Ghana curriculum lesson note

SHS 2 Spanish 1st Semester Week 5 Lesson Plan

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Weekly Learning Plan
Subject	Spanish	Week	5
Duration	60 minutes	Form	SHS 2
Strand	Strand 2	Sub-Strand	Sub-strand 2.4
Learning Outcome(s)	2.2.4.LO.1 - Después de esta sesión, el/la aprendiz será capaz de presentar a su amigo/amiga 2.2.4.LO.2 - 64 \| SPANISH Spanish 44 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
Content Standard	2.2.4.CS.1 2.2.4.CS.2
Learning Indicator(s)	2.2.4.LI.1 - 64 \| SPANISH Spanish 44 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
Lesson Focus	64 \| SPANISH Spanish 44 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: 64 \| SPANISH Spanish 44 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance.
Essential Question(s)	What does the target Spanish expression/text mean in this context? How can I communicate the intended message accurately and appropriately in Spanish? How do pronunciation, vocabulary, grammar and cultural context affect meaning?
Pedagogical Strategies	Communicative Language Teaching Role Play Listening and Speaking Practice Guided Reading/Writing Pair and Group Work Task-Based Learning
Teaching & Learning Resources	Spanish audio/visual materials Pictures/flashcards/realia Dialogue/role-play cards Short authentic or adapted texts Board/markers Dictionary/reference materials ICT/audio resources where available Learners' notebooks
Key Notes on Differentiation
Content	Provide vocabulary, visuals, models, source prompts, worked examples or task cards as appropriate. Extend ready learners with deeper research, design, evaluation, leadership or independent application.
Process	Move from modelling/source exploration to guided collaboration and independent application. Use inclusive mixed-ability groupings, equitable roles and appropriate scaffolds while retaining individual evidence of learning.
Product	Allow curriculum-appropriate evidence such as oral/written responses, dialogues, maps, source analyses, designs, programs, demonstrations, presentations, portfolios or reflections. Assess understanding, application, reasoning/communication, accuracy and reflection appropriate to the subject.
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	Write or record a short response using the target vocabulary and structure.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Read, play or display a short language sample connected to sub-strand 2.4 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 sub-strand 2.4 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 sub-strand 2.4 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 sub-strand 2.4 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 sub-strand 2.4 and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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