SAMPLE LESSON NOTES-WEEK 11

BASIC THREE

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 SCHEME OF LEARNING- WEEK 11
BASIC THREE
Name of School………………………………………………….……………………….…………………
Week Ending
Class Three
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B3.1.10.1.1. B3.2.9.1.2. B3.4.14.1.2. B3.5.10.1.1. B3.6.1.1.1.
Performance Indicator A. Learners can present ideas logically
B. Learners can recognize more than two hundred high frequency
words with automaticity
C. Learners can make a radio/TV presentations/performances
D.Learners can spell phonically irregular words correctly
E. Learners can read a variety of age and level-appropriate books and
summarize them
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 10MINS
Learning) Assessment) (Learner And Teacher)
Monday Have learners recite familiar A.ORAL LANGUAGE Give learners task to
rhymes. complete while you go
Discuss important people (e.g. round the class to support
FIVE LITTLE DUCKS teachers, footballers, farmer, those who might need
Five little ducks went out one police officer, etc.) in learners’ extra help.
day, community and what made
Over the hills and far away, them important. Have learners to read and
Mother duck said “Quack, spell some of the keywords
quack, quack” Ask learners to prepare in the lesson
But only 4 little ducks came presentations on what they
back. would like to be important for
and why.

Have learners present their

work logically.
Tuesday Engage learners to sing songs B.READING Give learners task to
and recite familiar rhymes complete while you go
Revise the knowledge of sight round the class to support
LITTLE TOMMY TITTLEMOUSE words through games. those who might need
Little tommy tittle mouse extra help.
Lived in a little house, Have learners identify sight
He caught fishes words in texts using games Have learners to read and
In other men’s ditches. such as Fishing and Lucky Dip. spell some of the keywords
in the lesson
Let learners use the sight
words to construct meaningful
sentences.
Wednesday Have learners play games and C.WRITING Give learners task to
recite familiar rhymes to begin complete while you go
the lesson Let Learners rehearse round the class to support
presenting information on radio those who might need
Using questions and answers, or TV. extra help.
review their understanding of
the previous lesson.
 Have learners generate ideas, Have learners to read and
plan and present them in spell some of the keywords
groups as done on radio. in the lesson

Assign groups to present their

ideas to the whole class.

Plan for a live

presentation/performance.
Thursday Engage learners to sing songs D.WRITING Give learners task to
and recite familiar rhymes CONVENTIONS & complete while you go
GRAMMAR USAGE round the class to support
THERE WAS A JOLLY MILLER (Spelling) those who might need
ONCE Have learners play the Pick and extra help.
There was a jolly miller once Spell game to spell phonically
Lived on the river Dee irregular words. e. g. enough, Have learners to read and
He worked and sang from answer, because, bought. spell some of the keywords
morn till night, in the lesson
No lark as blithe as he, Dictate the words for learners
And this the burden of his song to spell. Have learners use
Forever used to be, these words in oral and written
I care for nobody, no not I, sentences.
And nobody cares for me.
Provide sentences with blank
spaces for learners to fill in the
blanks using the words they
have learnt to spell.
e.g. bought, answer, because,
etc.
i. I drink ------- water.
ii. Your ................. is wrong.
iii. I miss the class ..................... I was
late.
iv. My father ................... chocolate.
Friday Have a variety of age/level- E. EXTENSIVE READING Let learners summarize the
appropriate books for learners books they read to the
to make a choice from. Using the Author’s chair, whole class
introduce the reading/library
Guide learners to select books time. Learners draw parts of the
for readings stories they read.
Introduce narratives,
expository, procedural texts to
learners.
Week Ending
Class Three
Subject MATHEMATICS
Reference Mathematics curriculum Page 73
Learning Indicator(s) B3.4.1.1.1 B3.4.1.2.1
Performance Indicator Gather and record Data using concrete graphs and pictographs to
solve problems
Strand Geometry and Measurement
Sub strand Data Collection And Organization
Teaching/ Learning Resources
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Have learners play games Guide learners to use tallies, Ask learners to tell you
and recite familiar rhymes to checkmarks, charts, lists or tables to what they have learnt
begin the lesson collect and organize data to answer a
question. Give learners individual
Using questions and answers, Example: call ten students to the or home task
review their understanding front of the class and sort them into
of the previous lesson groups; that is group of boys and
group of girls.

Let learners identify the number of

boys and girls in each group.

Have learners to use tallies to

represent the number of boys and
girls on a table.
Tuesday Have learners play games Guide learners to use tallies, Ask learners to tell you
and recite familiar rhymes to checkmarks, charts, lists or tables to what they have learnt
begin the lesson answer questions, and justify the
answers, based on the organized Give learners individual
Using questions and answers, data. or home task
review their understanding
of the previous lesson Have learners to answer questions
based on the data collected on the
number of boys and girls.
Example: i. How many boys?
ii. how many girls?
iii. how many altogether?
iv. more girls than boys. Yes/No
v. less boys than girls? Yes/No
Wednesday Have learners play games Let gather and bring all items that Ask learners to tell you
and recite familiar rhymes to can found in the classroom. what they have learnt
begin the lesson Example: pencils, sharpeners,
erasers, crayons, bags, dusters, chalk, Give learners individual
Using questions and answers, pens, etc. or home task
review their understanding
of the previous lesson Let them sort and group them. That
is group of pencils, group of pens,
etc.
 Learners to count and identify the
number of items in each group.

Have learners to use tallies to

represent the number of boys and
girls on a table and answer questions
based on the data collected.
Thursday Have learners play games Let learners Identify common Ask learners to tell you
and recite familiar rhymes to features of bar graphs that use one- what they have learnt
begin the lesson to-many correspondence and use
that understanding to create Give learners individual
Using questions and answers, concrete graphs or pictographs, or home task
review their understanding complete with title, labeled axes, key
of the previous lesson or legend, to represent data
collected (up to 3 categories of data)

Draw a bar graph on the board

depicting the food learners like best

R
I
C
E
& B
S A
T N
E F
K
U
W U F
U

Learners to use the graph to answer

and/or pose questions, and justify
the answers, based on the organized
data
e.g. “What is the class favorite food?
Friday Have learners play games Let learners use a one-to-many Ask learners to tell you
and recite familiar rhymes to correspondence solve simple what they have learnt
begin the lesson problems (how many altogether,
comparing, or take apart problems) Give learners individual
Using questions and answers, requiring interpretation of one-to or home task
review their understanding many bar graphs (up to 3 categories
of the previous lesson of data)

Draw a bar graph on the board

depicting learners favorite colors

B
B L
L A
U C
E R
K E
D

Learners to use the graph to answer

and/or pose questions, and justify
the answers, based on the organized
data
e.g. “What is the class favorite color?
Week Ending
Class Three
Subject SCIENCE
Reference Science curriculum Page 62
Learning Indicator(s) B3.5.4.1.1
Performance Indicator Identify human activities that pollute the atmosphere
Strand Humans And The Environment
Sub strand Climate Change
Teaching/ Learning Resources Pictures of smoke from mosquito coils, burning of pieces of paper
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)
Have learners play games and Learners watch pictures and Ask learners questions to
recite familiar rhymes to begin videos on human activities that review their understanding
the lesson pollute the atmosphere. of the lessson.

Using questions and answers, Teacher explains to learners that Give learners task to do
review their understanding of “atmosphere” refers to the air whiles you go round to
the previous lesson. around us. guide those who need
help.
Tell stories or talk about scenarios
that pollute the atmosphere i.e.
burning of waste and bush,
exhaust fumes from moving cars
etc.
Have learners play games and Introduce a simple game or Ask learners to summarize
recite familiar rhymes to begin activity to help learners what they have learnt.
the lesson understand how the atmosphere
gets polluted., e.g. smoke from Let learners say 5 words
Using questions and answers, mosquito coils, burning of pieces they remember from the
review their understanding of of paper and ask learners to tell lesson.
the previous lesson where the smoke goes.

Evaluate learners by asking them

to talk about other activities that
pollute the atmosphere.

Teacher should not discuss things

about climate doom that will scare
the learners.
Let learners act as teachers to Introduce a simple game or Ask learners questions to
review the previous lesson. activity to help learners review their understanding
understand how the atmosphere of the lessson.
Encourage learners to pose gets polluted.
questions for clarification Give learners task to do
Evaluate learners by asking them whiles you go round to
to talk about other activities that guide those who need
pollute the atmosphere. help.

Teacher should not discuss things

about climate doom that will scare
the learners.
Week Ending
Class Three
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 57
Learning Indicator(s) B3.5.4.1.1.
Performance Indicator Identify the importance of technology in communication
Strand My Global Community
Sub strand Technology In Communication
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)
Have learners play games and Learners talk about ways of Ask learners questions to
recite familiar rhymes to begin communicating with others e.g. review their understanding
the lesson Storytelling, conversations, of the lessson.
gesturing etc.
Using questions and answers, Give learners task to do
review their understanding of Learners talk about the whiles you go round to guide
the previous lesson. importance of technology in those who need help.
communication,
e.g. it is faster, it is saves money,
it makes us contact people easily.
Have learners play games and Learners talk about how to Ask learners to summarize
recite familiar rhymes to begin protect technology tools in what they have learnt.
the lesson communication,
e.g. handling with care, not Let learners say 5 words
Using questions and answers, leaving them in the Sun, cleaning they remember from the
review their understanding of them regularly. lesson.
the previous lesson
Learners practice how to use
mobile phone to communicate
politely e.g. how to make a call
and how to receive a call.
Let learners act as teachers to Demonstrate to learners how to Ask learners questions to
review the previous lesson. speak on phone politely review their understanding
of the lessson.
Encourage learners to pose Learners in groups, talk about
questions for clarification how to speak on phone politely. Give learners task to do
whiles you go round to guide
Have learners to draw and color those who need help.
any technological tool.
Week Ending
Class Three
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 22
Learning Indicator(s) B3.4.2.1.1:
Performance Indicator Learners can explain the need to live in harmony with one another.
Strand The Family and the Community
Sub strand Personal Safety In The Community
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)
Display an image on the board Have learners mention ways of Ask learners questions to
(relating to the topic) but living in harmony with one review their understanding
cover it up. another. of the lesson.
Every time a student a student
answers a question then show Discuss the need to live in Have learners write 3 facts
a little bit of the image. harmony with one another: to of the lesson on a sheet of
promote peace and unity, law paper and it in their pockets
The first person to guess the and order, growth and and learn it on their way
correct image wins. development, etc. home.

In a Think-Pair-Share session, let

learners talk about attitudes and
behaviors that promote
harmonious living at home,
school, community, etc.
Week Ending
Class Three
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B3.3.1.1.1
Performance Indicator Learners can describe how the Europeans settled on the Gold Coast,
including forming alliances with the local chiefs.
Strand Europeans in Ghana
Sub strand Arrival of Europeans
Teaching/ Learning Resources Wall charts, word cards, 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)
Put students into pairs and hand Explain why other Europeans Ask learners series of
out a wad of sticky notes to who came later also settled on questions to review their
each pair. the Gold Coast understanding of the lesson
They write a word or statement
relating to the lesson and put it Learners use the internet to find Ask learners to summarize
on their partners head. Partners out the castles and forts the what they have learnt
are to guess what is written on Europeans built.
the sticky papers. Give learners individual or
The learner who guess right Have learners to design a poster home task
wins of the forts and castles.
Engage learners to sing songs Let learners Investigate how the Ask learners series of
and play games to get them Europeans settled on the Gold questions to review their
ready for lesson. Coast including forming alliances understanding of the lesson
with the local chiefs and
Use questions and answers to marrying the local people. Ask learners to summarize
review learners understanding in what they have learnt
the previous lesson Learners present their findings
in groups to the whole class. Give learners individual or
home task
Let learners sketch a map to
show some of the european
alliances.
Week Ending
Class Three
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B3.2.3.4. B3.2.3.5.
Performance Indicator Learners can plan for a display of own artworks to share creative experiences
Strand Visual Arts & Performing Arts
Sub strand Displaying and Sharing
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools, other materials available
in the community
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)
Show pictures and videos of Guide learners to plan an Teacher moves round the
the artwork to exhibit. arrangement of own artworks to class to monitor the
share, educate and inform the progress of learners in their
public on topical issues of the sketches.
Engage learners to sing songs local community.
about work. Encourage learners to come
Learners should select a theme out with good sketches.
for their art. E.g. go green or save
trees. Give out manual invitations
cards to learners to be
given to their parents.

Learners should plan their art in a

sketch form.
Show pictures and videos of Organize a place for the Appreciate and thank
the artwork to exhibit. exhibition. parents for their presence.

Invite other teachers to witness Let learners organize

Engage learners to sing songs the artwork. Set the stage for themselves to clean up the
about work. learners to display their artwork. place after the exhibition.

Evaluate individual art and allow

pupils to talk about them in the
form of appraisal.

Discuss the moral lessons in the

song.
Week Ending
Class Three
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 115
Learning Indicator(s) B3.6.3.1.1-2
Performance Indicator Learners can read stories with correct intonation.
Strand Extensive Reading/Children’s Literature/ Library
Sub strand Reading Short Stories and Respond to Them
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)
Engage learners to sing songs Read a story with correct Ask learners questions to
and recite rhymes intonation to the class. review their understanding
Hot Cross Buns of the lessson.
Hot cross buns! Lead learners to learn how to
Hot cross buns! read stories with correct Give learners task to do
One ha' penny. Two ha' penny. intonation. whiles you go round to
Hot cross buns! guide those who need help.
If you have no daughters. Call learners out one after the
Give them to your sons other to read the story.
One ha' penny, Two ha' penny.
Hot Cross Buns! Ask questions based on the
story read for learners to
answer.
Have learners play games and Discuss with learners where to Ask learners to summarize
recite familiar rhymes to begin locate the title and author of a what they have learnt.
the lesson book.
Let learners say 5 words
Using questions and answers, Let learners bring out any they remember from the
review their understanding of reading book from the cupboard lesson.
the previous lesson and lead them to mention titles
and authors of the books they
have.

Lead learners read the stories

with correct intonation.
Engage learners to sing songs Guide learners to choose Ask learners to summarize
and recite rhymes appropriate story books from what they have learnt.
Round and Round the the class library.
Garden Let learners say 5 words
Round and round the garden Lead them to mention titles and they remember from the
Like a teddy bear. authors of the books they have. lesson.
One step. Two step,
Tickle you under there. Lead learners read the stories
with correct intonation.

Ask questions based on the

story read for learners to
answer.
Week Ending
Class Three
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 42
Learning Indicator(s) B3.5.3.5.3
Performance Indicator Use verbal and nonverbal communication to improve practice.
Strand Values And Psychosocial Concepts, Principles And Strategies
Sub strand Group Dynamics
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)
Have learners play games and Positive feedbacks is a tool Ask learners to summarize
recite familiar rhymes to begin when used well, increases and what they have learnt.
the lesson enhances performance in
physical activities. Let learners say 5 words
Using questions and answers, It can verbal and non-verbal. they remember from the
review their understanding of Example: clapping, shouting, lesson.
the previous lesson cheering, thumps up, smiling,
eye contact, relaxed posture
etc.

Engage Learners to improve on

their practice as they receive
positive verbal and non-verbal
feedback from their peers,
teacher, etc.