Basic 5 English Language Term 1 Week 2 Lesson Plan

Put learners into two groups. Call out some vocabulary and let them search the dictionary for their meanings. The group to read first wins. • Did you enjoy the game? • What new words have you learn? • Form two sentences with your new words. Share performance indicators and introduce the lesson

Display the printed song or rhyme cards for learners to follow, then let groups keep the beat with the locally made drum and calabash rattle as they sing or recite. Have learners sing familiar songs as in the previous lesson. Lead learners to discuss the song and have them bring out the meaning. In groups, learners discuss the values in the song, e.g. truthfulness, patience, etc. and relate the values to real life situations. Have groups share their ideas with the class in the form of presentations. write salient responses on the chalkboard.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.

Put learners into two groups. Call out some vocabulary and let them search the dictionary for their meanings. The group to read first wins. • Did you enjoy the game? • What new words have you learn? • Form two sentences with your new words. Share performance indicators and introduce the lesson

Learners name the familiar Ghanaian objects in the printed pictures, match their sounds or meanings to the printed word cards, and build further examples on the chalkboard with chalk. Give examples of minimal pairs, e.g. watch, catch In groups let learners come up with more examples Identify specific spelling patterns e.g. sh- fish, dish, sash, wash th – both, tooth Drill learners on pronunciation of words. Using word and sentence cards, learners read the words containing minimal pairs, e.g. church, search, perch, fetch. work together with learners to write simple sentences with the minimal pairs.

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?

Write down a couple of words on cards. Make sure learners are familiar with the words. Divide the class in to groups. One person from each group comes up in front to pick and act the word. The group to get the highest score wins! Share performance indicators and introduce the lesson.

Learners locate named places such as Ghana and Accra on the printed Ghana map, then sort the printed Ghanaian name-and-place cards into names of people and places. Discuss why each proper noun begins with a capital letter. Learners use selected cards in complete sentences and write correct examples on the chalkboard with chalk.

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?

Have learners recite familiar rhymes. • Would you love to sing more songs? • What words did you hear in the song? • Write some of the words you heard. Share the performance indicators and introduce the lesson.

Learners arrange and discuss the printed model paragraph cards, then plan and write their own connected text in exercise books with pencils. Put learners into small groups and assign each group a mode of writing. Have learners study the sample text. Guide them through appropriate questions to identify the: i. Mode of writing/types of essay ii. Purpose iii. Audience Jumble the paragraphs and have learners in groups re-arrange the paragraphs into a coherent piece

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?

Review some adjectives with learners. Do an action for slow. Ask: What word is this? Pupils guess: slow. Do an action for loud. Ask: What word is this? Pupils guess: loud. Do an action for happy. Ask: What word is this? Pupils guess: happy Share performance indicators and introduce the lesson.

Learners read selected lines from the Ghanaian storybook, identify or correct the target convention on the printed sentence cards, and practise the corrected forms in exercise books with pencils. Revise the use of the comma before and after "Yes" and "No" in sentences; after addressing a person, e.g. Kofi, can you help me? Introduce the use of the comma to write an address, and the apostrophe in contraction in context. Provide sample sentences/texts for learners to identify the target punctuations. Have learners practice using the comma to write an address, and the apostrophe in contraction. Give pairs of learner’s unpunctuated sentences/texts to punctuate. Engage learners in the “popcorn reading” game The rules are simple: One student starts reading aloud and then calls out "popcorn" when they finish. This prompts the next student to pick up where the previous one left off. Guide learners to choose and read independently books of their choice during the library period. assessment Ask learners to write a-three-paragraph summary of the book read.

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?