SAMPLE LESSON NOTES-WEEK 8

BASIC FIVE

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 SCHEME OF LEARNING- WEEK 8
BASIC FIVE
Name of School………………………………………………………………………….…………………
Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.1.10.1.3/B5.1.10.2.1. B5.2.8.1.1. B5.3.9.1.1. B5.4.14.2.1. B5.5.9.1.2.
B5.6.1.1.1.
Performance Indicator A. Learners can demonstrate awareness of how meaning is conveyed through
appropriate pace, stress and tone
B. Learners can infer meaning from level-appropriate texts
C. Learners can use modals to express a variety of meanings:
D.Learners can write about incidence or events of the day and make radio/TV
presentations
E. Learners can construct compound sentences correctly
F. Learners can read a variety of age- and level appropriate books.
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including Assessment) 10MINS
Learning) (Learner And Teacher)
Monday Learners to sing songs and recite A.ORAL LANGUAGE Give learners task to complete
familiar rhymes (Presentation) while you go round the class to
support those who might need
ONCE I CAUGHT A FISH ALIVE Perform a familiar poem as learners listen extra help.
One, two, three, four, five and observe.
Once I caught a fish alive Have learners to read and spell
Six, seven, eight, nine, ten Have learners discuss the recital with focus some of the keywords in the
Then I let it go again on intonation, stress and rhythm. Perform it lesson
Why did you let it go? again and have the class or groups do same.
Because it bit my finger so
Which finger did it bite? Individuals, pairs and groups now choose and
This little finger on my right perform their favorite poems.

Have learners listen to a conversation or

speech in which the speaker speaks fluently
and clearly and another audio where the
speech is neither clear nor fluent.

Discuss the differences and ask learners to

tell the importance of clear speech.
Tuesday Play games and recite rhymes B.READING Give learners task to complete
that learners are familiar with to (Silent Reading) while you go round the class to
begin the lesson. Have learners read silently. Let them stop support those who might need
and think about something different from extra help.
Ask learners questions to review the text.
their understanding in the Have learners to read and spell
previous lesson. This is to make them know what to do some of the keywords in the
when meaning is disrupted. lesson
Have them read silently for the meaning
from the text.
Wednesday Learners to sing songs and recite C.GRAMMAR Provide sentences and let
familiar rhymes (Modals) learners identify the modals
used.
PUSSY CAT, PUSSY CAT. Auxiliary verbs are used before infinitives to add
Pussy cat, pussy cat, where have a different meaning. Examples are; can, could, i. Please may I see your ticket?
you been? would, should, ought to, will, shall, may, might
I’ve been down to London to visit and must ii. John may leave now, but Sally
the Queen may and might (might is past tense of may) may not.
Pussy cat, pussy cat, what did you Use may and might to talk about things that
do there? are possible or likely. iii. May Kenny come with us to the
e.g. May I borrow your pen movies?
 I frightened a little mouse, under We might go to the party later
her chair. iv. Take an umbrella. It might rain.
Illicit the modals in speech and let learners
practice as well. v. I may not have time to go
swimming tonight.
With examples, assist learners to use the
modals in sentences to convey specific vi. We might go to the party later.
meanings
Thursday Engage learners to play the D.WRITING Give learners task to complete
Hangman game (Informative Writing) while you go round the class to
Let learners watch TV news at home and support those who might need
Think of a word and write the write their own news from the pictures they extra help.
number of letters on the board see.
using dashes to show many Have learners to read and spell
letters there are. Put learners into groups. Let them some of the keywords in the
Example: SCHOOL brainstorm and write about events of the lesson
__ __ __ __ __ __ day. Each group chooses an interesting event
Then, ask learners to suggest a and writes the news to broadcast to the
letter. If it appears in the word, class.
write it in all of the correct
spaces. If the letter does not Let each group choose one person to
appear in the word, write it off to present the news.
the side and begin drawing the
image of a hanging man. Have learners publish their works on the
Continue this until learners guess internet. Help learners to organize a radio
the word correctly. or talk show
Friday Engage learners to play the E.WRITING CONVENTIONS & Give learners task to complete
“Board Race” game GRAMMAR USAGE while you go round the class to
(Using Simple and Complex Sentences) support those who might need
Divide the class into two teams extra help.
and give each team a colored Review the use of coordinators in sentences.
marker. Have learners to read and spell
Draw a line down the middle of Learners write examples of sentences some of the keywords in the
the board and write a topic at the containing coordinates. Let them write lesson
top. sentences demonstrating their knowledge in
The learners must then write as subject and predicate.
many words related to the topic
in relay. The first person will Learners in groups write a narrative
write the first word and pass the exhibiting their knowledge of subject and
colored marker to the one next predicate in compound sentences.
in line. Unreadable or misspelled
words are not counted. Guide them to edit their work and
The team with the highest score encourage them to share the final products
wins! with the class.

F.EXTENSIVE READING
Learners play “popcorn reading” Invite individuals to present their
game. The rules are simple: One Have learners read independently books of
work to the class for feedback.
student starts reading aloud and their choice during the library period.
then calls out "popcorn" when Have learners to draw parts of
they finish. This prompts the next Assessment: Ask learners to write a-three-
paragraph summary of the book read the story
student to pick up where the
previous one left off.
Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B5.3.3.3.1
Performance Indicator Identify examples of angles in the environment that are equal to, less than or
larger than a right angle
Strand Algebra
Sub strand Angles
Teaching/ Learning Resources Cut out angles
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal Development
and Leadership Attention to Precision

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including Assessment) 10MINS
Learning) (Learner And Teacher)
Monday Can you work out what Review the definition of angles: angles as Give learners task to
number will be at the top of the region formed in a plane when two complete whiles you go
the pyramid? lines meet or cross, they form an Angle. round to guide those who
don’t understand.

Give remedial learning to

those who special help.
Ask learners to identify angles in the
classroom and compound.
E.g. opening laptop, door, window, pair
of scissors, pavement floor, etc.

Tuesday Can you make a pyramid with Guide learners to identify angles in the Give learners task to
100 at the top? classroom and compound. complete whiles you go
e.g. A right angle is an angle that has a round to guide those who
measure of exactly 90°. don’t understand.

Learners to construct a right angle using Give remedial learning to

a pair of compasses and a rule only. those who special help.

Assessment: Draw angles on the board

and let learners identify the right angles
in them
Wednesday Can you put the digits 1 to 9 in Guide learners to identify angles in the Give learners task to
a square so that every row, classroom and compound. complete whiles you go
column and diagonal add to 15? e.g. An acute angle is an angle that has a round to guide those who
measure less than 90°. don’t understand.

Learners to construct an acute angle Give remedial learning to

using a pair of compasses and a rule only. those who special help.
 Assessment: Draw angles on the board
and let learners identify the acute angles
in them
Thursday Can you put the numbers 1 to Guide learners to identify angles in the Give learners task to
7 in each circle so that the classroom and compound. complete whiles you go
total of every line is 12? e.g. An obtuse angle is an angle that has a round to guide those who
measure greater than 90° but less than don’t understand.
180°.
Give remedial learning to
Learners to construct an obtuse angle those who special help.
using a pair of compasses and a rule only.

Assessment: Draw angles on the board

and let learners identify the obtuse angles
in them
Friday Can you put the digits 1 to 11 Guide learners to identify angles in the Give learners task to
in the circles do that every line classroom and compound. complete whiles you go
has the same total? e.g. A straight angle is an angle that has a round to guide those who
measure of exactly 180°. don’t understand.

Learners to construct a straight angle Give remedial learning to

using a pair of compasses and a rule only. those who special help.

Assessment: Draw angles on the board

and let learners identify the straight line
angles in them
Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.5.2.1.2
Performance Indicator Identify causes, symptoms and prevention of cholera
Strand Humans & The Environment
Sub strand Diseases
Teaching/ Learning Resources Pictures or charts on causes, symptoms and control of chicken pox
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Learners watch pictures and Ask learners questions to
and play games to get them videos or images showing the review their understanding
ready for lesson. causes, symptoms and of the lessson.
prevention of cholera.
Use questions and answers to Give learners task to do
review learners understanding in Invite a local health officer or whiles you go round to
the previous lesson. SHEP coordinator to give a guide those who need help.
presentation on cholera to the
learners.

Engage learners, in groups, to

discuss the causes of cholera,
using everyday scenarios, e.g.
eating contaminated food and
living in a dirty environment.
Play games and recite rhymes Learners are provided one large Ask learners to summarize
that learners are familiar with to cardboard for all the groups to what they have learnt.
begin the lesson. write different ideas on the
causes, prevention and Let learners say 5 words
Ask learners questions to symptoms of cholera. they remember from the
review their understanding in lesson.
the previous lesson. Learners display the cardboard
in the classroom.

Learners to design a poster for

causes, prevention and
symptoms of cholera
Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page
Learning Indicator(s) B5.4.3.1.1.
Performance Indicator Learners can identify ways of keeping water bodies safe
Strand Our Nation Ghana
Sub strand Responsible Use of Resources
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity.

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners to sing songs Learners discuss ways of Ask learners questions to
and play games to get them keeping water bodies safe review their understanding
ready for lesson. e.g. i. Do not throw rubbish into of the lessson.
water bodies,
Use questions and answers to ii. Do not wash in water bodies, Give learners task to do
review learners understanding in iii. Do not defecate in water bodies whiles you go round to
the previous lesson. guide those who need help.
Learners compose songs,
slogans and create poster on
how to keep water bodies safe.
Play games and recite rhymes Learners discuss ways of Ask learners to summarize
that learners are familiar with to keeping water bodies safe what they have learnt.
begin the lesson. e.g. i. Do not throw rubbish into
water bodies, Let learners say 5 words
Ask learners questions to ii. Do not wash in water bodies, they remember from the
review their understanding in iii. Do not defecate in water bodies lesson.
the previous lesson.
Learners compose songs,
slogans and create poster on
how to keep water bodies safe.
Week Ending
Class Five
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5 5.2.1.1:
Performance Indicator Discuss the importance of being a responsible member of the family.
Strand The Family, Authority & Obedience
Sub strand Roles Relationship in the family & Character Formation
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Play games and sing songs to Assist learners to explain a Ask learners questions to
begin the lesson. responsible person in the family. review their understanding
of the lessson.
Using questions and answers, Let learners describe attitudes
review the understanding of and behaviors that show that a Give learners task to do
learners of the previous lesson person is responsible. whiles you go round to
guide those who need help.
Ask learners to describe a
responsible family member:
- show commitment in family taking
activities,
- obedience to elders of the family,
- respect for family members,
- accepting responsibility
(performing assigned duties),
- taking initiatives,
- helping needy relatives, etc.
Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B5.5.1.1.4
Performance Indicator Examine sources of evidence about the role of Dr Joseph Boakye Danquah
in the Gold Coast Youth Conference
Strand Journey to Independence
Sub strand Early Protest Movement
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners to
become critical thinkers and digital literates

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Engage learners in the design Present a narrative of the role of J.B. Ask learners to tell you what
challenge game. Danquah in the Gold Coast Youth they have learnt.
Conference.
Give each learner a piece of Let learners summarize the
paper to create something In 1929, he helped j e Casely Hayford main points of the lesson.
with the paper. Encourage found the gold coast youth conference
learners to display their final and was secretary general from 1937 to Give learners task to
art for appreciation and 1947. In 1931, Danquah established the complete at home.
appraising. times of west Africa, originally called the
of west Africa times, which was first daily
newspaper in ghana published between
1931 and 1935.

Show learners pictures of the

Danquah Circle in Accra for them to
talk about it
Let learners share their Learners retell the story of J.B. Ask learners to tell you what
opinions on the debate topic Danquah and the Gold Coast Youth they have learnt.
“technology has done more Conference
good than harm to education” Let learners summarize the
Joseph Kwame Kyeretwie Boakye main points of the lesson.
Danquah, born on 18th december
1895, was a ghanaian statesman, pan- Give learners task to
Africanist, scholar, lawyer, historian complete at home.
and one of the founding fathers of
ghana. He played a significant role in
pre and post-colonial ghana, which
was formerly the Gold Coast, and is
credited with giving ghana its name.
Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B5 2.4.6.3 B5.2.4.7.3
Performance Indicator Develop guidelines for appreciating and appraising own and others’
performing artworks that reflect topical issues in Africa
Strand Performing Arts
Sub strand Appreciating and Appraising
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools.
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Use questions and answers to The easiest way to understand and Use questions to review
review the previous lesson with appreciate a performance is to learners understanding of
learners. develop a relevance and appropriate the lesson.
criteria or checklist.
Engage learners to play games Ask learners to tell the class
and sing songs to begin the Guide learners to create a checklist what they have learnt.
lesson or criteria for appreciating and
appraising a performance; Call learners to summarize
 Creative process the main points of the
 Subject matter lesson.
 Selection and use of instruments
and elements
 Styles and techniques
 Originality or creativity
 Use of space
 Selection and use of costumes
 Symbolism and cultural relevance
 Aesthetic qualities
 suitability
Call learners to recall some Lead a discussion to explain the Use questions to review
history facts about Bob Marley criteria with learners. learners understanding of
the lesson.
Use series of questions to Now let learners use the checklist to
review their understanding in appreciate and appraise a previous art Ask learners to tell the class
the previous lesson performed in class. what they have learnt.
e.g. creating and performing music
excerpts from Bob Marley. Call learners to summarize
the main points of the
Put learners into groups and let them lesson.
create and perform music excerpts
from Bob Marley as others observe.

Set up a three member judge to use

the checklist or criteria to appraise
the performance of each group.
Week Ending
Class Five
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 55
Learning Indicator(s) B5.4.8.1.1-3
Performance Indicator Learners can write semi-formal letters using controlled composition.
Strand Composition Writing
Sub strand Letter Writing
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Put learners into groups. Discuss letter writing and its Ask learners questions to
structure with learners. review their understanding
Have learners fine words for of the lessson.
each of the alphabets letters on Show a sample of a letter to
the topic. learners to point out the Give learners task to do
structure and features. whiles you go round to
The group with the most words guide those who need help.
wins. Discuss the features and types
of letters.

Explain to learners the structure

of semi-formal letters.
Have learners play games and Write a sample semi-formal Ask learners to summarize
recite familiar rhymes to begin letter on the board. what they have learnt.
the lesson
Discuss the process involved in Let learners say 5 words
Using questions and answers, writing a semi-formal letter. they remember from the
review their understanding of lesson.
the previous lesson Assist learners to understand
the process in writing good
semi-formal letters.

Write a semi-formal letter on

the board.

Engage learners to sing songs Assist learners to write semi- Ask learners to summarize
and recite rhymes formal letters using controlled what they have learnt.
composition.
Sea shells Let learners say 5 words
She sells seashells by the Ask learners to point out the they remember from the
seashore features and structure of the lesson.
The shells she sells are surely semi-formal letter written.
seashells
So if she sells shells on the Read a semi-formal letter to
seashore, learners.
I am sure she sell seashore
shells Guide learners to write good
semi-formal letters.
Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.3.4.3.4:
Performance Indicator Learners can perform standing bend and reach the knee with the
forehead.
Strand Physical Fitness
Sub strand Flexibility
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop personal skills such as perseverance, muscular strength, muscular
endurance, flexibility

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Play games and sing songs to Learners go through warm-up. Ask learners to summarize
begin the lesson. what they have learnt.
Learners stand straight with
Using questions and answers, shoulder apart. Let learners say 5 words
review the understanding of they remember from the
learners of the previous lesson Arms by their sides tilt to one lesson.
side of their body till the hand
reaches the knees.

Same should be done to the

other side.

Let them perform in pairs so

that as one performs the other
gives support.
Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.6.7.1.3. B5.6.7.1.4.
Performance Indicator Learners can creating an email account.
Strand Internet And Social Media
Sub strand Electronic Mail
Teaching/ Learning Resources Computer sets, modem and Pictures
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship.

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Play games and sing songs to Guide learners to create email Ask learners to summarize
begin the lesson. account (i.e. the possible steps). what they have learnt.

Using questions and answers, Let learners say 5 words

review the understanding of they remember from the
learners of the previous lesson.
lesson

Guide learners to write messages,

format text, etc.