Ghana curriculum lesson note
SHS 2 English Language 2nd Semester Week 3 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 3 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | GRAMMAR | Sub-Strand | GRAMMAR USAGE |
| Learning Outcome(s) | 2.3.1.LO.1 - Employ the knowledge of phrases and clauses and their functions in communication 2.3.1.LO.2 - Use sample texts for identification and analysis of the types of subject-verb agreement in speech and in writing. Global Citizenship: • Learners appreciate and respect the Ghanaian identity. • Learners are conscious of current global issues and relate well with people from different language backgrounds 2.3.1.LO.3 - Use active/passive voice in presentations | ||
| Content Standard | 2.3.1.CS.1 2.3.1.CS.2 2.3.1.CS.3 | ||
| Learning Indicator(s) | 2.3.1.LI.1 - Demonstrate command of clauses in sentences for communicative purposes. Identify and use the grammatical forms accurately in speech and writing. Experiential Learning: In mixed ability groups, learners work collaboratively to identify phrases/clauses using literary texts, old newspapers and classify them accordingly, supporting one another and showing respect for one another's opinions. Collaborative Learning: • Learners communicate and collaborate confidently with one another, critically assessing clauses to write short paragraphs on selected themes and consolidating with activities to give learners more practice in clauses. Example: Using the Jigsaw Puzzle, learners in their mixed gender groups play the clausal game on given themes - market scene, At the post office, At the bank etc. • Learners can also play Anna Erskin’s ‘fish game’ or pretend to be DJs and play the clausal games | ||
| Lesson Focus | Demonstrate command of clauses in sentences for communicative purposes. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate command of clauses in sentences for communicative purposes. 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 Demonstrate command of clauses in sentences for communicative purposes. Identify and use the grammatical forms accurately in speech and writing. Experiential Learning: In mixed ability groups, learners work collaboratively to identify phrases/clauses using literary texts, old newspapers and classify them accordingly, supporting one another and showing respect for one another's opinions. Collaborative Learning: • Learners communicate and collaborate confidently with one another, critically assessing clauses to write short paragraphs on selected themes and consolidating with activities to give learners more practice in clauses. Example: Using the Jigsaw Puzzle, learners in their mixed gender groups play the clausal game on given themes - market scene, At the post office, At the bank etc. • Learners can also play Anna Erskin’s ‘fish game’ or pretend to be DJs and play the clausal games? 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 Sentence strips/grammar cards Vocabulary/context cards 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 command of clauses in sentences for communicative purposes 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 command of clauses in sentences for communicative purposes 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 command of clauses in sentences for communicative purposes 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 command of clauses in sentences for communicative purposes 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 command of clauses in sentences for communicative purposes 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 2nd Semester Lessons
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