Ghana curriculum lesson note
SHS 1 English Language 2nd Semester Week 6 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 6 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | WRITING | Sub-Strand | TEXT TYPES AND PURPOSES |
| Learning Outcome(s) | 1.4.2.LO.1 - Utilize a process-oriented approach to craft descriptive, creative, informative and persuasive written compositions 1.4.2.LO.2 - Create email, memorandum, program agenda, application (job, services, etc.) acceptance letter and articles based on provided subjects using suitable formatting | ||
| Content Standard | 1.4.2.CS.1 1.4.2.CS.2 | ||
| Learning Indicator(s) | 1.4.2.LI.1 - Use a process approach to compose descriptive, narrative/imaginative, informational, persuasive and argumentative texts. Write short stories, using precise words and phrases to convey a vivid picture of experiences. Talk for Learning (TfL): • Learners, collaborating with one another in mixed ability groups, examine sample materials (sample essay, passages from books, journals, sample texts from social media) and discuss the structure of a linear narrative essay; i. Introductory paragraph containing: • Central Idea (for the essay) • Supporting sentences (to serve as topic sentences in the body paragraphs) ii. Body paragraphs (containing main ideas—topic sentences), iii. Concluding paragraph • Learners apply various useful strategies to compose their concluding paragraphs. Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, … | ||
| Lesson Focus | Use a process approach to compose descriptive, narrative/imaginative, informational, persuasive and argumentative texts. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Use a process approach to compose descriptive, narrative/imaginative, informational, persuasive and argumentative 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 Use a process approach to compose descriptive, narrative/imaginative, informational, persuasive and argumentative texts. Write short stories, using precise words and phrases to convey a vivid picture of experiences. Talk for Learning (TfL): • Learners, collaborating with one another in mixed ability groups, examine sample materials (sample essay, passages from books, journals, sample texts from social media) and discuss the structure of a linear narrative essay; i. Introductory paragraph containing: • Central Idea (for the essay) • Supporting sentences (to serve as topic sentences in the body paragraphs) ii. Body paragraphs (containing main ideas—topic sentences), iii. Concluding paragraph • Learners apply various useful strategies to compose their concluding paragraphs. Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, …? 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 use a process approach to compose descriptive, narrative/imaginative, informational, persuasive and argumentative 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 use a process approach to compose descriptive, narrative/imaginative, informational, persuasive and argumentative 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 use a process approach to compose descriptive, narrative/imaginative, informational, persuasive and argumentative 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 use a process approach to compose descriptive, narrative/imaginative, informational, persuasive and argumentative 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 use a process approach to compose descriptive, narrative/imaginative, informational, persuasive and argumentative 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 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 6 (current)Week 7Sub-strand: TEXT TYPES AND PURPOSESWeek 8Sub-strand: TEXT TYPES AND PURPOSESWeek 9Sub-strand: TEXT TYPES AND PURPOSESWeek 10Sub-strand: BUILDING AND PRESENTING KNOWLEDGEWeek 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