Ghana curriculum lesson note
SHS 2 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 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.4 - Read and analyse a variety of level-appropriate texts for enjoyment. Individual Learning: • Learners select and read books individually for enjoyment. Encourage book choice to reflect particular topics/issues. • Learners use the blurb of fiction texts as a guide for selecting books for individual reading. Group Work/Collaborative Learning: • In mixed gender groups, learners read their texts silently and then share what they have read with the group members. • The group, after listening to all its members, work collaboratively and critically to select the most interesting story among the lot. • The group reads the text again and fills in a reporting worksheet on the book. Gallery Walk: • Groups paste their reports on the classroom walls for a gallery walk to help learners embrace diversity as well as understand their capabilities in relation to others. • Each group gives reasons for their choice of text. • Learners critique the stories after the gallery walk and come out with what they deem the overall most interesting text and why. • Create the opportunity for groups to exchange books to enable learners to read extensively for pleasure | ||
| Lesson Focus | Read and analyse a variety of level-appropriate texts for enjoyment. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Read and analyse a variety of level-appropriate texts for enjoyment. 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 Read and analyse a variety of level-appropriate texts for enjoyment. Individual Learning: • Learners select and read books individually for enjoyment. Encourage book choice to reflect particular topics/issues. • Learners use the blurb of fiction texts as a guide for selecting books for individual reading. Group Work/Collaborative Learning: • In mixed gender groups, learners read their texts silently and then share what they have read with the group members. • The group, after listening to all its members, work collaboratively and critically to select the most interesting story among the lot. • The group reads the text again and fills in a reporting worksheet on the book. Gallery Walk: • Groups paste their reports on the classroom walls for a gallery walk to help learners embrace diversity as well as understand their capabilities in relation to others. • Each group gives reasons for their choice of text. • Learners critique the stories after the gallery walk and come out with what they deem the overall most interesting text and why. • Create the opportunity for groups to exchange books to enable learners to read extensively for pleasure? 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 Audio recordings/teacher-read passages Phone/speaker where available Pronunciation/sound charts 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 read and analyse a variety of level-appropriate texts for enjoyment. individual learning: • learners select and read books 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 read and analyse a variety of level-appropriate texts for enjoyment. individual learning: • learners select and read books 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 read and analyse a variety of level-appropriate texts for enjoyment. individual learning: • learners select and read books 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 read and analyse a variety of level-appropriate texts for enjoyment. individual learning: • learners select and read books 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 read and analyse a variety of level-appropriate texts for enjoyment. individual learning: • learners select and read books 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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