pieces for peers to read - Read age- and level-appropriate books - Present a two-paragraph summary of each book read | Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and Leadership Critical Thinking and Problem Solving. |
Phase 1: Starterpreparing the brain for learning Introduce a simple four-line poem to the class and discuss its rhythm and rhymes.
Play a phonics game where students match words with prefixes to their root words.
Engage students in a brainstorming session to list abstract nouns related to emotions or ideas. | Phase 2: Mainnew learning including assessment Oral Language:
Guide students to create their own four-line poems, focusing on rhyme and rhythm.
Conduct a choral reading session where students practice reading poems aloud, emphasizing intonation and expression.
Reading:
Organize a phonics scavenger hunt where students find and list words with prefixes in a given text.
Conduct a guided reading session where students identify and pronounce words with prefixes in context.
Grammar Usage:
Introduce abstract nouns through a storytelling activity where students identify concepts and ideas.
Create a matching game where students pair abstract nouns with their definitions or examples.
Writing:
Guide students through the stages of writing, from brainstorming to drafting a short story.
Provide feedback sessions where students share drafts and receive peer and teacher input.
Using Writing Conventions:
Instruct students on the correct use of punctuation in their writing pieces.
Organize a peer review session to check for proper use of capitalization and punctuation.
Extensive Reading:
Set up a reading corner with a selection of age-appropriate books for independent reading.
Organize book club meetings where students discuss characters, plot, and themes of books read. | Phase 3plenary / reflections Oral Language:
Invite students to present their poems to the class and reflect on their creative process.
Reading:
Conduct a wrap-up session where students share words with prefixes they learned and discuss their meanings.
Grammar Usage:
Have students create a class poster of abstract nouns and discuss their importance in language.
Writing:
Host a gallery walk where students display their revised writing pieces and receive positive feedback.
Using Writing Conventions:
Lead a reflection session where students assess their progress in using writing conventions effectively.
Extensive Reading:
Facilitate a group discussion where students share their book summaries and reflect on their reading experiences. |
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Create Lesson PlanMore Basic 4 English Language Term 3 Lessons
Week 1Sub-strand: A. Phonics B. Determiners C. Writing as a Process D. Naming words/ Nouns E. Building the Love and Culture of ReadingWeek 1Sub-strand: Revision of Previous Term Exams QuestionsWeek 2 (current)Week 2 (current)Week 3Sub-strand: A. Conversation B. Vocabulary C. Verbs D. Argumentative/Persuasive Writing E. Using Action Words F. Building the Love and Culture of ReadingWeek 3Sub-strand: Building the Love and Culture of ReadingWeek 4Sub-strand: Building the Love and Culture of ReadingWeek 4Sub-strand: A. Conversation B. Vocabulary C. Verbs D. Argumentative/Persuasive Writing E. Using Action Words F. Building the Love and Culture of ReadingWeek 5Sub-strand: A. Listening Comprehension B. Comprehension C. Adverbs D. Argumentative/Persuasive Writing E. Using Simple, Compound and Complex Sentences F. Building the Love and Culture of ReadingWeek 5Sub-strand: Using Simple, Compound and Complex SentencesWeek 6Sub-strand: A. Listening Comprehension B. Comprehension C. Conjunctions D. Argumentative/Persuasive Writing E. Using Simple, Compound and Complex Sentences F. Building the Love and Culture of ReadingWeek 6Sub-strand: Using Simple, Compound and Complex SentencesWeek 7Sub-strand: Using Simple, Compound and Complex SentencesWeek 7Sub-strand: A. Presentation B. Silent Reading C. Conjunctions D. Expository/Informative Writing E. Using Simple, Compound and Complex Sentences F. Building the Love and Culture of ReadingWeek 8Sub-strand: SpellingWeek 8Sub-strand: A. Presentation B. Silent Reading C. Modals D. Expository/Informative Writing E. Using Simple, Compound and Complex Sentences F. Building the Love and Culture of ReadingWeek 9Sub-strand: A. Presentation B. Fluency C. Modals D. Letter Writing E. Spelling F. Building the Love and Culture of ReadingWeek 9Sub-strand: SpellingWeek 10Sub-strand: A. Presentation B. Summarising C. Prepositions D. Letter Writing E. Spelling F. Building the Love and Culture of ReadingWeek 10Sub-strand: Letter WritingWeek 11Sub-strand: A. Presentation B. Summarising C. Prepositions D. Letter Writing E. Spelling F. Building the Love and Culture of ReadingWeek 11Week 12Sub-strand: A. Presentation B. Summarising C. Prepositions D. Letter Writing E. Spelling F. Building the Love and Culture of ReadingWeek 12