BASIC FIVE WEEK EIGHT - Mintah Eric...Week Ending 1st November, 2019 Class Five Subject MATHEMATICS Reference Mathematics curriculum Page 86 Learning Indicator(s) B5.2.1.1.3 Performance

BASIC FIVE WEEK EIGHT

Week Ending 1st November, 2019

Class Five

Subject ENGLISH LANGUAGE

Reference English language curriculum Page

Learning Indicator(s) B5.1.3.1.3. B5.2.3.1.2. B5.3.3.1.1. B5.4.3.1.3. B5.5.3.1.1.

B5.6.1.1.1.

Performance Indicator A. Learners can compose six-line poems.

B. Learners can use words with digraphs to make

meaningful sentences

C. Learners can identify and use indefinite pronouns e.g.

someone, anyone, everything etc. Possessive pronouns to show possession, e.g. mine, ours etc.

D. Learners can elaborate on, explain and or justify the

main ideas of a paragraph by providing explanations and examples

E. Learners can identify and use nouns or noun phrases to refer to quantities or units.

F. Learners can read a variety of age- and level

appropriate books and present at least a-

threeparagraph summary of each book read

G.

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a

manila card and a class library.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal

Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10

MINS

(Preparing The Brain

For Learning)

PHASE 2: MAIN 40MINS

(New Learning Including

Assessment)

PHASE 3:

REFLECTION

10MINS

(Learner And

Teacher)

Monday Have learners to sing

songs and recite

familiar rhymes

THE WHEELS ON THE

BUS

The wheels on the bus

goes round and round

Round and round;

round and round

A.ORAL LANGUAGE

Have learners recite a poem of their choice individually and in groups. Put

learners into groups and ask them to

write out some lines of the recited poems.

Assign learners to create or write some

meaningful lines similar to those in the

poem of their choice.

Review the lesson

with learners

The wheels on the bus

goes round and round All through the town.

The dog on the bus goes woof, woof, woof woof, woof, woof;

woof, woof, woof The dog on the bus goes

woof, woof, woof All

day long.

(Continue with sounds

made by familiar

animals)

Guide learners to arrange their

formulated lines together to compose a poem of six lines.

Have each group recite their poem while others listen.

Assessment: Ask the class to identify

the values in the poems as they listen

to recitations.

Tuesday Have learners to sing

songs and recite

familiar rhymes

ONE LITTLE FINGER One little finger, One little

finger.

Two little fingers, tap,

tap, tap!

Point to the ceiling,

point to the floor. Put them on your head,

Head!

(continue by pointing

to other parts of the

body)

B.READING

Revise the activity in B5.2.3.1.1 and

show the chart containing words.

Let learners think-pair-share and select a paragraph with words containing

digraphs e.g. wh, th, both at initial and end positions e.g. that, those, these,

with, sixth, teeth.

Assessment: Put learners into groups.

Let them identify and read words

containing digraphs and use them in sentences.

The group that produces ten words

and uses them in sentences correctly is

the winner.

Review the lesson

with learners

Wednesday Have learners to sing

songs and recite

familiar rhymes

WE SHALL HAMMER

•We shall hammer with one hammer, hammer with one hammer,

hammer with one hammer we all do the

same.

•We shall hammer with

two hammers, hammer

with two

C.GRAMMAR

Introduce indefinite pronouns with

examples in sentences.

Discuss the indefinite pronouns with learners.

Assessment: Provide a passage and

group learners to identify indefinite

pronouns, and use the pronouns

identified in sentences.

Review the lesson

with learners

hammers, hammer with

two hammers we all do

the same

Repeat the procedure to teach

possessive pronouns.

Thursday Choose 5-6 letters that the learners know and make 5-10 cards with

each sound on. Give each child a card and ask them to remember

the sounds and hide it. They walk around the classroom making that

sound and find other children saying the same sound. They form groups of the same sound.

D.WRITING

Display a model paragraph preferably

the one above (Refer to B5. 4.3.1.2)

By way of revision, have learners identify the main idea and supporting

ideas.

Think-Pair-Share: Have pairs of learners discuss why a main idea in a

paragraph needs

elaboration/explanation/examples, and share their views with peers and

the whole class.

Assessment: Give learners a topic

sentence for them to elaborate on by

providing details

(explanation/examples).

Review the lesson

with learners

Friday Engage learners to play the “Lucky Dip game” Learners take turns to dip their hands into a box containing words of collective nouns, pick a card and use the word in a sentence.

E.g. a team of horses, a bevy of ladies, a flock of sheep

Guide learners to

E.WRITING CONVENTIONS &

GRAMMAR USAGE

Introduce quantities and units in

context.

Guide leaners identify and use nouns or noun phrases to refer to quantities

or units

E.g.

− Please, give me a piece of paper.

-I have a pair of trousers

Assessment: have learners to use

some of the keywords form sentences

F.EXTENSIVE READING Have learners read independently books of

their choice during the library period.

Review the lesson

with learners

Have learners to tell

what they read to

the whole class

choose and read

books during the

library period

Learners think-pair-share their stories

with peers.

Ask each learner to write a-two-three

paragraph summary of the book read.

Invite individuals to present their work

to the class for feedback.


Class Five

Subject MATHEMATICS

Reference Mathematics curriculum Page 86

Learning Indicator(s) B5.2.1.1.3

Performance Indicator Learners can predict subsequent elements in a given pattern

Strand Numbers

Sub strand Patterns and relationships

Teaching/ Learning Resources Counters and bundle of sticks, Blackboard illustrations.

Learners demonstration

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


For Learning)



Assessment)

PHASE 3:

REFLECTION 10MINS

(Learner And

Teacher)

Monday Engage leaners to sing the song

WE CAN COUNT

We class five

We can count

We count 1,2,3,4,5

We count 6,7,8,9,10

We class five can

count very well.

Ask students to respond to find the next

two terms in a pattern and state the rule

for the pattern.

Assessment: have learners to solve

several examples

Review the lesson

with Learners

Tuesday Engage leaners to sing the song

I AM COUNTING ONE

• I’m counting

one, what is one

• 1 - One is one

alone, alone it shall be.

• 2 - Two pair, two pair come pair let

us pair

• 3 - Turn around

• 4 - Follow me

• 5 - Fire

• 6 - Sister

• 7 - Saviour

Ask learners to complete the table below

for the number of match sticks used in this

geometric pattern. Guide learners to

describe the relationship.


several examples

Review the lesson

with Learners

• 8 - Eat more fruits •

9 - Nana Yaw

• 10 - Thank your God.

Wednesday Engage leaners to Play

show me a number

game with learners (up

to 10), with fingers.

Teacher mentions

the number from (1

to 10).

Learners then show

their fingers up to

show the number

Ask learners to complete the table below

for the number of match sticks used in this

geometric pattern. Guide learners to

describe the relationship.


several examples

Review the lesson

with Learners

Thursday Have leaners to solve

for the missing

numbers in the empty

cells

+ 1 2 3

1 2 4

2 4

3 4

Ask learners to write questions based on

number or geometric patterns for their

friends to find answers to; e.g. how many

match sticks will be used for the 9th

geometric pattern?

Review the lesson

with Learners

No. of

triangles

1 2 3 4

No. of

match

sticks

3 6

Assessme nt: hav e learners to

solve several ex amples

Friday Engage leaners to sing

the song

WE CAN COUNT

We class five

We can count

We count 1,2,3,4,5

We count 6,7,8,9,10

We class five can

count very well.

Ask learners to writ e quest ions ba sed on

number or geometric patterns for their

friends to fi nd answers to; e.g. ho w many

match stick s will be used f or the 9th

geometric p attern?

Review the lesson

with Learners

No. of

triangles

1 2 3 4

No. of match

sticks

3 6


several examples


Class Five

Subject SCIENCE

Reference Science curriculum Page

Learning Indicator(s) B5.2.1.3.1 B5.2.1.3.2

Performance Indicator Learners can demonstrate evaporation and condensation as

important processes of the hydrological (water) cycle Know

how clouds are formed

Strand Cycles

Sub strand Earth science

Teaching/ Learning Resources Pictures and videos

Core Competencies: Critical Thinking and Problem-Solving Communication and Collaboration

DAYS PHASE 1: STARTER 10 MINS

(Preparing The

Brain For

Learning)



Assessment)

PHASE 3: REFLECTION

10MINS

(Learner And Teacher)

Learners recite

poems and rhymes involving the

environment and water.

Teacher uses series

of questions to

introduce his lesson

In groups, learners demonstrate

evaporation and condensation, e.g. learners observe water drying off

their wet hands (evaporation), covering water with a lid and

observing water droplets on the lid

after some time (evaporation & condensation).

Demonstrate evaporation by heating water until it boils (to be

done by the teacher), then covering

the boiling water with a sheet of transparent glass.

Water vapour condenses on

transparent glass (condensation).

Learners are assisted to understand how evaporation and condensation

lead to the formation of rain.

Display pictures or simple diagrams

of the water cycle showing

What have we learnt

today?

Demonstrating

evaporation and

condensation as important processes of the hydrological (water)

cycle know how clouds are formed

Have learners to

summarize the main

points of the lesson.

Review the lesson with

learners. Ask learners to

draw the water cycle

showing evaporation and

condensation

evaporation and condensation.

Put students into

groups of three 3

and number them 1-

Review composition of air with learners.

This should include water vapour.

What have we learnt today?

3. Put three number

statements up to the white board and ask

students to explain

the corresponding statements to their group. The group who explains well

wins.

Ask learners the question: what are

clouds?

And assists learners to come out

with this explanation:

Clouds consist of many tiny water

droplets resulting from the

condensation of water vapour into

liquid water or ice.

Demonstrating

evaporation and condensation as

important processes of

the hydrological (water) cycle know how clouds are

formed

Have learners to summarize the main



learners. Ask learners to

draw the water cycle

showing evaporation and

condensation

Learners recite poems and rhymes involving the

environment and water.

Explain that upward vertical motion of air through the atmosphere cools

water vapour to form clouds.

Learners demonstrate formation of clouds in a bottle.

Learners explain why clouds are not

formed close to the surface of the

ground


Demonstrating

evaporation and condensation as

important processes of

the hydrological (water) cycle know how clouds are

formed

Have learners to

summarize the main



Class Five

Subject OUR WORLD OUR PEOPLE

Reference Our World Our People curriculum Page 28

Learning Indicator(s) B5.1.4.1.1.

Performance Indicator Learners can describe skills for dealing with peer pressure

Strand All about us

Sub strand Home and School

Teaching/ Learning Resources Videos and pictures

Core Competencies: Personal Development and Leadership Communication and Collaboration

Trust, Commitment, Loyalty Respect, Obedience, Humility Unity, Responsibility, Togetherness


MINS


For Learning)



Assessment)

PHASE 3: REFLECTION

10MINS


Have learners to sing songs and recite familiar

rhymes

JOHNNY JOHNNY

Johnny, Johnny, yes papa.

Eating sugar, no papa.

Telling lies, no papa.

Open your mouth ha! ha!

ha!

Learners talk about the benefits of belonging to

good peer groups

e.g. learning new things,

respectfulness, obedience, achieving goals, being

courteous

Assessment: share roles and

have learners to role-play

some of the good benefits

of belonging to a peer group


benefits of belonging to

good peer groups

have learners to

summarize the main points

of the lesson

Group learners into three (3), appoint a leader from each group to act as the

teacher.

Ask them to summarize

what was covered in the

previous lesson. The class is allowed to pose

questions to the leaders.

The group who summarizes well wins.

Learners discuss the dangers of belonging to bad peer groups e.g. drink alcohol,

take drugs, have pre-marital sex

Assessment: share roles and

have learners to role-play

some of the dangers of

belonging to a peer group


dangers of belonging to

bad peer groups

have learners to

summarize the main points

of the lesson

Engage learners to sing

songs and recite familiar

rhymes

Learners role play a scenario

in which an


lesson

SOMETHING PASS

•Something pass

•Response: something

pass through my body to

my heart. •Something pass

•Response: something

pass through my mouth to

my stomach.

•Lalala laaa

•Response: lala laa lala

lala lala la

•Lololo loo

•Response: lolo loo lolo

lolo lolo lo

older pupil is putting

pressure on a younger one to do any of the following: i.

drink alcohol ii. take drugs

iii. have pre-marital sex


Class Five

Subject RELIGIOUS AND MORAL EDUCATION

Reference RME curriculum Page 37

Learning Indicator(s) B5.1.2.1.2:

Performance Indicator Learners can demonstrate ways to care for the environment.

Strand God his creation and attributes

Sub strand The environment

Teaching/ Learning Resources Videos and pictures

Core Competencies: Respect, Caring, Responsibility, stewardship, Love, Communication and

Collaboration, Cultural Identity and Global Citizenship


MINS


For Learning)



Assessment)

PHASE 3: REFLECTION

10MINS


Have learners to watch

videos and pictures of

how to care for the

environment.

Have learners to talk

about parts of the video

and pictures that

interest them

Through questions and

answers, learners explain what they think a clean

environment should be.

Using Think-Pair-Share, learners talk about ways of caring for the environment through: tree planting,

proper disposal of wastes,

legal mining, clean-up exercises, avoiding environmental pollution, etc.

Let learners organize and do

clean-up exercises in the school environment.

Project: learners in groups

to do a project on: clearing a

rubbish dump, planting

trees, checking erosion,

clearing choked gutters, etc.


ways to care for the

environment

have learners to summarize

the main points of the lesson

Learners talk about what

was interesting and made meaning to them in the

lesson and what they will change and do differently

Have learners to sing

songs and recite rhymes

related to the lesson

Let learners discuss and write

down the importance of caring

for the environment: the

importance may include: it

helps to improve climatic

conditions such as adequate

What have we learnt

today?

ways to care for the environment

rainfall, balanced temperature

on earth, etc.

Let learners present their work

in class for appreciation and

discussion.

have learners to summarize the main points of the lesson


was interesting and made meaning to them in the

lesson and what they will

change and do differently


Class Five

Subject HISTORY

Reference History curriculum Page 31


Performance Indicator Learners can name Ghanaians who have made significant

contribution locally and internationally.

Strand My country Ghana

Sub strand Some Selected Individuals

Teaching/ Learning Resources Pictures of some outstanding personality in Ghana A

documentary on any of the personality

Core Competencies: cultural identity and digital literacy


MINS


For Learning)



Assessment)

PHASE 3: REFLECTION

10MINS


Write nine key words used

in the previous lesson, in boxes on the board.

Challenge students to

make a (historically accurate) sentence of at least three lines or a short

paragraph using them all

Have leaners to write on a

sheet of paper the following

Which individuals have contributed locally and internationally?

What were their contributions?

Which among them inspires

you most and why?

Use pictures, posters or the

internet to identify

Ghanaian who have made important contributions

locally and internationally.

Match these personalities with areas of specialty e.g.

Dr R.E.G Armattoe (Science

and Medicine), Kofi

Annaninternational diplomacy, Osibisa- popular

music, El

Anatsui – sculptor, David

Adjaye- Architect, Ozwald

Boateng-fashion, Efua

Sutherland- playwright, Prof

Francis Allotey- science and History, Prof Akua

Kuenyehia- law, Prof.

Frimpong Boateng –

Surgeon, Abedi Ayew ‘Pele’

– Football, Azumah Nelson

Boxing etc.

What have we learnt

today?

Ghanaians who have made

significant contribution

locally and internationally


was interesting and

inspired them in the lesson

and what they will change

and do differently

Show photographs/

documentary of significant

individuals

Paste a chart of pictures on the board. The pictures should contain the

pictures of some selected individuals who have

made significant

Contribution locally and internationally.

Write some popular

quotes by this individuals

on sticky notes.

Call out leaners to identify

the individuals with their

quotes.

Retell the live stories of any

of these from a

documentary show

With the aid of the internet learners are to develop a documentary/poster of

individuals who have contributed significantly in

this field

Identify the traditional

rulers whose work inspires you most and give reasons

for your choice


Ghanaians who have made

significant contribution

locally and internationally


was interesting and

inspired them in the lesson

and what they will change

and do differently


Class Five

Subject CREATIVE ARTS

Reference Creative Arts curriculum Page

Learning Indicator(s) B5 1.4.6.1

Performance Indicator Learners can develop guidelines for appreciating and

appraising own and others’ visual artworks that reflect the

history and culture of the African people

Strand Visual Arts

Sub strand Appreciating an appraising

Teaching/ Learning Resources Photos, videos, art paper, colours and traditional art tools

, other materials available in the community

Core Competencies: Decision Making Creativity and Innovation Communication Collaboration Digital

Literacy


MINS


For Learning)



Assessment)

PHASE 3: REFLECTION

10MINS



videos and pictures on

appreciating artworks

Have Learners to discuss and

accept a guide for appreciating

and appraising own and/or

others’ visual artworks based

on the guidelines suggested

below;

identify the correct vocabulary

to use for appreciating and

appraising artworks;

agree on what to use the

appraisal report for and how to

share it;

agree on the approach/method

(manual/digital) to use in

recording/documenting the

appraisal process;

What have we learnt

today?

Expressing feelings and

thoughts about own and

others’ displayed visual

artworks

Have learners to

summarize the important

points in the lesson.


videos and pictures on

appreciating artworks

Fix a day/date for the

appreciation/appraisal/jury.

Suggested Guidelines

Description of the work: The

elements in the work (dot,

lines, shapes, forms, colour,

texture, tone), materials used

(e.g. paper, pencil, clay, wood),

size of the work, number of

What have we learnt

today?

Expressing feelings and thoughts about own and

others’ displayed visual

artworks

objects/items in the work,

Subject matter: Meaning,

message, topic, mood, feelings,

history, religion, environment,

global warming

Appraisal: What the work can

be used for, likes, good things

in the work, beauty, social and

cultural value, correlation

(connecting to other areas of

learning)

Experiences to share: The

design process through

thinking and composing,

planning and making,

displaying and sharing, etc.

Have learners to

summarize the important

points in the lesson.


Class Five

Subject GHANAIAN LANGUAGE

Reference Ghanaian Language curriculum Page

Learning Indicator(s) B5.3.1.1.1 B5.3.1.1.2 B5.3.1.1.3 B5.3.1.1.4 B5.3.1.1.5

Performance Indicator • Learners can recognize the use of full stops at the end of a complete sentence, and to separate

initials.

• Learners can recognize that a comma is used to separate a list of items. It serves as a pause in

sentences and speech.

• Learners can recognize that a colon is used to list

and explain a statement, or to mention a list of

items.

• Learners can recognize that quotation marks are

used when you want to write or quote the same

words a person said or wrote.

• Learners can write simple sentences.

Strand Writing

Sub strand Penmanship/ handwriting

Teaching/ Learning Resources Manila cards, markers, recorded audios visual

Core Competencies: Communication and collaboration Personal development and leadership


MINS


For Learning)



Assessment)

PHASE 3: REFLECTION

10MINS


Engage learners to play

“The Memory Game”

The students are shown a picture with many things

in it or a list of several

words.

The catch is they are shown it for just a few

seconds.

The students are then

asked to recall what they saw and write it down in

their books.

Let learners write a sentences on

the board and in their books.

Go round and check the

sentences written to see if full

stops are at the ends.

Discuss the punctuation, full

stop, with learners.

Write a passage on the board

with all punctuations.

Assist learners to recognize that

a full stop is used at the end of a

complete sentence, and to

separate initials.

What have we learnt

today?

The use of full stops


learners

Engage learners to play

the “Step forward” game.


with all the appropriate

punctuations.

What have we learnt

today?

Learners stand at the start

line.

Teacher calls out 'if you have a /t/ in your name

step forward' or 'if your

name begins with /f/ step forward'.

The person to get to the

finish line wins.

Discuss the passage with

learners, and help them to

recognize the punctuation

comma.


a comma is used to separate a

list of items. It serves as a pause

in sentences and speech.

Let learners write sentences or

short passages using the

comma.

Write a list of items on the

board and ask learners to use

the list to form sentences, using

the comma to separate the

items in the sentence written.

The use of comma


learners



rhymes


with all the appropriate

punctuations.

Discuss the use of the colon in

the passage.


a colon is used to list and

explain a statement, or to

mention a list of items.

What have we learnt

today?

Use of the colon


learners



rhymes

Write 4-5 sounds on the

board.

With the whole class, say

the sounds (with the

action).

Ask the learners to close their eyes and teacher wipes out one sounds.

Learners open their eyes

and must say which is

gone.

Call learners to make some

utterances by asking questions.

Write the utterance in quotation

marks on the board and discuss

with learners.


with all punctuations.

Assist learners to recognize that,

quotation marks are used when

you want to write the same

words a person said or wrote.


learners



rhymes

Write words on the boards and

explain the meaning of those

words.

Call learners in turns to form

simple sentences with the

words.

Write sentences on sentence

cards.

Use the sentence cards to help

learners write simple and

meaningful sentences.


learners


Class Five

Subject PHYSICAL EDUCATION

Reference Physical Education curriculum Page 63


Performance Indicator Learners can explain the purpose of using a side

orientation when striking a ball from a batting tee.

Strand Movement Concepts, Principles and Strategies

Sub strand Space Awareness

Teaching/ Learning Resources Videos and Pictures

Core Competencies: communication skills such as speaking, writing, as well as critical thinking and

problem-solving


MINS


For Learning)



Assessment)

PHASE 3: REFLECTION

10MINS


Have learners to sing

songs and recite

familiar rhymes in

relation to the lesson

Learners explain the

purpose of using the side

orientation as:

- Give accuracy

- Speed

- iii. Direction - iv.

Spinning, etc.

Assessment: Have

learners to practice in

turns using a side

orientation when striking a

ball from a batting tee


lesson


Class Five

Subject COMPUTING

Reference Computing curriculum Page 15

Learning Indicator(s) B5.1.3.1.4. B5.1.3.1.5. B5.1.3.1.6.

Performance Indicator • Learners can demonstrate sending and sharing information e.g. arranging data, sorting and calculations etc.

• Learners can demonstrate basic calculations on

sample data e.g. arranging and summing and

averaging data.

• Learners can recognize data types (integer, double,

float).

Strand Introduction to Computing

Sub strand Data Sources And Usage

Teaching/ Learning Resources Photographs, audio recordings, video recordings, film, letters and diaries, speeches, published books,

newspapers and magazines, government publications, oral

histories, etc.)

Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural

identity and global citizenship. 4. Personal development and leadership. 5. Digital literacy.


MINS


For Learning)



Assessment)

PHASE 3: REFLECTION

10MINS


Group learners into three

(3), appoint a leader from each group to act as the

teacher.

Ask them to summarize

what was covered in the

previous lesson.

The class is allowed to

pose questions to the

leaders. The group who

summarizes well wins

Task learners to sort data in alphabetical order (increasing and decreasing order) and perform basic calculations such as multiplying, dividing and adding vales of sample data. Learners can also be guided to generate age data from their dates of birth.

NB: recall content in B4 and

add to it.

Guide learners to add and find

the average data collected and

present their findings to the

class

Divide learners into two groups

and ask one group to mention

a number and the other group

to identify the type of data mentioned


learners

Documents

BASIC FIVE WEEK EIGHT - Mintah Eric...Week Ending 1st November, 2019 Class Five Subject MATHEMATICS Reference Mathematics curriculum Page 86 Learning Indicator(s) B5.2.1.1.3 Performance