Ghana curriculum lesson note

Basic 7 English Language Term 1 Week 3 Lesson Plan

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Week 3: Lesson Plan

Subject: English Language

Class: Basic 7

Component 1

Listening Comprehension

Topic: Listening for Key Information

Strand: Oral Language	Sub-strand: Listening Comprehension
Indicator: B7.1.2.1.1 - Listen to level-appropriate text attentively and identify key information	Content Standard: B7.1.2.1 - Demonstrate the ability to listen to extended reading and identify key information
Performance Indicator: Learners can express their own ideas clearly after reading a text	T.L.R.(s): Printed Ghanaian story or dialogue, Printed story-sequence cards, Exercise books and pencils

Phase 1: Starterpreparing the brain for learning

- rather you give a summary and you share the most important information.

Phase 2: Mainnew learning including assessment

Read the printed Ghanaian story or dialogue aloud while learners listen, let them arrange the printed story-sequence cards to show key information, and have them record brief answers in exercise books with pencils. Do a model reading as learners listen and follow. Have learners to read in turns or in groups. Guide learners to identify key points: o intent or purpose of the message (eg. to inform, persuade, instruct); Read a story as learners listen and pay attention to the important parts. Have learners read a variety of passages/story and identify the main ideas in it. Restate or map out the gist/main idea and key details. Restate the main ideas in own words.

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

Pronouns

Topic: Using Pronouns Accurately

Strand: Grammar	Sub-strand: Pronouns
Indicator: B7.3.1.1.2 - Use types of pronouns accurately in speaking and texts	Content Standard: B7.3.1.1 - Apply the knowledge of word classes and their functions in Communication
Performance Indicator: Learners can use pronouns appropriately in speech and in writing	T.L.R.(s): Locally made puppets, Printed pronoun cards, Chalkboard and chalk

Phase 1: Starterpreparing the brain for learning

Engage learners to mention the titles of stories they have read before. In turns, learners tell what they remember of the stories mentioned.

Phase 2: Mainnew learning including assessment

Learners use the locally made puppets as speakers and referents, replace their names with words from the printed pronoun cards, and write correct examples on the chalkboard with chalk. Learners to identify (my, mine) as possessive pronouns. A possessive pronoun is a word that is used to express ownership. Examples - my, mine, our, ours, its, hers, his, her, their, theirs, your and yours. Explore the use of types of pronouns in narratives: 0 Demonstrative Pronouns — this, that, these and those. Guide learners to use pronouns in contextual sentences. assessment I. Using word and sentence cards, underline the pronouns in the following sentences. a) My name is David. I am the youngest in the family. b) This is my father. He is a teacher ¢) Lisa, I told you to tidy your bed!

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 3

Narrative Writing

Topic: Writing Personal Narratives

Strand: Writing	Sub-strand: Narrative Writing
Indicator: B7.4.2.1.1 - Write personal narratives using effective techniques incorporating descriptive details and logical event sequences	Content Standard: B7.4.2.1 - Develop, organize and express ideas coherently and cohesively in writing for a variety of purposes (description, narration, exposition/information and persuasion), audiences and contexts
Performance Indicator: Learners can write narratives of personal experiences about the past.	T.L.R.(s): Ghanaian storybook, Printed local-scene photograph, Exercise books and pencils

Phase 1: Starterpreparing the brain for learning

- rather you give a summary and you share the most important information.

Phase 2: Mainnew learning including assessment

Learners examine how the Ghanaian storybook is organised, use the printed local-scene photograph as a story prompt, and draft their own narrative in exercise books with pencils. Have learners to use descriptive details (setting, experiences or series of events). Guide learners to plan and write ideas detailing what they do on the first day of school: assessment. write a narrative of what you do every term on the first day of school Have learners read a variety of passages/story and identify the main ideas in it. Restate or map out the gist/main idea and key details. Restate the main ideas in own words.

Phase 3plenary / reflections

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

Component 4

Summarizing

Topic: Summarizing Main and Supporting Ideas

Strand: Reading	Sub-strand: Summarizing
Indicator: B7.2.2.1.1 - Use summarizing to understand key ideas in a range of texts	Content Standard: B7.2.2.1 - Demonstrate an understanding in summarizing
Performance Indicator: Learners can summarize ideas in a text	T.L.R.(s): Ghanaian newspaper, Printed main-idea cards, Exercise books and pencils

Phase 1: Starterpreparing the brain for learning

Engage learners to mention the titles of stories they have read before. In turns, learners tell what they remember of the stories mentioned.

Phase 2: Mainnew learning including assessment

Learners read a suitable report in the Ghanaian newspaper, sort the printed main-idea cards from supporting details, and write a concise summary in exercise books with pencils. Guide learners to identify key points: o intent or purpose of the message (eg. to inform, persuade, instruct); ‘0 main idea (s) and supporting points. guide learners to plan and write ideas detailing what they do on the first day of school: Have learners read a variety of passages/story and identify the main ideas in it. Restate or map out the gist/main idea and key details. Restate the main ideas in own words.

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.

Need the editable version?

Generate, personalize and download the complete lesson plan on Sirbus.

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