Ghana curriculum lesson note
SHS 3 Ghanaian Language 1st Semester Week 4 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Ghanaian Language | Week | 4 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Oral Conversation | Sub-Strand | Conversation/Communication in Context |
| Learning Outcome(s) | 3.1.1.LO.1 - Demonstrate understanding and practical application of Interview, panel discussion and public-speaking techniques — performance/production application within the curriculum sub-strand Conversation/Communication in Context. | ||
| Learning Indicator(s) | 3.1.1.LI.2 - Interview, panel discussion and public-speaking techniques | ||
| Lesson Focus | Interview, panel discussion and public-speaking techniques | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Interview, panel discussion and public-speaking techniques — performance/production application; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Interview, panel discussion and public-speaking techniques — performance/production application. Complete the concrete guided/practical task for Interview, panel discussion and public-speaking techniques — performance/production application accurately. Apply Interview, panel discussion and public-speaking techniques — performance/production application independently to a new case, data set, text, material or performance situation. | ||
| Essential Question(s) | What evidence or procedure is needed to work accurately with Interview, panel discussion and public-speaking techniques — performance/production application? What would a strong practical/application response to Interview, panel discussion and public-speaking techniques — performance/production application look like? How would changing the context, data or constraints affect a decision about Interview, panel discussion and public-speaking techniques — performance/production application? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Context/role cards Speaking rubric Audio recorder/phone if available Vocabulary cue cards | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Interview, panel discussion and public-speaking techniques — performance/production application. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Interview, panel discussion and public-speaking techniques — performance/production application. | ||
| Process | Use mixed-ability pairs for the first application, then require an individual transfer task. Allow oral/visual demonstration where appropriate while retaining the same subject accuracy criteria. | ||
| Product | Use a checklist/rubric tied to the concrete output for this week rather than participation alone. For advanced work, require justification with evidence, calculations, source reference or quality criteria. | ||
| Success Criteria | The learner uses correct subject terminology and evidence. The learner completes the week’s concrete product/calculation/performance with acceptable accuracy. The learner explains why the procedure/choice fits the stated context rather than giving a memorised general answer. | ||
| Homework | Collect or create a short example of Interview, panel discussion and public-speaking techniques — performance/production application in the selected Ghanaian language and annotate the feature being studied. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Present an unseen case/material set for Interview, panel discussion and public-speaking techniques — performance/production application using Context/role cards; do not model the solution. Ask learners to identify the first decision, calculation, language feature or practical step. | Inspect the prompt/materials, record an initial response about Interview, panel discussion and public-speaking techniques — performance/production application, and justify it briefly. | Not provided. |
| Activity 115 minutes | Give fresh data/materials for Interview, panel discussion and public-speaking techniques — performance/production application and require learners to complete the subject-specific task without a worked example. | Use interview/debate cue cards to ask follow-up questions, agree/disagree politely and build on a speaker’s point without switching unnecessarily to English. Use the fresh case/materials and show all evidence, workings or process decisions. | Check independent transfer: correct method/technique, use of evidence and completeness of the concrete output. |
| Activity 220 minutes | Have pairs exchange outputs for Interview, panel discussion and public-speaking techniques — performance/production application; provide a quality-control checklist tied to the actual product/calculation/performance and require evidence-based corrections. | Record or perform a 60–90 second response; peers use a rubric for clarity, register, pronunciation, fluency and interaction. Then peer-audit another output, identify one precise defect/error and propose a correction. | Score both the original output and the accuracy of the peer correction against the subject checklist. |
| Activity 310 minutes | Present one deliberately flawed example related to Interview, panel discussion and public-speaking techniques — performance/production application; require each learner to locate the defect and produce the corrected version. | Identify the exact error/weakness in the flawed Interview, panel discussion and public-speaking techniques — performance/production application example, correct it and write one sentence explaining why the correction is valid. | Check that the learner corrects the actual defect rather than merely rewriting the example. |
| Lesson Closure | Compare the model criteria with the errors found in the unseen Interview, panel discussion and public-speaking techniques — performance/production application task; highlight the one quality check learners should carry into future work. Complete a one-minute exit response using a concrete example from the lesson on Interview, panel discussion and public-speaking techniques — performance/production application. | ||
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More SHS 3 Ghanaian Language 1st Semester Lessons
Week 1Sub-strand: Conversation/Communication in ContextWeek 2Sub-strand: Conversation/Communication in ContextWeek 3Sub-strand: Conversation/Communication in ContextWeek 4 (current)Week 5Sub-strand: PhonologyWeek 6Sub-strand: PhonologyWeek 7Sub-strand: ReadingWeek 8Sub-strand: ReadingWeek 9Sub-strand: Lexis and StructureWeek 10Sub-strand: Lexis and StructureWeek 11Sub-strand: Lexis and StructureWeek 12Sub-strand: Lexis and StructureWeek 13Sub-strand: Rules of Writing a Ghanaian LanguageWeek 14Sub-strand: Rules of Writing a Ghanaian LanguageWeek 15Sub-strand: Text CompositionWeek 16Sub-strand: Text Composition