Basic 6 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. Discuss themes in storytelling. Tell a story to learners. Guide learners with questions to identify the theme of the story e.g. love, honesty, patriotism, hard work, etc. Based on the example, have learners tell stories around given themes. Using word and sentence cards, with examples encourage the use of appropriate vocabulary to depict chosen themes

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. Select level-appropriate texts for learners. 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. guide learners to present facts and ideas in a sequential order. You could also adopt other strategies like the SQ3R

Summarize the important points in the lesson with learners.

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 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. Using word and sentence cards, have learners identify verbs in sentences and use them in their own sentences. − Helping verb (primary auxiliary and modal auxiliary E.g. can, might, would, ought, is, are, was, were). Choose a text (story) and have the learners work in groups to identify the main verbs. Assessment: Let each group select five of the verbs and use them 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 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. Using word and sentence cards, have learners review their first draft by reading it slowly and critically several times to identify words and expressions that need to be cancelled. Guide learners with the questions below: iv. Are your ideas in order and easy to understand? v. Are all the sentences talking about the main idea of the paragraph? vi. Are all the paragraphs talking about the topic?

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.

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 describing words in the Ghanaian storybook, observe the kente cloth sample, and use the printed adjective cards to create further descriptive sentences. Revise adjectives by having learners describe various classroom objects and people. Provide samples of texts demonstrating the use of the comparative and superlative forms of regular/irregular adjectives. 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.

Summarize the important points in the lesson with learners.