Ghana curriculum lesson note
SHS 1 English Language 1st Semester Week 10 Lesson Plan
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| Subject | English Language | Week | 10 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | READING | Sub-Strand | SUMMARISING |
| Learning Outcome(s) | 1.2.2.LO.1 - Employ summarisation as a technique for text interpretation | ||
| Content Standard | 1.2.2.CS.1 | ||
| Learning Indicator(s) | 1.2.2.LI.1 - Demonstrate in-depth understanding of summarising as a technique for text comprehension. Analyse and retell orally the main parts of stories from short videos, drama, texts, etc. Initiating Talk for Learning: • Learners discuss and summarise stories by retelling their main parts. • Learners watch a number of short plays/videos or read short stories in class. Group Work/Collaborative Learning: • Learners think about the stories in the video/play/text critically and work collaboratively in small mixed ability/gender groups to relate only the main parts of the story to somebody who did not watch the play/video or read the text. • Groups write the story on a flip chart and post them on the classroom walls for a gallery walk (i.e., the class takes a walk round the classroom to read and appreciate the finished assignments that are posted on the walls): • Learners work together to critique each group's work, giving positive feedback to help learners develop the skills of appreciating the different competencies in individuals within the groups. • Award marks to motivate learners and make this exercise very interesting. Talk for Learning: • Learners do several activities to help them identify the main idea in texts (paragraphs). • In small groups, learners discuss what the given pictures (e.g., pictures of festivals and other celebrations, football matches, etc.) are about. • Use probing questions to get learners to talk about things that help them to know what the picture is about. Think-Pair-Share: • Learners work in pairs to examine paragraphs critically to find out how each supporting sentence is connected to the main idea (e.g., by giving explanations and examples in support of what is said in the main idea, etc.). • Texts should come from different sources including social media and Core Literature textbooks | ||
| Lesson Focus | Demonstrate in-depth understanding of summarising as a technique for text comprehension. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate in-depth understanding of summarising as a technique for text comprehension. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What language/literary skill is central to Demonstrate in-depth understanding of summarising as a technique for text comprehension. Analyse and retell orally the main parts of stories from short videos, drama, texts, etc. Initiating Talk for Learning: • Learners discuss and summarise stories by retelling their main parts. • Learners watch a number of short plays/videos or read short stories in class. Group Work/Collaborative Learning: • Learners think about the stories in the video/play/text critically and work collaboratively in small mixed ability/gender groups to relate only the main parts of the story to somebody who did not watch the play/video or read the text. • Groups write the story on a flip chart and post them on the classroom walls for a gallery walk (i.e., the class takes a walk round the classroom to read and appreciate the finished assignments that are posted on the walls): • Learners work together to critique each group's work, giving positive feedback to help learners develop the skills of appreciating the different competencies in individuals within the groups. • Award marks to motivate learners and make this exercise very interesting. Talk for Learning: • Learners do several activities to help them identify the main idea in texts (paragraphs). • In small groups, learners discuss what the given pictures (e.g., pictures of festivals and other celebrations, football matches, etc.) are about. • Use probing questions to get learners to talk about things that help them to know what the picture is about. Think-Pair-Share: • Learners work in pairs to examine paragraphs critically to find out how each supporting sentence is connected to the main idea (e.g., by giving explanations and examples in support of what is said in the main idea, etc.). • Texts should come from different sources including social media and Core Literature textbooks? What evidence from speech, text or context helps us understand or produce an effective response? How can the skill be transferred to a new communication, reading or writing situation? | ||
| Pedagogical Strategies | Talk for Learning Think-Pair-Share Collaborative Learning Modelled/Guided Practice Independent Practice | ||
| Teaching & Learning Resources | English Language textbook/reference materials Whiteboard/markers Learners' notebooks Audio recordings/teacher-read passages Phone/speaker where available Pronunciation/sound charts Printed comprehension passages Highlighters/annotation sheets Selected literary excerpts/texts Poetry/drama/narrative analysis guide | ||
| Key Notes on Differentiation | |||
| Content | Use shorter texts, vocabulary support, sentence frames, pronunciation models or partially completed organisers for learners who need support. Extend proficient learners with denser texts, more independent writing, deeper inference or more demanding oral/literary responses. | ||
| Process | Use rehearsal, guided practice and peer feedback before independent performance. Allow oral, visual and written scaffolds while keeping the same curriculum objective. | ||
| Product | Accept appropriate evidence such as oral performance, comprehension response, summary, edited paragraph, composition or literary analysis. Assess accuracy, clarity, fluency/comprehension, organisation and evidence-based explanation. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Complete a short reading, speaking or writing task that transfers the skill to a new context. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Read, play or display a short language sample connected to summarising and ask learners to identify the feature. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Model summarising using pronunciation practice, sentence examples, a short text, dialogue or guided reading. | Listen or read, identify the feature and repeat or explain examples. | Check accurate recognition or production of the language feature. |
| Activity 220 minutes | Guide pairs to practise summarising through oral response, reading, writing, translation or role play. | Practise in pairs or groups and improve responses using teacher and peer feedback. | Assess pair or group practice using clear language-success criteria. |
| Activity 310 minutes | Ask learners to produce an original oral or written response that uses summarising accurately. | Create and present a short response that uses the feature accurately. | Collect an exit response and check accuracy, clarity and transfer. |
| Lesson Closure | Summarise summarising and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 1 English Language 1st Semester Lessons
Week 1Sub-strand: ENGLISH SPEECH SOUNDSWeek 2Sub-strand: ENGLISH SPEECH SOUNDSWeek 3Sub-strand: ENGLISH SPEECH SOUNDSWeek 4Sub-strand: LISTENING COMPREHENSIONWeek 5Sub-strand: LISTENING COMPREHENSIONWeek 6Sub-strand: CONVERSATION/COMMUNICATION IN CONTEXTWeek 7Sub-strand: CONVERSATION/COMMUNICATION IN CONTEXTWeek 8Sub-strand: READING COMPREHENSIONWeek 9Sub-strand: READING COMPREHENSIONWeek 10 (current)Week 11Sub-strand: SUMMARISINGWeek 12Sub-strand: GRAMMARWeek 13Sub-strand: GRAMMARWeek 14Sub-strand: GRAMMARWeek 15Sub-strand: GRAMMARWeek 16Sub-strand: GRAMMAR