Basic 6 English Language Term 1 Week 10 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

Learners select one printed photograph of Ghanaian community life, plan with the printed presentation cue cards, and place key vocabulary on the chalkboard with chalk before presenting. Revise how meaning is conveyed through appropriate pace, stress and tone. Model presenting news or have learners watch a news presentation. Put learners into groups to discuss pace, stress and tone of news presented. guide learners to prepare and present news on given topics. Demonstrate a model speech: Choose a familiar topic and make a short but moving speech on it. Have learners discuss the speech focusing on its pace and expressiveness. Let learners speak on very short and simple topics using appropriate voice quality.

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 read the Ghanaian storybook and the printed passage about a Ghanaian community, then record the target ideas or reading responses in exercise books with pencils. Have learners stop and think about the text and know what to do when meaning is not clear. By setting a target in the text for them. Have them read silently and at a reasonable pace to get the meaning from the text. Using word and sentence cards, direct learners’ reading with “While Reading” questions.

Summarize the important points in the lesson with learners.

Ask pupils to give examples of words to describe people. (Example answers: tall, friendly, funny, smart, handsome) The words that we use to describe people are called adjectives. Share performance indicators and introduce the lesson.

Learners inspect and rearrange the printed sentence cards, discuss the target language feature on the chalkboard with chalk, and practise their own examples in exercise books with pencils. Using word and sentence cards, conjunction is a word that joins words or sentences. The conjunctions ‘and’, ‘or’ and ‘but’ are called coordinating conjunctions. e.g. i. Henry brought a desk, a table and two chairs. ii. Esther can bring a table or chair iii. Chantal didn’t bring a chair but a desk Provide sentences for learners to join them with coordinating and subordinating conjunctions. Provide passages and let learners identify conjunctions. Let them do other activities like filling blanks with suitable conjunctions and using conjunction in their own sentences.

Learners are guided to summarize the lesson through questions and answers.

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 identify claims in the Ghanaian newspaper, sort the printed argument cards into reasons and evidence, and draft their own response in exercise books with pencils. Present a motion to learners. E. g. A lawyer is more important than a doctor. Discuss the meaning and implication of the motion with pupils and invite them to take a stand either for or against the motion. put learners into two groups: for the motion and against the motion and write down what they think about it. Using word and sentence cards, groups read out their opinions to the class for discussions.

Orally help learners to complete the writers reflection worksheet. • My piece of writing is about? • My favorite part of my writing is…… • Something I found difficult was………… Summarize the important points in the lesson with learners.

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 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 conjunctions learners have learnt. e.g. and, but, or, nor, so that, when, while, if, unless etc. to express purpose, time, condition etc. Learners write stories on topics of their choice using the conjunctions to link ideas in their sentences. Have learners peer-edit one another’s work. Engage learners in the “popcorn reading” game. 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. Have learners read books of their choice independently during the library period. Let learners write a one-page critical commentary based on the books read. Invite individuals to present their work to the class for feedback. Encourage them to visit the local library to read and borrow books Assessment • Learners think-pair-share their stories with peers. • ask each learner to write a-two-paragraph summary of the book read.

Summarize the important points in the lesson with learners.