Ghana curriculum lesson note
Basic 7 Ghanaian Language Term 1 Week 4 Lesson Plan
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Create Lesson PlanWeek 4: Lesson Plan
Subject: Ghanaian Language
Class: Basic 7
Component 1
Rites of Passage
Topic: Discuss the significance of the processes in naming a child
| Strand: Customs & Institutions | Sub-strand: Rites of Passage |
| Indicator: B7.1.1.2 Discuss the significance of the processes in naming a child. | Content Standard: B7.1.1.1 Demonstrate knowledge and understanding of the childhood rites of their culture and compare with other Ghanaian cultures |
| Performance Indicator: Learners can talk of the importance of child naming | T.L.R.(s): Printed photographs of a local naming ceremony, Calabash, Beads |
Phase 1: Starterpreparing the brain for learning Revise with learners on what was studied in the previous lesson. | Phase 2: Mainnew learning including assessment Learners arrange the printed photographs of a local naming ceremony in sequence, then examine the calabash and beads as familiar examples while explaining how and why such objects may be used in their community.
Have learners read words on naming ceremony in their culture and language.
Engage learners to discuss the significance of the processes involved in naming a child as raised in the passage. E.g. Welcomes the child into the family and community. • The child gets an identity. • Bringing two families together
Guide learners to discuss a libation text used during naming ceremony.
write the three main parts of a libation text. | Phase 3plenary / reflections Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. |
Component 2
Conversation/Everyday Discourse
Topic: Ask questions that elicit elaboration and respond to others' questions in a conversation
| Strand: Listening & Speaking | Sub-strand: Conversation/Everyday Discourse |
| Indicator: B7.2.1.1.2 Ask questions that elicit elaboration and respond to others' questions in a conversation | Content Standard: B7.2.1.1 Demonstrate use of appropriate language orally in specific situations |
| Performance Indicator: Learners can ask questions for better understanding | T.L.R.(s): Printed photographs of familiar Ghanaian settings, Printed dialogue cards, Locally made puppets |
Phase 1: Starterpreparing the brain for learning Share the performance indicators with learners | Phase 2: Mainnew learning including assessment Learners study the printed photographs of familiar Ghanaian settings, listen as the printed dialogue cards are read aloud, and use the locally made puppets to practise suitable responses and register.
assessment Learners in groups role-play a naming ceremony
Guide learners to Identify words that can help give elaborate responses to questions in conversation (e.g. why, how, for what reason).
Engage in conversation using these words to elicit elaboration. E.g. Ama: Do you think babies should talk? Kofi: Yes Ama: Why do you think so?
Guide learners to skim a given passage of about one hundred and fifty words and state the main ideas. | Phase 3plenary / reflections Take feedback from learners and summarize the lesson. |
Component 3
Reading
Topic: Read and understand main ideas and supporting points in a range of texts on familiar...
| Strand: Reading | Sub-strand: Reading |
| Indicator: B7.3.1.1.1 Read and understand main ideas and supporting points in a range of texts on familiar and unfamiliar topics. | Content Standard: B7.3.1.1 Understand the main ideas and supporting points in texts |
| Performance Indicator: Learners can identify the main and supporting points of a given text | T.L.R.(s): Ghanaian-language storybook, Printed main-idea cards, Exercise books and pencils |
Phase 1: Starterpreparing the brain for learning Revise with learners on what was studied in the previous lesson. Share the performance indicators with learners | Phase 2: Mainnew learning including assessment Learners read the selected part of the Ghanaian-language storybook, sort the printed main-idea cards from supporting details, and record a short summary in exercise books with pencils.
Guide learners to identify the supporting ideas in texts on themes from other subject areas. (E.g. Social Studies, Science, Religious and Moral Education, Physical Education, ICT, etc.)
Let learners explain the relationship between the main ideas and supporting ideas.
Have learners to answer recall and inferential questions concerning the text read. | Phase 3plenary / reflections Ask learners how the lesson will benefit them in their daily lives. |
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Create Lesson PlanMore Basic 7 Ghanaian Language Term 1 Lessons
Week 1Sub-strand: Rites of PassageWeek 2Sub-strand: Rites of PassageWeek 3Sub-strand: SentencesWeek 4 (current)Week 5Sub-strand: NounWeek 6Sub-strand: Naming SystemsWeek 7Sub-strand: PronounWeek 8Sub-strand: Naming SystemsWeek 9Sub-strand: AdjectivesWeek 10Sub-strand: The Clan SystemWeek 11Sub-strand: AdjectivesWeek 12Sub-strand: Sub strands for the term