Ghana curriculum lesson note

SHS 3 English Language 1st Semester Week 14 Lesson Plan

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Weekly Learning Plan
Subject	English Language	Week	14
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.2 - Extensively read and analyse a variety of texts. Group Work/Collaborative Learning: Learners use Collaborative Annotation to analyse and appreciate a variety of texts. • In mixed ability/mixed gender groups of 3-5 members, learners listen to the teacher read a text aloud and lead them to critically annotate (write their thoughts about the text on a copy of the text) the text. • The text should be simple yet highly interesting and devoid of gender and inclusive bias statements. • Learners sit around the text reading it silently and analysing it collaboratively by writing their comments about the texts in the margin. (e.g., The main character in this text is….) • Learners can interact with one another only via writing. • Have each group member write his/her name in a different colour and write comments in the margin of the text using the same colour. • Go round with your own coloured pen and make comments for groups to respond to. Ask learners questions (on paper) about their thoughts related to an issue in the text (e.g., Why do you think the rich king wants to take the small country?) • At the end of the activity, groups share their responses (annotations) with the class orally while the rest listen and make inputs. • Learners should be encouraged to appreciate the different competences of individual groups. • Females and males should be assigned group leadership to enable learners challenge traditional gender roles. • Learners critique one another’s work to enable them develop
Lesson Focus	Extensively read and analyse a variety of texts.
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Extensively read and analyse a variety of 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 Extensively read and analyse a variety of texts. Group Work/Collaborative Learning: Learners use Collaborative Annotation to analyse and appreciate a variety of texts. • In mixed ability/mixed gender groups of 3-5 members, learners listen to the teacher read a text aloud and lead them to critically annotate (write their thoughts about the text on a copy of the text) the text. • The text should be simple yet highly interesting and devoid of gender and inclusive bias statements. • Learners sit around the text reading it silently and analysing it collaboratively by writing their comments about the texts in the margin. (e.g., The main character in this text is….) • Learners can interact with one another only via writing. • Have each group member write his/her name in a different colour and write comments in the margin of the text using the same colour. • Go round with your own coloured pen and make comments for groups to respond to. Ask learners questions (on paper) about their thoughts related to an issue in the text (e.g., Why do you think the rich king wants to take the small country?) • At the end of the activity, groups share their responses (annotations) with the class orally while the rest listen and make inputs. • Learners should be encouraged to appreciate the different competences of individual groups. • Females and males should be assigned group leadership to enable learners challenge traditional gender roles. • Learners critique one another’s work to enable them develop? 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 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 extensively read and analyse a variety of 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 extensively read and analyse a variety of 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 extensively read and analyse a variety of 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 extensively read and analyse a variety of 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 extensively read and analyse a variety of texts and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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