Ghana curriculum lesson note
SHS 1 Ghanaian Language 1st Semester Week 1 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Ghanaian Language | Week | 1 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Oral Conversation | Sub-Strand | Conversation/Communication in Context |
| Learning Outcome(s) | 1.1.1.LO.1 - Collaborate and communicate effectively with others in a Ghanaian language. | ||
| Learning Indicator(s) | 1.1.1.LI.1 - Identify key ideas in an appropriate spoken or written discourse. | ||
| Lesson Focus | Identify key ideas in an appropriate spoken or written discourse. | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Communication in everyday contexts; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Communication in everyday contexts. Complete the concrete guided/practical task for Communication in everyday contexts accurately. Apply Communication in everyday contexts independently to a new case, data set, text, material or performance situation. | ||
| Essential Question(s) | What evidence or procedure is needed to work accurately with Communication in everyday contexts? What would a strong practical/application response to Communication in everyday contexts look like? How would changing the context, data or constraints affect a decision about Communication in everyday contexts? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Context/role cards Speaking rubric Audio recorder/phone if available Vocabulary cue cards | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Communication in everyday contexts. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Communication in everyday contexts. | ||
| Process | Use mixed-ability pairs for the first application, then require an individual transfer task. Allow oral/visual demonstration where appropriate while retaining the same subject accuracy criteria. | ||
| Product | Use a checklist/rubric tied to the concrete output for this week rather than participation alone. For advanced work, require justification with evidence, calculations, source reference or quality criteria. | ||
| Success Criteria | The learner uses correct subject terminology and evidence. The learner completes the week’s concrete product/calculation/performance with acceptable accuracy. The learner explains why the procedure/choice fits the stated context rather than giving a memorised general answer. | ||
| Homework | Collect or create a short example of Communication in everyday contexts in the selected Ghanaian language and annotate the feature being studied. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Present a short discourse title, picture and key words in the selected Ghanaian language; learners predict the likely message before listening or reading. | Inspect the prompt/materials, record an initial response about Communication in everyday contexts, and justify it briefly. | Not provided. |
| Activity 115 minutes | Read or play the discourse once for general meaning and again for details; model how to separate the central idea from supporting information. | Record the central idea and supporting points, then compare them with a partner using the selected Ghanaian language. | Check accuracy in the target language feature, not just participation. |
| Activity 220 minutes | Give groups idea cards from the discourse and require them to rank the most important ideas before explaining their order. | Arrange the ideas, defend the ranking and produce a short oral or written summary in the selected Ghanaian language. | Use a rubric for meaning, accuracy, fluency/coherence and appropriateness to context. |
| Activity 310 minutes | Each learner produces an individual oral/written response that demonstrates Communication in everyday contexts in a new context. | Record or perform a 60–90 second response; peers use a rubric for clarity, register, pronunciation, fluency and interaction. | Check independent transfer to the new context and correct one recurring error. |
| Lesson Closure | Ask learners to give one corrected/example sentence or expression that shows what they can now do better in Communication in everyday contexts. Complete a one-minute exit response using a concrete example from the lesson on Communication in everyday contexts. | ||
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More SHS 1 Ghanaian Language 1st Semester Lessons
Week 1 (current)Week 2Sub-strand: Conversation/Communication in ContextWeek 3Sub-strand: PhonologyWeek 4Sub-strand: PhonologyWeek 5Sub-strand: PhonologyWeek 6Sub-strand: PhonologyWeek 7Sub-strand: ReadingWeek 8Sub-strand: ReadingWeek 9Sub-strand: ReadingWeek 10Sub-strand: Lexis and StructureWeek 11Sub-strand: Lexis and StructureWeek 12Sub-strand: Lexis and StructureWeek 13Sub-strand: Lexis and StructureWeek 14Sub-strand: Rules of Writing a Ghanaian LanguageWeek 15Sub-strand: Rules of Writing a Ghanaian LanguageWeek 16Sub-strand: Rules of Writing a Ghanaian Language