Ghana curriculum lesson note
SHS 2 English Language 1st Semester Week 16 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 16 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | READING | Sub-Strand | READING COMPREHENSION |
| Learning Outcome(s) | 2.2.1.LO.1 - Employ knowledge of text comprehension strategies and levels of comprehension to analyse and interpret different kinds of texts | ||
| Content Standard | 2.2.1.CS.1 | ||
| Learning Indicator(s) | 2.2.1.LI.5 - Read a variety of level-appropriate texts fluently. Group Work/Collaborative Learning and Talk for Learning: • Learners brainstorm the importance of reading fluently. • In mixed ability/mixed gender groups, learners listen to the teacher read the same text (sentence or paragraph) to them in two different ways (less-fluently and fluently). • Thinking critically, learners collaboratively discuss among them, which of the two readings is understood better and why. • Learners listen to the teacher discuss how to read fluently (e.g., read words automatically, read in meaningful chunks, pause appropriately, etc.). • Learners watch videos or demonstrations of some other learners engaging in reading fluently. • In small groups, learners discuss the video/demonstration and set targets for their individual reading. • Lead the class and model how to calculate a reader’s fluency within a minute. (e.g. have a learner time a reader for a minute whilst you and the rest of the class keep record of the number of words read and those read incorrectly). • In mixed ability/mixed gender groups, learners take turns to read for the group members to calculate their individual fluency rate. Talk for Learning/Pair Work: • Learners engage in a variety of fluency activities, to make reading fun as well as improve upon their fluency rate. • In pairs and groups, learners undertake the following fluency activities: Choral Reading: Reading aloud simultaneously in a group. Partner Reading: Reading aloud with a more fluent partner or with a partner of equal ability who provides a model of fluent reading helps with word recognition and provides feedback. Tape-Assisted Reading: Reading aloud simultaneously or as an echo with an audio-tape model. Readers’ Theatre: Reading from scripts that have been derived from books that are rich in dialogue [e.g., the set books for Core Literature-in-English - Drama] | ||
| Lesson Focus | Read a variety of level-appropriate texts fluently. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Read a variety of level-appropriate texts fluently. 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 Read a variety of level-appropriate texts fluently. Group Work/Collaborative Learning and Talk for Learning: • Learners brainstorm the importance of reading fluently. • In mixed ability/mixed gender groups, learners listen to the teacher read the same text (sentence or paragraph) to them in two different ways (less-fluently and fluently). • Thinking critically, learners collaboratively discuss among them, which of the two readings is understood better and why. • Learners listen to the teacher discuss how to read fluently (e.g., read words automatically, read in meaningful chunks, pause appropriately, etc.). • Learners watch videos or demonstrations of some other learners engaging in reading fluently. • In small groups, learners discuss the video/demonstration and set targets for their individual reading. • Lead the class and model how to calculate a reader’s fluency within a minute. (e.g. have a learner time a reader for a minute whilst you and the rest of the class keep record of the number of words read and those read incorrectly). • In mixed ability/mixed gender groups, learners take turns to read for the group members to calculate their individual fluency rate. Talk for Learning/Pair Work: • Learners engage in a variety of fluency activities, to make reading fun as well as improve upon their fluency rate. • In pairs and groups, learners undertake the following fluency activities: Choral Reading: Reading aloud simultaneously in a group. Partner Reading: Reading aloud with a more fluent partner or with a partner of equal ability who provides a model of fluent reading helps with word recognition and provides feedback. Tape-Assisted Reading: Reading aloud simultaneously or as an echo with an audio-tape model. Readers’ Theatre: Reading from scripts that have been derived from books that are rich in dialogue [e.g., the set books for Core Literature-in-English - Drama]? 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 Audio recordings/teacher-read passages Phone/speaker where available Pronunciation/sound charts Printed comprehension passages Highlighters/annotation sheets 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 read a variety of level-appropriate texts fluently 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 read a variety of level-appropriate texts fluently 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 read a variety of level-appropriate texts fluently 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 read a variety of level-appropriate texts fluently 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 read a variety of level-appropriate texts fluently 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 2 English Language 1st Semester Lessons
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