Ghana curriculum lesson note
SHS 3 Ghanaian Language 2nd Semester Week 15 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Ghanaian Language | Week | 15 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | Literature of the Ghanaian Language | Sub-Strand | Written Literature |
| Learning Outcome(s) | 3.4.2.LO.1 - Demonstrate understanding and practical application of Literature portfolio and oral/written critical presentation within the curriculum sub-strand Written Literature. | ||
| Learning Indicator(s) | 3.4.2.LI.2 - Literature portfolio and oral/written critical presentation | ||
| Lesson Focus | Literature portfolio and oral/written critical presentation | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Literature portfolio and oral/written critical presentation; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Literature portfolio and oral/written critical presentation. Complete the concrete guided/practical task for Literature portfolio and oral/written critical presentation accurately. Apply Literature portfolio and oral/written critical presentation 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 Literature portfolio and oral/written critical presentation? What would a strong practical/application response to Literature portfolio and oral/written critical presentation look like? How would changing the context, data or constraints affect a decision about Literature portfolio and oral/written critical presentation? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Teacher-provided short literary extract Literary response chart Performance cue cards Notebook | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Literature portfolio and oral/written critical presentation. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Literature portfolio and oral/written critical presentation. | ||
| 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 Literature portfolio and oral/written critical presentation 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 Literature portfolio and oral/written critical presentation; learners respond in that language as far as possible. | Inspect the prompt/materials, record an initial response about Literature portfolio and oral/written critical presentation, and justify it briefly. | Not provided. |
| Activity 115 minutes | Model the exact language feature for Literature portfolio and oral/written critical presentation—pronunciation, tone, structure, orthography, reading strategy, text organisation or cultural vocabulary—using a short example. | Perform/read a short teacher-provided oral or written extract and identify genre features without reproducing a long copyrighted text. | Check accuracy in the target language feature, not just participation. |
| Activity 220 minutes | Learners practise Literature portfolio and oral/written critical presentation through speaking, listening, reading, writing, translation, interview or performance with peer feedback. | Annotate theme, character/speaker, imagery/proverb/style and cultural value, supporting each point with a short textual reference. | 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 Literature portfolio and oral/written critical presentation in a new context. | Create a response: retell, dramatic performance, proverb application or comparative paragraph linking the text to a contemporary issue. | 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 Literature portfolio and oral/written critical presentation. Complete a one-minute exit response using a concrete example from the lesson on Literature portfolio and oral/written critical presentation. | ||
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More SHS 3 Ghanaian Language 2nd Semester Lessons
Week 1Sub-strand: Text CompositionWeek 2Sub-strand: Text CompositionWeek 3Sub-strand: Interpretation and TranslationWeek 4Sub-strand: Interpretation and TranslationWeek 5Sub-strand: Cultural PracticesWeek 6Sub-strand: Cultural PracticesWeek 7Sub-strand: Cultural PracticesWeek 8Sub-strand: Cultural PracticesWeek 9Sub-strand: Oral LiteratureWeek 10Sub-strand: Oral LiteratureWeek 11Sub-strand: Oral LiteratureWeek 12Sub-strand: Oral LiteratureWeek 13Sub-strand: Written LiteratureWeek 14Sub-strand: Written LiteratureWeek 15 (current)Week 16Sub-strand: Written Literature