Basic 6 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 identify some familiar songs taught. Guide them to sing identified songs with stress and rhythm. Discuss the meaning of the songs and morals they teach. Discuss values in the songs e.g. love, honesty etc. Using word and sentence cards, ensure appropriate vocabulary and expressions are used to discuss the moral values. Put learners into small groups to compose songs around the values

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 Using “think-pair-share”, let learners come up with more examples of minimal pairs. Introduce and revise these and other similar spelling patterns using examples (two or three patterns at a time). Drill the pronunciation of the sounds. Using word and sentence cards, have learners read several words having the spelling pattern. let learners also read the words in context.

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?

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 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. Using word and sentence cards, work with learners to select sample texts from a variety of models of writing from learners’ readers and teacher’s resources e.g. newspapers, magazines etc. Put learners into small groups and assign each group a mode of writing. Jumble the paragraphs and have learners re-arrange the paragraphs into a coherent piece. Encourage learners to use search engines to search for the different modes of writing they have studied

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 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. Give out samples of relevant texts to groups of learners to identify the punctuation marks used. write a text on the board, leaving out the punctuation marks. Have the whole class punctuate it. Have them study unpunctuated texts individually for a few minutes and then re-write the texts using appropriate punctuation marks where they have been omitted. 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.

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?