Ghana curriculum lesson note
SHS 1 English Language 2nd Semester Week 10 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 | 10 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | WRITING | Sub-Strand | BUILDING AND PRESENTING KNOWLEDGE |
| Learning Outcome(s) | 1.4.3.LO.1 - Engage in the process of conducting research in order to construct and effectively present knowledge | ||
| Content Standard | 1.4.3.CS.3 | ||
| Learning Indicator(s) | 1.4.3.LI.1 - Engage in the process of conducting research in order to construct and effectively present knowledge | ||
| Lesson Focus | Engage in the process of conducting research in order to construct and effectively present knowledge | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Engage in the process of conducting research in order to construct and effectively present knowledge 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 Engage in the process of conducting research in order to construct and effectively present knowledge? 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 Process Writing Peer Review | ||
| Teaching & Learning Resources | English Language textbook/reference materials Whiteboard/markers Learners' notebooks Model texts Writing/planning sheets Peer-editing checklist | ||
| 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 engage in the process of conducting research in order to construct and effectively present knowledge 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 engage in the process of conducting research in order to construct and effectively present knowledge 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 engage in the process of conducting research in order to construct and effectively present knowledge 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 engage in the process of conducting research in order to construct and effectively present knowledge 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 engage in the process of conducting research in order to construct and effectively present knowledge 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 2nd Semester Lessons
Week 1Sub-strand: VOCABULARYWeek 2Sub-strand: PUNCTUATION AND CAPITALIZATIONWeek 3Sub-strand: PRODUCTION AND DISTRIBUTION OF TEXTWeek 4Sub-strand: PRODUCTION AND DISTRIBUTION OF TEXTWeek 5Sub-strand: TEXT TYPES AND PURPOSESWeek 6Sub-strand: TEXT TYPES AND PURPOSESWeek 7Sub-strand: TEXT TYPES AND PURPOSESWeek 8Sub-strand: TEXT TYPES AND PURPOSESWeek 9Sub-strand: TEXT TYPES AND PURPOSESWeek 10 (current)Week 11Sub-strand: NARRATIVE, DRAMA, POETRYWeek 12Sub-strand: NARRATIVE, DRAMA, POETRYWeek 13Sub-strand: NARRATIVE, DRAMA, POETRYWeek 14Sub-strand: NARRATIVE, DRAMA, POETRYWeek 15Sub-strand: NARRATIVE, DRAMA, POETRYWeek 16Sub-strand: NARRATIVE, DRAMA, POETRY