Ghana curriculum lesson note
SHS 3 Ghanaian Language 1st Semester Week 7 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Ghanaian Language | Week | 7 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Oral Conversation | Sub-Strand | Reading |
| Learning Outcome(s) | 3.1.3.LO.1 - Demonstrate understanding and practical application of Critical reading of informational and literary texts within the curriculum sub-strand Reading. | ||
| Learning Indicator(s) | 3.1.3.LI.1 - Critical reading of informational and literary texts | ||
| Lesson Focus | Critical reading of informational and literary texts | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Critical reading of informational and literary texts; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Critical reading of informational and literary texts. Complete the concrete guided/practical task for Critical reading of informational and literary texts accurately. Apply Critical reading of informational and literary texts 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 Critical reading of informational and literary texts? What would a strong practical/application response to Critical reading of informational and literary texts look like? How would changing the context, data or constraints affect a decision about Critical reading of informational and literary texts? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Short passage in selected Ghanaian language Highlighters Reading-comprehension sheet Dictionary/glossary | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Critical reading of informational and literary texts. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Critical reading of informational and literary texts. | ||
| 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 Critical reading of informational and literary texts in the selected Ghanaian language and annotate the feature being studied. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Use an authentic short utterance, word set, passage, image or cultural situation in the selected Ghanaian language connected to Critical reading of informational and literary texts; learners respond in that language as far as possible. | Inspect the prompt/materials, record an initial response about Critical reading of informational and literary texts, and justify it briefly. | Not provided. |
| Activity 115 minutes | Model the exact language feature for Critical reading of informational and literary texts—pronunciation, tone, structure, orthography, reading strategy, text organisation or cultural vocabulary—using a short example. | Preview a short curriculum-appropriate passage; predict content from title/key words and mark unfamiliar vocabulary. | Check accuracy in the target language feature, not just participation. |
| Activity 220 minutes | Learners practise Critical reading of informational and literary texts through speaking, listening, reading, writing, translation, interview or performance with peer feedback. | Read aloud/in pairs for tone and phrasing, then annotate main idea, supporting details, inference and writer purpose. | Use a rubric for meaning, accuracy, fluency/coherence and appropriateness to context. |
| Activity 310 minutes | Each learner produces an individual oral/written response that demonstrates Critical reading of informational and literary texts in a new context. | Answer one literal and one inferential question, citing a word/phrase from the passage as evidence. | Check independent transfer to the new context and correct one recurring error. |
| Lesson Closure | Ask learners to give one corrected/example sentence or expression that shows what they can now do better in Critical reading of informational and literary texts. Complete a one-minute exit response using a concrete example from the lesson on Critical reading of informational and literary texts. | ||
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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 4Sub-strand: Conversation/Communication in ContextWeek 5Sub-strand: PhonologyWeek 6Sub-strand: PhonologyWeek 7 (current)Week 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