Ghana curriculum lesson note
SHS 3 English Language 2nd Semester Week 5 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 5 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | GRAMMAR USAGE | Sub-Strand | GRAMMAR |
| Learning Outcome(s) | 3.3.1.LO.1 - Identify and use the different types of phrases/clauses in speech and creative writing 3.3.1.LO.2 - Identify forms and use phrasal verbs to create meaning in speech and writing 3.3.1.LO.3 - Apply the knowledge and use idiomatic expressions in speech and writing 3.3.1.LO.4 - Apply knowledge of rules when converting indirect speech to direct speech and vice versa | ||
| Content Standard | 3.3.1.CS.1 3.3.1.CS.2 3.3.1.CS.3 3.3.1.CS.4 | ||
| Learning Indicator(s) | 3.3.1.LI.1 - Apply the knowledge of Phrases and Clauses and their functions in communication. Use a wider range of phrases and clauses appropriately in context. Experiential Learning: Learners in mixed gender groups collaboratively work in teams to identify and use grammatical forms accurately in writing and in speech. E.g, In convenient groups learners identify noun clauses as subject/object/ complement/appositives in given sentences. Collaborative Learning: Learners in mixed ability groups collaboratively work to construct sentences indicating noun clauses and their functions. Problem-Based Learning: Learners in their mixed ability groups discuss effects of the use of noun clauses in simple texts. NB: Identification of a nominal (noun) clause – It is a clause, which as a result of its structure does the work of a noun in the sentences in which it is found. Identification of noun clauses as subjects, objects, complements: Example: What you are saying is right (subject). I know (that) I was right (direct object). It seems (that) he will do it (complement). Identification of types and functions of adverbial clauses. Example: Time, Place, Condition, Manner, Concession etc. Use of appropriate subordinating conjunctions to signal types. Example: Time: I saw him when he arrived. Place: The sun shines where you are. Concession: Although I spoke to him, he didn‘t listen etc. Function: I saw him when he arrived – This modifies the verb ’saw‘ Types of complex adverbial clauses—proportion, purpose and comparison | ||
| Lesson Focus | Apply the knowledge of Phrases and Clauses and their functions in communication. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Apply the knowledge of Phrases and Clauses and their functions in communication. 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 Apply the knowledge of Phrases and Clauses and their functions in communication. Use a wider range of phrases and clauses appropriately in context. Experiential Learning: Learners in mixed gender groups collaboratively work in teams to identify and use grammatical forms accurately in writing and in speech. E.g, In convenient groups learners identify noun clauses as subject/object/ complement/appositives in given sentences. Collaborative Learning: Learners in mixed ability groups collaboratively work to construct sentences indicating noun clauses and their functions. Problem-Based Learning: Learners in their mixed ability groups discuss effects of the use of noun clauses in simple texts. NB: Identification of a nominal (noun) clause – It is a clause, which as a result of its structure does the work of a noun in the sentences in which it is found. Identification of noun clauses as subjects, objects, complements: Example: What you are saying is right (subject). I know (that) I was right (direct object). It seems (that) he will do it (complement). Identification of types and functions of adverbial clauses. Example: Time, Place, Condition, Manner, Concession etc. Use of appropriate subordinating conjunctions to signal types. Example: Time: I saw him when he arrived. Place: The sun shines where you are. Concession: Although I spoke to him, he didn‘t listen etc. Function: I saw him when he arrived – This modifies the verb ’saw‘ Types of complex adverbial clauses—proportion, purpose and comparison? 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 Sentence strips/grammar cards Vocabulary/context cards 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 the knowledge of phrases and clauses and their functions in communication 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 the knowledge of phrases and clauses and their functions in communication 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 the knowledge of phrases and clauses and their functions in communication 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 the knowledge of phrases and clauses and their functions in communication 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 the knowledge of phrases and clauses and their functions in communication 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 3 English Language 2nd Semester Lessons
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