Basic 6 English Language Term 1 Week 11 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 study the printed photographs of familiar Ghanaian settings, select suitable expressions from the printed dialogue cards, and use the locally made role-play props to practise the conversation. Guide learners through discussion to identify some stories/scenes, events etc. Discuss the plot of the chosen story i.e. events at the beginning, middle, and ending. Have learners prepare and dramatize/role-play whole/parts of stories/scene, events). Ensure the role- play/dramatization depicts selected theme. Using word and sentence cards, ensure appropriate vocabulary use as well as correct pronunciation.

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. use texts to guide learners to grasp the main ideas as they skim in 3-4 minutes and have them present their points for class discussion. This must be a regular feature of reading and comprehension lessons. and word and sentence cards, give frequent and regular practice in silent and close reading using the Directed Reading Activity (DRA) strategy.

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. and word and sentence cards, have them go through the writing process to present/state an opinion, explain and justify it so as to persuade the reader to accept the opinion or point of view. Teach the features of a debate e.g. vocatives, taking a stand etc. Put learners in groups and have them select a controversial or debatable topic. Divide the class into two to prepare using the writing process as a guide, and to debate on the topic

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 nouns and verbs by having learners identify them and use them in sentences. Revise simple subjects and predicates in sentences. Elicit sentences from learners and let them identify the subjects and predicates of their own sentences. Assign pairs of learners to supply extracts from comprehension passages and identify the subjects and predicates of the sentences. Let learners describe an event they had participated in using complex sentences. They edit it to demonstrate their knowledge of subject and predicate. 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.