Ghana curriculum lesson note
SHS 3 English Language 1st Semester Week 11 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 11 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | READING | Sub-Strand | READING COMPREHENSION |
| Learning Outcome(s) | 3.2.1.LO.1 - Employ knowledge of text comprehension strategies and levels of text comprehension to analyse and interpret different kinds of texts 3.2.1.LO.2 - Exhibit increasing confidence and interest in independent reading and text analysis | ||
| Content Standard | 3.2.1.CS.1 | ||
| Learning Indicator(s) | 3.2.1.LI.1 - Demonstrate understanding of different types of reading strategies and use them to interact with a variety of level appropriate texts. Explore more advanced comprehension text strategies to enhance comprehension and interaction with a variety of complex texts. Group Work/Collaborative Learning: Learners use advanced text comprehension strategies to analyse and interpret a variety of texts for enhanced comprehension. Reciprocal Teaching as a Collaborative Strategy • Learners work collaboratively to read a text or section of a text together as a class. • The text must be devoid of gender bias language and characters to enable learners to interrogate their own stereotype about gender. • Start with a short, simple-structure text and move to complex and lengthy texts as learners become familiar with the strategy • In mixed ability/mixed gender groups of four, learners work collaboratively to analyse a text with each group member being assigned a specific task: 1. The Questioner (responsible for formulating two questions based on the text) 2. The Clarifier (responsible for finding two unknown words or ideas in the text) 3. The Summarizer (responsible for drawing a picture that represents the main idea of the text) and 4. The Predictor (responsible for predicting what might happen if the text was to continue). • Learners listen to the teacher walk them through the Reciprocal Teaching Worksheets and without talking to any member of the group, each learner works independently on his/her worksheet to complete their portions of the first part of the worksheet. Talk for Learning: • Learners work collaboratively to critically discuss and complete the second part of the worksheet. • Groups start with the questioner box, finding answers to the Questioner’s two questions. • Next, the groups work together to define or explain the Clarifier’s unknown words or ideas. • The Summariser then shows the group his or her picture. The rest of the group works together to draw a similar picture on their worksheets | ||
| Lesson Focus | Demonstrate understanding of different types of reading strategies and use them to interact with a variety of level appropriate texts. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate understanding of different types of reading strategies and use them to interact with a variety of level appropriate 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 Demonstrate understanding of different types of reading strategies and use them to interact with a variety of level appropriate texts. Explore more advanced comprehension text strategies to enhance comprehension and interaction with a variety of complex texts. Group Work/Collaborative Learning: Learners use advanced text comprehension strategies to analyse and interpret a variety of texts for enhanced comprehension. Reciprocal Teaching as a Collaborative Strategy • Learners work collaboratively to read a text or section of a text together as a class. • The text must be devoid of gender bias language and characters to enable learners to interrogate their own stereotype about gender. • Start with a short, simple-structure text and move to complex and lengthy texts as learners become familiar with the strategy • In mixed ability/mixed gender groups of four, learners work collaboratively to analyse a text with each group member being assigned a specific task: 1. The Questioner (responsible for formulating two questions based on the text) 2. The Clarifier (responsible for finding two unknown words or ideas in the text) 3. The Summarizer (responsible for drawing a picture that represents the main idea of the text) and 4. The Predictor (responsible for predicting what might happen if the text was to continue). • Learners listen to the teacher walk them through the Reciprocal Teaching Worksheets and without talking to any member of the group, each learner works independently on his/her worksheet to complete their portions of the first part of the worksheet. Talk for Learning: • Learners work collaboratively to critically discuss and complete the second part of the worksheet. • Groups start with the questioner box, finding answers to the Questioner’s two questions. • Next, the groups work together to define or explain the Clarifier’s unknown words or ideas. • The Summariser then shows the group his or her picture. The rest of the group works together to draw a similar picture on their worksheets? 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 Printed comprehension passages Highlighters/annotation sheets | ||
| 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 different types of reading strategies and use them to interact with a variety of level appropriate texts. explore more 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 different types of reading strategies and use them to interact with a variety of level appropriate texts. explore more 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 different types of reading strategies and use them to interact with a variety of level appropriate texts. explore more 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 different types of reading strategies and use them to interact with a variety of level appropriate texts. explore more 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 different types of reading strategies and use them to interact with a variety of level appropriate texts. explore more 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 3 English Language 1st Semester Lessons
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