FIRST TERM LESSON PLAN – BASIC FOUR

WEEK 8

Name of School: ……………………………………………………………………………….……..

Name of Teacher: ……………………………………………………………………………………

Week Ending: 03-03-2023 DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B4 Class Size: Sub Strand: Presentation
Content Standard: Indicator: Lesson:
B4.1.10.1: Show knowledge of spoken grammar B4.1.10.1.2 demonstrate awareness of the features
and register of spoken language 1 of 1
Core Competencies:
Performance Indicator:
Communication and Collaboration,
Learners can demonstrate awareness of the features of spoken language Personal
References: English Language Curriculum For Primary Schools Pg. 14

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some vocabulary and let them search the
STARTER dictionary for their meanings.

Share performance indicators and introduce the lesson

PHASE 2:  Demonstrate use of appropriate posture, verbal and non-verbal cues to Word cards,
MAIN communicate meaning, e.g. nodding, smiling, etc. to show approval. sentence cards,
letter cards,
Discuss the various non-verbal cues (e.g. facial expression, eye contact, handwriting on a
crossed arms, etc.) you used and their meanings with learners. manila card

Let the groups plan their presentations on an appropriate topic. Give each
group time to present and have the class talk about the appropriate verbal and
non-verbal cues used

Demonstrate awareness of the differences between spoken and written forms

of language e.g. simple and complex sentence structures

Model reading aloud a level-appropriate story or a paragraph with good pace,

stress or intonation.

Assessment
Read the same story or text aloud with poor pace, stress and intonation.

Put learners into groups to analyze the types of reading and identify which one
conveys meaning and why.

Have learners practice reading the story with good pace, stress and intonation.
PHASE 3: Ask learners to do the following by ways of reflecting on the lesson:
REFLECTION
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge they acquire during
the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 03-03-2023 DAY: Tuesday Subject: English Language
Duration: 60mins Strand: Reading
Class: B4 Class Size: Sub Strand: Blends and Consonant Clusters
Content Standard: Lesson:
Indicator:
B4.2.5.1: Identify and use consonant blends and
B4.2.5.1.1 orally produce single-syllable words
clusters in reading 1 of 1
Core Competencies:
Performance Indicator:
Communication and Collaboration,
Learners can orally produce single-syllable words
Personal
References: English Language Curriculum For Primary Schools Pg. 21

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some vocabulary and let them
STARTER search the dictionary for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the lesson

PHASE 2: MAIN Have learners revise diphthongs and use them in sentences. Word cards, sentence
Introduce consonant blends and have learners identify words cards, letter cards,
having the blends. e.g. bl - black br- brush st- stone tr- tree handwriting on a
manila card
Let learners work in pairs/groups to identify consonant blends
and build words from them.

Guide learners to play games like “Tapping Out” to bring out

the single-syllable words.

Demonstrate blending by sounding out letters separately and

blending/bringing them together into syllables and words.
e.g. p-l-o-t = plot,
b-l-a-c-k = black
g-r-o-w = grow

Assessment
Have learners identify words containing particular blends e.g.
bl, br, cr, cl, gr, gl
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:

1. Tell the class what you learnt during the lesson.

2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 03-03-2023 DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B4 Class Size: Sub Strand: Verbs
Content Standard: Indicator: Lesson:
B4.3.5.1: Apply the knowledge of verbs in B4.3.5.1.2 use appropriate subject-verb
communication agreement − singular/plural 1 of 2
Performance Indicator: Core Competencies:
Learners can use appropriate subject-verb agreement − singular/plural Communication and Collaboration, Personal
New words Playing, sweeping, weeding, cooking, etc
References: English Language Curriculum Pg. 40

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER
Share the performance indicators and introduce the lesson.

PHASE 2: MAIN Through discussion and examples help learners to realize rules Word cards, paper,
that govern sentence formation: letter cards,

- A Singular subject goes with singular verb.

e. g. The boy is in the room.

- A Plural subject goes with a plural verb.

e. g. The girls are happy.

- Collective nouns take singular verb.

e. g. The team is playing tomorrow.

Assessment:
Provide sentences for groups to identify the subjects and verbs.

Have learners write their own sentences to be presented to the

class.
PHASE 3: Ask learners to do the following by ways of reflecting on the
REFLECTION lesson:

1. Tell the class what you learnt during the lesson.

2. Tell the class how you will use the knowledge they acquire
during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 03-03-2023 DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Letter Writing
Content Standard: Indicator: Lesson:
B4.4.15.1: Write informal letters on given B4.4.15.1.1 write to friends about personal
topics experiences using appropriate letter formats 1 of 2
Performance Indicator:
Core Competencies:
Learners can write to friends about personal experiences using
Communication and Collaboration, Personal
appropriate letter formats
References: English Language Curriculum Pg. 58

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to describe their best friends and why they like
them.
Ask if anyone has written a letter to a best friend before?
What was the content of the letter?

Share the performance indicators and introduce the lesson.

PHASE 2: MAIN Revise with learners to discuss the purpose of a friendly letter: Word cards, sentence
A friendly letter is a type of communication used to share cards, letter cards,
information, express feelings, or simply stay in touch with handwriting on a
friends or family members who may be far away. manila card

Explain to the learners that the purpose of a friendly letter is to

connect with someone in a personal and meaningful way.

Explain the format of a friendly letter:

A friendly letter typically includes five parts: the heading, the
greeting, the body, the closing, and the signature.

Display a sample friendly letter on the board or overhead

projector and highlight each part. Then, have the students create
a template or graphic organizer that they can use to organize
their own letters.

Practice writing each part of the friendly letter: Provide students

with opportunities to practice writing each part of the friendly
letter separately.
For example, you might have them practice writing different
types of greetings or closings. You might also have them
practice writing the body of the letter by brainstorming topics
they might write about.

Write a friendly letter as a class: Once students have a good

understanding of the parts of a friendly letter, have them work
together as a class to write a letter.

You might choose a topic as a class or allow the students to

choose their own topics. As a class, write each part of the letter
together, discussing choices and strategies for the content.

Assessment
Have students write their own friendly letters: Encourage them
to use the template or graphic organizer they created earlier to
help them organize their thoughts. Provide feedback and support
 as needed to help students write meaningful and engaging letters
PHASE 3: Ask learners to do the following by ways of reflecting on
REFLECTION the lesson:

1. Tell the class what you learnt during the lesson.

2. Tell the class how you will use the knowledge they
acquire during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 03-03-2023 DAY: FRIDAY Subject: English Language
Duration: 60mins Strand: Writing Conventions/ Extensive Reading
Class: B4 Class Size: Sub Strand: Using Prepositions
Content Standard: Indicator: Lesson:
B4.5.7.1: Apply the knowledge of prepositions B4.5.7.1.1 use prepositions to convey a variety of
in oral and written communication meanings 1 of 2
Performance Indicator: Core Competencies:
 Learners can use prepositions to convey a variety of meanings. Communication and
 Learners can read a variety of age- and level appropriate books. Collaboration, Personal
References: English Language Curriculum Pg. 64

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Engage learners to play the “Tapping Out” Game.

Spread your fingers apart as learners do same.

Each finger represents a letter sound of single-syllable words.
Turn your back to the class and raise your right hand.
Raise the index finger straight as learners watch.
Bring the index finger down to meet the thumb as you make the
sound.
Use fingers to demonstrate blending.
PHASE 2: MAIN A preposition is a word, which shows the relationship between Word cards, sentence
one object and the other. cards, letter cards,
handwriting on a
Write examples of sentences to illustrate this. manila card
e.g. i. The book is on the desk
ii. Keep this book in your desk.
iii. students should put their bags under their desk
Have learners identify common prepositions (on, in, near, under)
in sentences.

Let them use these prepositions in sentences.

Engage learners in the “popcorn reading” game

The rules are simple: One student starts reading aloud and then
calls out "popcorn" when they finish. This prompts the next
student to pick up where the previous one left off.

Guide learners to choose and read independently books of their

choice during the library period.

Learners think-pair-share their stories with peers.

Assessment
Learners write a-two-paragraph summary of the book read.
PHASE 3: Ask learners to do the following by ways of reflecting on
REFLECTION the lesson:

1. Tell the class what you learnt during the lesson.

2. Tell the class how you will use the knowledge they
acquire during the lesson.
3. Which aspects of the lesson did you not understand?
Week Ending: 03-03-2023 DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Number
Class: B4 Class Size: Sub Strand: Number Operations
Content Standard:
B4.1.2.2 Describe and apply mental mathematics Indicator: Lesson:
strategies and number properties to determine B4.1.2.2.2 apply mental mathematics
answers for basic multiplication facts to 81 and strategies for multiplication, 1 OF 1
related division facts
Performance Indicator: Core Competencies:
Learners can apply mental mathematics strategies for Problem Solving skills; Critical Thinking; Justification of
multiplication, Ideas
Teaching/ Learning Counters, bundle and loose straws base ten cut square, patterns made from Manila
Resources
References: Mathematics Curriculum Pg. 15

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Monday Let learners solve this brain Review basic multiplication facts Ask learners to tell you what
teaser with learners. they have learnt and what
they will like to learn in the
Before introducing mental math next lesson
strategies, it's important to ensure
learners have a solid understanding
of basic multiplication facts. Homework
Use the distributive property
Spend some time reviewing to solve the following
multiplication tables and ensure 1. 10 x 15
learners understand the relationship 2. 6 x 7
between multiplication and 3. 8 x 13
addition. 4. 20 x 16
Introduce the distributive property:
One useful mental math strategy
for multiplication is the distributive
property. This states that a x (b + c)
= (a x b) + (a x c).

Explain to learners that this means

they can break down a
multiplication problem into
smaller, easier parts. For example,
6 x 8 can be broken down into (6 x
5) + (6 x 3), which is much easier
to solve mentally.

Assessment
Use the distributive property to
solve the following
1. 10 x 15
2. 6 x 7
3. 8 x 13
Tuesday Engage learners to sing the Teach multiplication by multiples Ask learners to tell you what
song of 10: they have learnt and what
they will like to learn in the
WE CAN COUNT Another helpful strategy is to teach next lesson
students how to multiply by
 We class four
We can count
We count 1,2,3,4,5
We count 6,7,8,9,10
We class four can count
very well.
multiples of 10.
This is a simple process of adding Homework
a zero to the end of the number Solve the following
being multiplied. For example, 7 x 1. 7 x 10
30 can be calculated as 7 x 3 with a 2. 56 x 10
zero added to the end, which 3. 47 x 100
equals 210. 4. 100 x 52

Determine the products when one

factor is a multiple of 10 and100
by annexing zero or adding zeros

e.g., for 3×200 think of 3×2 and

then add two zeros

Determine the products when one

factor is a multiple 1000 by
annexing zero or adding zeros

e.g., for 3×2000 think of 3×2 and

then add three zeros

Assessment: Learners to practice

Wednesday Engage learners to play the
Dice game.
Put learners into pairs and
give out two dice to each
pair.
Have a partner to toss the
dice and the other add up
the two numbers that shows
up.
with more examples
Teach multiplication by multiples
of 10:
Another helpful strategy is to teach
students how to multiply by
multiples of 10.
This is a simple process of adding
a zero to the end of the number
being multiplied. For example, 7 x
30 can be calculated as 7 x 3 with a
zero added to the end, which
equals 210.
Determine the products when one
factor is a multiple of 10 and100
by annexing zero or adding zeros
Ask learners to tell you what
they have learnt and what
they will like to learn in the
next lesson
Homework
1. What is 6 x 8?
2. If each pencil costs $0.25
and there are 12 pencils, how
much will it cost in total?
3. How many legs are there
in 7 spiders, each with 8
legs?

e.g., for 3×200 think of 3×2 and

then add two zeros

Determine the products when one

factor is a multiple 1000 by
annexing zero or adding zeros

e.g., for 3×2000 think of 3×2 and

then add three zeros

Assessment: Learners to practice

Thursday Give out number cards
(from 1-20) to learners at
random.
Leaners are to identify
with more examples
Apply halving and doubling when
determining a given product
e.g., 32×5 is the same as 16×10
Ask learners to tell you what
they have learnt and what
they will like to learn in the
next lesson
 numbers based on tally
marks, frames, dice, fingers
etc.
The first child shouts and
mention the number on his
card and ask for another
number.
Example, I have 5….Who
has 9?
Friday 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!
Practice mental math with story
problems: Create story problems
that require students to use mental
math strategies to solve
multiplication problems.
For example, "If a bag contains 4
apples and each apple has 6 seeds,
how many seeds are in the bag?"
Encourage students to use mental
math strategies to solve the
problem rather than relying on a
calculator.
Provide students with plenty of
opportunities to practice mental
math strategies for multiplication.
This can include timed quizzes,
mental math games, and daily
mental math exercises
Apply halving and doubling when
determining a given product
e.g., 32×5 is the same as 16×10
Practice mental math with story
problems: Create story problems
that require students to use mental
math strategies to solve
multiplication problems.
For example, "If a bag contains 4
apples and each apple has 6 seeds,
how many seeds are in the bag?"
Encourage students to use mental
math strategies to solve the
problem rather than relying on a
calculator.
Provide students with plenty of
opportunities to practice mental
math strategies for multiplication.
This can include timed quizzes,
mental math games, and daily
mental math exercises
Homework
1. A box of cookies has 10
rows with 6 cookies in each
row. How many cookies are
in the box?
2. How much water will be
needed to fill 9 glasses, each
containing 5 ounces of
water?
3. A package of stickers
contains 6 sheets of stickers
and each sheet has 12
stickers. How many stickers
are in the package?
Ask learners to tell you what
they have learnt and what
they will like to learn in the
next lesson
Homework
1. If there are 4 children in
each family and there are 5
families, how many children
are there in total?
2. How many petals are on 9
flowers, each with 6 petals?
3. A pack of juice boxes
contains 8 boxes and each
box contains 6 ounces of
juice. How many ounces of
juice are in the pack?
4. What is the product of 7
and 9?
Week Ending: 03-03-2023 DAY:
Duration: 60mins per lesson
Class: B4 Class Size:
Content Standard:
B4.2.1.2 Recognize the relationship
between the earth and the sun
Performance Indicator:
Learners can Identify the objects in the sky during
day and night
Teaching/ Learning Resources Pictures, charts or videos of the night and day skies
References: Science Curriculum Pg.5
DAYS PHASE 1: STARTER
Try and identify the leaners’
relevant previous knowledge
and quiz them to ascertain
whether they are ready for
the lesson.
Let learners write some
activities done in the day and
night. Example playing and
sleeping.
Drill learners on the correct
pronunciation of new words
and their meanings
Engage learners to sing songs
and play games to get them
ready for lesson.
Use questions and answers to
review learners
Subject: Science
Strand: Cycles
Sub Strand: Earth Science
Indicator: Lesson:
B4.2.1.2.1 Identify the objects in the sky during
day and night 1 OF 1
Core Competencies:
Problem Solving skills; Critical Thinking; Justification of
Ideas;
PHASE 2: MAIN PHASE 3: REFLECTION
Explain to learners that day and night Ask questions to review
are cyclic events, meaning they occur learners understanding of the
repeatedly in an orderly manner. The lesson
Sun, clouds and birds are some
things found in the day sky. Learners to tell what was
The moon, stars, clouds are also interesting about the lesson.
some objects found in the night sky.
Each of these objects comes with its Homework
importance to living and nonliving Identify 2 objects found in the
things. day and night sky.
Ask learners to step outside the Draw some objects found in the
classroom and name the objects in day and night sky
the daytime sky
Guide learners to identify some
objects to see during the day
 The sun
 The moon
 The planets
 Earth-orbiting satellites
 Stars
Have learners to use markers to color
a cut out circular shape to look like
the earth.
Learners to glue the cut out shape to
the center of a paper, labelling it
“Day sky”.
Have learners to draw and label
pictures of objects that can be seen
during the day sky.
Have learners to Identify the Ask questions to review
differences and similarities in day learners understanding of the
and night sky. lesson
Learners draw Venn diagrams (2 Learners to tell what was
circles then another circle interesting about the lesson.
understanding in the previous
lesson.
overlapping the two) and put in them
the things they see in the night sky, Homework
day sky and then in both skies and Identify 2 similarities and
display their work on the classroom differences in the day and night
walls. sky.
Answer the question: what happens
to the sky in a 24-hour cycle?
Learners write about the importance
of the things they see in the skies.
Week Ending: 03-03-2023 DAY:
Duration: 60mins per lesson
Class: B4 Class Size:
Content Standard:
B4.1.4.1. Demonstrate understanding of B4.1.4.1.1. Explain importance of education and
work as a civic responsibility
Performance Indicator:
Learners can explain importance of education and work as a
responsible citizen
Teaching/ Learning Resources
New words Importance, community, education, individuals, create, jobs
References: OWOP Curriculum Pg. 5
DAYS PHASE 1: STARTER
Try and identify the leaners’
relevant previous
knowledge and quiz them to
ascertain whether they are
ready for the lesson.
Let learners write some
works they do at home and
school. Example cooking
and sweeping.
Drill learners on the correct
pronunciation of new words
and their meanings
Engage learners to sing
songs and play games to get
them ready for lesson.
Use questions and answers
to review learners
understanding in the
Subject: OWOP
Strand: All about us
Sub Strand: Home And School
Indicator: Lesson:
work as a responsible citizen 1 OF 1
Core Competencies:
Communication and Collaboration Critical
Thinking
Pictures, Charts, Video Clips
PHASE 2: MAIN PHASE 3: REFLECTION
Brainstorm learners for the meaning Ask questions to review
of work. learners understanding of the
Work is an activity that involves lesson
physical or mental effort directed at
making or doing something as an Learners to tell what was
occupation in order to earn money interesting about the lesson.
or achieve a result.
Homework
Have learners identify some works at 1. What is the difference between
home academic work and non-
Work at Home academic work?
1. Helping our parents to do the 2. Explain any three importance
household chores. of education.
3. What is the meaning of work?
2. Helping to take care of our
siblings.
3. Helping in washing our clothes
and cooking food for the family.
Have learners identify some works at
the school.
Work at School
1. Doing class exercises, homework
and project work.
2. Studying your books.
3. Visiting the school library
4. Sweeping of the classrooms and
school compound.
5. Weeding the school compound
Assessment
Engage learners to role play works at
home and school.
Learners in groups talk about the Ask questions to review
importance of work at home, school learners understanding of the
and the community. lesson
Learners talk about how education is Learners to tell what was
linked to work interesting about the lesson.
e.g. i. Education opens avenues to get
previous lesson. work to do. Homework
ii. Education opens minds to set up work. 1. What is education? 2. State
iii. Education provides skills to manage and explain three kinds of work
work. done at
A. Home
Learners identify individuals in their B. School
community who have been able to C. Community
create their own jobs.

Engage learners to discuss how far

they want get with their education.

Highlight on some career

opportunities learners can have in
education.

Share roles and have learners to role

play the various careers.

Learners compose a song on the

importance of education
Week Ending: 03-03-2023 DAY:
Duration: 60mins
Class: B4 Class Size:
Content Standard:
B4. 1.2.1. Explain the effects of human
activities on the environment
Performance Indicator:
Learners can discuss the effects of human activities on the environment.
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
References: RME Curriculum Pg. 25
DAYS PHASE 1: STARTER
Engage learners to sing songs
and play games to get them
ready for lesson.
Use questions and answers to
review learners understanding
in the previous lesson.
Subject: RELIGIOUS & MORAL EDUCATION
Strand: God’s creation and attributes
Sub Strand: The Environment
Indicator: Lesson:
B4.1.2.1.1 Discuss the effects of human
activities on the environment. 1 OF 1
Core Competencies:
Cultural Identity, Sharing Reconciliation,
Togetherness
PHASE 2: MAIN PHASE 3: REFLECTION
Revise with learners to talk about the Ask questions to review
human activities in the environment. learners understanding of the
lesson
Let learners write the effects of
human activities on the environment: Learners to tell what was
interesting about the lesson.
Human activities affect the environment
by contributing to air pollution, or the
emission of harmful substances into the
Have learners to read and
air. These toxins can exert tremendous spell the key words written on
effects on the natural world, leading to the board
environmental degradation and problems
like acid rain and harmful algal blooms
in the ocean, heat, floods, rain storms,
less rainfall, famine, drought, etc.
Week Ending: 03-03-2023 DAY:
Duration: 60mins per lesson
Class: B4 Class Size:
Content Standard:
B4.2.1.1. Show understanding some of the
factors that led to the rise, expansion and
decline of one major kingdom
Performance Indicator:
Learners can state the factors that led to decline of the
Kingdom you have studied.
Teaching/ Learning Resources
References: History Curriculum Pg. 22
DAYS PHASE 1: STARTER
Engage learners to sing
songs and play games to
get them ready for lesson.
Use questions and answers
to review learners
understanding in the
previous lesson.
Engage learners to sing
songs and play games to
get them ready for lesson.
Use questions and answers
to review learners
understanding in the
previous lesson.
Subject: History
Strand: My country Ghana
Sub Strand: The People of Ghana
Indicator: Lesson:
B4.2.1.1.2 State the factors that led to decline of the
Kingdom you have studied. 1 OF 1
Core Competencies:
critical thinkers and digital literates
Wall charts, wall words, posters, video clip, etc
PHASE 2: MAIN PHASE 3: REFLECTION
Revise with learners on some of the major Use series of questions and
kingdoms in ghana. answers to review learners
understanding of the lesson
In a discussion, led learners to give reasons
why some of the Kingdoms declined. Ask learners to tell the class
E.g. Gonja Kingdom what they have learnt.
After years of conquering many territories, Call learners in turns
Jakpa contemplated fighting the Ashanti’s summarize the lesson
but his men were murdered due to fatigue
of war. A raging battle then took place in
which Jakpa was shot in the ankle and
mortally wounded.
The kingdom gradually started falling
after his death.
Revise with learners on some of the major Ask learners to tell the class
kingdoms in ghana. what they have learnt.
In a discussion, led learners to give reasons Call learners in turns
why some of the Kingdoms declined. summarize the lesson
E.g. Asante kingdom
A series of defeats at the hands of the
British gradually weakened and reduced
the territory of the Ashanti kingdom. After
nearly a century of resistance to british
power, the Ashanti kingdom was finally
declared a crown colony in 1902 following
the uprising known as the Yaa Asantewaa
war.
Week Ending: 03-03-2023 DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Performing Arts
Class: B4 Class Size: Sub Strand: Appreciating and Appraising
Content Standard:
Indicator: Lesson:
Demonstrate understanding of how
B4 2.4.6.1 / B4 2.4.7.1 Develop guidelines for appraising and
to generate own ideas for artistic
appreciating own and others’ performing artworks 1 OF 1
expressions on the people.
Performance Indicator: Core Competencies:
Learners can develop guidelines for appraising and appreciating own Decision Making Creativity, Innovation
and others’ performing artworks Communication
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
References: Creative Arts Curriculum Pg. 55 & 59

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Use questions and
answers to review the
previous lesson with
learners.
Engage learners to play
games and sing songs to
begin the lesson
Engage learners to sing
songs and play games to
get them ready for lesson.
Use questions and
answers to review
learners understanding in
the previous lesson.
The easiest way to understand and Use questions to review
appreciate a performance is to develop a learners understanding of the
relevance and appropriate criteria or lesson.
checklist.
Ask learners to tell the class
Guide learners to create a checklist or what they have learnt.
criteria for appreciating and appraising a
performance; Call learners to summarize the
 Creative process main points of the lesson.
 Subject matter
 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
Lead a discussion to explain the criteria Use questions to review
with learners. learners understanding of the
lesson.
Now let learners use the checklist to
appreciate and appraise a previous art Ask learners to tell the class
performed in class. e.g. Kweku Ananse what they have learnt.
and the Wisdom Pot.
Call learners to summarize the
Put learners into groups and share roles main points of the lesson.
or allow learners to pick up roles for
themselves.
Invite each group to perform the drama
as others observe.

Set up a three member judge to use the

checklist or criteria to appraise the
performance of each group.
Week Ending: 03-03-2023 DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Composition Writing
Class: B4 Class Size: Sub Strand: Creative/ Free Writing
Content Standard: Indicator: Lesson:
B4.4.2.1: Show an understanding of B4.4.2.1.1-2 Write a one paragraph story describing
composing short simple stories a past event. 1 OF 1
Performance Indicator: Core Competencies:
 Learners can write a one paragraph story describing a Creativity and innovation, Communication and
past event. collaboration
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
References: Ghanaian Language Curriculum Pg. 20

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Engage learners to sing songs
and play games to get them
ready for lesson.
Use questions and answers to
review learners understanding in
the previous lesson.
Let learners sing a popular
traditional song they know.
Share the class Readers to
learners and ask them to open to
a page where there is a passage
made up more than one
paragraph.
Lead learners to read the
passage.
Use questions to review
learners understanding of the
lesson.
Ask learners to tell the class
what they have learnt.
Call learners to summarize the
main points of the lesson.

Use the passage to assist learners

Engage learners to sing songs
and play games to get them
ready for lesson.
Use questions and answers to
review learners understanding in
the previous lesson.
to recognize a paragraph.
Narrate a past event to learners Use questions to review
and put them into groups to learners understanding of the
write a one paragraph story lesson.
describing the event narrated to
them. Ask learners to tell the class
what they have learnt.
Show learners a short video.
Call learners to summarize the
In groups, let learners discuss main points of the lesson.
the scenes they saw in the
movie.

Let learners write a short story

on the scene they saw and read
their story to the class.

Discuss their stories with them.

Week Ending: 03-03-2023 DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Physical Fitness
Class: B4 Class Size: Sub Strand: Aerobic Capacity
Content Standard:
Indicator: Lesson:
Demonstrate competence in the motor skills and
B4.3.1.3.1: Perform 15 minutes’ brisk walk
movement patterns needed to perform a variety of
with music. 1 OF 1
physical activities
Performance Indicator: Core Competencies:
 Learners can perform 15 minutes’ brisk walk with music. Develop personal skills
Teaching/ Learning Resources Videos and pictures

References: PE Curriculum Pg. 50

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Engage learners to sing songs
and play games to get them
ready for lesson.
Use questions and answers to
review learners understanding in
the previous lesson.
Learners’ warm-up to begin
activities.
Learners swing their arms by
walking briskly within a
demarcated area at their own pace.
Walking at a brisk pace means
you’ll be walking faster than you
would normally.
Use questions to review
learners understanding of the
lesson.
Ask learners to tell the class
what they have learnt.
Call learners to summarize the
main points of the lesson.
Week Ending: 03-03-2023 DAY: Subject: Computing
Duration: 60mins Strand: Introduction To Computing
Sub Strand: Introduction to MS Windows
Class: B4 Class Size:
Interface
Content Standard: Indicator: Lesson:
B4.1.2.1: Demonstrate the use of the Desktop B4.1.2.1.2. Demonstrate how to Personalize
Background as well as working with folders. the Desktop Background 1 OF 1
Performance Indicator:
Learners can demonstrate how to Personalize the Desktop Core Competencies:
Creativity and innovation. 2. Communication and collaboration.
Background
Teaching/ Learning Resources Projected examples of personalized desktop background
References: Computing Curriculum Pg. 3

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3: REFLECTION

Engage learners to sing Show projected examples of personalized Use questions to review
songs and play games to get Desktop Background to learners with the learners understanding of the
them ready for lesson. aid of a projector or pictures. lesson.

Use questions and answers Ask learners to tell the class

to review learners what they have learnt.
understanding in the
previous lesson. Call learners to summarize
the main points of the lesson.

Desktop personalization is the process of

adjusting the look, feel and organization
of the windows end-user experience. It
involves desktop backgrounds, window
color schemes, sounds and screen savers.

Guide learners to personalize the Desktop

Background using the required tools and
settings.