Ghana curriculum lesson note
SHS 1 English Language 1st Semester Week 5 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 5 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | ORAL LANGUAGE | Sub-Strand | LISTENING COMPREHENSION |
| Learning Outcome(s) | 1.1.2.LO.1 - Extract key ideas from oral texts/communication using relevant listening skills and learner strategies | ||
| Content Standard | 1.1.2.CS.1 | ||
| Learning Indicator(s) | 1.1.2.LI.2 - Differentiate between important ideas and unimportant ideas in level appropriate oral texts. Experiential Learning: • Learners talk about their experiences relating to information presented in an oral text, reflect on the ideas and distinguish between the more and less important ideas in the text | ||
| Lesson Focus | Differentiate between important ideas and unimportant ideas in level appropriate oral texts. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Differentiate between important ideas and unimportant ideas in level appropriate oral texts. 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 Differentiate between important ideas and unimportant ideas in level appropriate oral texts. Experiential Learning: • Learners talk about their experiences relating to information presented in an oral text, reflect on the ideas and distinguish between the more and less important ideas in the text? 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 | ||
| 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 differentiate between important ideas and unimportant ideas in level appropriate oral texts 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 differentiate between important ideas and unimportant ideas in level appropriate oral texts 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 differentiate between important ideas and unimportant ideas in level appropriate oral texts 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 differentiate between important ideas and unimportant ideas in level appropriate oral texts 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 differentiate between important ideas and unimportant ideas in level appropriate oral texts 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 5 (current)Week 6Sub-strand: CONVERSATION/COMMUNICATION IN CONTEXTWeek 7Sub-strand: CONVERSATION/COMMUNICATION IN CONTEXTWeek 8Sub-strand: READING COMPREHENSIONWeek 9Sub-strand: READING COMPREHENSIONWeek 10Sub-strand: SUMMARISINGWeek 11Sub-strand: SUMMARISINGWeek 12Sub-strand: GRAMMARWeek 13Sub-strand: GRAMMARWeek 14Sub-strand: GRAMMARWeek 15Sub-strand: GRAMMARWeek 16Sub-strand: GRAMMAR