Basic 7 Ghanaian Language Term 1 Week 7 Lesson Plan

Paste a picture of a cover page of a story book and ask learners to talk about the picture. E.g. the boys are playing football. OR they are playing football. The girl has a pen in her hands OR she has a pen. Introduce the lesson and share the performance indicators. Write these words on the board: party, wedding, Eid.

Learners use the locally made puppets as referents, replace their names with words from the printed pronoun cards, and write correct examples on the chalkboard with chalk. Brainstorm the meaning of pronouns from learners and guide learners to identify pronouns in sentences. Let learners classify the pronouns into their types. Example: Possessive pronouns Hold up a bag in your hand and ask: What do I have? I have a bag. This is my bag. This bag is mine Learners to identify (my, mine) as possessive pronouns. A possessive pronoun is a word that is used to express ownership. Examples; 1st person English - mine - ours Dangme - ye nɔ - wa nɔ Twi - de/ɛ - medelɛ Gonja - mɛya - anyɛya Ewe - tɔnyee - miatɔe Ga - minɔ - wɔnɔ Fante - mt - hɛn Nzema - me edee - yɛ edee Dagbani - N dini - ti dini 2nd person: English - yours Akan. Twi - wode/ɛ Gonja - fɛya Ewe - tɔwòe Ga - onɔ Dagbani - a dini Fante - wódze 3rd person: English - his/hers Ak. Twi - ne de/ɛ Gonja - moya Ewe - etɔe Dagbani - o dini Ga - enɔ Fante - nèdze Nzema - yɛ edee English - theirs Ak. Twi - wɔn de/ɛ Gonja - bumoya Ewe - wotɔe Ga - amɛnɔ Fante - hɔndze Dagaare - ba soobo Encourage learners to use possessive pronouns to answer. E.g. It is not my pen, It is not mine, It is hers/his Guide students to explain relative pronouns using several examples and situations.

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

Point to the words on the board. Ask: What are these? (Example answers: fun days, special days, special occasions) Ask: Who do you spend these days with? (Answer: family, friends) Ask: Can you name some more special occasions? Write pupils' answers on the board. (Example answers: graduation, birthday, New Year, Independence Day, weddings)

Learners identify the target features in the printed Ghanaian-language model text, then plan and draft their own composition in exercise books with pencils. Guide students to identify pronouns in sentences and passages. e.g. English: - The woman who came here is sick. Fante: - Ɔba a ɔba ha no yar. Ewe: - Nyɔnu si va afi sia la dze dɔ. Gonja: - Kache mo nɛɛ ba mfa na bee lɔ. Ga: - Yoo ni ba biɛ lɛ bɛ hewalɛ. Dangme: - Yo ɔ nɛ ba hiɛ ɔ be he wami. Nzema: - Raale ne mɔɔ rale eke la ende kpɔkɛ. Dagbani: - Paɣa gun kana maa biɛrimi Have learners to construct sentences with the types of pronouns in speaking and writing individually and in mixed ability groups. Have learners to replace nouns with the appropriate pronoun in a passage. Assessment 1. 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 c) Lisa, I told you to tidy your bed! 2. Fill in the blanks with the correct pronouns a) Peter and I are brothers. ______ share a bedroom together. b) Sue isn't well. Dad is taking ______ to see a doctor. c) My brother is a teacher. ______ teaches English. d) All his students like ______ very much Guide learners to narrate an event they participated in e.g. talk about something that scared you a lot. Learners tell the story sequentially: beginning, middle and end. Learners are grouped to write their own story based on a chosen experience agreed on by all. Let them build a mind map to guide their writing. Let learners use adjectives and adverbs in describing the physical appearance and state of their characters. Guide them with examples to write from the first person point of view to start with and later change the same story to read from the third person point of view.

Take feedback from learners and summarize the lesson.

Share performance indicators and introduce the lesson. Recap with learners to review their understanding in the previous lesson. Introduce the lesson by sharing the performance indicators.

Learners read the Ghanaian-language storybook, arrange the printed story-sequence cards, and use the printed character cards to discuss the structure and characters. Learners edit their work first in their groups, then across groups. Let learners then publish their stories on the class notice board so each group can read another's story. Discuss the features of narrative writing. write a three-paragraph essay on a topic on the text types above. Assessment 1. In not less than 300 words, narrate a trip you will never forget. Revise with learners to explain what oral literature is. Example: Oral literature is the passing on of the people's culture and verbal compositions from one generation to another e.g. folktales, proverbs, songs, drum language etc Engage learners to describe the structure of a prose. Prose is a writing that is structured in a grammatical way, with words and phrases that build sentences and paragraphs. Engage learners to share variety of fiction, non-fiction, heroic stories and poetries in different languages and guide learners to analyze the stories. Encourage learners to appreciate the significance of prose in play. Assessment 7. What is oral literature? 8. What are the components of oral literature.

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.