Basic 5 English Language Term 1 Week 4 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 poem by a Ghanaian writer and read it aloud while learners listen for rhythm and meaning. Clarify key words and record the central message and values on the chalkboard with chalk. Groups recite the poem to the beat of the locally made drum and explain how one value applies to life in their community.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.

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 read the Ghanaian storybook and the printed passage about a Ghanaian community, then record the target ideas or reading responses in exercise books with pencils. Using word and sentence cards, choose different texts for learners to make meaning from using the different strategies they are familiar with: − Use of prior experience. − Making predictions − Contextual meaning of vocabulary to connect with the other words to make meaning.

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?

Write down a couple of words on cards. Make sure learners are familiar with the words. Divide the class in to groups. One person from each group comes up in front to pick and act the word. The group to get the highest score wins! Share performance indicators and introduce the lesson.

Learners point to or group the calabash and woven basket, then select words from the printed determiner cards to describe the objects accurately in sentences. Introduce other types of determiners like each, both, and all. Using word and sentence cards, let learners read the sentences containing these determiners and explain the sentences. Provide a text and let learners identify the determiners in a group activity. Provide a context containing quantifiers. With examples help learners to identify them. e.g. i. Numerals ii. Ordinals (first, second, third); iii. Some few/little etc iv. No/both, all, each/every. Help learners to use the quantifiers in sentences

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 the printed writing-process stage cards, examine the printed model paragraph at each stage, and develop their own text in exercise books with pencils. Scaffold the writing process. i. Pre-writing Have learners select and discuss topics of interest on issues in their community with their partners. Have learners use strategies such as brainstorming and mind map to generate as many ideas as possible about the topics. Have them organize the ideas into a writing plan using an outline, a chart or appropriate graphic organizer.

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 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. Proper nouns Introduce the concept in context. e.g. Christmas is coming. The people of Ga celebrate Homowo. Count and non-count nouns. Revise the concept of proper nouns and common nouns giving and eliciting several examples. Provide a text and let learners identify count and non-count nouns. Have groups use the nouns identified in simple sentences. invite groups to present their work. Communication 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. assessment Ask learners to write a-three-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?