Ghana curriculum lesson note
SHS 1 English Language 1st Semester Week 9 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 9 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | READING | Sub-Strand | READING COMPREHENSION |
| Learning Outcome(s) | 1.2.1.LO.1 - Employ knowledge of reading and text comprehension strategies to retrieve and interpret different kinds of texts. Information Literacy Skills: Learners engage with materials from social media to search for specific information 1.2.1.LO.2 - Employ knowledge of text comprehension strategies to read for enjoyment and information | ||
| Content Standard | 1.2.1.CS.1 | ||
| Learning Indicator(s) | 1.2.1.LI.2 - Use a variety of text comprehension strategies to analyse fiction and non-fiction texts. Think-Pair-Share/Group Work: • In pairs/groups, learners discuss the importance of prediction in real life situations (e.g., If in a picture, somebody is dressed in all black, what does it imply?) and link it with its role in enhancing reading comprehension. • Learners listen to a simple but interesting texts read aloud to them and try to make logical predictions at the beginning, middle, and end of the text (fiction). Learners support their predictions with evidence from the text. • In mixed ability reading groups (of not more than five members), learners work collaboratively under their group leaders to read other interesting texts. At breaking points (created by the teacher or the group leaders), learners predict, review and re-predict the story till they come to an end. • Learners support their predictions with evidence from the text. • Groups choose delegates to present their work to the class. Learners are encouraged to value and accept every member’s role. • Learners critically critique/peer review each group’s presentation. • Model how to fill the prediction forms and ask learners to fill the forms at the beginning, middle and end of the texts (showing their initial predictions, the revised as well as the refined ones). • Learners work collaboratively to use titles, illustrations, bold print, italics, headings, subheadings and other text features to predict non-fiction texts. • Leadership roles should be assigned to both male and female members. Group Work/Collaborative Learning: Learners use KWL, DRTA and chunking strategies to interpret advanced texts. Know, Want-to-know, and Learned (KWL) • Learners work in mixed gender and mixed ability groups to brainstorm what they know and want to know about titles of given texts. • Learners fill the K and W columns of the KWL sheet with information from the brainstorming exercise. (Points under W should be stated in a question form) 1.2.1.LI.3 - Read a variety of texts for enjoyment. Group Work/Collaborative Learning: • In mixed ability/gender reading groups, learners listen to a scenario on the importance of reading and discuss the message of the text. • Learners also identify and discuss common reading misconceptions (wrong impressions which people hold about reading). Building on What Others Say: • In mixed ability/gender groups, learners listen to the teacher read an interesting story aloud up to where it is becoming most interesting (i.e. climax). Teacher stops there and in smaller groups, learners discuss what is read and predict how the story will end. • Learners work in groups collaboratively to read the rest of the story. • Under the leadership of the group leader, learners do interactive activities (dramatise, draw, mind map, etc.) to retell the story. • Learners read texts from familiar backgrounds for enjoyment and share the moral values that could be drawn from the story with the class. Continue to read with learners this way till they begin to show interest in independent reading | ||
| Lesson Focus | Use a variety of text comprehension strategies to analyse fiction and non-fiction texts. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Use a variety of text comprehension strategies to analyse fiction and non-fiction texts. 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 a variety of text comprehension strategies to analyse fiction and non-fiction texts. Think-Pair-Share/Group Work: • In pairs/groups, learners discuss the importance of prediction in real life situations (e.g., If in a picture, somebody is dressed in all black, what does it imply?) and link it with its role in enhancing reading comprehension. • Learners listen to a simple but interesting texts read aloud to them and try to make logical predictions at the beginning, middle, and end of the text (fiction). Learners support their predictions with evidence from the text. • In mixed ability reading groups (of not more than five members), learners work collaboratively under their group leaders to read other interesting texts. At breaking points (created by the teacher or the group leaders), learners predict, review and re-predict the story till they come to an end. • Learners support their predictions with evidence from the text. • Groups choose delegates to present their work to the class. Learners are encouraged to value and accept every member’s role. • Learners critically critique/peer review each group’s presentation. • Model how to fill the prediction forms and ask learners to fill the forms at the beginning, middle and end of the texts (showing their initial predictions, the revised as well as the refined ones). • Learners work collaboratively to use titles, illustrations, bold print, italics, headings, subheadings and other text features to predict non-fiction texts. • Leadership roles should be assigned to both male and female members. Group Work/Collaborative Learning: Learners use KWL, DRTA and chunking strategies to interpret advanced texts. Know, Want-to-know, and Learned (KWL) • Learners work in mixed gender and mixed ability groups to brainstorm what they know and want to know about titles of given texts. • Learners fill the K and W columns of the KWL sheet with information from the brainstorming exercise. (Points under W should be stated in a question form)? 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 Printed comprehension passages Highlighters/annotation sheets | ||
| 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 a variety of text comprehension strategies to analyse fiction and non-fiction texts. think-pair-share/group work: • in 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 a variety of text comprehension strategies to analyse fiction and non-fiction texts. think-pair-share/group work: • in 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 a variety of text comprehension strategies to analyse fiction and non-fiction texts. think-pair-share/group work: • in 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 a variety of text comprehension strategies to analyse fiction and non-fiction texts. think-pair-share/group work: • in 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 a variety of text comprehension strategies to analyse fiction and non-fiction texts. think-pair-share/group work: • in 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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