Basic 9 English Language Term 1 Week 6 Lesson Plan

Begin with a short video clip of a roundtable discussion on a relevant topic. Ask learners, "How did the participants in the discussion connect to one another's points? Were there any missed opportunities for deeper connections?"

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. Assign each member a specific viewpoint or stance on a chosen topic (e.g., the importance of school uniforms). One person in each group is the “Linker,” whose job is to listen carefully and try to link the ideas of the different speakers. After a set time of discussion, have groups share the points made and how they were linked together. As a class, discuss the role of the “Linker.” What was challenging? What made linking ideas easier? Discuss the importance of active listening and how it plays a role in linking ideas and formulating responses.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.

Display short examples of different text types (e.g., a newspaper headline, a tweet, a blog intro, and a book blurb) and ask learners: "What do these texts have in common? How might their messages reach different audiences?"

Learners examine the Ghanaian newspaper and printed local product advertisement for the target text features, then record and compare their findings in exercise books with pencils. Provide groups of learners with a variety of media samples (magazine articles, social media posts, news reports, advertisements, etc.). Each group categorizes the samples based on their text types and discusses the primary purpose and target audience for each type. Individually, learners choose one media sample and analyze its effectiveness in disseminating information, considering the clarity, audience engagement, and comprehensibility of the text. Each learner or pair is given a piece of information or a story. they will then present that information in two different text types, considering how the message might change based on the medium (e.g., a news report vs. a tweet).

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.

Write a sentence on the board that can change its meaning based on the placement of a hyphen, e.g., "I saw a man eating tiger" vs. "I saw a man-eating tiger." Ask learners, "How does the hyphen change the meaning of the sentence?"

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. Explain the functions of a hyphen, including creating compound adjectives, joining prefixes to certain words, and avoiding ambiguity. Ask learners to identify and underline the hyphenated words and phrases. assessment 1. Why is the hyphen important in the sentence, "She had a artist"? 3. Is the hyphen correctly used in the phrase "mother-in-law"? Using word and sentence cards, let learners note difficult words, phrases, figurative expressions and figures of speech to be explained in context with the help of the dictionary.

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.

Display two sentences side by side: "She sat on the bench in the park." and "She reclined gracefully on the sun-warmed bench amidst the fragrant rose garden."

Learners observe and handle the kente cloth sample, study the printed photograph of a local market scene, and write precise descriptions in exercise books with pencils. Provide learners with a passage or a set of sentences containing various uses of hyphens. Discuss how incorporating sensory details can enhance descriptions. Using word and sentence cards, discuss how word choice and sensory details can change the mood. oral Assessment - How do sensory details enhance descriptive writing? - Why is it important to provide detailed descriptions of characters in a story? 3. What is the Narrative Technique used in the story?

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.

Write a sentence on the board that can change its meaning based on the placement of a hyphen, e.g., "I saw a man eating tiger" vs. "I saw a man-eating tiger." Ask learners, "How does the hyphen change the meaning of the sentence?"

Learners read the printed Ghanaian short-story excerpt and printed Ghanaian play-script excerpt and identify the main events in each. Groups arrange the printed event-sequence cards into separate story and play sequences, then compare how narration, dialogue and stage directions reveal the order of events. Learners explain how changing one event would affect what follows in each text.

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.