Ghana curriculum lesson note
SHS 1 English Language 1st Semester Week 15 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 15 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | GRAMMAR USAGE | Sub-Strand | GRAMMAR |
| Learning Outcome(s) | 1.3.1.LO.1 - Apply knowledge of word classes and their functions in communication 1.3.1.LO.2 - Distinguish between and use the parts and elements that make up a sentence 1.3.1.LO.3 - Distinguish between and use compound and complex sentences 1.3.1.LO.4 - Distinguish between and use dependent and independent clauses 1.3.1.LO.5 - Compose texts using phrase types | ||
| Content Standard | 1.3.1.CS.1 1.3.1.CS.2 | ||
| Learning Indicator(s) | 1.3.1.LI.4 - Use forms of verbs in everyday activities (Tense & Aspects). Experiential Learning: Using role-play ensuring tolerance for one another’s views, learners discuss activities they engage in everyday by identifying all the various inflections of the forms of verbs Examples: i. Base(V) infinitive -, sit, buy -s form…3rd person + V). Eg: sit - sits, buy – buys ii. Past -ed1– called, drank Participle (V + ing) – calling, drinking Participle (V + ed2) – called, drunk iii. Regular – talk, want, advise, weed, etc. iv. Irregular – come, eat, go, get, say, write, etc. v. Use verbs correctly in appropriate tense forms: | ||
| Lesson Focus | Use forms of verbs in everyday activities (Tense & Aspects). | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Use forms of verbs in everyday activities (Tense & Aspects). Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What language/literary skill is central to Use forms of verbs in everyday activities (Tense & Aspects). Experiential Learning: Using role-play ensuring tolerance for one another’s views, learners discuss activities they engage in everyday by identifying all the various inflections of the forms of verbs Examples: i. Base(V) infinitive -, sit, buy -s form…3rd person + V). Eg: sit - sits, buy – buys ii. Past -ed1– called, drank Participle (V + ing) – calling, drinking Participle (V + ed2) – called, drunk iii. Regular – talk, want, advise, weed, etc. iv. Irregular – come, eat, go, get, say, write, etc. v. Use verbs correctly in appropriate tense forms:? What evidence from speech, text or context helps us understand or produce an effective response? How can the skill be transferred to a new communication, reading or writing situation? | ||
| Pedagogical Strategies | Talk for Learning Think-Pair-Share Collaborative Learning Modelled/Guided Practice Independent Practice | ||
| Teaching & Learning Resources | English Language textbook/reference materials Whiteboard/markers Learners' notebooks Sentence strips/grammar cards Vocabulary/context cards | ||
| Key Notes on Differentiation | |||
| Content | Use shorter texts, vocabulary support, sentence frames, pronunciation models or partially completed organisers for learners who need support. Extend proficient learners with denser texts, more independent writing, deeper inference or more demanding oral/literary responses. | ||
| Process | Use rehearsal, guided practice and peer feedback before independent performance. Allow oral, visual and written scaffolds while keeping the same curriculum objective. | ||
| Product | Accept appropriate evidence such as oral performance, comprehension response, summary, edited paragraph, composition or literary analysis. Assess accuracy, clarity, fluency/comprehension, organisation and evidence-based explanation. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Complete a short reading, speaking or writing task that transfers the skill to a new context. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Read, play or display a short language sample connected to use forms of verbs in everyday activities (tense & aspects) and ask learners to identify the feature. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Model use forms of verbs in everyday activities (tense & aspects) using pronunciation practice, sentence examples, a short text, dialogue or guided reading. | Listen or read, identify the feature and repeat or explain examples. | Check accurate recognition or production of the language feature. |
| Activity 220 minutes | Guide pairs to practise use forms of verbs in everyday activities (tense & aspects) through oral response, reading, writing, translation or role play. | Practise in pairs or groups and improve responses using teacher and peer feedback. | Assess pair or group practice using clear language-success criteria. |
| Activity 310 minutes | Ask learners to produce an original oral or written response that uses use forms of verbs in everyday activities (tense & aspects) accurately. | Create and present a short response that uses the feature accurately. | Collect an exit response and check accuracy, clarity and transfer. |
| Lesson Closure | Summarise use forms of verbs in everyday activities (tense & aspects) and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 1 English Language 1st Semester Lessons
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