Ghana curriculum lesson note
SHS 1 English Language 1st Semester Week 11 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 11 |
| 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.2 - Apply innovative strategies in summarising short but familiar stories. Group Work/Collaborative Learning: Learners use the SWBST Strategy to summarise a variety of short fiction (prose and drama). Note: SWBST means: S___ Somebody W___Wants B___But S___So T___Then In small mixed ability and mixed gender groups, learners listen to a story read aloud to the class. They work collaboratively to summarise the story heard by critically discussing and answering the following SWBST questions: • Somebody: Who is the main character of the narrative? • Want: What does the main character want or want to do? • But: What is the problem? Or Why can’t the main character get what she or he wants? • So: How does the main character solve the problem? • Then: What was the resolution? In mixed-ability/mixed gender groups, learners apply the SWBST strategy to familiar stories (e.g., Cinderella story). • Encourage learners to tolerate and accept one another’s views as well as connect the stories to their personal lives, learning to identify social injustice and advocating for change. The 5Ws Learners use “The 5Ws” strategy: Who, When, Where, Why and How to summarise stories. • In groups/ in pairs, learners work on given texts, responding to the 5Ws. There could be 5 groups; each responding to one ‘W’. Ensure that each group can work on all the paragraphs in the passage. • Selected texts should be gender responsive and reflect cultural settings that learners can identify with in their discussions | ||
| Lesson Focus | Apply innovative strategies in summarising short but familiar stories. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Apply innovative strategies in summarising short but familiar stories. 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 Apply innovative strategies in summarising short but familiar stories. Group Work/Collaborative Learning: Learners use the SWBST Strategy to summarise a variety of short fiction (prose and drama). Note: SWBST means: S___ Somebody W___Wants B___But S___So T___Then In small mixed ability and mixed gender groups, learners listen to a story read aloud to the class. They work collaboratively to summarise the story heard by critically discussing and answering the following SWBST questions: • Somebody: Who is the main character of the narrative? • Want: What does the main character want or want to do? • But: What is the problem? Or Why can’t the main character get what she or he wants? • So: How does the main character solve the problem? • Then: What was the resolution? In mixed-ability/mixed gender groups, learners apply the SWBST strategy to familiar stories (e.g., Cinderella story). • Encourage learners to tolerate and accept one another’s views as well as connect the stories to their personal lives, learning to identify social injustice and advocating for change. The 5Ws Learners use “The 5Ws” strategy: Who, When, Where, Why and How to summarise stories. • In groups/ in pairs, learners work on given texts, responding to the 5Ws. There could be 5 groups; each responding to one ‘W’. Ensure that each group can work on all the paragraphs in the passage. • Selected texts should be gender responsive and reflect cultural settings that learners can identify with in their discussions? 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 Printed comprehension passages Highlighters/annotation sheets | ||
| 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 innovative strategies in summarising short but familiar stories 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 innovative strategies in summarising short but familiar stories 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 innovative strategies in summarising short but familiar stories 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 innovative strategies in summarising short but familiar stories 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 innovative strategies in summarising short but familiar stories 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 10Sub-strand: SUMMARISINGWeek 11 (current)Week 12Sub-strand: GRAMMARWeek 13Sub-strand: GRAMMARWeek 14Sub-strand: GRAMMARWeek 15Sub-strand: GRAMMARWeek 16Sub-strand: GRAMMAR