Ghana curriculum lesson note

Basic 6 English Language Term 1 Week 12 Lesson Plan

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Week 12: Lesson Plan

Subject: English Language

Class: Basic 6

Component 1

Dramatization and Role Play

Strand: Oral Language	Sub-strand: Dramatization and Role Play
Indicator: B6.1.10.2.1 - create and present simple instructions or a manual on how to play a game	Content Standard: Indicator - B6.1.10.2.1 create and present simple instructions or a manual on how to play a game
Performance Indicator: Learners can create and present simple instructions or a manual on how to play a game	T.L.R.(s): Printed photographs of familiar Ghanaian settings, Printed dialogue cards, Locally made role-play props

Phase 1: Starterpreparing the brain for learning

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

Phase 2: Mainnew learning including assessment

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.

Phase 3plenary / reflections

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

Component 2

Comprehension

Strand: Reading	Sub-strand: Comprehension
Indicator: B6.2.9.1.1 - read grade-level text with meaning	Content Standard: Indicator - B6.2.9.1.1 read grade-level text with meaning
Performance Indicator: Learners can read grade-level text with meaning	T.L.R.(s): Ghanaian storybook, Printed passage about a Ghanaian community, Exercise books and pencils

Phase 1: Starterpreparing the brain for learning

Phase 2: Mainnew learning including assessment

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.

Phase 3plenary / reflections

Summarize the important points in the lesson with learners.

Component 3

Conjunctions

Strand: Grammar	Sub-strand: Conjunctions
Indicator: B6.3.9.1.1 - use modals to express a variety of meanings	Content Standard: B6.3.8.1 - Apply the knowledge of conjunctions in speech and in writing
Performance Indicator: Learners can use modals to express a variety of meanings	T.L.R.(s): Printed sentence cards, Chalkboard and chalk, Exercise books and pencils

Phase 1: Starterpreparing the brain for learning

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.

Phase 2: Mainnew learning including assessment

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.

Phase 3plenary / reflections

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

Component 4

Informative Writing

Strand: Writing	Sub-strand: Informative Writing
Indicator: B6.4.14.1.1. - Write short paragraphs to describe incidents. E.g. accidents, fire outbreak	Content Standard: B6.4.14.1 - Write the event of the day
Performance Indicator: Learners can write short paragraphs to describe incidents	T.L.R.(s): Printed photographs of a local road incident, Printed incident-sequence cards, Exercise books and pencils

Phase 1: Starterpreparing the brain for learning

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.

Phase 2: Mainnew learning including assessment

Learners study the printed photographs of a local road incident and distinguish observed facts from guesses. They arrange the printed incident-sequence cards to show what happened before, during and after the incident. Learners write an objective incident report in exercise books with pencils and check that the events are clear and correctly ordered.

Phase 3plenary / reflections

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.

Component 5

Spelling / Building the love and culture of reading

Strand: Writing Conventions/ Extensive Reading	Sub-strand: Spelling / Building the love and culture of reading
Indicator: B6.5.10.1.1. B6.6.1.1.1 - Check pieces of literary work for spelling	Content Standard: B6.5.10.1 B6.6.1.1 - Spell words accurately
Performance Indicator: • Learners can check pieces of literary work for spelling • Learners can read a variety of age- and level appropriate books	T.L.R.(s): Ghanaian storybook, Printed sentence cards, Exercise books and pencils

Phase 1: Starterpreparing the brain for learning

Phase 2: Mainnew learning including assessment

Learners read selected lines from the Ghanaian storybook and identify spelling patterns in unfamiliar words. They use the printed sentence cards to correct misspellings and discuss why each correction is needed. Learners write a short continuation of the Ghanaian story in exercise books with pencils and edit it carefully for spelling before sharing.

Phase 3plenary / reflections

Summarize the important points in the lesson with learners.

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More Basic 6 English Language Term 1 Lessons

Week 1Sub-strand: Songs Week 2Sub-strand: Songs Week 3Sub-strand: Poems Week 4Sub-strand: Poems Week 5Sub-strand: Story Telling Week 6Sub-strand: Presentation Week 7Sub-strand: Story Telling Week 8Sub-strand: Presentation Week 9Sub-strand: Dramatization and Role Week 10Sub-strand: Presentation Week 11Sub-strand: Dramatization and Role PlayWeek 12 (current)