Basic 6 English Language Term 1 Week 6 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

Learners select one printed photograph of Ghanaian community life, plan with the printed presentation cue cards, and place key vocabulary on the chalkboard with chalk before presenting. Revise important features of spoken language such as contractions and ellipsis e.g. A: What’s your name? B: Esi. Using word and sentence cards, let learners identify these features in their readers, story books, etc. Let them engage in pairs and group dialogue on given topics.

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. and word and sentence cards, introduce the terms one at a time using several examples. compound words, idiom, simile, synonym, antonym, pre-fix, suffix, phrasal verb etc Let learners identify the terms in the texts and stories they read. Have learners use idioms, similes, compound words, synonyms, antonyms etc. in meaningful 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?

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 compare the lengths of the three sticks and arrange them from shortest to longest, then compare the sizes of the three gourds and arrange them from smallest to largest. They select words from the printed comparative-adjective cards and make accurate sentences comparing two objects and then all three. Partners change the order of the objects and repeat the comparisons using the correct adjective forms.

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. Work with learners to select sample texts from a variety of models. Put learners into small groups and assign each group a mode of writing. Have learners study the sample text. Guide them through appropriate questions to identify the: i. Mode of writing/types of essay ii. Purpose iii. Audience Jumble the paragraphs and have learners re-arrange the paragraphs into a coherent piece. iv. Encourage learners to use search engines to search for the different modes of writing they have studied

Orally help learners to complete the writer’s reflection worksheet. • My piece of writing is about? • My favorite part of my writing is…… • Something I found difficult was………… Summarize the important points in the lesson with learners. Next lesson: use figurative language to describe events based on experiences

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 identify action or modifying words in the Ghanaian storybook, interpret the printed action-picture cards, and complete the printed sentence cards with suitable forms. Let learners write a story. E.g. about what happened after school on Monday. Discuss the essay topic with learners and use the webbing strategy to help them write on the chosen topic. Learners write individually. Learners exchange their work for editing as teacher guides by focusing on the past verb form and participle form. Assist those whose essays are only in the simple past to some in the past participle tense 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?