TEMPLATE FOR PLANNING DAILY LESSONS · 2019-10-21 · TEMPLATE FOR PLANNING DAILY LESSONS Date: Period: Subject: English language Time: Class: five ... − Regular count nouns take

FACILITATOR: NANA FIIFI ACQUAH (ODORKOR) 0245350591

TEMPLATE FOR PLANNING DAILY LESSONS

Date: Period: Subject: English language

Time: Class: five Class Size:

Strand: 1: ORAL LANGUAGE Sub-strand: 3: Poems

Content Standard: B5.1.1.1: Demonstrate understanding of a variety of songs

Indicator: B5.1.3.1.2. Relate values in poems to day-to-day life

Lesson 1 of 1

Performance Indicator: Learners can Relate values in poems to day-to-day life

Core Competencies: Communication and Collaboration Creativity and Innovation/ Cultural Identity and Global Citizenship

Key Words:

PHASE / DURATION LEARNER ACTIVITIES RESOURCES

Phase 1: Starter (preparing the brain for learning) 10 minutes

Ask learners to recite some poems already learnt.

Phase 2: Main (new learning including assessment) 40 minutes

Write out a new poem on the board. Teach the meaning and pronunciation of the key words in context. Lead learners to read the poem line by line and discuss with them the meaning of the whole poem. • Recite the poem with pupils line by line, clapping and tapping out the rhythm. • Together with learners identify and discuss some values in the poem, e.g. patience etc. • Have learners relate the values to real life situations and experiences. Assessment: What are the moral lessons in the values of the poem?

word cards, sentence cards

Phase 3: Plenary / Reflection (Learner and teacher) 10 minutes

Invite learners to tell the class which part of the poem interests them most.





Strand: 2: READING Sub-strand: 3: Word Families: Minimal Pairs and Common Digraphs

Content Standard: B5.2.3.1: Identify minimal pairs and common digraph

Indicator: B5.2.3.1.1.Use common minimal pairs to decode words. e.g. – sash, wash

Lesson 1 of 1

Performance Indicator: Learners can use common minimal pairs to decode words

Core Competencies: communication and collaboration

Key Words:



Have learners say the rhyme ‘paracetamol’


Give examples of minimal pairs, e.g. watch, catch • In groups let learners come up with more examples • Select two paragraphs from the reading passage and let learners identify specific spelling patterns e.g. sh- fish, dish, sash, wash th – both, tooth • Drill learners on pronunciation of words. • Learners read the words containing minimal pairs, e.g. church, search, perch, fetch. Assessment: write simple sentences with the minimal pairs



• Learners in pairs identify more

words from reading passages and make a list on a chart.

Let each pair read the words





Strand: 3: Grammar and Usage at Word and Phrase Levels Sub-strand:

Content Standard: B5.3.1.1: Apply knowledge of different types of nouns in communication

Indicator: B5.3.1.1.2. Identify and use: − proper nouns - refer to festivals; − Count/non-count − Singular − Plural (regular, irregular) − plural without plural marker

Lesson 1 of 1

Performance Indicator: Learners can Identify regular and irregular nouns

Core Competencies: Communication and collaboration Personal Development Listening and Speaking Communication and collaboration Personal Development

Key Words:



Sing songs Have learners to talk about ‘nouns’


Introduce singular and plural nouns in context. e.g. I need a table. Can you give me one of these tables? • Have learners read the sentences and observe the underlined words. • Show pictures of objects/people to help learners to identify regular and irregular nouns e.g. picture of a child, and a picture of children. Guide learners to discover the difference between regular and irregular plural forms: − Regular count nouns take s or es to form their plural. − e.g. table – tables, Irregular



count nouns are nouns that do not take s or es to form their plural. e.g. child – children Plural nouns without plural markers • Have learners discover the plural nouns without plural marker in context. E.g. The sheep are grazing outside. I met a lot of people at the party. Assessment: complete the table below. Regular nouns Irregular nouns singular plural singular Plural table Man chair Child book goose


Learners to form sentence with words on the word cards





Strand: 4: Writing Sub-strand: 3: Paragraph Development

Content Standard: B5.4.3.1: Develop, organise and express ideas cohesively in writing and representing for a variety of purposes, audience and context

Indicator: B5.4.3.1.1. Choose appropriate ways and modes of writing for a variety of purposes, audiences and contexts and organise facts, ideas and/or points of view in a way appropriate to the mode of delivery, using appropriate text feature

Lesson 1 of 1

Performance Indicator: Learners can Choose appropriate modes of writing for a ta variety of, audiences and organise ideas

Core Competencies: Collaboration and Communication Personal Development and Leadership Skills Reading and Writing

Key Words:



Sing songs


Work with learners to select sample texts from a variety of models of writing from the library for this exercise. Examples of modes of writing. i. Process ii. Narration iii. Description iv. Comparison v. Problem solution vi. Classification vii. Argument • Put learners into small groups and assign each group a mode of writing. . • Have learners study the sample text. • Guide them through appropriate questions to identify the: i. Mode of writing/types of essay ii. Purpose



iii. Audience Assessment: Jumble the paragraphs of a text and have learners in groups re-arrange the paragraphs into a coherent piece.


Ask learners to tell what they have learned. Have learners Discuss the various modes of writing. Have learners read a text to identify the structure of each mode Homework: learners to use search engines to search for the different modes of writing they have studied





Strand: 5: USING WRITING CONVENTIONS/GRAMMAR USAGE Sub-strand : 1: Using Capitalisation

Content Standard: B5.5.1.1: Use capital letters to start the first words in a direct speech

Indicator: : B5.5.1.1.2. Writing of lower case and capital letters.

Lesson 2 of 2

Performance Indicator: Learners can write one paragraph about their friends with correct use of capital letters

Core Competencies: Critical Thinking and Problem Solving Communication and Collaboration Listening, Speaking, Reading and Writing

Key Words:



Have learners sing some familiar songs


Have Learners exchange their work (which they wrote about their friends in the previous lesson) with their partners and guide them to edit. • Ask learners to begin their editing by looking at capital letters e.g. Words that need to start with capital letters such as proper names and letters beginning sentences. • have Learners go round to help colleagues who have challenges. Assessment: Write about your mother



Ask learners to tell what they have learned. Let learners read some of the finished work in class



Date: Period: Subject: History


Strand: 2: My Country Ghana Sub-strand: 1: The People Of Ghana

Content Standard: B5.2.1.1. Demonstrate understanding of how life in ancient time was different from life today

Indicator: : B5.2.1.1.2 Describe some ancient towns in Ghana.

Lesson 3 of 4

Performance Indicator: Learners can Describe some ancient towns in Ghana

Core Competencies: Learners become creative and innovative as they compare and analyse life in ancient time and today

Key Words:



Sing songs with actions Which were the ancient towns in Ghana? Where were they located? Who founded them?


Ask learners to List some ancient towns and places in Ghana (Begho, Bono-Manso, Have learners in groups read to learn about Begho, Bono-Manso, Dawhenya, Eguafo and share in class. Show and discuss pictures of some of these towns and places Assessment : Describe the prehistoric life of the people of Begho

a map of Ghana


What have we learnt today? some ancient towns and places in Ghana Homework: Describe the prehistoric life of the people of Bono-Manso



Date: Period: Subject: History


Strand: 2: My Country Ghana Sub-strand: 1: The People Of Ghana

Content Standard: B5.2.1.1. Demonstrate understanding of how life in ancient time was different from life today

Indicator: : B5.2.1.1.2 Describe some ancient towns in Ghana.

Lesson 4 of 4

Performance Indicator: Learners can Describe some ancient towns in Ghana

Core Competencies: Learners become creative and innovative as they compare and analyse life in ancient time and today

Key Words:



Sing songs with actions Which were the ancient towns in Ghana? Where were they located? Who founded them?

a map of Ghana


Ask learners to List some ancient towns and places in Ghana

Have learners in groups read to learn about Kintampo, Salaga, Daboya and

share in class.

Show and discuss pictures of some of these towns and places

Assessment :

Describe the prehistoric life of the people of Salaga,


What have we learnt today? some ancient towns and places in Ghana Homework: Describe the prehistoric life of the people of Daboya.



Date: Period: Subject: : RELIGIOUS AND MORAL EDUCATION


Strand: 1: God, His Creation and Attribut Sub-strand: 1: God the Creator

Content Standard: B5.1.1.1. Appreciate the nature of God as the Creator

Indicator: : B5.1.1.1.2: State the qualities of God that humankind should demonstrate

Lesson 2 of 2

Performance Indicator: Learners can State the qualities of God that humankind should demonstrate

Core Competencies: Core Competencies: Respect, Caring, Responsibility, stewardship, Love, Communication and Collaboration, Cultural Identity and Global Citizenship

Key Words:



Sing songs with actions


Let learners, in pairs or in groups, discuss how they can use their God-given unique qualities: - Serve God and humankind,

- Protect and preserve the environment,

- Live together in harmony, - Contribute to development,

Let learners present their work for appreciation and

discussion in class.

Assessment :

Wall charts, word cards posters, pictures


Describe how you can use your God-given unique

qualities to

1. Serve God and humankind, 2. Protect and preserve the

environment,


What have we learnt today? How to use your God-given unique qualities Homework: Describe how you can use your God-given unique qualities to 1. Live together in harmony 2. Contribute to development



Date: Period: Subject: computing


Strand: 1: INTRODUCTION TO COMPUTING Sub-strand: 1: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHER GADGETS

Content Standard: B5.1.1.1: Identify parts of a computer and technology tools

Indicator: B5.1.1.1.5. Identify home row keys, top row, bottom row keys, numerical pad and type (short sentences). B5.1.1.1.6. Summarise the generation of computers.

Lesson 1 of 1

Performance Indicator: Learners can Identify home row keys, top row, bottom row keys, numerical pad and type short sentences Learners can summarise the generation of computers

Core Competencies: 1. Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and global citizenship. 4. Personal development and leadership. 5. Digital literacy.

Key Words:



Guide Learners to play computer games to reinforce keyboard and mouse skills.


Guide learners to type using top row keys (Q, W, E, R, and T keys for the left-hand and Y, U, I, O, and P keys for the right-hand), bottom row keys (Z, X, C, V, and B keys for the left-hand and N, M, comma, period, and forward slash keys for the right-hand), numerical pad (1, 2, 3, …9. etc.) and type an essay (50 words) using Word Processor or typing tutorial

Laptop computer


Guide learners to recall what has been learnt in previous classes and ask leading questions, use scenarios to help learners identify the difference between the types of computers, their advantages and disadvantages Assessment: Identify the fingers for typing Q, W, E, R, T , Y, U, I, O, and P keys Homework: learners identify the difference between the types of computers, their advantages and disadvantages How is dragging performed with the mouse?


What have we learnt today? Identifying home row keys, top row, bottom row keys, numerical pad and type short sentences guide Learners to play computer games to reinforce keyboard and mouse skills



Date: Period: Subject: Our world our people


Strand: Sub-strand:

Content Standard: B5.1.3.1. Demonstrate understanding of how to be committed to one’s Family

Indicator: B5.1.3.1.1. Explain the need to be a committed member of the family

Lesson 2 of 3

Performance Indicator: Learners can Learners mention behaviours and attitudes needed to be a committed family member

Core Competencies: Personal Development and Leadership Communication and Collaboration Cultural Identity and Global Citizenship Trust, Commitment, Loyalty Respect, Obedience, Humility, Unity Responsibility, Togetherness

Key Words:



Sing the song “Nebuchadnezzar, he disobeyed God”


Guide Learners to talk about the need to be a committed family member e.g. to promote unity, to gain respect, to bring unity and peace in the family, to strengthen the family support system, to be considered a trustworthy person, etc. Assessment: Write five importance of being a committed family

Pictures charts



Ask learners to talk about what they enjoyed most during the lesson?



Date: Period: Subject: Our world our people


Strand: 1: ALL ABOUT US Sub-strand: : 3: My Family and the Community

Content Standard: B5.1.3.1. Demonstrate understanding of how to be committed to one’s Family

Indicator: Indicator: B5.1.3.1.1. Explain the need to be a committed member of the family

Lesson 3 of 3

Performance Indicator: Learners can Learners mention behaviours and attitudes needed to be a committed family member

Core Competencies: Personal Development and Leadership Communication and Collaboration Cultural Identity and Global Citizenship Trust, Commitment, Loyalty Respect, Obedience, Humility, Unity Responsibility, Togetherness

Key Words:



Sing the song “Nebuchadnezzar, he disobeyed God”


Guide Learners to role play commitment to the family. The role play should have as a climax reward for being committed.

Pictures charts


Ask learners to talk about what they enjoyed most during the lesson?



Date: Period: Subject: Creative arts


Strand: Visual Arts Sub-strand: 1: Thinking and Exploring Ideas

Content Standard: B5 1.1.1 Demonstrate understanding of how to generate own ideas for artistic expressions about the people based on their history and culture, the environment and topical local/national/global issues

Indicator: B5. 1.1.1.4 Generate own ideas for designing and creating own visual artworks that reflect the physical and social environments of some African communities

Lesson 1 of 1

Performance Indicator: . learners can Generate own ideas for designing and creating own visual artworks that reflect the physical and social environments of some African communities

Core Competencies: Decision Making Creativity and Innovation Communication

Technology

Key Words:



Sing a song with actions

pictures


Have learners go out for field observation (out of class learning through environmental walk) observe and record by sketching or taking photographs (still/moving) of a) structures (e.g. buildings, bridges) styles, shapes and forms). b) automobiles c) consumer services


Guide Learners to reflect on experiences of the field study studies to analyse and generate concepts. assessment : design and make your own artwork that will reflect your school environment


Ask learners to talk about what they enjoyed most during the lesson? Homework: design and make your own artwork that will reflect your school environment



Date: Period: Subject: Creative arts


Strand: Visual Arts Sub-strand: 1: Thinking and Exploring Ideas

Content Standard: B5 1.1.1 Demonstrate understanding of how to generate own ideas for artistic expressions about the people based on their history and culture, the environment and topical local/national/global issues

Indicator: B5 1.1.1.5. Study the artworks of Ghanaian and other African visual artists that reflect topical issues in Africa

Lesson 1 of 2

Performance Indicator: . learners can Study the artworks of Ghanaian visual artists that reflect topical issues in Africa

Core Competencies: Decision Making Creativity and Innovation Communication

Technology

Key Words:



Sing a song with actions


Guide Learners to select works of Ghanaian visual artists that reflect current topical issues of concern in Africa (e.g. climate change, water and air pollution discuss the works of the selected African artists with focus on the type of artwork, theme/purpose, materials, tools, method and style, etc Assessment: Select the work of a Ghanaian visual artists and describe how it reflect on current topical issues

pictures



appreciation have learners talk about the artworks of Ghanaian in-pairs and share their views



Date: Period: Subject: Mathematics


Strand: 1- Number Sub-strand: 1: Counting, Representation & Cardinality

Content Standard: B5.1.1.1 Demonstrate an understanding of quantities and place value for multi-digit numerals up to 1000,00

Indicator: B5.1.1.1.5 Round (off, up, down) whole numbers up to 100,000 to the nearest ten thousands, thousands, hundreds and tens

Lesson 1 of 2

Performance Indicator: Learners can Round (off, up, down) whole numbers up to 100,000 to the nearest ten thousands, thousands, hundreds and tens

Core Competencies: Problem Solving Skills; Critical Thinking; Justification of Ideas; Collaborative Learning

Key Words:



Play “Show me a number” (up to 10), with straws


Guide Learners to round off numbers to the nearest 10,000, 1000 and 100. For instance; 129,500 is approximately 130,000 and 19100 as approximately 19,000 Assessment: 1.175,000 2. 140,000

number chart


What have we learnt today? Homework:






Content Standard: B5.1.1.1 Demonstrate an understanding of quantities and place value for multi-digit numerals up to 1000,00

Indicator: B5.1.1.1.5 Round (off, up, down) whole numbers up to 100,000 to the nearest ten thousands, thousands, hundreds and tens

Lesson 2 of 2

Performance Indicator: Learners can Round (off, up, down) whole numbers up to 100,000 to the nearest ten thousands, thousands, hundreds and tens

Core Competencies: Problem Solving Skills; Critical Thinking; Justification of Ideas; Collaborative Learning

Key Words:



Play “Show me a number” (up to 10), with straws


Learners round up and round down to estimate sums and differences example

Round 214765

Round up

Round down

Round off

to the nearest ten

214770 214760 214770

to the nearest hundred

214800 214760 214800

to the nearest thousand

215000 214000 215000

number chart


Assessment:

Round 423583

Round up

Round down

Round off

to the nearest ten

to the nearest hundred

to the nearest thousand








Content Standard: B5.1.1.1 Demonstrate an understanding of quantities and place value for multi-digit numerals up to 1,000,000.

Indicator: B5.1.1.1.6 Skip count forwards and backwards in 500s 1000s etc. up to and from 100,000

Lesson 1 of 2

Performance Indicator: . Learners can Skip count forwards and backwards in 500s 1000s etc. up to and from 100,000

Core Competencies: Problem Solving Skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal Development and Leadership Attention to Precision, Cultural Identity

Key Words:



Sing the song ‘im counting one`


Put learners in groups. A learner mention a number and another makes skip count in 500s or 1000s to include the fifth count. For instance. Learner 1: Shout out “15290”skip counting up in 500s Learner 2 answers: 15790, 16290, 17290, 17790, 18290, etc Assessment : write the first five 1. “12253”skip counting up in 500s 2.”38346”skip counting up in 1000s

number chart



What have we learnt today Learner 3; Shout out “31285”skip counting up in 1000s Learner 4 ans; 32285, 33285, 34285, 35285, 36285….etc Homework:








Lesson 1 of 2



Key Words:



Sing the song ‘I’m counting one`


Guide Learners to Skip count backwards by 50s and between 1000 and 10000 that are multiples of 50s and 100s

Example 5000 = 4950 , 4900, 4850 …..

Assessment : Skip count backwards

by 50s 1. 6000 = 2. 5500 = 3. 3050 =

number chart










Lesson 1 of 2



Key Words:



Sing the song ‘I’m counting one`


Guide Learners to Skip count backwards by 100s and between 1000 and 10000 Example 5000 = 4900, 4800, 4700 … Assessment: Skip count backwards by 100s 1. 6000 = 2. 5500 = 3. 3050 =

number chart





Date: Period: Subject: science


Strand: 1: DIVERSTY OF MATTER Sub-strand: 2: MATERIALS

Content Standard: B5.1.2.1 Recognise materials as important resources for providing human need

Indicator: B5.1.2.1.1 Classify everyday materials based on their properties (soft, hard, rough, smooth, opaque, transparent and bendable

Lesson 1 of 2

Performance Indicator: Learners can Classify everyday materials based on their properties (soft, hard, rough, smooth, opaque, transparent and bendable

Core Competencies: Communication and Collaboration Creativity and Innovation Personal Development and Leadership Critical Thinking and Problem-Solving

Key Words:



Sing a song


Learners to collect and bring a variety of everyday materials from the home, school and community. Examples should include cotton wool, pieces of cloth, pieces of paper, Learners are assisted to sort and group the materials based on texture (hard or soft), and size (big or small). Demonstrate by assisting learners to group materials into those that we can see through (transparent) and those that we cannot see through (opaque). Guide Learners to sort the materials into those that can bend and those that cannot bend.

cotton wool, pieces of cloth, pieces of paper, cardboard, wood, plastics, polythene bags (coloured and transparent), soil samples, marbles (rough and smooth) chalk, crayon, pen and straw.


Assessment: Complete the table by ticking

Can bend

Cannot bend

big small

clay

stones

wood

plastic

Raffia palm


Give learners opportunity to talk about what they have learnt Elaborate more on learners ideas writing key points on the board



Date: Period: Subject: science


Strand: 1: DIVERSTY OF MATTER Sub-strand: 2: MATERIALS

Content Standard: B5.1.2.1 Recognise materials as important resources for providing human need

Indicator: B5.1.2.1.1 Classify everyday materials based on their properties (soft, hard, rough, smooth, opaque, transparent and bendable

Lesson 2 of 2

Performance Indicator: Learners can Classify everyday materials based on their properties (soft, hard, rough, smooth, opaque, transparent and bendable

Core Competencies: Communication and Collaboration Creativity and Innovation Personal Development and Leadership Critical Thinking and Problem-Solving

Key Words:



Sing a song


Learners are assisted to know that the properties of a given material enable it to be used for making certain products, e.g. clay is used for making pots because it can be moulded without breaking. Raffia palm is used in basketry because it can bend easily. Project: Learners to use different materials to create new items such as paper fans, toy cars, toy planes, cooking pans, hats and earthenware pots and bowls and exhibit their work.

cotton wool, pieces of cloth, pieces of paper, cardboard, wood, plastics, polythene bags (coloured and transparent), soil samples, marbles (rough and smooth) chalk, crayon, pen and straw.



Give learners opportunity to talk about what they have learnt Elaborate more on learners ideas writing key points on the board



Date: Period: Subject: Physical Education


Strand: 1: MOTOR SKILL AND MOVEMENT PATTERNS Sub-strand: LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS

Content Standard: B5.1.1.1 Demonstrate competence in the motor skills and movement patterns needed to perform a variety of physical activities (games, athletics, gymnastics and dance

Indicator: B5.1.2.1.4: Striking a dropping light ball upward and forward to a teammate using the hands or feet.

Lesson 1 of 1

Performance Indicator: learners should Roll ball using a stick through obstacles (arranged cones)

Core Competencies: : personal skills and competencies such as precision, coordination strength, balance and patience as well as teamwork

Key Words:



Set Induction: Discuss with learners that they are going to skip and leap continuously. At end of the lesson they will be asked to perform the movements above as individual and in a group General warm-up: Jogging Learners jog round a demarcated area in files while singing and clapping Specific warm-up: jumping from one point to another.

Balls cones sticks



Arrange ten cones in a straight form and zigzag. Demonstrate to learners how to roll balls through in turns.

Have Learners roll balls through in turns at their own pace As learners move, the teacher checks their movements, control of the balls with the stick and gives corrective feedback for correct mastery of skill. Learners are allowed to progress at their own pace during practice.

Culminating: Organise competitions for learners. End the lesson with deep breathing activity. Closure: Learners go through cool down activities by jogging slowly, moving body part and end with static stretching. Ask learners to sit down in a comfortable place. Use questions to review and summarise what they have learnt. Assessment: • List two skills that are developed during rolling a ball using a stick through obstacles.


Discuss with the learners lesson content, lesson delivery, skill mastery level, strategies for class management and learner’s progression for feedback. Use the feedback of reflection in and reflection on for general remarks and effective planning of future lessons Independent Activity/Homework: Ask learners to practice how to roll a ball using a stick through obstacles.

Documents

TEMPLATE FOR PLANNING DAILY LESSONS · 2019-10-21 · TEMPLATE FOR PLANNING DAILY LESSONS Date: Period: Subject: English language Time: Class: five ... − Regular count nouns take