Ghana curriculum lesson note
SHS 2 English Language 2nd Semester Week 14 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 14 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | WRITING | Sub-Strand | TEXT TYPES AND PURPOSES |
| Learning Outcome(s) | 2.4.2.LO.1 - Apply a procedural method to create texts that are descriptive, imaginative, persuasive and argumentative 2.4.2.LO.2 - Create minutes,Reports,Articles of local and international newspapers on assigned topics,adhering to the appropriate formatting guidelines | ||
| Content Standard | 2.4.2.CS.1 2.4.2.CS.2 | ||
| Learning Indicator(s) | 2.4.2.LI.3 - Compose texts to compare and contrast given issues or situations. Experiential Learning: • Learners are placed in mixed groups to debate. The winner of each round meets another group until the best group emerges. • Learners choose their own speakers and judges. • Each group writes out the speeches for the debate based on the given topic with suitable vocatives, persuasive language, and rhetorical questions | ||
| Lesson Focus | Compose texts to compare and contrast given issues or situations. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Compose texts to compare and contrast given issues or situations. 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 Compose texts to compare and contrast given issues or situations. Experiential Learning: • Learners are placed in mixed groups to debate. The winner of each round meets another group until the best group emerges. • Learners choose their own speakers and judges. • Each group writes out the speeches for the debate based on the given topic with suitable vocatives, persuasive language, and rhetorical questions? 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 Process Writing Peer Review | ||
| Teaching & Learning Resources | English Language textbook/reference materials Whiteboard/markers Learners' notebooks Audio recordings/teacher-read passages Phone/speaker where available Pronunciation/sound charts Model texts Writing/planning sheets Peer-editing checklist | ||
| 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 compose texts to compare and contrast given issues or situations 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 compose texts to compare and contrast given issues or situations 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 compose texts to compare and contrast given issues or situations 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 compose texts to compare and contrast given issues or situations 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 compose texts to compare and contrast given issues or situations 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 2nd Semester Lessons
Week 1Sub-strand: SUMMARISINGWeek 2Sub-strand: SUMMARISINGWeek 3Sub-strand: GRAMMAR USAGEWeek 4Sub-strand: GRAMMAR USAGEWeek 5Sub-strand: GRAMMAR USAGEWeek 6Sub-strand: GRAMMAR USAGEWeek 7Sub-strand: VOCABULARYWeek 8Sub-strand: VOCABULARYWeek 9Sub-strand: PRODUCTION AND DISTRIBUTION OF TEXTWeek 10Sub-strand: PRODUCTION AND DISTRIBUTION OF TEXTWeek 11Sub-strand: TEXT TYPES AND PURPOSESWeek 12Sub-strand: TEXT TYPES AND PURPOSESWeek 13Sub-strand: TEXT TYPES AND PURPOSESWeek 14 (current)Week 15Sub-strand: POETRY, NARRATIVE AND DRAMAWeek 16Sub-strand: POETRY, NARRATIVE AND DRAMA