Ghana curriculum lesson note

SHS 1 English Language 2nd Semester Week 14 Lesson Plan

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Weekly Learning Plan
Subject	English Language	Week	14
Duration	60 minutes	Form	SHS 1
Strand	LITERATURE	Sub-Strand	NARRATIVE, DRAMA, POETRY
Learning Outcome(s)	1.5.1.LO.1 - Explore the meaning of literature 1.5.1.LO.2 - Employ language to analyse a text for its meaning 1.5.1.LO.3 - Employ monologues and dialogues in texts 1.5.1.LO.4 - Traces the sequence of events in texts 1.5.1.LO.5 - Explore different themes in African poems. Cultural identity: • Learners explore their cultural identity. • Learners appreciate the values of diverse African cultures. Personal Development and Leadership: • Learners examine literary texts and enhance their personal development. • Learners are able to analyse any text for desired meaning
Content Standard	1.5.1.CS.1
Learning Indicator(s)	1.5.1.LI.4 - Identify and discuss the dominant themes in two African poems and how themes contribute to meaning. Group Work/Collaborative Learning: In groups, learners identify the dominant themes in two African poems
Lesson Focus	Identify and discuss the dominant themes in two African poems and how themes contribute to meaning. Group Work/Collaborative Learning: In groups, learners identify the dominant themes in two African poems
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Identify and discuss the dominant themes in two African poems and how themes contribute to meaning. Group Work/Collaborative Learning: In groups, learners identify the dominant themes in two African poems 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 Identify and discuss the dominant themes in two African poems and how themes contribute to meaning. Group Work/Collaborative Learning: In groups, learners identify the dominant themes in two African poems? 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 Close Reading Performance/Creative Response
Teaching & Learning Resources	English Language textbook/reference materials Whiteboard/markers Learners' notebooks Selected literary excerpts/texts Poetry/drama/narrative analysis guide
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 narrative, drama, poetry 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 narrative, drama, poetry 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 narrative, drama, poetry 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 narrative, drama, poetry 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 narrative, drama, poetry and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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More SHS 1 English Language 2nd Semester Lessons

Week 1Sub-strand: VOCABULARY Week 2Sub-strand: PUNCTUATION AND CAPITALIZATION Week 3Sub-strand: PRODUCTION AND DISTRIBUTION OF TEXT Week 4Sub-strand: PRODUCTION AND DISTRIBUTION OF TEXT Week 5Sub-strand: TEXT TYPES AND PURPOSES Week 6Sub-strand: TEXT TYPES AND PURPOSES Week 7Sub-strand: TEXT TYPES AND PURPOSES Week 8Sub-strand: TEXT TYPES AND PURPOSES Week 9Sub-strand: TEXT TYPES AND PURPOSES Week 10Sub-strand: BUILDING AND PRESENTING KNOWLEDGE Week 11Sub-strand: NARRATIVE, DRAMA, POETRY Week 12Sub-strand: NARRATIVE, DRAMA, POETRY Week 13Sub-strand: NARRATIVE, DRAMA, POETRYWeek 14 (current)Week 15Sub-strand: NARRATIVE, DRAMA, POETRY Week 16Sub-strand: NARRATIVE, DRAMA, POETRY