Basic 6 English Language Term 1 Week 3 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 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. Guide learners to use the spelling-sound correspondences for common consonant digraphs In a discussion, talk about digraphs as a whole class, group and in pairs. Using word and sentence cards, have learners try to establish some rules in forming and spelling words having digraphs. E.g. ch as in church sh as in shirt gh as in tough

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?

Ask pupils to give examples of words to describe people. (Example answers: tall, friendly, funny, smart, handsome) The words that we use to describe people are called adjectives. 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. Briefly revise nouns. Learners read/listen to a passage having several nouns. Have them identify the nouns stating their types. Learners identify the nouns noting words that precede them e. g. the, an Select sentences containing nouns and articles and use them to explain the use of the articles “a”, “an” and “the” simply. in groups, learners write sentences and underline the articles

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. and word and sentence cards, have them go through the writing process to present/state an opinion, explain and justify it so as to persuade the reader to accept the opinion or point of view. Teach the features of a debate e.g. vocatives, taking a stand etc. Put learners in groups and have them select a controversial or debatable topic. Divide the class into two to prepare using the writing process as a guide, and to debate on the topic

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 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. Identify and use nouns or noun phrases to describe conditions Engage learners in the “popcorn reading” game. 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. Have learners read books of their choice independently during the library period. Let learners write a one-page critical commentary based on the books read. Invite individuals to present their work to the class for feedback. Encourage them to visit the local library to read and borrow books Assessment • Learners think-pair-share their stories with peers. • ask each learner to 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?