Ghana curriculum lesson note
SHS 2 English Language 1st Semester Week 10 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 10 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | READING | Sub-Strand | READING COMPREHENSION |
| Learning Outcome(s) | 2.2.1.LO.1 - Employ knowledge of text comprehension strategies and levels of comprehension to analyse and interpret different kinds of texts | ||
| Content Standard | 2.2.1.CS.1 | ||
| Learning Indicator(s) | 2.2.1.LI.1 - Demonstrate understanding of different types of reading and text comprehension strategies and use them to interpret a variety of level appropriate texts. Explore advanced comprehension text strategies to enhance understanding of a variety of increasingly complex texts (fiction and non-fiction). Group Work/Collaborative Learning: Learners use several advanced text comprehension strategies to analyse and interpret a variety of level appropriate texts. 1. Story map • In mixed ability/mixed gender groups, learners work collaboratively to analyse and interpret given texts using story maps. • Learners watch a video or a demonstration on how to use story maps to analyse texts. • Text must be gender responsive to enable learners interrogate their own stereotype about gender. • In small groups, learners use information from the brainstorming exercise to fill columns appropriately on the story map sheets. • Groups transfer their findings on bigger sheets (e.g., flip chart sheets, old calendar backs, etc.) and paste them on the classroom walls for a gallery walk. • Learners critique one another’s work, giving constructive comments and taking feedback to help them (learners) develop problem-solving competencies and to understand their capabilities in relation to others. • Encourage learners to work in groups to apply their knowledge of story mapping to analyse stories from a variety of texts including learners’ Core Literature set books. Talk for Learning (TFL): 2. Cooperative Learning with Jigsaw • In mixed ability/mixed gender groups of four or five members, learners learn to use the Cooperative Learning with Jigsaw strategy to enhance their comprehension of text/passage (that can be divided into four or five parts). In their home groups (original groups learners belong to before they break into reading groups), each member is responsible for reading one of the text divisions. • Learners break into their Expert Groups (reading groups made up of only those who have been assigned, by their individual home groups, to read a particular portion of the given text). They read and critically discuss only their assigned portion. • Encourage learners to record their answers and use it to: | ||
| Lesson Focus | Demonstrate understanding of different types of reading and text comprehension strategies and use them to interpret a variety of level appropriate texts. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate understanding of different types of reading and text comprehension strategies and use them to interpret a variety of level appropriate 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 Demonstrate understanding of different types of reading and text comprehension strategies and use them to interpret a variety of level appropriate texts. Explore advanced comprehension text strategies to enhance understanding of a variety of increasingly complex texts (fiction and non-fiction). Group Work/Collaborative Learning: Learners use several advanced text comprehension strategies to analyse and interpret a variety of level appropriate texts. 1. Story map • In mixed ability/mixed gender groups, learners work collaboratively to analyse and interpret given texts using story maps. • Learners watch a video or a demonstration on how to use story maps to analyse texts. • Text must be gender responsive to enable learners interrogate their own stereotype about gender. • In small groups, learners use information from the brainstorming exercise to fill columns appropriately on the story map sheets. • Groups transfer their findings on bigger sheets (e.g., flip chart sheets, old calendar backs, etc.) and paste them on the classroom walls for a gallery walk. • Learners critique one another’s work, giving constructive comments and taking feedback to help them (learners) develop problem-solving competencies and to understand their capabilities in relation to others. • Encourage learners to work in groups to apply their knowledge of story mapping to analyse stories from a variety of texts including learners’ Core Literature set books. Talk for Learning (TFL): 2. Cooperative Learning with Jigsaw • In mixed ability/mixed gender groups of four or five members, learners learn to use the Cooperative Learning with Jigsaw strategy to enhance their comprehension of text/passage (that can be divided into four or five parts). In their home groups (original groups learners belong to before they break into reading groups), each member is responsible for reading one of the text divisions. • Learners break into their Expert Groups (reading groups made up of only those who have been assigned, by their individual home groups, to read a particular portion of the given text). They read and critically discuss only their assigned portion. • Encourage learners to record their answers and use it to:? 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 Selected literary excerpts/texts Poetry/drama/narrative analysis guide | ||
| 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 different types of reading and text comprehension strategies and use them to interpret a variety of level appropriate texts 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 different types of reading and text comprehension strategies and use them to interpret a variety of level appropriate texts 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 different types of reading and text comprehension strategies and use them to interpret a variety of level appropriate texts 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 different types of reading and text comprehension strategies and use them to interpret a variety of level appropriate texts 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 different types of reading and text comprehension strategies and use them to interpret a variety of level appropriate texts 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 2 English Language 1st Semester Lessons
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