Ghana curriculum lesson note
Basic 2 English Language Term 3 Week 9 Lesson Plan
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Create Lesson PlanWeek 9: Lesson Plan
Subject: English Language
Class: Basic 2
Topic: A. Presentation B. Fluency C. Controlled Writing D. Spelling E. Building The Love and Culture of Reading
| Strand: A. Oral Language B. Reading C. Writing D. Using Writing Conventions E. Extensive Reading | Sub-strand: A. Presentation B. Fluency C. Controlled Writing D. Spelling E. Building The Love and Culture of Reading |
| Indicator (code): B2.1.10.1.1 B2.2.9.1.2 B2.4.7.2.1 B2.5.10.1.1 B2.6.1.1.1 | Content Std (code): B2.1.10.1.1 B2.2.9.1.2 B2.4.7.2.1 B2.5.10.1.1 B2.6.1.1.1 |
| Performance Indicator: - Speak confidently to various audiences - Recognize and read 120 sight words - Re-arrange jumbled sentences logically - Use phonics to spell words with irregular patterns - Read age and level-appropriate books and texts | Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and Leadership Critical Thinking and Problem Solving. |
| T.L.R.(s): Word cards, sentence cards, letter cards, handwriting on a manila card and a class library. |
Phase 1: Starterpreparing the brain for learning Begin the lesson with a short storytelling session where students listen and then discuss their favorite parts.
Introduce a fun sight word game where students match words to pictures.
Conduct a quick spelling bee with irregular pattern words to engage learners in phonics.
Have a brief discussion on their favorite books or stories to build excitement for reading. | Phase 2: Mainnew learning including assessment Oral Language:
Students practice speaking by presenting a short story or event to the class, focusing on clear articulation and expression.
Engage students in a role-playing activity where they must explain their favorite hobby to a partner, emphasizing confidence and clarity.
Reading:
Guide students through a sight word recognition exercise using flashcards to reinforce their ability to recognize 120 sight words.
Pair students to read through a short, level-appropriate story, encouraging them to assist each other in decoding tricky words.
Writing:
Provide students with scrambled sentences and ask them to work in pairs to rearrange them into logical order.
Have students write a short paragraph about their day, focusing on organizing sentences logically and clearly.
Using Writing Conventions:
Introduce phonics-based spelling games where students must spell words with irregular patterns.
Conduct a spelling challenge where students are given a list of words with irregular patterns to practice and spell aloud.
Extensive Reading:
Organize a 'reading buddies' session where older students read with younger ones, sharing age-appropriate books.
Set up a small classroom library corner where students can pick and read books of their choice, promoting independent reading. | Phase 3plenary / reflections Oral Language:
Reflect on their speaking presentations by discussing what they felt went well and what they would improve next time.
Reading:
Ask students to share which sight words they found challenging and how they overcame difficulties.
Writing:
Review the rearranged sentences and discuss the importance of logical order in writing.
Using Writing Conventions:
Conduct a quick reflection where students share which irregular pattern words they found tricky and strategies they used to remember them.
Extensive Reading:
Have students share their thoughts on the book they read, fostering a discussion about their favorite characters or moments. |
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Create Lesson PlanMore Basic 2 English Language Term 3 Lessons
Week 1Sub-strand: A. Phonics B. Writing Letters – Small and Capital C. Using Simple Preposition D. Building The Love and Culture of ReadingWeek 2Sub-strand: A. Story Telling B. Phonics C. Writing Letters – Small and Capital D. Using Simple Preposition E. Building The Love and Culture of ReadingWeek 3Sub-strand: A. Conversation B. Vocabulary C. Writing Letters – Small and Capital D. Using Simple Preposition E. Building The Love and Culture of ReadingWeek 4Sub-strand: A. Conversation B. Vocabulary C. Writing Simple Words and Sentences D. Using Simple Preposition E. Building The Love and Culture of ReadingWeek 5Sub-strand: A. Listening Comprehension B. Comprehension C. Writing Simple Words and Sentences D. Using Simple and Compound Sentences E. Building The Love and Culture of ReadingWeek 6Sub-strand: A. Listening Comprehension B. Comprehension C. Writing Simple Words and Sentences D. Using Simple and Compound Sentences E. Building The Love and Culture of ReadingWeek 7Sub-strand: A. Giving and Responding to Commands, Instructions, Directions and Making Requests B. Comprehension C. Controlled Writing D. Using Simple and Compound Sentences E. Building The Love and Culture of ReadingWeek 8Sub-strand: A. Giving and Responding to Commands, Instructions, Directions and Making Requests B. Comprehension C. Controlled Writing D. Using Simple and Compound Sentences E. Building The Love and Culture of ReadingWeek 9 (current)Week 10Sub-strand: A. Presentation B. Fluency C. Descriptive Writing D. Spelling E. Building The Love and Culture of ReadingWeek 11Sub-strand: A. Presentation B. Fluency C. Descriptive Writing D. Spelling E. Building The Love and Culture of ReadingWeek 12Sub-strand: A. Presentation B. Fluency C. Descriptive Writing D. Spelling E. Building The Love and Culture of Reading