Ghana curriculum lesson note
SHS 2 English Language 1st Semester Week 12 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 12 |
| 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.2 - Use understanding of text at literal, inferential and critical levels to evaluate a variety of level-appropriate texts. Group Work/Collaborative Learning: Learners classify a set of comprehension questions according to the level of understanding the questions are tested. • Learners listen to a variety of texts (fiction and informational) read aloud to them. • Learners work in mixed ability/mixed gender groups to sort the comprehension questions that follow each text according to the level of understanding the questions are testing. Example: a question is testing literal understanding because its answer is stated right there in the text. • The difficulty level of text should be differentiated to enable struggling readers to participate in the exercise as well. • Groups share their work with the class giving reasons for the classification of the questions. • Group leadership roles should be assigned to both male and female members of the groups to enable learners challenge traditional gender roles as well as interrogate their own stereotype about gender. Gallery Walk: • Learners generate comprehension questions on a variety of level appropriate texts. • Working in mixed ability/mixed gender groups, learners read a given text and generate questions that can test understanding of the text at literal, inferential and critical or evaluative levels. • Groups paste their questions on the classroom walls for a gallery walk activity and peer feedback | ||
| Lesson Focus | Use understanding of text at literal, inferential and critical levels to evaluate 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: Use understanding of text at literal, inferential and critical levels to evaluate 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 Use understanding of text at literal, inferential and critical levels to evaluate a variety of level-appropriate texts. Group Work/Collaborative Learning: Learners classify a set of comprehension questions according to the level of understanding the questions are tested. • Learners listen to a variety of texts (fiction and informational) read aloud to them. • Learners work in mixed ability/mixed gender groups to sort the comprehension questions that follow each text according to the level of understanding the questions are testing. Example: a question is testing literal understanding because its answer is stated right there in the text. • The difficulty level of text should be differentiated to enable struggling readers to participate in the exercise as well. • Groups share their work with the class giving reasons for the classification of the questions. • Group leadership roles should be assigned to both male and female members of the groups to enable learners challenge traditional gender roles as well as interrogate their own stereotype about gender. Gallery Walk: • Learners generate comprehension questions on a variety of level appropriate texts. • Working in mixed ability/mixed gender groups, learners read a given text and generate questions that can test understanding of the text at literal, inferential and critical or evaluative levels. • Groups paste their questions on the classroom walls for a gallery walk activity and peer feedback? 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 understanding of text at literal, inferential and critical levels to evaluate 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 use understanding of text at literal, inferential and critical levels to evaluate 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 use understanding of text at literal, inferential and critical levels to evaluate 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 use understanding of text at literal, inferential and critical levels to evaluate 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 use understanding of text at literal, inferential and critical levels to evaluate 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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