Ghana curriculum lesson note
SHS 3 English Language 1st Semester Week 15 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 15 |
| 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.3 - Create extension for a variety of texts. Group Work/Collaborative Learning: Learners read and create an extension for a variety of texts including poems. • Learners listen to a popular story (possibly from one of their Core Literature books) read aloud to them by the teacher. • Working in pairs, learners brainstorm and collaboratively create an extension for the story. • Each pair shares their story with another pair and together they review their ideas and revise the extension to make it better. • Groups should be encouraged to tolerate and respect each member’s views. Gallery Walk • Each group pastes their extension on the classroom walls for a gallery walk. • Learners critique one another’s work positively after the gallery walk. • Give learners the opportunity to create an extension for a variety of literary works (prose, drama or poem) in a similar manner | ||
| Lesson Focus | Create extension for 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: Create extension for 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 Create extension for a variety of texts. Group Work/Collaborative Learning: Learners read and create an extension for a variety of texts including poems. • Learners listen to a popular story (possibly from one of their Core Literature books) read aloud to them by the teacher. • Working in pairs, learners brainstorm and collaboratively create an extension for the story. • Each pair shares their story with another pair and together they review their ideas and revise the extension to make it better. • Groups should be encouraged to tolerate and respect each member’s views. Gallery Walk • Each group pastes their extension on the classroom walls for a gallery walk. • Learners critique one another’s work positively after the gallery walk. • Give learners the opportunity to create an extension for a variety of literary works (prose, drama or poem) in a similar manner? 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 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 extension for 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 extension for 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 extension for 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 extension for 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 extension for 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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Create Lesson PlanMore SHS 3 English Language 1st Semester Lessons
Week 1Sub-strand: ENGLISH SPEECH SOUNDSWeek 2Sub-strand: ENGLISH SPEECH SOUNDSWeek 3Sub-strand: LISTENING COMPREHENSIONWeek 4Sub-strand: LISTENING COMPREHENSIONWeek 5Sub-strand: LISTENING COMPREHENSIONWeek 6Sub-strand: LISTENING COMPREHENSIONWeek 7Sub-strand: CONVERSATION/COMMUNICATIONWeek 8Sub-strand: CONVERSATION/COMMUNICATIONWeek 9Sub-strand: CONVERSATION/COMMUNICATIONWeek 10Sub-strand: CONVERSATION/COMMUNICATIONWeek 11Sub-strand: READING COMPREHENSIONWeek 12Sub-strand: READING COMPREHENSIONWeek 13Sub-strand: READING COMPREHENSIONWeek 14Sub-strand: READING COMPREHENSIONWeek 15 (current)Week 16Sub-strand: READING COMPREHENSION