Ghana curriculum lesson note
SHS 3 English Language 1st 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 3 |
| Strand | ORAL LANGUAGE | Sub-Strand | LISTENING COMPREHENSION |
| Learning Outcome(s) | 3.1.2.LO.1 - Evaluate key information from level appropriate oral texts | ||
| Content Standard | 3.1.2.CS.1 | ||
| Learning Indicator(s) | 3.1.2.LI.1 - Demonstrate the ability to listen critically, extract and construct varied levels of meaning from any oral communication. Form judgements and share opinions on varied interactive texts with other speakers in class. Talk for Learning: • Learners in their mixed ability groups engage in meaningful discussion on a text. Learners take turns to share their opinions on the text with their peers. • Use the following leading questions to guide learners listen to and infer the main concept from an oral text (audio recordings, movies, stories, narrations, etc.) that is appropriate for their level.E.g, 1. What does the speaker (or speakers) relate to? 2. What information does the speaker want me to have? Etc. 3. Who are the story's main characters? What are the settings, and events? • Learners, in turns, share their understanding of issues raised in the text, while their peers also play the role of listeners. Note: All learners must be encouraged to share their opinions. Learners should practise the policy of ‘no response is wrong’ and tolerate others’ opinions, while developing leadership skills that will be beneficial in their social interactions | ||
| Lesson Focus | Demonstrate the ability to listen critically, extract and construct varied levels of meaning from any oral communication. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate the ability to listen critically, extract and construct varied levels of meaning from any oral communication. 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 the ability to listen critically, extract and construct varied levels of meaning from any oral communication. Form judgements and share opinions on varied interactive texts with other speakers in class. Talk for Learning: • Learners in their mixed ability groups engage in meaningful discussion on a text. Learners take turns to share their opinions on the text with their peers. • Use the following leading questions to guide learners listen to and infer the main concept from an oral text (audio recordings, movies, stories, narrations, etc.) that is appropriate for their level.E.g, 1. What does the speaker (or speakers) relate to? 2. What information does the speaker want me to have? Etc. 3. Who are the story's main characters? What are the settings, and events? • Learners, in turns, share their understanding of issues raised in the text, while their peers also play the role of listeners. Note: All learners must be encouraged to share their opinions. Learners should practise the policy of ‘no response is wrong’ and tolerate others’ opinions, while developing leadership skills that will be beneficial in their social interactions? 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 | ||
| 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 listen critically, extract and construct varied levels of meaning from any oral communication 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 listen critically, extract and construct varied levels of meaning from any oral communication 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 listen critically, extract and construct varied levels of meaning from any oral communication 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 listen critically, extract and construct varied levels of meaning from any oral communication 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 listen critically, extract and construct varied levels of meaning from any oral communication 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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