Basic 5 English Language Term 1 Week 7 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

Read the Ghanaian picture storybook aloud; learners arrange the printed story-sequence cards and use the locally made puppets to retell the story. Use an example to explain a parallel poem or story. Lead the class to write a story parallel to a familiar story. Present another short story on the board. Elicit and discuss areas that can be changed or replaced to create a parallel story. and a worksheet or their exercise books, assign groups to write and present stories parallel to that on the board.

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 knowledge/experience. − Making predictions − Contextual meaning of vocabulary to connect with the other words to make meaning. using survey, question, read, recite and recall (SQ3R), guide learners to present facts and ideas in a sequential order.

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 identify actions in the printed action-picture cards, complete the printed sentence cards with suitable verbs or modifiers, and share correct examples on the chalkboard with chalk. Let learners identify main verbs in sentences. E.g. The boy has bought a new football. Model and role play the action words with learners. Call learners in turns to mention an action word, model it and use it in a sentence. and a worksheet or their exercise books, assessment: Write sentences on the board for learners to identify the main verbs in it

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 examine how the Ghanaian storybook is organised, use the printed local-scene photograph as a story prompt, and draft their own narrative in exercise books with pencils. Revise the stages of the writing process with learners. That is prewriting, writing, revising, editing and publishing Guide learners to choose topics and develop them by asking them questions about the topics. assessment: Guide learners to organize their details into writing. (Beginning, middle and ending). Using word and sentence cards and a suitable text, passage, or book extract, learners read their narratives for corrections and feedback.

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 read selected lines from the Ghanaian storybook, identify or correct the target convention on the printed sentence cards, and practise the corrected forms in exercise books with pencils. Show a picture of a family and guide learners to talk about the people using the positive comparative and superlative forms of adjectives. In groups, learners write a description of the members in each group. Let them edit their work focusing on the use of forms of adjectives appropriately. Learners can add the group picture to their presentation and publish in their class magazine 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?