Basic 8 Ghanaian Language Term 1 Week 10 Lesson Plan

Revise with learners on the previous lesson. Share performance indicators with learners and introduce the lesson.

Learners interpret the printed photographs of local clan symbols, arrange the printed family-tree cards, and use the traditional cloth sample to prompt respectful discussion of identity and heritage. Read and discuss a passage on clan system of their culture. Have learners understand that the clan system is an important aspect of traditional Ghanaian society and culture. In Ghana, a clan is a group of people who are believed to have descended from a common ancestor. Clans are typically organized around a set of shared beliefs, customs, and traditions. Discuss and write the importance of the clan system of their culture. 1. Social organization: Clans provide a sense of identity and belonging for their members. They serve as a social network and support system, providing a sense of community and shared values. 2. Economic organization: Clans often have a system of shared resources and responsibilities, such as land ownership and farming practices. This allows for collective action and cooperation in economic activities. 3. Political organization: In some traditional Ghanaian societies, clan leaders have a role in local governance and decision-making. They may act as mediators in disputes and serve as representatives of their clan to the wider community. 4. Spiritual organization: Clans often have their own set of spiritual beliefs and practices, which are passed down from generation to generation. This can include ancestor worship and other traditional religious practices. Assessment • Discuss the threats to the clan system. • How has the clan system in Ghana contributed to the preservation of traditional knowledge and cultural practices? • What are the similarities and differences between the clan system in Ghana and other traditional social systems around

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

Revise with learners on what was studied in the previous lesson.

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. Revise the lessons on identification of cause and effect using Think-Pair-Share. Select an interesting story to guide the learners do this exercise. Build on this activity by working together with learners to identify specific examples to help bring out main ideas and the key details. With this example, guide learners to draw conclusions. Listen to and note important issues in a dialogue e.g. message, mood, tone. Listen and compare the issues noted in the dialogue with peers. Have learners listen to a story and identify the main ideas and key details. Use questions to guide learners to make generalizations based on the main ideas and key details

Take feedback from learners and summarize the lesson.

Share the performance indicators and introduce the lesson.

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. Learners are engaged in narrative texts to create mental pictures to aid understanding. Have learners to read fluently to build confidence. Learners are engaged in meaningful interaction with text and peers. Monitor for understanding and self-correct where necessary. Let learners make connections with what is read to own experiences. assessment Write a sample passage on the board. Let learners identify the main ideas and supporting points in the text.

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.