Ghana curriculum lesson note
SHS 3 English Language 2nd Semester Week 14 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 14 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | WRITING | Sub-Strand | BUILDING AND PRESENTING KNOWLEDGE |
| Content Standard | 3.4.3.CS.1 | ||
| Learning Indicator(s) | 3.4.3.LI.1 - Research to build and present knowledge. Referencing and citing information from multiple print and digital sources. Talk for Learning (TfL): Learners in small groups discuss the name of author, date/year, title, the publishing institution/house/company and other information of a literary work in print or electronic media. Critical-Thinking Skills Learners in their mixed ability groups use concept maps to illustrate information from multiple print and digital sources. Individual Work: • Learners individually write a referencing of a literary work using APA (American Psychological Association) system style. E.g. Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native speakers to listen to foreign-accented speech. Journal of Multilingual and Multicultural Development, 23(4), 245-259. In-text citation and reference list • APA in-text citation style uses the author's last name and the year of publication, e.g. (Field, 2005). For direct quotations, include the page number as well, e.g. (Field, 2005, p. 14). NB: There are four widelyused referencing styles or conventions. They are called the MLA (Modern Languages Association) system, the APA (American Psychological Association) system, the Harvard system, and the MHRA (Modern Humanities Research Association) system | ||
| Lesson Focus | Research to build and present knowledge. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Research to build and present knowledge. 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 Research to build and present knowledge. Referencing and citing information from multiple print and digital sources. Talk for Learning (TfL): Learners in small groups discuss the name of author, date/year, title, the publishing institution/house/company and other information of a literary work in print or electronic media. Critical-Thinking Skills Learners in their mixed ability groups use concept maps to illustrate information from multiple print and digital sources. Individual Work: • Learners individually write a referencing of a literary work using APA (American Psychological Association) system style. E.g. Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native speakers to listen to foreign-accented speech. Journal of Multilingual and Multicultural Development, 23(4), 245-259. In-text citation and reference list • APA in-text citation style uses the author's last name and the year of publication, e.g. (Field, 2005). For direct quotations, include the page number as well, e.g. (Field, 2005, p. 14). NB: There are four widelyused referencing styles or conventions. They are called the MLA (Modern Languages Association) system, the APA (American Psychological Association) system, the Harvard system, and the MHRA (Modern Humanities Research Association) system? 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 Process Writing Peer Review | ||
| Teaching & Learning Resources | English Language textbook/reference materials Whiteboard/markers Learners' notebooks Audio recordings/teacher-read passages Phone/speaker where available Pronunciation/sound charts 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 research to build and present knowledge. referencing and citing information from multiple print and digital sources 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 research to build and present knowledge. referencing and citing information from multiple print and digital sources 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 research to build and present knowledge. referencing and citing information from multiple print and digital sources 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 research to build and present knowledge. referencing and citing information from multiple print and digital sources 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 research to build and present knowledge. referencing and citing information from multiple print and digital sources 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 2nd Semester Lessons
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