Basic 4 English Language Term 1 Week 2 Lesson Plan

Put learners into two groups. Call out some vocabulary and let them search the dictionary for their meanings. The group to read first wins. • Did you enjoy the game? • What new words have you learn? • Form two sentences with your new words. Share performance indicators and introduce the lesson

Display the printed song or rhyme cards for learners to follow, then let groups keep the beat with the locally made drum and calabash rattle as they sing or recite. Select suitable songs for listening, singing/recitation from learners’ background. e.g. - National Anthem - National Pledge - Ten Galloping Horses Came Through the Town After they have listened to the songs and also sang them, lead them to identify and discuss the values in the songs

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?

Put learners into two groups. Call out some vocabulary and let them search the dictionary for their meanings. The group to read first wins. • Did you enjoy the game? • What new words have you learn? • Form two sentences with your new words. Share performance indicators and introduce the lesson

Learners name the familiar Ghanaian objects in the printed pictures, match their sounds or meanings to the printed word cards, and build further examples on the chalkboard with chalk. Let learners know that just as we have family names (surnames), there are words that have the same ending that belong to the family of rhyming words. Through brainstorming have learners come up with words that belong to a particular rhyming family. Using word and sentence cards and a suitable text, passage, or book extract, have children identify these rhyming words as they read. Have learners hunt for these words and build a portfolio on them. e.g. –at = cat – bat – hat -all = call – fall – wall - it = sit – pit – hit -ot = tot – pot – cot

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?

Review some adjectives with learners. Do an action for slow. Ask: What word is this? Pupils guess: slow. Do an action for loud. Ask: What word is this? Pupils guess: loud. Do an action for happy. Ask: What word is this? Pupils guess: happy Share performance indicators and introduce the lesson.

Learners locate named places such as Ghana and Accra on the printed Ghana map, then sort the printed Ghanaian name-and-place cards into names of people and places. Discuss why each proper noun begins with a capital letter. Learners use selected cards in complete sentences and write correct examples on the chalkboard with chalk.

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?

Have learners recite familiar rhymes. • Would you love to sing more songs? • What words did you hear in the song? • Write some of the words you heard. Share the performance indicators and introduce the lesson.

Learners arrange and discuss the printed model paragraph cards, then plan and write their own connected text in exercise books with pencils. Using word and sentence cards, select sample essay types/texts showing a variety of modes of writing from learners' readers and/teacher's resource. e.g. i. Expository Writing – how something works. ii. Narrative – how something happened. iii. Description – how something/someone appears. iv. Argument – how an opinion can be stated and supported.

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?

Engage learners to play the “Tapping Out” Game. Spread your fingers apart as learners do same. Each finger represents a letter sound of single-syllable words. Turn your back to the class and raise your right hand. Raise the index finger straight as learners watch. Bring the index finger down to meet the thumb as you make the sound. Use fingers to demonstrate blending.

Learners find naming words in the Ghanaian storybook, classify the calabash as a familiar concrete example, and sort the printed noun cards into the required groups. Have learners read simple sentences with names of people, animals, events and objects on the board. put learners in groups to identify the names of people, animals, events and objects as nouns. Have learners form sentences with names of people, animals, events and objects and underline these names/nouns in the sentences. Have them note that common nouns start with small letters. Have learners identify common nouns from paragraphs/passages. Engage learners in the “popcorn reading” game The rules are simple: One student starts reading aloud and then calls out "popcorn" when they finish. This prompts the next student to pick up where the previous one left off. Guide learners to choose and read independently books of their choice during the library period. Learners think-pair-share their stories with peers. assessment Learners write a-two-paragraph summary of the book read.

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?