Ghana curriculum lesson note
SHS 3 English Language 2nd Semester Week 4 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | English Language | Week | 4 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | READING | Sub-Strand | SUMMARISING |
| Learning Outcome(s) | 3.2.2.LO.1 - Engage advanced strategies to summarise a variety of texts (with simple and complex structures) | ||
| Content Standard | 3.2.2.CS.1 | ||
| Learning Indicator(s) | 3.2.2.LI.2 - Answer a variety of summary questions on texts of varied lengths. Experiential Learning: • Learners read a variety of texts, including extracts from Core Literature books and answer summary questions on them. • Working in mixed ability/mixed gender groups, learners collaboratively read the introductory and concluding paragraphs of a given text to predict what the text is about. • Learners critically read the whole text closely to gain a better understanding of the text | ||
| Lesson Focus | Answer a variety of summary questions on texts of varied lengths. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Answer a variety of summary questions on texts of varied lengths. 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 Answer a variety of summary questions on texts of varied lengths. Experiential Learning: • Learners read a variety of texts, including extracts from Core Literature books and answer summary questions on them. • Working in mixed ability/mixed gender groups, learners collaboratively read the introductory and concluding paragraphs of a given text to predict what the text is about. • Learners critically read the whole text closely to gain a better understanding of the text? 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 answer a variety of summary questions on texts of varied lengths 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 answer a variety of summary questions on texts of varied lengths 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 answer a variety of summary questions on texts of varied lengths 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 answer a variety of summary questions on texts of varied lengths 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 answer a variety of summary questions on texts of varied lengths 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
Week 1Sub-strand: SUMMARISINGWeek 2Sub-strand: SUMMARISINGWeek 3Sub-strand: SUMMARISINGWeek 4 (current)Week 5Sub-strand: GRAMMARWeek 6Sub-strand: GRAMMARWeek 7Sub-strand: GRAMMARWeek 8Sub-strand: GRAMMARWeek 9Sub-strand: VOCABULARYWeek 10Sub-strand: VOCABULARYWeek 11Sub-strand: VOCABULARYWeek 12Sub-strand: VOCABULARYWeek 13Sub-strand: PRODUCTION AND DISTRIBUTION OF TEXTWeek 14Sub-strand: BUILDING AND PRESENTING KNOWLEDGEWeek 15Sub-strand: NARRATIVE, POETRY AND DRAMAWeek 16Sub-strand: NARRATIVE, POETRY AND DRAMA