Ghana curriculum lesson note
SHS 3 Literature-in-English 2nd Semester Week 13 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Literature-in-English | Week | 13 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | POETRY | Sub-Strand | APPRECIATION |
| Learning Outcome(s) | 3.4.2.LO.1 - Use knowledge and understanding of multiple meanings, central ideas, themes, language and elements of poetry in critiquing varied poems | ||
| Content Standard | 3.4.2.CS.1 | ||
| Learning Indicator(s) | 3.4.2.LI.3 - Use knowledge and understanding of multiple meanings, central ideas, themes, language and elements of poetry in critiquing varied poems | ||
| Lesson Focus | Use knowledge and understanding of multiple meanings, central ideas, themes, language and elements of poetry in critiquing varied poems | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Use knowledge and understanding of multiple meanings, central ideas, themes, language and elements of poetry in critiquing varied poems Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What literary feature or idea is central to Use knowledge and understanding of multiple meanings, central ideas, themes, language and elements of poetry in critiquing varied poems? How do form, language, structure or performance choices shape meaning? What evidence from the text supports the interpretation? | ||
| Pedagogical Strategies | Close Reading Think-Pair-Share Collaborative Discussion Performance/Creative Response Textual-Evidence Analysis | ||
| Teaching & Learning Resources | Selected short literary texts/excerpts Literature notebook Whiteboard/markers Poem copies Audio/teacher reading where useful | ||
| Key Notes on Differentiation | |||
| Content | Use shorter excerpts, vocabulary support and guided annotation for learners who need scaffolding. Extend advanced learners with comparative texts, alternative interpretations or more independent critical/creative work. | ||
| Process | Move from teacher modelling to paired analysis and then independent response. Allow oral rehearsal, annotation and performance before extended writing where appropriate. | ||
| Product | Use evidence such as annotations, critical paragraphs, oral interpretations, performances, creative transformations or short craft pieces. Assess interpretation, textual evidence, literary terminology, originality and clarity of 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 application task connected to the week's learning indicator. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Read, play or display a short language sample connected to use knowledge and understanding of multiple meanings, central ideas, themes, language and elements of poetry in critiquing 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 knowledge and understanding of multiple meanings, central ideas, themes, language and elements of poetry in critiquing 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 knowledge and understanding of multiple meanings, central ideas, themes, language and elements of poetry in critiquing 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 knowledge and understanding of multiple meanings, central ideas, themes, language and elements of poetry in critiquing 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 knowledge and understanding of multiple meanings, central ideas, themes, language and elements of poetry in critiquing 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 Literature-in-English 2nd Semester Lessons
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