Basic 6 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.

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 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. Select level-appropriate texts for learners. Based on background knowledge and other factors, have learners predict what a text will be about and actively adjust comprehension while reading/viewing or listening. Learners connect their background knowledge to help them make meaning of the text as they read. Assist learners with a variety of questions to make meaning during and after reading the text. Using word and sentence cards, lay emphasis on the need to use the environment of a word to get its 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?

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. Revise nouns and articles briefly. Introduce quantifiers in context. Learners listen to or read a text having several quantifiers. Using word and sentence cards, learners identify the nouns and the words that go with them (quantifiers). Elicit examples from learners. In pairs, one says a sentence containing a qualifier/quantifier and the other identifies the quantifiers. Role(s) are reversed

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 a national issue with their partners. Have learners brainstorm to generate as many ideas as possible about the topic. Have them organize the ideas into a writing plan using an outline, a chart or an appropriate graphic organizer. E.g. line diagram

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. Provide learners with opportunities to further practice using these nouns. E.g. a. learners take their reading books and identify and make a list of these nouns, use them in sentences and present their work to the class for feedback. b. Use language drills and games to help learners to practice. e.g. a pair drill for singular/plural nouns − Learner “A” gives a noun – mango − Learner “B” gives its plural form “mangoes” and uses it in a sentence – I love mangoes. Provide further practice activities to build on learners' knowledge on nouns. 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?