Ghana curriculum lesson note
SHS 1 English Language 1st Semester Week 8 Lesson Plan
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 8 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | READING | Sub-Strand | READING COMPREHENSION |
| Learning Outcome(s) | 1.2.1.LO.1 - Employ knowledge of reading and text comprehension strategies to retrieve and interpret different kinds of texts. Information Literacy Skills: Learners engage with materials from social media to search for specific information 1.2.1.LO.2 - Employ knowledge of text comprehension strategies to read for enjoyment and information | ||
| Content Standard | 1.2.1.CS.1 | ||
| Learning Indicator(s) | 1.2.1.LI.1 - Demonstrate understanding of different types of reading and text comprehension strategies and use them to interpret a variety of appropriate level texts. Retrieve specific information and interpret a variety of simple texts. Group Work/Collaborative Learning: Learners work collaboratively in pairs and mixed ability groups to glance through short stories with simple texts (including texts from social media) for specific information (date of birth, place of birth, keywords etc.) while tolerating and respecting one another’s views. Talk for Learning Approaches (TFL): e.g., Brainstorming, talking circles, partner talk, think-pair- share, etc. Skimming: • In convenient mixed gender/ability groups, learners collaborate to survey texts for the general idea. • Learners use features such as title of a story, illustrations (e.g., pictures), boldface words, headings and subheadings, topic sentences and concluding sentences of paragraphs (first and last paragraphs) to critically examine a variety of texts (e.g., social media, biographies, etc.) by examining them for the gist of the story. • Learners use questions at the end of texts to derive the gist of the text. • Learners read and interpret texts from familiar backgrounds and connect the messages of the texts to their personal lives. • In groups, learners download (or search newspapers for) positive stories from social media about familiar and popular personalities in the country e.g., musicians, political leaders, etc. and use the text to practise scanning and skimming in class. Close Reading Initiating Talk for Learning: • In groups, learners work collaboratively to closely read, examine and interpret level appropriate short texts. • Learners work collaboratively in pairs to interpret a variety of texts using a combination of the three reading strategies i.e., scan, skim and close read texts | ||
| Lesson Focus | Demonstrate understanding of different types of reading and text comprehension strategies and use them to interpret a variety of appropriate level texts. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate understanding of different types of reading and text comprehension strategies and use them to interpret a variety of appropriate level 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 Demonstrate understanding of different types of reading and text comprehension strategies and use them to interpret a variety of appropriate level texts. Retrieve specific information and interpret a variety of simple texts. Group Work/Collaborative Learning: Learners work collaboratively in pairs and mixed ability groups to glance through short stories with simple texts (including texts from social media) for specific information (date of birth, place of birth, keywords etc.) while tolerating and respecting one another’s views. Talk for Learning Approaches (TFL): e.g., Brainstorming, talking circles, partner talk, think-pair- share, etc. Skimming: • In convenient mixed gender/ability groups, learners collaborate to survey texts for the general idea. • Learners use features such as title of a story, illustrations (e.g., pictures), boldface words, headings and subheadings, topic sentences and concluding sentences of paragraphs (first and last paragraphs) to critically examine a variety of texts (e.g., social media, biographies, etc.) by examining them for the gist of the story. • Learners use questions at the end of texts to derive the gist of the text. • Learners read and interpret texts from familiar backgrounds and connect the messages of the texts to their personal lives. • In groups, learners download (or search newspapers for) positive stories from social media about familiar and popular personalities in the country e.g., musicians, political leaders, etc. and use the text to practise scanning and skimming in class. Close Reading Initiating Talk for Learning: • In groups, learners work collaboratively to closely read, examine and interpret level appropriate short texts. • Learners work collaboratively in pairs to interpret a variety of texts using a combination of the three reading strategies i.e., scan, skim and close read texts? 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 different types of reading and text comprehension strategies and use them to interpret a variety of appropriate level 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 different types of reading and text comprehension strategies and use them to interpret a variety of appropriate level 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 different types of reading and text comprehension strategies and use them to interpret a variety of appropriate level 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 different types of reading and text comprehension strategies and use them to interpret a variety of appropriate level 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 different types of reading and text comprehension strategies and use them to interpret a variety of appropriate level texts and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
Need the editable version?
Generate, personalize and download the complete lesson plan on Sirbus.
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 8 (current)Week 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