Basic 9 English Language Term 1 Week 2 Lesson Plan

Put learners into groups and use semantic map to guide them find meanings of the key vocabulary Introduce the topic and share performance indicators with learners.

Learners study the printed photographs of familiar Ghanaian settings, select suitable expressions from the printed dialogue cards, and use the locally made role-play props to practise the conversation. Use these in conversation on grade-level topics/texts/issues, e.g. informal (talking about music, sports, hobbies, going out with friends, social media,) the cause of poor academic performance. Create and act scenes dialogues/skits on texts/issues/topics using both formal and informal register to distinguish characters. Discuss as a class why they chose their specific text and what they hope to gain from it (either enjoyment, knowledge, or both).

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 groups and use semantic map to guide them find meanings of the key vocabulary Introduce the topic and share performance indicators with learners.

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. Use these in conversation on grade-level topics/texts/issues, e.g. informal (talking about music, sports, hobbies, going out with friends, social media,) the cause of poor academic performance. Discuss as a class why they chose their specific text and what they hope to gain from it (either enjoyment, knowledge, or both). Using word and sentence cards, introduce students to various reading comprehension strategies such as summarizing, predicting, questioning, and connecting. assessment (Based on the text they've read, students should answer the following) especially the caster variety and eggs.

Highlight the importance of setting purposes and using strategies to enhance comprehension.

Display sentences on the board, some using dashes and others using commas or other punctuation. Ask students to identify any patterns or differences in how sentences are constructed. This will lead into the discussion on the use of dashes.

Learners inspect and rearrange the printed sentence cards, discuss the target language feature on the chalkboard with chalk, and practise their own examples in exercise books with pencils. Identify some slang words and jargon accepted locally and internationally. Define the dash and explain its two primary uses: a) Emphasizing or defining additional information (like parentheses). b) Indicating an abrupt break or pause in thought. Engage students in a discussion about when they might use dashes instead of other punctuation like commas or parentheses. Using word and sentence cards and a suitable text, passage, or book extract, in groups, students can read short narratives or play scripts and identify parts where a character's actions provide clues about their personality or motives.

Summarize the importance of understanding various punctuation marks, like the dash, in written language. Reinforce the idea that the right punctuation can add clarity and depth to their writing.

Ask students to discuss in pairs how they might connect these sentences to create a logical and complete thought. This will introduce them to the need for cohesive devices in writing.

Learners arrange and discuss the printed model paragraph cards, then plan and write their own connected text in exercise books with pencils. Assessment (Connect the sentences using appropriate cohesive devices.) show still images of characters from films or plays and ask students to describe the characters based on appearance.

Summarize the lesson by highlighting the significance of cohesive devices in crafting coherent and complete paragraphs. Emphasize that while these devices might seem small, they play a crucial role in shaping the narrative and ensuring clarity.

Ask students to identify any patterns or differences in how sentences are constructed. This will lead into the discussion on the use of dashes. Ask students to discuss in pairs how they might connect these sentences to create a logical and complete thought. This will introduce them to the need for cohesive devices in writing.

Learners inspect the printed still photographs from a Ghanaian drama and infer what posture, costume and facial expression suggest about each character. They read the printed Ghanaian play-script excerpt and identify words, dialogue and actions that support or challenge those inferences. Groups match the printed character-trait cards to characters and cite evidence from both the still photographs and script.

Ask learners how the lesson will benefit them in their daily lives. Summarize the lesson's findings, emphasizing the myriad ways characters can be depicted and understood, and how language plays a pivotal role in that portrayal.